Association for Behavior Analysis International

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

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46th Annual Convention; Washington DC; 2020

Program by Continuing Education Events: Sunday, May 24, 2020


 

Panel #188
CE Offered: BACB
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
 
 
Symposium #189
CE Offered: BACB
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.
 
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.
 
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.
 

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.

 
 
Symposium #190
CE Offered: BACB
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
 

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.

 

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.

 
 
Symposium #191
CE Offered: BACB
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.
 

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.

 
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.
 

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.

 
 
Symposium #192
CE Offered: BACB
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.

 
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.
 

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).

 
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.
 
 
Symposium #194
CE Offered: BACB
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.
 
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.
 
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.
 
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.
 
 
Symposium #196
CE Offered: BACB
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

 

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.

 

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.

 

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.

 
 
Symposium #197
CE Offered: BACB
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

 

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.

 
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.
 
 
Symposium #198
CE Offered: BACB
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.
 

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.

 
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.
 
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.
 
 
Symposium #199
CE Offered: BACB
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.
 
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.
 

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.

 

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.

 
 
Panel #200
CE Offered: BACB
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
 
 
Invited Paper Session #201
CE Offered: BACB/PSY/QABA
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.
 
WEIHE HUANG (Creating Behavioral + Educational Momentum)
 
 
Symposium #202
CE Offered: BACB
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
 

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.

 

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.

 
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.
 
 
Symposium #203
CE Offered: BACB/QABA/NASP
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
 

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.

 

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.

 
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.
 
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.
 
 
Symposium #204
CE Offered: BACB
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
 
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.
 

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.

 
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.
 
 
Symposium #205
CE Offered: BACB
Diversity submission 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.
 
Diversity submission 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.
 
Diversity submission 

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.

 
Diversity submission 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.
 
Diversity submission 

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.

 
 
Symposium #206
CE Offered: BACB
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

 
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.
 
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).
 
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.
 

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.

 
 
Symposium #207
CE Offered: BACB
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.
 

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%).

 
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.
 

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.

 
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.
 
 
Symposium #208
CE Offered: BACB
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
 
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.
 
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.
 
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.
 

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.

 
 
Symposium #209
CE Offered: BACB
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
 

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.

 
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.
 
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.
 
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.
 
 
Special Event #210
CE Offered: PSY/BACB/QABA/NASP
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.
 
 
Invited Tutorial #211
CE Offered: BACB — 
Ethics
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.
 
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.
 
 
Symposium #212
CE Offered: BACB
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
 
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.
 

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.

 
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.
 
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.
 
 
Panel #213
CE Offered: BACB
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
 
 
Symposium #214
CE Offered: BACB
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.
 
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.
 

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.

 
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.
 
 
Symposium #215
CE Offered: BACB
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
 

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.

 

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.

 
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.
 
 
Symposium #216
CE Offered: BACB
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

 
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.
 
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.
 
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.
 
 
Symposium #217
CE Offered: BACB
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.
 

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.

 
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.
 
 
Symposium #219
CE Offered: BACB
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
 
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.
 

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.

 
 
Symposium #220
CE Offered: BACB
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
 

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.

 
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.
 
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 AB relations and the other peer tutor taught BC relations. In Experiment 2, each peer tutor taught half of the AB and BC 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.
 
 
Panel #221
CE Offered: BACB
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
 
 
Symposium #222
CE Offered: BACB
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
 
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.
 
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.
 
 
Panel #223
CE Offered: BACB — 
Ethics
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
 
 
Symposium #225
CE Offered: BACB
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.
 
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.
 
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.
 
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.
 
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.
 
 
Symposium #226
CE Offered: BACB — 
Ethics
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.
 
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.
 
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.
 
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.
 
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.”
 
 
Symposium #227
CE Offered: BACB
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
 

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.

 

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.

 

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.

 

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.

 
 
Symposium #229
CE Offered: BACB
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.
 

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.

 

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.

 
 
Symposium #231
CE Offered: BACB
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
 

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.

 

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.

 

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.

 
 
Special Event #234
CE Offered: PSY/BACB
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.
 

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.

 
JULIE KORNACK (Center for Autism and Related Disorders)
 
 
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.
 
 
 
Invited Paper Session #235
CE Offered: PSY/BACB/QABA/NASP
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.
 
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.
 
 
Invited Tutorial #237
CE Offered: PSY/BACB/QABA/NASP
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.
 
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.
 
 
B. F. Skinner Lecture Series Paper Session #238
CE Offered: PSY/BACB/QABA/NASP
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).
 
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.

 
 
Symposium #239
CE Offered: BACB — 
Supervision
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.
 
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.
 
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.
 
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.
 
 
Panel #240
CE Offered: BACB
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
 
 
Symposium #241
CE Offered: BACB
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.

 
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.
 

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.

 
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.
 
 
Symposium #242
CE Offered: BACB
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
 

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.

 

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.

 

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.

 
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.
 
 
Symposium #244
CE Offered: BACB
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.
 
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.
 

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

 

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.

 
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.
 
 
Symposium #245
CE Offered: BACB
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

 

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.

 

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.

 
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.
 
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.
 
 
Symposium #246
CE Offered: BACB
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

 

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.

 
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.
 
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.
 
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.
 
 
Symposium #248
CE Offered: BACB
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.

 

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.

 
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.
 
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.
 
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.
 
 
Symposium #249
CE Offered: BACB
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
 
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.
 
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.
 

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 on the on-task and in-seat behavior of children with autism in a clinic setting. Results indicated al three participants had slightly higher on-task behavior while using the stability ball chair compared to a standard chair. With regard to in-seat behavior one participant engaged in higher levels while using the stability ball chair but the other two participants have variable data. Social validity data indicated the therapists felt the balls improved participants’ behavior and they would use them in the future.

 

Evaluating Khan Academy Videos as Supplemental Support for Elementary Aged Students With Disabilities

Jacy Reed (University of South Florida), Kimberly Crosland (University of South Florida), J TURNER BUTLER BRAREN (University of South Florida)
Abstract:

Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature regarding video-based intervention, such as video modeling, as an evidence-based practice for academic skills. As technology becomes more integrated into U.S. classrooms each year, it is important to evaluate the effectiveness of these interventions. Teachers in class often use Khan Academy videos as a resource for students. The purposes of this study were to evaluate if viewing Khan Academy video models would increase math quiz performance for elementary age students with disabilities when used as a supplement to teacher instruction, to determine if Khan Academy video models would decrease the total time required to complete a math quiz, and to evaluate the effects of behavioral skills training when Khan Academy was not effective. Using a multiple baseline design, Khan Academy videos resulted in an increase in performance for two participants and were ineffective for four others. Duration to complete the quiz did not decrease with the implementation of Khan Academy videos. All 6 participants required behavioral skills training to increase their performances to mastery levels.

 
 
Symposium #250
CE Offered: BACB
Recent Advancements in Training Caregivers and Staff
Sunday, May 24, 2020
10:00 AM–11:50 AM
Marriott Marquis, Level M4, Capitol/Congress
Area: OBM/DDA; Domain: Applied Research
Chair: Jacqueline Carrow (Caldwell University)
Discussant: Amy Henley (Western New England University)
CE Instructor: Jason C. Vladescu, M.S.
Abstract:

Providing training is a required component of effective treatment for individuals with developmental and intellectual disabilities. In the training literature, caregivers, educators, and staff have successfully been taught a variety of behavioral technologies through various types of training and performance management procedures. However, continued research is needed to address training barriers and enhance the dissemination of our behavioral technologies and understanding of the natural contingencies that may interfere with correct implementation of these technologies. To this end, this symposium includes four papers related to staff and caregiver training. In this symposium, the first paper will review reinforcing contingencies that influence desirable and undesirable caregiver behavior. The second paper will evaluate the influence of active and nonactive response requirements during technology-based approaches to training staff. The third paper will discuss use of an interactive-computerized training to teach natural language paradigm techniques to educators. Finally, the fourth paper will evaluate the influence of a technology-based self-monitoring intervention on staff’s positive interactions with consumers in group homes.

Instruction Level: Intermediate
Keyword(s): caregiver behavior, interactive-computerized training, staff training, technology-based Interventions
Target Audience:

certified behavior analysts; graduate students

Learning Objectives: 1. Attendees will be able to describe the contingencies that influence caregiver behavior and strategies to reduce undesirable caregiver behavior. 2. Attendees will be able to describe how to leverage technology-based interventions to teach educators and staff behavior analytic technologies. 3. Attendees will be able to describe technology-based interventions that incorporate nonactive and active components to teach staff across multiple settings.
 
Negative Reinforcement of Caregiver Behavior: A Contingency Analysis and Function-Based Solutions
JACQUELINE ROGALSKI (New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children)
Abstract: Problem behavior can function as an aversive event that establishes escape from problem behavior as a reinforcer for caregiver behavior. Often, negatively reinforced caregiver behavior is countertherapeutic in that it reinforces problem behavior. For example, caregivers can quickly escape from attention-maintained aggression by delivering contingent attention. This cycle of reinforcement poses a concerning barrier to the effective treatment of problem behavior. The purpose of this talk is to synthesize existing research on the negative reinforcement of caregiver behavior by offering a contingency analysis of undesirable and desirable caregiver behavior. In addition, the authors will review existing literature on the treatment of escape-maintained behavior and suggest ways in which the literature can be extended to the treatment of negatively reinforced caregiver behavior. Topics will include reinforcement-based treatments (e.g., differential reinforcement of alternative behavior, differential reinforcement of other behavior, stimulus fading), reinforcer parameter manipulations in the context of concurrent-operant schedules, and procedural manipulations that reduce the likelihood of undesirable caregiver behavior.
 

The Influence of Active and Nonactive Requirements When Training Staff to Implement Behavioral Technologies

KATHLEEN EMILY MARANO (Caldwell University), Jason C. Vladescu (Caldwell University), Samantha Breeman (Caldwell University), Alexandra Marie Campanaro (Caldwell University), Jacqueline Carrow (Caldwell University)
Abstract:

It is important that human service staff receive optimal training to ensure that behavioral technologies are implemented correctly. Two commonly used staff training techniques include video modeling, which does not require active responding during training, and computer-based instruction, which does require active responding during training. The present study sought to evaluate the influence of active and nonactive requirements when training staff to implement behavioral technologies. College students were randomly assigned to the active responding group, nonactive responding group, or a control group. Participants in the active responding group completed computer-based training modules, which required them to answer questions after viewing clips of an individual implementing a behavioral technology. Participants in the nonactive responding group viewed a video model depicting the same information as the active responding group, but the video showed the correct answers to questions without requiring responding from participants. Data demonstrated that training with and without the active responding requirement resulted in improved staff performance. The results of this study may provide implications for clinical practice and directions for further research.

 

An Interactive Computerized Training to Teach Educators to Implement Natural Language Paradigm Procedures to Children With Autism Spectrum Disorder

STEPHANIE MATTSON (Utah State University), Lorraine A Becerra (University of Missouri), Thomas S. Higbee (Utah State University), Stephanie Cousin (Utah State University), Adriano Barboza (Afeto Association), Kassidy Reinert (Utah State University)
Abstract:

Although interventions based on the principles of applied behavior analysis (ABA) are recommended as treatment for autism spectrum disorder (ASD), the scarcity of trained professionals can make access to intervention difficult for families. Interactive computerized training (ICT) can be a valuable dissemination tool for training educators to implement ABA interventions (Pollard, Higbee, Akers, & Brodhead, 2014). ICT is a treatment package that includes a combination of narrated instruction, voice-over video modeling, competency checks, and interactive activities. The natural language paradigm (NLP; Koegel, O’Dell, and Koegel, 1987) is a naturalistic play-based intervention that has been successfully implemented by educators and parents to increase spontaneous and imitative language in children with ASD (Gillett and LeBlanc, 2007). The ICT for NLP was used to increase the percent procedure following in three educator-student dyads. Furthermore, a corresponding increase in contextual student comments was also observed.

 
Effects of a Technology-Based Self-Monitoring Intervention on Staff–Consumer Interactions in Group Homes
SANDRA ALEX RUBY (University of Kansas), Florence D. DiGennaro Reed (University of Kansas)
Abstract: Research shows that the quality and frequency of staff-consumer interactions is related to reductions in consumer problem behavior and increases in other desired outcomes, such as self-help, leisure, communication, and community skills (Parsons, Cash, & Reid, 1989; Sturmey, 1995). Unfortunately, the frequency with which group-home staff positively interact with consumers is low and regularly the target of intervention (Burg, Reid, Lattimore, 1979; Burgio, Whitman, Reid, 1983; Kamana, 2019; Montegar, Reid, Madsen, Ewell, 1977; Mowery, Miltenberger, & Weil, 2010). Using an ABAB withdrawal design, we assessed the effects of a technology-based self-monitoring intervention on staff’s positive interactions with consumers during leisure time. Participant data were collected off-site through video recordings from cameras already present in the group homes. In baseline, the percentage of 5-min intervals in which staff positively interacted with consumers was low. Upon introduction of an intervention containing self-monitoring completed via a tablet device, the percentage of intervals with an interaction for one participant increased and maintained when the intervention was in effect. Data are ongoing, but the preliminary findings demonstrate the utility of technology-based interventions to increase staff’s positive interactions with consumers in group homes.
 
 
B. F. Skinner Lecture Series Paper Session #251
CE Offered: PSY
Why Do Captive Animals Perform Abnormal Repetitive Behaviours?
Sunday, May 24, 2020
11:00 AM–11:50 AM
Walter E. Washington Convention Center, Level 3, Ballroom AB
Area: AAB; Domain: Applied Research
Chair: Nathaniel Hall (Texas Tech University)
CE Instructor: Nathaniel Hall, Ph.D.
Presenting Author: GEORGIA MASON (University of Guelph)
Abstract: Unusual repetitive behaviours in confined animals (including those sometimes called stereotypies) have long been used as welfare indicators because they are disturbing and fairly easy to assess. Because it is not yet certain which behaviours should be included (for example, is wheel-running normal or abnormal?), how much the heterogeneity of different forms matters, and which are most analogous with stereotypies versus OCDs versus other clinical abnormal behaviours, I will group all as “abnormal repetitive behaviour” (ARB). Despite these unknowns, enough is now understood to use ARBs in welfare assessment (where welfare means affective state: moods, and quality of life). I will review the aetiology of ARBs, and discuss their underlying mechanisms (including unintended reinforcement by owners), to help illustrate why it is that they emerge. To evaluate their validity as indicators of welfare, I will review whether they are increased by exposing animals to aversive stimuli and stimuli that are ancestrally bad for fitness. I will show that the prevalence and/or frequency of ARBs typically reflects suboptimal husbandry and uncomfortable health problems, and that they are quite specific to negative states (though perhaps as experienced over the lifetime, rather than just present state alone). Overall, ARBs are thus reliable signs of poor welfare. However, general activity can be a confound. Indeed, some negative states never promote ARBs; and in some species, strains and individuals show little ARBs, even in extremis, becoming inactive instead (such that all else being equal, we should not assume that high ARB individuals have worse welfare than low ARB individuals).
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 animal welfare is assessed by scientists (despite this relying on unobservable affective states); (2) select the appropriate control data and comparator groups when using abnormal repetitive behaviour (ARB) in animal welfare assessment; (3) recommend or select options for reducing ARB, from a range of techniques that include environmental enrichment and pharmaceutical approaches, and identify when these have successfully not only reduced ARB but also improved welfare.
 
GEORGIA MASON (University of Guelph)
 
 
Symposium #252
CE Offered: BACB
Applications of Functional Analysis Methodology to Feline Aggression
Sunday, May 24, 2020
11:00 AM–11:50 AM
Marriott Marquis, Level M2, Marquis Ballroom 5
Area: AAB; Domain: Applied Research
Chair: Steven W. Payne (California State University, Fresno)
Discussant: Christy A. Alligood (Disney's Animal Kingdom and University of Florida)
CE Instructor: Christy A. Alligood, Ph.D.
Abstract:

Domesticated cats may engage in a variety of problem behaviors that adversely affect their lives and the lives of humans that adopt them. While some problem behaviors can be relatively minor, human-directed aggression can cause potential harm to owners and others, which may be more likely to lead to shelter relinquishment or euthanasia. Additionally, cats that engage in problem behavior like human-directed aggression may be less likely to be adopted from shelters. If identified, effective behavioral interventions may decrease the likelihood of future pet relinquishments and increase adoption rates, and in doing so, euthanasia rates may decrease. Functional analysis (FA) is an empirically based method for identifying the function of problem behavior, which can then be used to develop effective, function-based treatments to reduce problem behavior. While FA has been heavily studied in humans, there is a small but growing literature base supporting its use in identifying the function of problem behavior non-human animals. This symposium will present two studies that used FA methods to identify the functions of human-directed aggression in domestic cats in foster homes and shelters and develop function-based treatment. Implications of the application of FA and animal welfare will be discussed.

Instruction Level: Intermediate
Keyword(s): Animal Behavior, Cat, Functional Analysis
Target Audience:

The target audience for the symposium are behavior analysts interested in the application of functional analysis methodology to new populations and species.

 
Functional Analysis and Treatment of Feline Aggression in an Animal Shelter
MARIA SALMERON (Trumpet Behavioral Health), Steven W. Payne (California State University, Fresno), Arielle Brianna Hegr (California State University, Fresno)
Abstract: Problematic behavior of cats in animal shelters may prevent the adoption of the animal and may lead to euthanasia. Currently, no formal assessment is conducted on cats to identify the function of problem behavior. Functional analysis (FA) is an empirical tool that has been used to identify the function of problem behavior by manipulating possible antecedents and consequences that may influence the occurrence of the problem behavior. By identifying the variables that maintain the problem behavior, a function-based treatment can be developed to treat the problem behavior. FAs have been successful in various populations (i.e., human populations, captive non-human animals, domesticated non-human animals), however, there are currently no published studies using FAs to identify problem behavior in domestic cats. This study analyzed the effectiveness of a FA by developing and implementing treatment based on the function of feline aggression in shelter animals. The subjects were found to have problem behavior maintained by social-negative reinforcement, and a function-based treatment was designed. For all cats, a reduction of at least 80% of problem behavior from baseline levels were observed. Implications regarding FA procedures and cat adoption will be discussed.
 

Functional Analysis of Aggression Exhibited by Cats Towards Humans During Petting

VICTORIA FLETCHER (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Megan Skrbec (University of Houston-Clear Lake), Samantha Dyer (University of Houston-Clear Lake)
Abstract:

Human-directed aggression is a common problem, which can often lead to re-homing or relinquishing the cat and can cause injuries and infections for the human. Methodology exists to determine the function of problem behavior in humans and has been applied to various topographies of problem behaviors. The current study applied this methodology to assess human-directed aggression exhibited by cats during petting and implement function-based treatment. Results suggested that aggression during petting for all three cats was maintained by escape from petting. Extinction and providing the functional reinforcer (i.e., escape from petting) contingent on the absence of aggression was implemented with all three cats, which decreased aggression for each cat.

 
 
Symposium #253
CE Offered: BACB
Recent Research on Establishing Stimulus Control of Stereotypy in Individuals With Autism Spectrum Disorder
Sunday, May 24, 2020
11:00 AM–11:50 AM
Walter E. Washington Convention Center, Level 2, Room 207B
Area: AUT/DDA; Domain: Applied Research
Chair: Tina Sidener (Caldwell University)
Discussant: Meghan Deshais (Caldwell University)
CE Instructor: Meghan Deshais, Ph.D.
Abstract:

This symposium will include two data-based presentations on establishing stimulus control of stereotypy in children and adolescents with autism spectrum disorder. The first study evaluated the effects of a multiple schedule arrangement and RIRD with three preschoolers with autism spectrum disorder. In the RIRD component, the sleeve was worn, and stereotypy resulted in RIRD. In the “free access” component, the sleeve was not worn, and free access to stereotypy was provided. Multiple exemplar training and an arm sleeve were used to program for generalization. Generalization was assessed with novel activities. Following discrimination, the sleeve was systematically faded to a bracelet, and follow up probes were conducted. This arrangement resulted in a decrease in the percentage of the RIRD components with stereotypy. The second study was a comparison of the effects of a multiple schedule and chain schedule arrangement on the motor stereotypy of an adolescent with autism spectrum disorder. In contrast to previous research, results showed similar effects of both arrangements on motor stereotypy. Our discussant, Dr. Megan Deshais, will review these studies.

Instruction Level: Intermediate
Keyword(s): chain schedule, multiple schedule, RIRD, stereotypy
Target Audience:

BACBs, graduate students, researchers

 
Effects of a Multiple Schedule with RIRD on Stereotypy in Children with Autism Spectrum Disorder
ASHLEY CALLAHAN (Caldwell University), Tina Sidener (Caldwell University), Ruth M. DeBar (Caldwell University), Meghan Deshais (Caldwell University), Heather Pane (Caldwell University)
Abstract: Although some behavioral interventions have been used to decrease motor and vocal stereotypy, they may not result in generalization or maintenance of treatment effects. One potential solution to this is a multiple-schedule arrangement; however, the research on multiple-schedule arrangements has not resulted in specific clinical guidelines for facilitating generalization or maintenance. The current, ongoing study evaluated multiple schedules with RIRD and promote generalization and maintenance with three children with autism spectrum disorder. First, experimental functional analyses conducted with each participant suggested automatic reinforcement functions for stereotypy. Next, a multiple schedule was used to bring motor and vocal stereotypy under stimulus control of an arm sleeve. In the RIRD component, the sleeve was worn, and stereotypy resulted in RIRD. In the “free access” component, the sleeve was not worn, and free access to stereotypy was provided. Data show that this arrangement resulted in a decrease in the percentage of the RIRD components with stereotypy. Following discrimination, the RIRD component was gradually increased, and the free access component was gradually decreased. Generalization was programmed for by conducting sessions during two types of activities (e.g., academic demands, play); generalization was assessed with different activities. Maintenance was programmed for via systematic fading of the sleeve to a bracelet and assessed during follow-up probes.
 
Establishing Stimulus Control of Motor Stereotypy in an Adolescent with Autism
CAROLINE FEARNLEY (The New England Center for Children; Western New England University), Cammarie Johnson (The New England Center for Children; Western New England University)
Abstract: Multiple-schedule and chained-schedule arrangements were used in a multielement and reversal design to compare baseline measures of stereotypy to treatment levels in a 17-year-old boy diagnosed with an autism spectrum disorder. Both schedules contained one component with contingencies to decrease stereotypy (S-), and another component with contingencies that allowed for the occurrence of stereotypy (S+). Specific colored cards were associated with each component of each schedule. Interobserver agreement and procedural integrity data, collected in at least 33% of all sessions, exceeded 95%. The results showed differential latencies to first response and levels of stereotypy in the S+ and S- components of both schedules, indicative of stimulus control over stereotypy. Whereas previous researchers have suggested that chain schedule is more effective than multiple schedule (e.g., Slaton & Hanley, 2016), this study was a direct comparison of the two schedules and did not show evidence of one schedule being more effective than the other. Generality probes were conducted in a new context (completing academic work) and with the use of a differential reinforcement of other behavior and differential reinforcement of alternative behavior procedure and showed that the colored cards continued to exert control over stereotypy, to a degree similar to treatment.
 
 
Panel #254
CE Offered: BACB
Tracking Behavioral Processes: A Clinical Behavior Analysis Approach
Sunday, May 24, 2020
11:00 AM–11:50 AM
Walter E. Washington Convention Center, Level 1, Salon A
Area: CBM/VBC; Domain: Translational
CE Instructor: Evelyn Rachael Gould, Ph.D.
Chair: Abbey Warren (Louisiana Contextual Science Research Group)
GLENN M. CALLAGHAN (San Jose State University)
EVELYN RACHAEL GOULD (McLean Hospital, Harvard Medical School; FirstSteps for Kids, Inc.)
T. V. JOE LAYNG (Generategy, LLC)
Abstract:

Clinical behavior analysis is amongst the only approaches to understanding talk therapy that has direct implications for understanding and intervening on in-session behavior in such a way as to change behavior out of session. How it is that this occurs has been discussed in terms of nonlinear contingencies, verbal behavior, rule governed behavior, derived relational responding, and other conceptualizations of complex human behavior. The development of clinical behavior analysis as a subdiscipline, however, has been limited by the branding of specific treatment packages that move away from common behavioral terms. This panel will include clinical behavior analysts with expertise in Acceptance and Commitment Therapy (ACT), Functional Analytic Psychotherapy (FAP, Interpersonal Behavior Therapy (IBT), and Nonlinear Contingency Analysis (NCA). Panelists will analyze sample video recordings of a talk therapy session in terms of behavioral principles that comprise a common ground for clinical behavior analytic approaches. Implications for comparing and contrasting clinical behavior analytic interventions will be discussed, along with questions from the audience.

Instruction Level: Basic
Target Audience:

Behavior analysts, clinicians, higher education instructors, service providers

Learning Objectives: Clinical Behavior Analysis (CBA) is important because of its approach to understanding talk therapy through intervening on in-session behavior in order to promote behavior change in the real world. CBA can be explored and practiced through many different routes (i.e., Acceptance and Commitment Therapy (ACT), Functional Analytic Psychotherapy (FAP), Interpersonal Behavior Therapy (IBT), and Nonlinear Contingency Analysis (NCA)). There is common ground in the various CBA practices that are rooted in behavioral principles.
Keyword(s): ACT, CBA, FAP, NCA
 
 
Panel #255
CE Offered: BACB
The Use of RBT's/BCBAs to Change the Face of Adult Services
Sunday, May 24, 2020
11:00 AM–11:50 AM
Marriott Marquis, Level M4, Liberty N-P
Area: CSS/DDA; Domain: Service Delivery
CE Instructor: Terence G. Blackwell, M.S.
Chair: Terence G. Blackwell (Chimes International Limited)
SAUL AXELROD (Temple University)
JAMES G. O'BRIEN (New York League for Early Learning)
VIVIAN A. ATTANASIO (Services for the Underserved)
Abstract:

In a variety of settings, the requirements of funding sources (such as CMS and State Medicaid authorities) are increasingly enforcing the use of evidence-based practices where public funding is provided. The creation of the RBT credential which was accredited by the NCCA in 2016 created a great opportunity to improve the lives of persons receiving care in adult day settings, whether that be residential, vocational or of a day treatment model. The presenters are actively working in the I/DD and Autism space of human services, implementing "evidence-based practices" in a variety of states and settings. During the course of the past few years, the ability to train direct service staff in ABA principals has greatly reduced both staff turnover and injury on the job for the two agencies represented by the presenters. We will review where and how we began, with the assistance of Dr. Brian Iwata and how we continue to seek to train staff to competency in a field that previously had little evidence based practice despite decades of funding.

Instruction Level: Basic
Target Audience:

BCBAs and BCaBA seeking to understand how to implement an increased proficiency in existing (and planned) human service and health care organizations.

Learning Objectives: 1) identify where the use of an RBT can assist in maintaining funding for existing programs 2) articulate the supervision requirements for RBTs to practice under the supervision of a BCBA 3) demonstrate knowledge of 3 key behaviors to shape on existing staff in order to implement an evidence-based practice.
 
 
Panel #256
CE Offered: BACB
Diversity submission Behavioral Barriers to Climate Sustainability: A Challenge to Our Field
Sunday, May 24, 2020
11:00 AM–11:50 AM
Marriott Marquis, Level M4, Liberty M
Area: CSS/PCH; Domain: Translational
CE Instructor: Susan M. Schneider, Ph.D.
Chair: Susan M. Schneider (Root Solutions)
MEGHAN ELIZABETH MARTINEAU (Newton Public Schools)
E. SCOTT GELLER (Virginia Tech)
KATE BINDER MARTINI (Bell's Brewery)
Abstract:

The climate crisis challenges all of us to step up our sustainability efforts as soon as possible: The Intergovernmental Panel on Climate Change urges that global greenhouse gas emissions be cut by nearly 50% by 2030. How can we best accomplish change using behavior-analytic principles? High-profile studies by the American Psychological Association have found that two of the major behavioral barriers to more individual climate action are the motivation challenge of futility, and the transition challenge from old wasteful habits to green ones (e.g., the influential 2009 report from the Task Force on the Interface Between Psychology and Global Climate Change). Both of these are areas where behavior analysis can provide major contributions. How can we build on what we have already accomplished in climate action, and transfer what has worked in our related areas of strength? Each of the panelists is experienced in behavioral sustainability, and will offer a few suggestions. Opening the floor to the audience, we will attempt to put together a plan of action.

Instruction Level: Basic
Target Audience:

All

Learning Objectives: 1. Attendees will be able to describe examples of behavior analytic research on sustainability 2. Attendees will be able to describe how behavior analysis methods can be employed to help motivate sustainable behaviors. 3. Attendees will be able to describe how behavior analysis methods can facilitate the transition from carbon-heavy to green habits.
Keyword(s): climate change, habits, motivation, sustainability
 
 
Symposium #257
CE Offered: BACB
Investigating the Empathetic, Social, and Compliance Behaviors of Children With Autism Spectrum Disorder
Sunday, May 24, 2020
11:00 AM–11:50 AM
Walter E. Washington Convention Center, Level 1, Salon C
Area: DEV/AUT; Domain: Applied Research
Chair: Jessica Horton (Teachers College, Columbia University)
CE Instructor: Jessica Horton, Ph.D.
Abstract:

This symposium will be comprised of three papers, each of which investigated one of three behaviors in children with ASD. The first, entitled “The Effects of the Social-Listener Protocol on the Empathetic Behavior of Children with ASD” examined whether children with ASD demonstrated empathy, followed by an intervention designed to establish peer reinforcers and test whether participants would them demonstrate empathy. The second paper examined the reinforcing effects of social attention versus tokens for a performance task for preschool children with ASD and found that results were related to children’s level of verbal development. The third paper investigated mothers’ delivery of instructional antecedents and consequences and their children’s subsequent compliance during a cleanup task. The study further compared children’s compliance with mothers’ reports of self-efficacy.

Instruction Level: Basic
Keyword(s): ASD, Compliance, Empathy, social reinforcers
Target Audience:

Target audience includes students, practitioners, and researchers.

Learning Objectives: Objective 1: Audience members will learn the definition of empathy from a behavioral perspective and be able to describe the purpose and results of the protocol for establishing Social Listener Reinforcement as it relates to empathetic behaviors. Objective 2: Audience members will learn procedures for measuring the reinforcement value of tokens and social attention for students with ASD and how those results relate to levels of verbal development. Objective 3: Audience members will learn how mothers’ communicative behaviors differ according to their child’s level of verbal development and how they relate to students’ compliance with a performance task.
 

The Effects of the Social-Listener Protocol on the Empathetic Behavior of Children With Autism Spectrum Disorder

JESSICA HORTON (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

Empathy has not been widely studied by behavior analysts, most likely due to the variation in the literature in regard to definition and measurement. In 3 experiments we tested whether children with an educational classification of ASD would demonstrate empathy in an unfair play scenario and, if empathetic behavior was absent, whether the Social Listener Reinforcement (SLR) Protocol intervention would result in the emergence of empathy. The results from Experiment I, consisting of 11 typically developing students and students with ASD, showed that, overall, participants with ASD demonstrated fewer observing behaviors and answered fewer empathy-related questions correctly when compared to their typically developing peers. In Experiments II and III we employed a multiple probe design to test the effects of the SLR intervention on the demonstration of empathetic behaviors. Following Experiment III, the results showed an increase in vocal verbal operants and sharing behavior for 4 of the 6 Participants.

 

How a Mother’s Communication Form and the Use of Contingencies Relate to the Responding of Her Child With Autism Spectrum Disorder During a Compliance Task

ELIZABETH SNELL (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

We conducted a descriptive analysis on the effectiveness of how mothers communicate with their children with Autism Spectrum Disorder (ASD) during a compliance task, and whether their observed effectiveness related to their self-reported, self-efficacy score. Participants consisted of 37 mother-child dyads in which the children were preschool-aged and were categorized according to their level of verbal behavior development (e.g., prefoundational versus independent listener). Data were collected on the form (vocal, non-vocal, or mixed) and frequency of mother’s antecedents and consequences, whether consequences were contingent, and the children’s responses to antecedents. Analyses indicated that there was no statistically significant relationship between mothers’ communication form or use of contingent consequences as related to child’s verbal behavior development. Additionally, mother’s reported self-efficacy was not correlated with her child’s correct or incorrect responding. This study indicates the need for parent training regarding a child’s level of verbal behavior development and the use of contingent teaching practices.

 
 
Panel #258
CE Offered: BACB
Accreditation and Verified Course Sequences: Recognition of University Training in Behavior Analysis
Sunday, May 24, 2020
11:00 AM–11:50 AM
Marriott Marquis, Level M4, Independence E
Area: EDC/TBA; Domain: Service Delivery
CE Instructor: Jenna Mrljak, Ph.D.
Chair: Jenna Mrljak (Association for Behavior Analysis International)
MICHAEL F. DORSEY (Amego Inc.)
MICHAEL PERONE (West Virginia University)
JENNA MRLJAK (Association for Behavior Analysis International)
Abstract:

The discipline of behavior analysis is experiencing rapid growth, which is especially noticeable in recent the increase of university programs offering training in behavior analysis. There are currently two mechanisms for university training programs to be recognized: accreditation of degree-granting programs and verification of course sequences. This panel will present these systems, including their procedures for obtaining and maintaining recognition along with their respective goals. This session is designed for current VCS coordinators, program directors of ABAI-accredited programs, and those interested in applying for either system of recognition

Instruction Level: Basic
Keyword(s): Accreditation, Education, University Training, VCS
 
 
Invited Paper Session #260
CE Offered: PSY/BACB/QABA/NASP
Relational Skills Training for Enhancing Intelligence: The Science of Destabilizing Stable Traits
Sunday, May 24, 2020
11:00 AM–11:50 AM
Marriott Marquis, Level M2, Marquis Ballroom 6
Domain: Applied Research
Chair: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)
CE Instructor: Jonathan J. Tarbox, Ph.D.
Presenting Author: BRYAN ROCHE (National University of Ireland, Maynooth)
Abstract:

Part of the mission of radical behaviorism is to increase control over behavioral variability in all domains of human activity, and perhaps especially those in which activity is seen as constrained by invariant traits. One such “invariant trait” is intelligence, a concept long understood to represent a mentalism. However, it is only recently that behavior analysts have made progress in providing a functional-analytic model of intelligence that was sufficiently progressive to produce targeted interventions that can increase intellectual skill fluency to the point where large and reliable gains are observable on standardised tests of intelligence. In this talk Dr. Bryan Roche of Maynooth University, Ireland, will outline the rationale behind one such intervention method, known as SMART training (Strengthening Mental Abilities with Relational Training), which has emerged from a Relational Frame Theory account of derived stimulus relations. The talk will also outline evidence of the positive effects on intellectual functioning of the SMART intervention, and argue that for pragmatic, ethical, and now empirical reasons, psychologists’ traditional conceptualization of intelligence needs to be revised.

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) define a derived stimulus relation and outline the usual laboratory procedures for generating them; (2) describe the main differences between a stimulus equivalence and a Relational Frame Theory account of derived stimulus relations; (3) provide and generate their own examples of common IQ test items that clearly assess a small set of relational framing skills; (4) discuss the relevance of relational skill fluency to everyday intellectual skill proficiency; (5) interpret findings from several studies that have claimed to increase IQ scores using relational skills training interventions.
 
BRYAN ROCHE (National University of Ireland, Maynooth)
Dr. Bryan Roche has been a member of academic staff at MU since 2000.  His early work was on the development of Relational Frame Theory, a post-Skinnerian account of human language and cognition, the first text for which has been cited over 1000 times in the academic literature.  He is author of over 100 peer reviewed papers and book chapters.  Dr. Roche has developed an online intervention, based on Relational Frame Theory, that is the only intervention currently known by psychologists to increase IQ by clinically significant degrees (around 15 points) for many or most users.  This method is known as SMART (Strengthening Mental Abilities with Relational Training), and is offered online by the MU campus company RaiseYourIQ.com of which Dr. Roche is a co-director.  Dr. Roche also conducts research into fear and avoidance as part of wider interest in anxiety, and has developed a new implicit test, built from first learning principles, called the FAST (Function Acquisition Speed Test), also available online as a test and in modified form as a therapeutic intervention to  enhance psychological flexibility in the context of troubling emotional issues. 
 
 
Invited Paper Session #262
CE Offered: PSY/BACB/QABA/NASP
Systemic Behavior Analysis: A Therapeutic Approach for Optimizing Best Practices for Children With Autism Spectrum Disorder and Their Families
Sunday, May 24, 2020
11:00 AM–11:50 AM
Walter E. Washington Convention Center, Level 2, Room 207A
Area: PRA; Domain: Theory
Chair: Bobby Newman (Proud Moments)
CE Instructor: Angeliki Gena, Ph.D.
Presenting Author: ANGELIKI GENA (University of Athens, Greece)
Abstract:

This presentation will address the question of effective practices for the treatment of individuals with autism spectrum disorder, from both an epistemological and a therapeutic perspective, and suggest the importance of a synthesis of two paradigms—behavior analysis and general systems theory—as a means of optimizing our assessment of the needs and the services provided to people with disabilities. Despite the development and the use of a wide array of behavior analytic practices that help all children with ASD to reach their full potential, a question that remains under-researched has to do with the effort expected from the child and his/her family and whether this effort can be somehow lessened without compromising the benefits. The answer to that question led to investigating the properties of another epistemological paradigm—general systems theory—its merits, its compatibility, and its complementarity to the discipline of behavior analysis. This presentation aims to demonstrate that the two paradigms are compatible and complementary and that their combination may lead to optimizing the therapeutic and pedagogical outcomes of behavior analytic practices. If we are to adapt a systemic perspective, according to which the joining of two or more systems leads to an outcome that exceeds by far the additive effects of those systems, it will be interesting to assess the potential emergent benefits of the synthesis of two compatible and complementary epistemological paradigms and how those translate into therapeutic outcomes.

Instruction Level: Intermediate
Target Audience:

Researchers and therapists in the field of autism spectrum disorder.

Learning Objectives: At the conclusion of the presentation the participants will be able to: (1) utilize the main principles of Systemic Behavior Analysis to evaluate a treatment program for people with ASD; (2) assess whether the breath of a Systemic Behavior Analytic treatment program is feasible and appropriate for the population of people with ASD of his/her interest; (3) plan for changes in the development of a behavior analytic intervention that incorporate systemic elements.
 
ANGELIKI GENA (University of Athens, Greece)

Angeliki Gena is Professor at the School of Philosophy, Department of Philosopsy-Pedagogy-Psychology at the National and Kapodistrian University of Athens, Greece (EKPA). She received her BA in Psychology and Sociology, her Master’s Degree in Clinical Psychology and her Ph.D. from the “Learning Processes” program of the Psychology Department of the City University of New York. She conducted her Doctoral Dissertation at the Princeton Child Development Institute, in Princeton, New Jersey. She worked in various institutes in the USA and became the director of the Alpine Learning Group, a prominent center for children with autism in Alpine, New Jersey. She also taught as an adjunct professor at the City University of New York. In Greece she started her teaching career at the University of Thessaly, was elected at the University of the Aegean, and since 1998 teaches at the National and Kapodistrian University of Athens. Her research is predominantly in the area of Behavior Analysis and its applications for early intervention in children with Autism Spectrum Disorder. Was general secretary of the Association of Behavioral Research for 11 years, is an associate of the Institute of Behavioral Research and Therapy, and a founding member and current president of the Institute of Systemic Behavior Analysis. She has served as an elected member of the Senate of EKPA, since 2016 she is a member of the board of trustees of IKY – National Organization of Scholarships, Greece – has been appointed to national committees of the Greek Ministry of Education, and has served on the board of various non-for-profit organizations. She has received several scholarships and awards for distinguished research and clinical practices addressing children with autism and grands from the European Commission and various Greek organizations. She has published numerous books, empirical and theoretical articles in peer-reviewed journals, as well as book chapters. The main focus of her research is in systemic behavior analysis and its applications for children with ASD and their families.  

 
 
Panel #263
CE Offered: BACB
Current Practices in Teaching Behavior Analysis Across all Formats: Face-to-Face, Fully Online, and Hybrid
Sunday, May 24, 2020
11:00 AM–11:50 AM
Marriott Marquis, Level M4, Independence A-C
Area: TBA/EDC; Domain: Service Delivery
CE Instructor: Cheryl J. Davis, Ph.D.
Chair: Sam Blanco (The Sage Collges)
CHERYL J. DAVIS (The Sage College; SupervisorABA)
DANA R. REINECKE (Capella University)
BRYAN J. BLAIR (Long Island University)
Abstract:

Higher education programs offer courses in a variety of formats, including face-to-face, fully-online, and hybrid. With such diversity in formats, it is essential to assess what components are most effective for student learning across these formats. There are a variety of methods to deliver content, ways to facilitate learner engagement, and approaches to effective feedback application. The multiple modalities allow for variation of instruction across each mode often allowing multiple methods within one course. This panel will review the different methods of delivering instruction and report on student learning measures. Presenters in this panel are experienced educators who have used and evaluated all of these varied practices in past and current higher education coursework. Each panelist will discuss one of the modalities and offer an assessment of the advantages and disadvantages of practices utilized in each based on professional experience. Panelists will take questions from the audience and the moderator.

Instruction Level: Intermediate
Target Audience:

The target audience is faculty in higher education programs teaching behavior analysis or related content.

Learning Objectives: At the conclusion of the panel, participants will be able to: (1) describe ways to establish an effective teaching presence, and to deliver effective feedback across formats; (2) describe ways to incorporate evidence-based practices into varied learning formats; (3) describe strategies to increase active student responding regardless of classroom format; (4) describe strategies to facilitate learner engagement in all learning communities.
Keyword(s): Asynchronous Instruction, Higher education, Synchronous Instruction
 
 
Symposium #264
CE Offered: BACB/QABA/NASP — 
Supervision
Training Caregivers, Part I: Working With Young Children
Sunday, May 24, 2020
11:00 AM–12:50 PM
Walter E. Washington Convention Center, Level 2, Room 202B
Area: AUT/DDA; Domain: Translational
Chair: Peter Sturmey (The Graduate Center and Queens College, City University of New York)
Discussant: Gina Feliciano (Quality Services for the Autism Community (QSAC))
CE Instructor: Peter Sturmey, Ph.D.
Abstract:

Training caregivers to apply evidence-based Applied Behavior Analysis is an essential component of professional work and a key component of effective services. Research over the last 30 years has demonstrated the effectiveness, efficiency and acceptability of Behavioral Skills Training (BST) to teach skills, promote generalization of teaching skills and sometimes produce important changes in child behavior. As research in this area becomes more differentiated, one important aspect has been the application of BST to young children, including training family members and staff in integrated settings. This workshop will present three papers on applying BST to train parents of a child at risk for Autism Spectrum Disorders via telehealth, training parents to teach joint attention skills to their children, and training special education teachers to improve the integrity of function-based interventions to increase child classroom engagement. These studies demonstrate that BST can readily be extended to working with caregivers of young children with disabilities, improve caregiver behavior and produce socially important changes in child behavior.

Instruction Level: Intermediate
Keyword(s): BST, joint attention, pyramidal training, young children
Target Audience:

Masters and doctoral level practitioners; advanced graduate students; psychologists; service supervisors;

Learning Objectives: Participants will (1) describe the application of behavioral skills training to family members; (2) describe the application of behavioral skills training to varied young children; (3) describe child outcomes of training caregivers.
 
Parent-Mediated Targeted Intervention via Telehealth for a Young Child At-Risk for Autism Spectrum Disorder
(Applied Research)
ALICIA AZZANO (Brock University), Rebecca A. Ward (Phoenix Centre for Learning), Tricia Corinne Vause (Brock University), Maurice Feldman (Dept. of Applied Disability Studies, Brock University)
Abstract: Some early screeners can detect ASD signs in the first year of life (Feldman et al., 2012), opening the potential for pre-diagnostic early intervention. With the growing body of research demonstrating the feasibility of using a telehealth model to provide parent training of behavior analytic teaching strategies to parents of children with ASD (Lindgren et al., 2016), more research is needed to explore the efficacy of this model and early intervention in general for parents who have pre-diagnostic young children at-risk for ASD. In this current study, parents of one child aged 30 months first identified potential target problem behaviors on the Parent Observation of Early Markers Scale (POEMS; Feldman et al., 2012) that were confirmed during baseline observations. All observations occurred through videoconferencing once a week for one hour. A multiple baseline design across parent and child behaviors was used to evaluate a parent-mediated behavioral intervention to increase target developmental skills (pointing to request, verbal manding, motor imitation) using the telehealth model. Both parents participated in training. Data was collected for the percentage of correct responses from contrived trials for each child behavior, and for the percentage of correct parent teaching implementation according to the Parent Teaching Skills Checklist. Child skill teaching strategies taught to the parents included components of applied behavior analysis and natural environment teaching (Weiss, 2001). Parent training consisted of a modified behavioral skills training to accommodate the telehealth model (read and discuss written instructions, watch pre-made model videos, coach the parents to rehearse the teaching strategies with each other, and give feedback). As seen in Table 1, parent training increased parent teaching skills that maintained at over 80% teaching fidelity for both parents, with concomitant increases in child target skills (motor imitation is currently is training, accounting for the empty bottom row in Table 1). These results highlight the promise of a cost-effective telehealth parent training early intervention model to reduce early ASD signs in at-risk young children.
 

Parent and Sibling Training to Increase Joint Attention Behavior in Young Children With Developmental Disabilities

(Applied Research)
SARAH GRACE HANSEN (Georgia State University), Tracy Jane Raulston (Penn State), Jessica Demarco (Georgia State University), Hannah Etchison (Georgia State University)
Abstract:

Children with developmental disabilities are at increased risk for social communication deficits, including early and pivotal social communication skills. One such skill, response to joint attention, is a behavioral cusp for later developing social communication and play. Joint attention is coordinated shared attention between two individuals and an object or event. The current study investigated the effects of a train-the-trainer approach where parents were trained to teach siblings to be proficient interventionists on the response to joint attention behavior of their siblings with developmental disabilities. Results indicate an increase in parent task fidelity following a modified behavior skills training procedure during home visits, as well as an increase in sibling task fidelity following parent training using a social narrative and prompting procedure. Target child data indicate an increase in level of response to joint attention behavior following parent training and parent training of sibling. Limitations and future directions are discussed.

 

The Effects of a Teacher’s Behavior Skills Training in Strategies for Students With Exceptionalities in a General Education Classroom

(Applied Research)
Dustin Platter (Hawaii Department of Education), JENNIFER NINCI (University of Hawaii at Manoa), Shari Daisy (University of Nevada, Reno)
Abstract:

Special education teachers are often implementers of behavior intervention plans; however, a shortage of teachers in any field is only magnified in special education. Studies have looked at the use of behavior skills training (BST) in training teachers and caregivers in the intervention techniques prescribed for individuals and groups. This study extends research on teacher training using the BST model. This study was also designed to evaluate the relation between teacher integrity to a functional assessment-based interventions (FABI) suite of strategies and the effect on student on-task performance. The participants were a special education teacher and two elementary-aged students, each classified with autism spectrum disorder (ASD). The students engaged in off-task, often disruptive behavior while receiving special education services in a general education classroom. This study was conducted in three phases. Each phase consisted of BST to teach a subset of interventions. A single-subject changing criterion design was used to evaluate the effect of BST on teacher integrity and student performance. Results showed that BST improved teacher integrity through each phase and teacher integrity improved student on-task behavior. Limitations to this study will be discussed as well as directions for future research.

 

Evaluation of a Caregiver Training Intervention to Teach Safety Skills to Children With Autism

(Applied Research)
SARAH DAVIS (Brock University), Sarah Kupferschmidt (ONTABA), Kendra Thomson (Brock University), Carly Magnacca (Brock University)
Abstract:

Alarmingly, nearly half of children with autism elope or bolt, and more than half of these children go missing for a concerning duration of time and/or enter into dangerous situations. Caregivers often do not feel prepared to address these serious concerns. This study evaluated the effectiveness of behavioural skills training (BST) for teaching caregivers how to also use BST in conjunction with a tactile prompt to teach their children with autism help-seeking behaviour. Participants included a total of six dyads, caregivers and their children with autism ages 5-10. We used a concurrent multiple baseline design across two dyads with three replications. The children’s safety responses were measured using a point system: (1) calling out for their caregiver in a louder than conversational voice, (2) locating a store employee, and (3) informing the employee that he/she was lost. Results indicate that four children met mastery criteria (a safety score of 3 across two consecutive trials), and the caregivers were able to successfully fade the tactile prompting device. Data collection with the final two dyads is currently in progress. This study contributes to the limited empirical research on caregiver training using BST to teach help-seeking behaviour to children with autism.

 
 
Symposium #265
CE Offered: BACB
Efficacy and Efficiency in Skill Acquisition: Novel Approaches to Measurement and Procedural Refinement
Sunday, May 24, 2020
11:00 AM–12:50 PM
Walter E. Washington Convention Center, Level 2, Room 202A
Area: AUT; Domain: Applied Research
Chair: Daniel E Conine (Georgia State University)
Discussant: Dorothea C. Lerman (University of Houston-Clear Lake)
CE Instructor: Daniel E Conine, Ph.D.
Abstract:

A wide variety of principles and teaching strategies exist for establishing new skills in the repertoires of children with autism. Each of the studies in this symposium extends previous research in this area with a focus on improving the overall efficacy and efficiency of intervention through the use of novel measurement strategies or through the refinement of specific procedural variables. Topics investigated include the use of continuous (all trials) versus discontinuous (probe) data collection, evaluating prompt dependence when teaching behavior chains, the role of task interspersal in error correction procedures, and the use of a screening condition to predict treatment efficacy when teaching response to name. Findings from these studies have implications for clinical practice and future research in the area of skill acquisition for children with autism.

Instruction Level: Intermediate
Keyword(s): error correction, probe data, skill acquisition, task analysis
Target Audience:

Clinicians, researchers, students

Learning Objectives: At the conclusion of this presentation, attendees will be able to describe: 1) the potential impacts of evaluating mastery criteria using continuous or discontinuous data collection when teaching skills, 2) ways to assess for prompt dependence when teaching behavior chains, 3) the impact of task interspersal during error correction, and 4) procedures to teaching response to name to children with autism.
 
A Comparison of Continuous and Discontinuous Data Collection in Discrete Trial Teaching
CRYSTAL M. SLANZI (University of Florida), Timothy R. Vollmer (University of Florida), Daniel E Conine (Georgia State University), James E. Carr (Behavior Analyst Certification Board)
Abstract: Previous studies comparing continuous and discontinuous measurement have reported different outcomes regarding the effects of each type on sessions to acquisition and maintenance of skills. Specifically, some studies have found that skills mastered using a mastery criterion based on discontinuous data were acquired in fewer sessions than those based on continuous data, but were less likely to be maintained, whereas other studies have found no difference. This may be due to procedural differences such as the percent correct required for mastery or variations in prompts or target selection. Mastery criteria in previous studies were based on a single target rather than a set of targets. The purpose of the current study is to extend previous research in this area by comparing the effects of continuous and discontinuous measurement by when mastery criteria are based on correct responding across all three targets as a set rather than with individual teaching targets. In the preliminary results, there has been a considerable difference in rate of acquisition in 1 out of 3 participants and almost no difference in 2 of the 3 participants. Levels of maintenance have been variable across all 3 participants.
 
An Evaluation of Prompting Procedures on Prompt Dependence and Task Mastery
EMMA GRAUERHOLZ-FISHER (University of Florida), Jonathan K Fernand (Aurora University), Brandon C. Perez (University of Florida), Haleh Amanieh (West Virginia University), Timothy R. Vollmer (University of Florida)
Abstract: Horner and Keilitz (1975) demonstrated that individuals with intellectual disabilities could learn a very complex self-care task with targeted training and established the least-to-most prompt sequence as an effective procedure for teaching chained responses. However, Horner and Keilitz considered a step to have been completed with “no help,” and thus differentially reinforced, independent responses and responses that occurred after the general prompt. Because true independent responding was not differentially reinforced, prompt dependence could have emerged at the general prompt. The purpose of this study is to evaluate whether there is a temporal difference between when a subject masters a daily living skill at the general prompt level versus at the independent level and whether prompt dependence at the general prompt can emerge under the reinforcement contingencies used by Horner and Keilitz. Initial results from six children with autism show that a majority of tasks were mastered at the general prompt before the independent level. Of the tasks that were mastered in the general prompt first, the average number of sessions between mastery at the general prompt and mastery at the independent level was 13.50. One subject was found to be prompt dependent at the general prompt for one task.
 
The Efficacy and Efficiency of Error-Correction: An Examination of Dependent Measures During Instruction
JESSI REIDY (Marquette University), Tiffany Kodak (Marquette University), Mary Halbur (Marquette University), Lauren Debertin (Marquette University), Alyssa P. Scott (Marquette University), Courtney Lyn Meyerhofer (Marquette University), Xi'an Maya Williams (Marquette University), Marisa E. McKee (Marquette University)
Abstract: Various error correction procedures have proven to be effective across individuals when correcting learner error. However, there are still inconsistent results concerning which error correction procedures lead to more efficacious and efficient acquisition (McGhan and Lerman, 2013). This may be due to the possibility of multiple sources of stimulus control present during error correction trials (Carroll, Joachim, St. Peter, & Robinson, 2015). Literature has shown that overt repeated responses between trials may inhibit learning, as the learner may be rehearsing the target response (Kodak, Campbell, Bergmann, LeBlanc, & Kurtz-Nelson, 2016). To prevent this rehearsal, tasks could be interspersed between trials; however, there is minimal empirical evidence on the efficacy of interspersed tasks between error-correction trials. Therefore, the goal of the current study was to compare the efficacy and efficiency of three commonly-used error correction procedures as compared to a control. Results indicated that the interspersal of either nonverbal, or verbal, tasks between error correction trials led to more efficacious and efficient acquisition for participants across both sets. However, the overt repeated responses and responses given without attending indicated mixed results. Future research could use different verbal operants and further investigate the relationship between overt repeated responses and independent correct responses.
 

Assessment and Treatment of Response to Name in Children With Autism

DANIEL E CONINE (Georgia State University), Timothy R. Vollmer (University of Florida), Molly A Barlow (University of Florida), Cynthia Dela Rosa (Florida Autism Center), Abigail Petronelli (University of Florida; Florida Autism Center), Emma Grauerholz-Fisher (University of Florida)
Abstract:

Response to name (RTN) is an early developmental milestone, deficits in which are associated with autism spectrum disorder (ASD). The current study extends previous research on this target behavior by evaluating an abbreviated assessment and treatment model for RTN with thirteen children with ASD. In phase one, a naturalistic social baseline was conducted with all participants. In phase two, a series of treatment conditions involving the use of tangible reinforcement was evaluated with all children for whom RTN did not meet mastery criteria in phase one. In phase three, treatment components were removed, schedules of tangible reinforcement were thinned, and generalization to other people was assessed. Results indicate that tangible reinforcement procedures can produce rapid increases in discriminated response to name, sometimes without the addition of response prompts. The total number of trials to mastery was reduced in the current study relative to previous research. This study also investigates whether baseline patterns of RTN from phase one could be used to predict the treatment that was ultimately necessary in phase two. Results provide preliminary evidence to suggest that using this sort of baseline as a screening to predict treatment effects could further reduce trials to mastery.

 
 
Symposium #266
CE Offered: BACB/QABA/NASP
Social Reinforcement: Basic Findings and Applications
Sunday, May 24, 2020
11:00 AM–12:50 PM
Walter E. Washington Convention Center, Level 1, Salon B
Area: CBM/VBC; Domain: Translational
Chair: Cory Stanton (University of Nevada, Reno)
Discussant: William C. Follette (University of Nevada, Reno)
CE Instructor: Thomas J. Waltz, Ph.D.
Abstract:

Humans are a eusocial species, especially sensitive to social contingencies. This sensitivity is observed at the earliest stages of development and persists throughout the lifespan, even in the presence of late-life neurodegenerative impairments. While social reinforcers are the most common reinforcers utilized in clinical applications, the behavior analytic literature is relatively sparse in its analysis of the quality of these reinforcers as they naturally occur and vary in a wide variety of interactions. This symposium will address social reinforcers from multiple vantage points: a review of the experimental analysis of social behavior, thought-provoking observations of parent-child interactions during acquisition of verbal skills, social histories as confounds within applied work in behavioral gerontology, and the challenge to measure interpersonal repertoires and the effects of social contingencies in clinical behavior analysis. The goal of the symposium is to draw attention to the ubiquitous nature of social reinforcers and social histories, identify gaps in knowledge, and discuss areas of future exploration for experimental, applied, and clinical research.

Instruction Level: Intermediate
Keyword(s): interpersonal repertoires, lifespan, social contingencies, social reinforcement
Target Audience:

Scientist practitioners, BCBA-Ds, BCBAs, BCaBAs

Learning Objectives: 1. Participants will be able to describe conjugate reinforcement in relation to early verbal behavior skills acquisition. 2. Participants will be able to describe 3 social repertoires in older adults that can compromise the validity of preference and functional assessments. 3. Participants will be able to describe how data from a self-report instrument can be used to guide subsequent in-session functional analyses of social behavior.
 
A Review of the Experimental Analysis of Social Reinforcement
(Theory)
CLAUDIA DROSSEL (Eastern Michigan University), Thomas J. Waltz (Eastern Michigan University)
Abstract: Aristotle termed humankind “zoon politicon,” pointing to socially interdependent and transactional lives and ongoing attempts to influence each others’ behavior. Despite the ubiquitous nature of social reinforcement, experimental studies of social reinforcement are relatively rare, or they rely on histories and require sophisticated verbal repertoires with limited actual social contact (e.g., studies of social discounting). Furthermore, analyses that consider social reinforcers often fail to capture the nuanced features of human interactions that determine differential preference. The current paper will review existing behavior analytic work in the area. Acknowledging that much applied work in behavior analysis focuses on interventions in autism spectrum disorders, defined by social deficits and potential lack of sensitivity to social contingencies, we will orient behavior analysts to methods and processes in the experimental analysis of behavior that could inform future laboratory as well as applied research.
 
Social Contingencies: From Language Acquisition to Skilled Social Interactions
(Theory)
THOMAS J. WALTZ (Eastern Michigan University), Claudia Drossel (Eastern Michigan University), Lauren Bauer (Gateway Pediatric Therapy), Tori Humiston (University of Nevada, Reno)
Abstract: Infants are immersed in rich social-verbal communities at the earliest moments of their development and the contingencies embedded in the interaction with these communities illustrate the key role social reinforcers play in language development. Variations in reinforcer intensity and quality are important components of the contingencies shaping ever sophisticated communicative repertoires in infants and young children. This presentation will provide a review of the research looking at the social contingencies embedded in early language development with typically developing children. The types of reinforcers and qualities of these caregiver social and instrumental responses will be summarized. For example, timing, tone, repetition, repetition with correction or expansion, and coordinated actions that are part of the coordinated caregiver social response can impact the quality of the learning trial. This literature will be contrasted with the assessment practices used to inform Early Intensive Behavioral Interventions for children with Autism Spectrum Disorder and formal assessments of social pragmatic skills. Opportunities for improving the assessment of key dimensions of social contingencies will be discussed.
 
Social Contingencies Affect Standard Behavior-Analytic Methods
(Applied Research)
ZOE LUCOCK (Bangor University), Rebecca A Sharp (Bangor University)
Abstract: Many of the commonly-used behavioral methods in our field have been developed with people with intellectual and developmental disabilities. As such, they may require adapting for older adults with dementia, who are likely to have different social learning histories. For example, whilst conducting standard behavior-analytic methods such as preference assessments and experimental functional analyses with adults with dementia, we encountered social contingencies that affected and interfered with the measurement of target behaviors. During preference assessments, our participants engaged in what we termed ‘polite verbal behaviors’ that impeded the selection of stimuli. For example, all seven participants asked what the researcher would like them to do with the stimulus they had selected, and 86% reported that they felt ‘greedy’ making selections between stimuli. Similarly, during an experimental functional analysis, we found that our participant made repeated comments relating to the stimulus conditions in place during ignore and attention conditions (e.g., “Why aren’t you talking to me- have I done something wrong?”). We discuss the importance for behavior analysts to be not only aware of social contingencies affecting their clinical work but also to engineer social contingencies in order that their results reflect responding under appropriate and meaningful stimulus conditions.
 
Preliminary Psychometric Properties of the FIAT-2: Updating a Behavioral Measure of Interpersonal Skills
(Applied Research)
CORY STANTON (University of Nevada, Reno), Brandon Sanford (University of Nevada, Reno), Jonathan Singer (University of Nevada, Reno), William C. Follette (University of Nevada, Reno)
Abstract: The Functional Idiographic Assessment Template system (FIAT; Callaghan, 2006) is a behavior analytic approach to understanding key elements of an interpersonal repertoire for typically developing adults. The FIAT has been employed in research on Functional Analytic Psychotherapy (FAP: Kohlenberg & Tsai, 1991) to some success. FAP therapists emphasize observation of in-session behaviors in order to identify relevant interpersonal contingencies for client distress and well-being. In addition, self-report questionnaires can be useful in identifying relevant concerns with the client's social repertoire. A short-form self-report instrument, the FIAT-Q-SF (Darrow, Callaghan, Bonow, & Follette, 2014) has been developed and used in research, but questions remain about its psychometric properties. In study 1, two waves of undergraduate students (n1 = 640; n2 = 526) completed multiple measures including the FIAT-Q-SF. During study 2, we developed and tested a new pool of items with another wave of undergraduates (n = 320). Finally in study 3, we further examined its properties in an mTurk subject pool (n = 400). The tentatively dubbed FIAT-2’s properties will be compared to the original short form and implications for research and treatment will be discussed.
 
 
Symposium #267
CE Offered: BACB
Reading Across the Spectrum: Behavior Analytic Considerations for Reading Instruction for Students With Autism
Sunday, May 24, 2020
11:00 AM–12:50 PM
Marriott Marquis, Level M4, Independence F-H
Area: EDC/AUT; Domain: Service Delivery
Chair: Morten Haugland (Haugland Learning Center)
Discussant: Kathy Fox (Haugland Learning Center)
CE Instructor: Morten Haugland, Ph.D.
Abstract:

Reading instruction in schools in the United States varies widely in theory, implementation and evidence of effectiveness. Students with special needs are more likely to struggle to read than their typical peers. Despite this, they often receive less instruction than their peers in reading and have less access to effective reading programming. Teachers of all types report a lack of understanding about effective reading instruction and little support to improve their understanding. Recent media attention to reading via multiple reports from American Public Media has inspired Haugland Learning Center(HLC) in Columbus, Ohio and Bright Futures Learning Services (BFLS) in Winfield, West Virgina to focus on applying knowledge about reading instruction to educational programming for students with all types of autism. in an attempt to ensure the best possible reading outcomes for all students. This symposium aims to discuss how building evidence- based critical components of reading including decoding, phonemic awareness, vocabulary, and comprehension and avoiding reading pseudo- science in favor of proven curricula and methods rooted in behavior analysis can ensure success with reading. Data from service delivery at both HLC and BFLS will be shared, analyzed and discussed with the intention of sparking conversation, sharing knowledge and driving future programming.

Instruction Level: Basic
Target Audience:

BCBAs, Teachers, BCABAs, RBTs

 
Teaching Students Who Use Speech-Generating Devices to Read
SARAH DOOLEY (Bright Futures Learning Services), Jill McLaury (Bright Futures Learning Services)
Abstract: The many benefits of using scripted curricula in the group reading instruction of students with autism are frequently inaccessible to programs serving students who engage with instruction using speech-generating devices (SGDs). The use of scripted reading curricula streamlines the staff-training process, promotes uniformity across instructors, and saves countless staff hours that would otherwise be spent creating materials from scratch. However, few pre-packaged curricula exist that are tailored to the unique needs of learners who rely on SGDs, particularly those who exhibit the core language deficits common to students with autism spectrum disorders. Bright Futures Learning Services (BFLS) in Winfield, West Virginia, adapts existing curricula and teaches missing or alternative prerequisite skills to allow students who use SGDs to access a broader body of educational materials. At BFLS, adaptations are made to the required input and output channels, pinpoints, fluency aims, and other methods and measures employed by traditional scripted direct instruction programs. By comparing the data across learners, BFLS has begun to compile a list of recommended fluency aims specific to the reading instruction of students who use SGDs to communicate.
 
Building and Applying Important Reading Component Skills with Students with Autism: Finding What Works to Maximize Success
MORTEN HAUGLAND (Haugland Learning Center), Kathy Fox (Haugland Learning Center), Jason Guild (Haugland Learning Center), Patrick Billman (Haugland Learning Center)
Abstract: Haugland Learning Center(HLC) in Columbus, Ohio serves students with autism and strives to build reading skills with students who are often enter the program with significant skill deficits. During reading instruction blocks of 90-100 minutes every school day, HLC uses Direct Instruction and Precision Teaching with frequent feedback for teachers and students to teach and build important component skills for reading including decoding, phonemic awareness, and comprehension. For the last five years, students have made an average of two years growth in decoding skills and over one year of growth in oral reading skills per one year of participation in the program. Inspired by recent attention to reading instruction in the media and the extraordinary needs of its students, HLC aspires to make similar gains in the areas of phonemic awareness and comprehension by adding programmed instruction and practice opportunities that focus on these crucial skills and evaluating data regularly to ensure progress. This presentation highlights student and classroom data, program decisions made based on these data and student outcomes.
 
Evaluating Priorities and Maximizing Success in Reading Skills For Performers With Low Acquisition Rates
DAVID WEGNER (Haugland Learning Center)
Abstract: Reading skills are a valuable component of pivotal behaviors which may allow for individuals with special needs to have increased independence while navigating their environment. For individuals with intellectual disabilities and slower acquisition rates, it is necessary to prioritize functional words that will be frequently encountered. This often takes the form of common words found in the community or the individual’s immediate environment and excludes skills taught in traditional reading programs. Haugland Learning Center (HLC), based in Columbus, Ohio, serves students with autism and other disabilities with various levels of abilities and asserts a transition to prioritizing functional words for students who are significantly impacted by their disabilities and have fallen significantly behind their peers. Rather than abandoning reading instruction completely for students who are not on track to become traditional readers, HLC provides students with programmed instruction to maximize and apply skills they are able to acquire and maintain. This presentation will discuss how HLC assists student stakeholders in determining when acquisition focus shifts from conventional academic reading skills to functional skills, how new acquisition targets are determined, and how targets are generalized to natural environments. Specific examples of student data will be presented, analyzed and discussed.
 

From AAC to R-E-A-D: A Potential Roadmap to Reading for Augmentative and Alternative Communication Users

TERI LEFFLER (Bright Futures Learning Services), Jill McLaury (Bright Futures Learning Services)
Abstract:

Reading is a critical skill, and while several curricula exist for verbal learners, the path to reading for users of Augmentative and Alternative Communication (AAC) devices is far less clear.Bright Futures Learning Services in Winfield, West Virginia serves students on the autism spectrum who use ACC devices in their center- based program.This presentation will outline the successful approach utilized to bring one exceptional learner from a baseline Verbal Behavior Milestones and Placement Program (VB-MAPP) score of 3.5 to not only the successful reading of sight words and accurate spelling, but comprehension as well. Discussion will include the specific scope and sequence of highly individualized programs utilized to achieve such an outcome in less than one year through intensive one on one services employing discrete trial training as part of a comprehensive program in a clinical setting. Although the methods and techniques utilized in this case should not be considered a “one size fits all” solution, it can be adapted to each individual learner, potentially creating a roadmap for AAC users to become readers.

 
 
Symposium #268
CE Offered: BACB
Research on Higher Education Online Teaching: Experimental Analysis of Selected Teacher Variables
Sunday, May 24, 2020
11:00 AM–12:50 PM
Marriott Marquis, Level M4, Archives
Area: TBA/EDC; Domain: Theory
Chair: Thomas L. Zane (University of Kansas)
Discussant: Robin Kuhn (University of Kansas)
CE Instructor: Robin Kuhn, Ph.D.
Abstract:

Behavior analysis and other fields of study have identified a number of variables that influence student learning. These include writing clear behavioral objectives, active student responding, and requiring mastery of the material. Although studied extensively in traditional classrooms (i.e., brick and mortar), these variables have not been studied much in the distance-learning online environment. There are numerous journals devoted to so-called research on how to effectively teach in a distance format, but a review of that literature shows most published studies utilize poor or no research designs and focus mostly on qualitative measures. It is clear that more systematic research needs to be conducted in higher education in the booming online teaching platform, since several sources predict that online teaching will continue to grow at an exponential rate. Evaluating higher education instruction through a formal behavior analytic approach would begin to provide solid answers to many vexing problems and questions about how best to instruct students using online platforms. The papers in this symposium will focus on different teaching strategies that should promote student learning in the online environment.

Instruction Level: Intermediate
Keyword(s): Higher education, teaching ABA
Target Audience:

Professionals teaching in higher education.

Learning Objectives: 1. Attendees will orally state a minimum of three behavioral principles associated with effective teaching. 2. Attendees will be able to state the outcomes of fluency and how they relate to the teaching of behavior analysis at the college level. 3. Attendees will give four benefits of proper online behavior in a synchronous online learning environment.
 
Enhancing Online Instructional Practices for Adult Learners: Implementing the ABC’s in the Virtual Classroom
NELLY DIXON (Purdue University Global), Meme Hieneman (Positive Behavior Support Applications)
Abstract: The principles of applied behavior analysis (ABA) have been utilized to enhance human performance across a wide variety of circumstances. Further, reinforcement, understanding and addressing motivational operations, establishing antecedent conditions, delivering effective reinforcement, and applying behavioral teaching practices, for example, are part and parcel of effective teaching at any level. The implementation of classroom and behavior management strategies to increase student engagement and motivation is prevalent in the brick and mortar university classroom. However, directly affecting the motivation and engagement behaviors of “non-traditional” students in a virtual classroom environment may prove to be more of a challenge. Students who choose to participate in online education programs often have competing responsibilities associated with both personal and professional obligations, which affect their levels of participation and achievement. The principles of ABA offer a distinct framework for organizing effective online instructional strategies and evaluating one’s current teaching practices. In this presentation, the authors will articulate this behavior analytic framework, which will be cross-referenced with current evidence-based practices in adult learning and provide illustrations of how different practices used in their courses serve to enhance student engagement.
 
You’re Not Skyping Your Uncle Buck on Saturday Night
Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College), SAMANTHA VOLPE (Endicott College / Elwyn NJ), Jennifer Lynn Hilton (Endicott College)
Abstract: With the availability of joining online classes from virtually anywhere in the world, students from all sections of the globe, are participating together in academic programs. The growth of online instruction has occasioned the development of rules for appropriate online behavior (i.e., Netiquette). With the growth of synchronous online instruction, additional netiquette rules are needed, because students have a tendency to behave in online class environments in ways that are more compatible to engage in while at home. Thus, the current article specifies a number of rules for how to behave in synchronous classes, including dress code, engagement, and behavior. They will be discussed in terms of how such appropriate behavior could influence student learning and performance
 
An Analysis of Measured Practice and Fluency Based Instruction on the Acquisition and Maintenance of Vocabulary Terms
JENNIFER LYNN HILTON (Endicott College), Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College)
Abstract: Fluency based instruction is a long established practice for teaching a variety of skills at many levels of instruction. A learner is considered to be fluent with a skill when he or she is able to perform the skill with both accuracy and speed. When skills are practiced to fluency, there are a number of outcomes that occur, including retention of the skill, endurance in performance of the skill, application to new materials, and stability, or the ability to perform the skill in the face of distraction. Despite the proven effectiveness of fluency based instruction and related procedures, many questions remain. Specifically, there is a question about whether the outcomes of fluency can be reached in the absence of performing the skill at speed. That is, if a learner is simply provided a high number of opportunities to practice a skill, would the outcomes of fluency still occur? This study includes two phases of research--first a preliminary study aimed at comparing fluency-based instruction to measure practice, followed by a follow up study including a number of alterations to aid in student learning.
 
A Comparison of the Effects of Interteaching and Asynchronous Discussion Boards on Learner Outcomes in Online Instruction
NICHOLAS ORLAND (Student), Jennifer Lynn Hilton (Endicott College), Samantha Volpe (Endicott College / Elwyn NJ), Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College)
Abstract: Interteach is a technology of behaviorally based, flexible form instruction in which students have a conversation about the class material that is both informative and inquisitive. The basic components of the interteach involve a thirty to forty minute discussion on the material using instructor designed questions and an evaluation or record form of the interteach which poses questions about any content that remains unclear. The instructor then bases the lecture on areas that remain convoluted to the students (Boyce & Hineline, 2002). In contrast, the discussion boards were strictly an asynchronous method of collaborative learning. Discussion boards are hypothesized to be the most flexible form of collaborative learning, since it does not require any face to face interactions (Curtis & Lawson, 2001). During the discussion board condition, students were required to create a minimum of three posts related to the current topic. The purpose of the current study was to compare the effectiveness of interteaches to discussion boards in an asynchronous class based on quiz outcomes.
 
 
Symposium #269
CE Offered: BACB
Arranging Teaching Procedures That Promote Emergent Behavior
Sunday, May 24, 2020
11:00 AM–12:50 PM
Walter E. Washington Convention Center, Level 1, Salon I
Area: VBC/AUT; Domain: Translational
Chair: Ashley Kemmerer (Caldwell University)
Discussant: Alison M. Betz (Betz Behavioral Consulting)
CE Instructor: Alison M. Betz, M.S.
Abstract:

The current symposium addresses procedural variables that may produce generative responding. The first study assessed the effects of varying non-critical features of stimuli during auditory-visual matching with adult participants to reduce variability and increase the likelihood of correct responding to untrained exemplars. The second study utilized instructive feedback, lag schedules, and naturalistic behavioral interventions to promote emergent language in children. The third study assessed the different outcomes associated with multiple exemplar instruction, namely, the interdependence between speaker and listener repertoires, and stimulus generalization across exemplars. Finally, the fourth study utilized a joint control intervention to establish bidirectional naming in children with autism. Taken together, these studies have important implications for those teaching language to individuals with disabilities.

Instruction Level: Intermediate
Target Audience:

practitioners, verbal behavior researchers

 
The Influence of Differential Exposures to Noncritical Features on Stimulus Generalization
(Basic Research)
TINA SONG (Caldwell University), Jason C. Vladescu (Caldwell University), Kenneth Reeve (Caldwell University), Caio F. Miguel (California State University, Sacramento), Samantha Breeman (Caldwell University)
Abstract: Programming for generalization involves arranging the training environment to make it more likely that learned behavior will generalize to novel stimuli. One recommended strategy to program for generalization is to vary noncritical features in teaching exemplars. Theoretically, this would avoid noncritical features being consistently associated with reinforcement and thus gaining faulty stimulus control. The purpose of the present study was to (a) assess the effectiveness of this recommendation in producing responding indicative of stimulus generalization and (b) investigate the behavioral processes responsible for this effect. Typically-developing adults were taught to respond to arbitrary stimuli with defined critical and noncritical features in an auditory-visual matching-to-sample task. Generalization outcomes were compared between a condition that varied noncritical features in teaching exemplars and a condition that did not vary noncritical features in teaching exemplars. The results suggest that varying noncritical features in teaching exemplars leads to (a) faster skill acquisition, (b) less variability in correct responding during teaching, and (c) an increased likelihood of correct responding to untrained exemplars. A proposed cause of these results is the differential levels of reinforcement associated with noncritical features between the two conditions. These results contribute towards developing an explicit technology of generalization.
 
Designing Verbal Behavior Instruction to Promote Behavioral Variability and Transfer Across Verbal Operants
(Applied Research)
CORINA JIMENEZ-GOMEZ (Auburn University), James J Oskam (Florida Institute of Technology), Matt Giuliano (Florida Institute of Technology), Jessebelle Pichardo (Florida Institute of Technology), Victoria Ryan (Florida Institute of Technology)
Abstract: Children diagnosed with autism spectrum disorder often exhibit a limited communication repertoire. A challenge when teaching verbal behavior relates to arranging teaching procedures that promote emergent language and ensuring resulting responses are variable. Some recent work from our lab has explored various strategies to promote variable verbal responding and transfer across verbal operants, in an attempt to provide efficient teaching to children with limited and rigid language repertoires. More specifically, we employed instructive feedback, lag schedules, and naturalistic behavioral interventions to promote emergent language. Instructive feedback was found to be effective in producing emergent listener skills in an untaught language. Both instructive feedback and lag schedules produced variable intraverbal responses with similar efficiency. In a group setting, we taught tacts to one child and evaluated transfer to other verbal operants as well as emergent learning in peers. Both transfer across verbal operants and acquisition of untaught targets were observed. Taken together, these studies provide evidence for various strategies applied researchers and practitioners can further explore to promote variable verbal behavior and emergent language in this population.
 
An Evaluation of the Effects of Multiple Exemplar Instruction on Emergent and Generalized Behavior
(Applied Research)
DANIELLE LAFRANCE (H.O.P.E. Consulting, LLC; Endicott College - Institute for Behavioral Studies), Careen Suzanne Meyer (H.O.P.E. Consulting, LLC), James E. Carr (Behavior Analyst Certification Board), Mary Jane Weiss (Endicott College), Jason Church (H.O.P.E. Consulting, LLC; The University of Kansas), Areli Perez (H.O.P.E. Consulting, LLC)
Abstract: In applied behavior analysis, several efforts have been made to find effective teaching methods that will lead to the best possible outcomes for clients served. Amongst these, those procedures which lead to novel, untrained behavior are highly favored for their multiplicative effects. One of these strategies, multiple exemplar instruction (MEI), has been shown to lead to transfer between speaker and listener repertoires, or across verbal operants. However, MEI is often confused with another procedure with a similar name (i.e., multiple exemplar training), which has been shown to lead to generalization. Additionally, the amount and the kind of generativity resulting from MEI remains to be investigated thoroughly. The current study aimed to evaluate the effects of this procedure on both the development of bidirectional naming (BiN) and stimulus generalization. Results show that MEI lead to the development of BiN for all targeted sets, across all participants, but did not necessarily lead to improvements in stimulus generalization. The implications for research and practice are discussed.
 
Establishment of Bidirectional Naming through Joint Control Training
(Applied Research)
HEIDI SKORGE OLAFF (OsloMet - Oslo Metropolitan University), Vibeke Haaland (OsloMet - Oslo Metropolitan University), Marie Rohme Aunemo (OsloMet - Oslo Metropolitan University), Per Holth (OsloMet -- Oslo Metropolitan University)
Abstract: Bidirectional Naming (BiN) is the integration of listener and speaker behavior in an individual and can emerge from an incidental observation of other’s tacts. Unfortunately, children with autism rarely utilize incidental observations of other’s tacts. Rather, they often lack BiN skills. The present experiment aimed to establish the listener part of BiN through joint control training to evoke mediating behavior controlled by joint self-echoics and tacts which set the occasion for correct listener responses. Three preschool boys with autism or delayed language development were first trained on each component necessary for joint self-echoic/tact control, such as echoics, self-echoic and tacts. Next, joint control training was introduced. The joint control intervention consisted of three types of listener training: delayed matching to sample, successive, and simultaneous discrimination training. The BiN probes were carried out according to both successive and simultaneous discrimination tasks. The results demonstrated an increased number of the listener responses included in BiN, as well as an increased number of speaker responses. In fact, one of the three participants acquired both repertoires of BiN as a result of joint control training.
 
 
Symposium #272
CE Offered: BACB
Assistive Technology Innovations in Interventions for People With Autism Spectrum Disorder Across Multiple Domains
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 2, Room 206
Area: AUT/EDC; Domain: Translational
Chair: Reem Muharib (Texas State university )
Discussant: Tonya Nichole Davis (Baylor University)
CE Instructor: Reem Muharib, Ph.D.
Abstract:

Technology has been used to facilitate the education and treatment of people with developmental and intellectual disabilities for many years. As technology continues to improve (e.g., reduced cost, increased portability and more versatile software), assistive technology-based interventions become more accessible, adaptable and potentially more impactful. This symposium will present two intervention studies that used assistive technology in innovative ways to improve academic performance, decrease challenging behavior and increase spoken communication. In study 1, Ledbetter-Cho et al evaluated the effects of a teacher-implemented video-schedule intervention on academic skills and challenging behaviors of five elementary-school students with autism. In study 2, Muharib used a speech generating device to increase the spoken (non-SGD) functional communication of three children with autism. Together, these two studies highlight recent advances in technology and demonstrate the utility of these devices on socially valid dependent variables.

Instruction Level: Intermediate
Keyword(s): Academics, Assistive Technology, Communication, Speech
Target Audience:

Board Certified Behavior Analysts working in school and/or clinical settings with children with developmental and intellectual disabilities

 

Speech-Generating Devices and Backward Chaining Increases Spoken Mands in Children With Autism

(Applied Research)
REEM MUHARIB (Texas State university)
Abstract:

Behavioral intervention packages in combination with speech output technologies have been used to increase communication skills of children with autism spectrum disorder (ASD) and other developmental disabilities. This study extended previous research (Gevarter et al., 2016; Gevarter & Horan, 2018) by examining the effects of backward chaining in combination with least-to-most prompting and differential reinforcement on the acquisition of functional communication skills in a multiple probe across participants design. Three male children (ages 4 to 8 years) with ASD or developmental disabilities and minimal vocal communication skills participated. Children were taught to mand for preferred items in three categories (edibles, videos, and videogames) and discriminate between icons on each page. The first page showed “I want to” and a distractor”, the second showed “play,” “eat,” and “watch,” and the third page showed 10 icons of different items within each of the three categories. The results indicated that the intervention was effective in increasing both three-step iPad-based manding and three-component vocal manding (e.g., “I want to eat raisins”) of all participants, two of whom were able to maintain vocal manding after the termination of the intervention. All three children showed some generalized responding across classroom teachers.

 

The Effects of Teacher-Implemented Video-Enhanced Activity Schedules on the Academic Skills and Collateral Behaviors of Students With Autism

(Applied Research)
KATHERINE LEDBETTER-CHO (Texas State University), Mark O'Reilly (The University of Texas at Austin), Laci Watkins (University of Alabama), Russell Lang (Texas State University-San Marcos), Nataly Lim (University of Texas at Austin), Katy Davenport (Texas State University-San Marcos), Caitlin Murphy (Texas State University)
Abstract:

Many students with autism display deficits in academic performance and often receive interventions that include one-to-one prompting in the classroom. This study evaluated the effects of a teacher-implemented video-schedule intervention on the academic skills and untargeted challenging behaviors of elementary-school students with autism. Results from a multiple baseline across participants indicated that the intervention was effective in improving participants’ academic performance. A decrease in challenging behaviors and stereotypy was also observed for participants following the introduction of intervention. Additionally, participants demonstrated generalization across academic problems and to a small group setting, suggesting that this technology-based intervention may be efficient and aid teachers in maximizing instructional time. Future research examining a variety of academic skills and intervention implementation by additional practitioners (e.g., teaching assistants) is warranted.

 
 
Symposium #273
CE Offered: BACB
Promoting Leisure Activities for Individuals With Autism Spectrum Disorder
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 2, Room 201
Area: AUT/DDA; Domain: Applied Research
Chair: Robert W. Isenhower (Rider University )
CE Instructor: Robert W. Isenhower, Ph.D.
Abstract:

Individuals with Autism Spectrum Disorder (ASD) have limited opportunity to engage in leisure activities, including physical, social, and informal activities. Additionally, these skills often need to be explicitly taught to these individuals. The overall goal of this symposium is to examine behavior analytic approaches to increasing the participation in and usefulness of leisure activities for individuals with ASD. The first study assesses leisure activities across several dimensions to determine which types of activities learners have preference and aptitude for in order to select appropriate leisure activities for individuals with ASD who require significant support. The second study uses Behavioral Skills Training to teach individuals with ASD how to take photographs, and provides an example of how to teach new leisure skills to individuals with ASD. The third study evaluates the instructional setting in which leisure activities are taught and provides empirical support for embedding social skills instruction within the leisure activity context. Overall, this symposium promotes the acquisition, assessment, and evaluation of leisure activities as an important set of functional skills for individuals with ASD across the lifespan.

Instruction Level: Intermediate
Keyword(s): Assessment, Functional Skills, Leisure Activities, Skill Acquisition
Target Audience:

The target audience of this symposium are behavior analysts, clinicians, practitioners, and graduate students who work with individuals with autism spectrum disorder in a skill acquisition context.

Learning Objectives: At the conclusion of this symposium participants will be able to: 1) Use concurrent operant arrangements to determine client preference for leisure activities 2) Use Behavioral Skills Training (BST) to teach individuals with autism new leisure activities 3) Use different intervention settings to enhance the efficacy of BST to teach leisure activities
 

Assessing Preference and Aptitude for Leisure Activities for Adults With Autism Spectrum Disorder

ROBERT W. ISENHOWER (Rider University), Jenna Budge (Rutgers University), James Maraventano (Douglass Developmental Disabilities Center), Robert LaRue (Rutgers University)
Abstract:

Individuals with autism spectrum disorder (ASD) often have limited opportunity in choosing novel and engaging leisure activities, and behavior analysts need guidance in identifying leisure activities their clients may prefer. Four adult clients participated in a leisure activities assessment in three phases. During Phase 1 concurrent operant arrangements were used to develop a client profile for each of three critical leisure skills components: social interaction versus no interaction; electronic versus non-electronic tasks; and stationary tasks versus those that require movement. Figure 1 shows the percent of session learners engaged with each of the three component comparisons. Data revealed clear patterns for 3 of 4 participants. Phase 2 compared client on-task behavior for a leisure activity matched and a leisure activity unmatched to the profile generated in Phase 1. Clients were on-task more often for activities matched to profile (Figure 2). Phase 3 assessed client preference for the matched versus the unmatched activity using another concurrent operant arrangement. Clients showed preference for the matched activity (Figure 3). Overall, this study presents a user-friendly leisure activity assessment that considers both client preference and aptitude in determining appropriate leisure activities for individuals with ASD who require significant support.

 

Teaching Photography as a Leisure Skill to Children and Adolescents With Autism Spectrum Disorder

Caitlyn Gumaer (Claremont Graduate University), ALICIA TSAI (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College)
Abstract:

Children and adolescents with autism spectrum disorder (ASD) seldom participate in leisure activities including social, physical, and informal activities (Matson, Hattier & Belva, 2012). However, participation in such activities can allow children and adolescents an opportunity to increase social and communication skills, increase social acceptance, and increase independence and overall quality of life (Garcia-Villamisar & Dattilo, 2011). The present study used a multiple baseline design across 8 participants to assess the effectiveness of teaching simple photography skills. Using behavioral skills training, all 8 participants learned how to use a digital camera to take pictures. For the six participants who met mastery criterion, photography skills maintained at follow-up. Findings from the current study may yield implications for leisure skill interventions for children and adolescents with ASD.

 

Spontaneous Social and Language Behaviors of Children With Autism Spectrum Disorder During Physical Play

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

Physical play is a natural context for children’s social and language development. Unfortunately, children with autism spectrum disorder (ASD) are less likely to engage in physical play and are more socially isolated on playgrounds and at recess than peers without ASD. Although much of typically developing children's socializing occurs on playgrounds, the majority of behavioral social skills groups for children with ASD take place in classrooms or therapy settings, with limited generalization to natural play settings (Bellini, Peters, Brenner, & Hopf, 2007; Kasari & Locke, 2011). Therefore, this study used a multiple-baseline across-participants design to compare the effects of two intervention settings, physical play-based (e.g., playground games) and classroom-based (e.g., board games and collaborative arts & crafts activities), on several spontaneous social behaviors of six children with ASD. Results indicate that all children engaged in more spontaneous talking, eye contact, play, clowning, and happiness behavior, and displayed fewer inappropriate behaviors during physical play-based intervention sessions compared to baseline or the classroom-based sessions. The present findings suggest several implications for incorporating physical play into developmental language research and practice for children with ASD.

 
 
Symposium #274
CE Offered: BACB
Conversations, Sharing, and Friendships: Understanding and Facilitating Social Behavior
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 2, Room 207B
Area: AUT/DEV; Domain: Applied Research
Chair: Samantha Bergmann (University of North Texas )
CE Instructor: Samantha Bergmann, Ph.D.
Abstract:

The assessment and intervention of social behavior are often relevant to many individuals with whom behavior analysts work. Curricula and literature may guide behavior analysts who embark on this task; however, there is much room for refined analyses to identify appropriate goals and reinforcers which maintain social behavior. Also, more research is needed on the methods of instruction that facilitate generalization of social behavior to interactions with peers. First, Hood, Beauchesne, Fahmie, and Aquino will present data from a descriptive assessment of behaviors that occur during one-on-one conversations between friends who are adults of typical development and present without social deficits. Next, Clubb, Toussaint, Bergmann, Rodriguez, and Sanchez will describe how preference for items affects sharing and the consequences, identified via functional analyses, which reinforce sharing. Finally, McKeown, Luczynski, Lauvetz, and Lehardy will extend the research on the Preschool Life Skills curriculum by targeting prosocial skills to promote friendship and assessing generalization to same-aged peers. The topographies of social behavior, conditions under which it may occur, and the consequences which reinforce social behavior will be discussed. Implications of findings for research and practice will be incorporated throughout the symposium.

Instruction Level: Intermediate
Keyword(s): descriptive assessment, functional analysis, prosocial skills, social behavior
Target Audience:

Board certified behavior analysts

Learning Objectives: Attendees will list the behaviors observed during conversation with adults of typical development and explain why normative data are valuable to clinical practice and research. Attendees will describe a functional analysis metholodolgy extended to sharing; in particular, attendees will be able to list the conditions evaluated. Attendees will describe the training components used to teach children prosocial behaviors.
 
A Descriptive Assessment of Conversational Skills
Stephanie A. Hood (California State University, Northridge), Britany Marie Beauchesne (California State University, Northridge), Tara A. Fahmie (California State University, Northridge), SYLVIA AQUINO (California State University, Northridge)
Abstract: Descriptive assessments are necessary to begin scientific inquiry to novel or complex relations. These data establish a foundation for subsequent experimental analyses. All participants were typically developing and had no presenting social deficits. The purpose of the present study was to assess conversational skills of neurotypical adults across three conversational contexts: 1:1 with a friend, 1:1 with a novel conversation partner, and in group conversations (total of 960 mins). We expanded the number of skills that were included and obtained repeated measures to assess the variability within and across participants. Individuals in 1:1 conversation were in speaking and listening roles for 40-60% of the conversation. As a speaker, individuals engaged in eye gaze for 50-80% of the conversation as compared to 75-95% as a listener. On average individuals asked one question per min and only 20% of the questions were to initiate a new topic. Individuals changed the topic less than once per min and discussed each topic with seven exchanges on average. Giving compliments was an overall low frequency behavior, but individuals were more likely to give a compliment to a novel individual. These data may inform clinical practice and set a foundation for further scientific inquiry.
 

An Evaluation of Variables That Contribute to Sharing in Children With Autism

COURTNEY CLUBB (University of North Texas; Kristin Farmer Autism Center), Karen A. Toussaint (University of North Texas), Samantha Bergmann (University of North Texas), Aaron Sanchez (University of North Texas), Rebecca Rodriguez (University of North Texas; Kristin Farmer Autism Center), Jared T Armshaw (University of North Texas; Kristin Farmer Autism Center)
Abstract:

Individuals diagnosed with autism spectrum disorder (ASD) often have deficits in prosocial behaviors, such as sharing. However, research on assessing and teaching sharing is relatively limited. The purpose of the current research is to extend the previous research on sharing by evaluating environmental variables that may influence sharing. First, we evaluated if the latency to sharing is altered by a child's engagement with high vs. low-preference items. Next, we evaluated the contingencies that evoke and maintain sharing through a functional analysis. Functional analyses have traditionally been used to identify the function of maladaptive behavior. However, we have extended this assessment process to identifying the function of sharing behavior as the maintaining consequence is frequently presumed to be social attention. Our findings suggest that children with autism emit longer latencies to sharing if they are engaged with a high-preference item. In addition, results of the functional analyses suggest that this methodological approach is relevant to understanding sharing, and results suggest that sharing is often maintained by attention for preschoolers with and without autism. Collectively, these findings advance our understanding of when sharing is likely to occur and may inform methods of how to functionally teach sharing to individuals with ASD.

 
Evaluating the Generality of the Prosocial Skills Taught in Preschool Life Skills Friendship Unit
CIOBHA ANNE MCKEOWN (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), Caleb Lauvetz (University of Nebraska Medical Center's Munroe-Meyer Institute), Robert K. Lehardy (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract: In an effort to decrease problem behavior and increase early friendship skills, Hanley, Heal, Tiger, and Ingvarsson (2007) developed the Preschool Life Skills curriculum. In comparison to the units related to decreasing problem behavior, modest outcomes were achieved within the friendship unit. The goal of this project was threefold: (a) extend the features of the prosocial skills taught within the friendship unit, (b) evaluate the necessity of supplemental reinforcement in the acquisition of the targeted skills, and (c) evaluate the generality of our outcomes to same-aged peers. Using a multiple-probe design, we taught four preschool-aged children, with and without disabilities, five prosocial skills in a one-to-one format. Skills were taught using behavioral skills training during unstructured play with highly preferred toys. We observed high levels of performance across all the children, and three children required supplemental reinforcement to acquire one to four of the skills. However, when evaluating the generality of the skills to same-aged peers, the children exhibited zero to low rates of the prosocial skills. Additional treatment components (e.g., rules, feedback) were necessary to observe satisfactory performance of the prosocial skills with the peer. We discuss considerations in teaching and evaluating the durability of prosocial skills.
 
 
Symposium #275
CE Offered: BACB
Evaluating Preference for and Function of Social Interaction
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 2, Room 207A
Area: AUT; Domain: Applied Research
Chair: Eliana M. Pizarro (Our Lady of the Lake Children's Health Pediatric Development & Therapy Center)
CE Instructor: Eliana M. Pizarro, Ph.D.
Abstract:

To date, the preference assessment literature has primarily focused on identifying leisure and edible stimuli. There has been relatively little research assessing participants' preference for various types of social interaction. Most recently, Morris and Vollmer (2019) found that social interaction of various types functioned as reinforcers for individuals diagnosed with ASD. This finding is potentially useful given the common characterization of children with ASD as being socially avoidant (American Psychiatric Association, 2013). Due to the clinical relevance of identifying reinforcing social interactions and increasing the number and efficacy of such interactions for individuals with ASD, there are several avenues for additional research. Given these implications for further research focused on social interaction, the current symposium will share research 1) evaluating the function of social interaction, 2) evaluating the relationship between schedules of attention and preferences for social interaction, and 3) evaluating the paired-stimulus preference assessment for identifying social reinforcers. Clinical implications and future directions across all studies will be discussed.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students

Learning Objectives: n/a
 
Evaluating the Function of Social Interaction Using Time Allocation as a Dependent Measure: A Replication and Extension
SAMUEL MORRIS (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: Call, Shillingsburg, Bowen, Reavis, and Findley (2013) described a method of assessing the function of social interactions that used time allocation as a dependent measure. We replicated the method described by Call et al. and evaluated several extensions aimed at increasing the feasibility and efficiency of the assessment and the utility of its results. Seven children diagnosed with Autism Spectrum Disorder (ASD) participated. Social interactions were concluded to be reinforcing for five subjects and aversive for two subjects. Time allocation data for all subjects is presented as well as additional analyses related to patterns of switching toward or away from social contact, and session duration. Implications of this study and its methodology as well as future directions in this line of research will are discussed.
 
Evaluating the Relationship Between Schedules of Attention and Preferences for Social Interaction in Children With Autism Spectrum Disorder
BRIANNA LAUREANO (University of Florida), Iser Guillermo DeLeon (University of Florida)
Abstract: Goldberg et al. (2017) found that the value of playing in a social context was greater than the value of playing in isolation for children with ASD. These results are surprising considering core diagnostic criteria for ASD, which includes various sorts of social deficits. However, the social context in Goldberg et al. (2017) was restricted to interacting with a parent, a special kind of social context that may not represent social contexts at large. We followed up on their study to examine preferences for social vs. isolate play as a function of different kinds of play partner (parent, peer, unfamiliar therapist). We further conducted descriptive analyses to examine correlates of these preferences in terms of the interaction style of the varying play partners. Results thus far reveal that (1) playing with parents was chosen more often that playing with other sorts or partners, and (2) choosing to play in a social context co-varies negatively with the density of unsolicited attention received from the partner (e.g., therapists delivered the highest density of attention, but were chosen least across participants). Subsequent analyses involve systematic manipulation of different sorts of interaction towards isolating determinants of social preferences.
 
Evaluating the Paired-Stimulus Preference Assessment for Identifying Social Reinforcers for Skill Acquisition
ALISON SCHAEFER (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children)
Abstract: The purpose of this study was to replicate and extend previous research on pictorial-paired-stimulus (PS) preference assessments with social stimuli by assessing the generality of outcomes across multiple reinforcer assessments. A 16-year-old boy with autism and a 14 -year-old boy with autism participated. Following implementation of the PS assessment, highly preferred (HP) and less preferred (LP) attention forms were evaluated in three subsequent reinforcer assessments. First, we conducted a concurrent-operant arrangement in a reversal design, using a simple arbitrary response (i.e., target touch). Responding was allocated to the HP relative to the LP and control options; however, responding was allocated to the LP relative to control when the HP option was no longer available. Second, we conducted a single-operant arrangement in a multiple baseline design, using a more complex arbitrary task (i.e., 8-step LEGO structures). Third, we conducted a single-operant arrangement in a multiple baseline design, using socially-relevant vocational tasks (e.g., document filing) identified by caregivers in an indirect assessment. The HP reinforcers consistently resulted in the quickest acquisition across tasks, supporting the generality of the results of the PS.
 
 
Panel #276
CE Offered: BACB
What Do You Mean You’re Not Hungry?
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 1, Salon A
Area: CBM; Domain: Service Delivery
CE Instructor: Virginia Kaufmann, M.Ed.
Chair: Robert LaRue (Rutgers University)
VIRGINIA KAUFMANN (Children's Hospital of Philadelphia)
SANDRA F. CONCORS (ABC Consultants)
KRISTIN VESPE (Children's Hospital of Philadelphia)
Abstract:

The assessment and treatment of feeding disorders has a research basis in applied behavior analysis (ABA); however, the research has often been conducted in specialized intensive feeding clinics or outpatient programs where participants are medically stable enough to receive a lower level of outpatient care (e.g., Rivas et al, 2014; Patel et al, 2002; Mueller et al, 2003). At times, pediatric patients require acute hospitalization for medical stabilization due to dehydration, food refusal or acute weight loss which puts them at risk for additional medical complications. When these patients are admitted to the hospital the initial goal is nutritional rehabilitation and medical stabilization. The availability of a multi-disciplinary team can change the course of a typical medical hospitalization for this population. The multi-disciplinary team includes physicians, psychologists, psychiatrists, clinical social workers, and nursing, and behavior analysts serve as a consultant to the team to incorporate behavioral principles into treatment. This panel will discuss the treatment of Avoidant Restrictive Food Intake Disorder (ARFID), the treatment of anorexia nervosa and exercising behaviors using behavioral technology, and the individualization of standardized medical clinical pathways to increase patient outcomes.

Instruction Level: Intermediate
Target Audience:

Behavior analysts who provide consultation in home, in clinic, or in hospital settings.

Learning Objectives: 1) Attendees will be able to describe treatment for acute feeding concerns. 2) Attendees will be able to describe individualization of standard feeding protocols. 3) Attendees will be able to describe the utility of a multi-disciplinary team in behavioral treatment of feeding disorders.
Keyword(s): Eating Disorders, Feeding, Hospital, Medical
 
 
Invited Paper Session #277
CE Offered: BACB/QABA/NASP
Building Effective Teams: An Interdisciplinary Task
Sunday, May 24, 2020
12:00 PM–12:50 PM
Marriott Marquis, Level M4, Liberty I-L
Area: CSS; Domain: Basic Research
Chair: Thomas G. Szabo (Florida Institute of Technology)
CE Instructor: Thomas G. Szabo, Ph.D.
Presenting Author: NORA RANGEL (Universidad de Guadalajara, Mexico)
Abstract:

In terms of an interbehavioral point of view, Ribes (1990) proposed a conceptual formulation and a methodological approach to identify consistent modes of people interaction with different situations, distinguishing individuals. He suggested that these particular and idiosyncratic modes of interaction, denominated interactive styles, could be modulated by the imposed criteria in a particular situation. But it also seems feasible that the criteria compliance could be modulated by the individuals’ interactive style. While this asseveration has proved relevance in the context of individual task performance, we propose to transpose it to the teamwork level. Nowadays, most of the tasks demanded in educational, academic, and occupational contexts involve teamwork. However, teams do not always perform successfully even when members have the proper disciplinary knowledge and the required skills to achieve the assigned goal. In collaboration with Muñoz, Mejía, Peña & Torres, we conformed an interdisciplinary group interested in the identification of the factors that participate in the establishment of effective teams for software development. The result has been a model in which, besides the disciplinary knowledge and individual skills to achieve products of high quality, it is necessary to take into account the way in which each individual faces situations and how these interactive styles complement with the others. Additionally, we have considered that this model could be applied in other areas.

Instruction Level: Intermediate
Target Audience:

Students and people interested in building effective teams in applied contexts.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the three elements that conform the model for building effective teams; (2) list possible areas in which the proposed model can be applied; (3) list the advantages of using the concept of interactive style to refer to the consistent and idiosyncratic modes of an individual's interaction; (4) describe how this interactive styles could be affecting the interactions among the members of a team.
 
NORA RANGEL (Universidad de Guadalajara, Mexico)
Nora Rangel is a Research Professor at the Centro de Estudios e Investigaciones en Comportamiento (CEIC) at the University of Guadalajara since 2003. She received a bachelor’s degree in psychology from Instituto Tecnológico y de Estudios Superiores de Occidente, a master’s degree and a doctor’s degree in Behavioral Sciences from University of Guadalajara, México in 2003 and 2008 respectively. From 2006 she joined as a teacher in the program of Behavioral Science at the University of Guadalajara. She has published a book, several chapters and research articles in national and international indexed journals, and she has presented her work in national and international forums. She is a member of the Mexican System of Researchers (SNI) since 2009, and her interests are the experimental analysis of social behavior and recently, the establishment of high-quality teams.
 
 
Panel #278
CE Offered: BACB — 
Ethics
Ethics of Effective Dissemination and Cross-Disciplinary Collaboration
Sunday, May 24, 2020
12:00 PM–12:50 PM
Marriott Marquis, Level M4, Liberty N-P
Area: CSS/TBA; Domain: Translational
CE Instructor: Erin S. Leif, Ph.D.
Chair: Erin S. Leif (Monash University )
JOSE MOLINA (Irabina Autism Services)
KRISTIN E. BAYLEY (To The Moon & Back; Griffith University)
LISA KEMMERER (STAR Autism Support Inc.)
Abstract:

Applied Behaviour Analysis is rapidly gaining recognition in Australia as a result of new university training programs and the increased demand for behavioural supports in the context of the National Disability Insurance Scheme. A transdisciplinary approach is central to contemporary disability services, healthcare and educational policy in Australia, and there is an increased national movement towards the delivery of services for people with disability through transdisciplinary teams. For behaviour analysts to effectively disseminate applied behaviour analysis in Australia, they must learn to work effectively with team members from allied health and education disciplines. However, integrated and collaborative work across disciplines may be challenging, particularly when team members possess different knowledge and technical skills. This may result in ethically complex situations. In this session, a clinical psychologist, speech and language pathologist, and board certified behaviour analyst will discuss how they work as members of transdisciplinary teams when delivering applied behaviour analysis services in Australia. Each will present an ethically complex situation that they have encountered, and how they resolved it. Throughout the discussion, we will highlight how the inter-professional aspects of ethical decision-making may lead to both better teamwork and potentially improved client outcomes in diverse settings.

Instruction Level: Intermediate
Target Audience:

BCBAs, BCaBAs, Allied Health Professionals, Teachers, School Leaders

Learning Objectives: 1.) Participants will describe opportunities and challenges for effective and ethical dissemination of behaviour analysis outside of the United States 2.) Participants will describe ethically complex situations that may arise in the context of cross-disciplinary collaboration, and potential solutions 3.) Participants will describe the inter-professional aspects of ethical decision-making
Keyword(s): Dissemination, Ethics, Staff training, Trans-disciplinary
 
 
Symposium #280
CE Offered: BACB
Behavioral Assessment and Treatment of Sleep Problems in Children With Developmental Disabilities and Rare Genetic Developmental Disorders
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 1, Room 103
Area: DDA; Domain: Applied Research
Chair: Laurie McLay (University of Canterbury)
CE Instructor: Amarie Carnett, Ph.D.
Abstract:

Sleep problems are often reported among children with developmental disabilities, such as autism spectrum disorder (ASD), and rare genetic developmental disorders, such as Angelman, Williams, and Rett Syndromes. Without treatment, these problems can cause cascading effects on the functioning and development of the child. The use of behavioral interventions is well founded in the literature for the treatment of sleep problems in these populations. Utilizing a functional behavior assessment can help determine the reinforcement contingencies that are prolonging the sleep problem and help guide the intervention selected for treatment. As such, this symposium contains a series of presentations that evaluate behavioral treatments for sleep problems as follows: (a) analysis the current literature on behavioral interventions to treat sleep problems in children with autism, (b) the efficacy of personalized and assessment-based behavioral intervention on the sleep problems of children diagnosed with ASD, and (c) the evaluation of circadian manipulations and function-based interventions for sleep problems in children with rare genetic developmental disorders.

Instruction Level: Intermediate
Keyword(s): autism, genetic disorders, sleep problems
Target Audience:

BCBAs, BCBA-Ds

Learning Objectives: 1. Attendees will learn about the quality of behavioral research for the treatment of sleep problems for children with autism. 2. Attendees will learn about the procedures used in conducting behavioral assessments of sleep. 3. Attendees will learn about the procedures used to manipulation sleep-wake times, including faded bedtime procedures.
 

Quantitative Analysis of Behavioral Interventions to Treat Sleep Problems in Children With Autism

AMARIE CARNETT (Victoria University of Wellington), Sarah Grace Hansen (Georgia State University), Laurie McLay (University of Canterbury), Leslie Neely (The University of Texas at San Antonio), Russell Lang (Texas State University-San Marcos)
Abstract:

Sleep is an essential activity for human development. Often, children with autism spectrum disorder (ASD) are affected by a lack of sleep due to various types of sleep problems. We identified and analyzed studies that were aimed at utilizing sleep interventions for children with ASD. A systematic search of databases, reference lists, and ancestral searches identified 18 studies for inclusion. Studies were summarized in terms of (a) participants, (b) targeted sleep problem and measures, (d) intervention components, (e) research design and rigor, and (f) results. The aim of this review was to analyze the literature by evaluating the most commonly treated sleep problems, the various treatment components, and strength of the results using a between case parametric effect size estimate. The most commonly treated sleep problems were night wakings and bedtime disturbance. For interventions, all the studies incorporated multiple treatment components, most often including the use of a consistent bedtime routine. Effect size calculations indicated a moderate effect size, however, limited due to the small number of studies. Results suggest the overall effectiveness of behavioral interventions for the treatment of sleep problems for children with ASD. Based on our analysis, suggestions for practitioners regarding current practices and future directions for research are discussed.

 
Assessment and Treatment of Sleep Problems in Young Children
SANDY JIN (California State University, Northridge), Frank Gutierres (California State University, Northridge), Sevan Ourfalian (California State University, Northridge)
Abstract: : Sleep problems are prevalent and persistent in young children, especially children diagnosed with Autism Spectrum Disorder (ASD). These problems negatively impact the health and development of young children and are often challenging to address for caregivers and clinicians. Pharmacological interventions, such as melatonin, are commonly recommended for pediatric sleep problems despite limited research on their efficacy and social acceptability. Function-based behavioral interventions show merit as a promising alternative but has yet to draw to focus of mainstream treatment providers. This present study evaluated the efficacy of personalized and assessment-based behavioral intervention on the sleep problems of children diagnosed with ASD. Nighttime infrared video and sleep diary were used to measure sleep interfering behaviors, sleep onset delay, night and early waking, the total amount of sleep, as well as other relevant variables in the participating children. Parents and caregivers were encouraged to assist with treatment development during the assessment process and served as interventionists at home following behavioral skills training. A multiple-baseline-across-subjects designed was used to evaluate the treatments. Parents also provided feedback on the acceptability of each treatment and on their satisfaction with the outcomes.
 

Evaluating the Relative Effectiveness of Circadian Manipulations and Function-Based Interventions for Sleep Problems in Children With Rare Genetic Developmental Disorders

LAURIE MCLAY (University of Canterbury), Karyn G. France (University of Canterbury), Neville Morris Blampied (University of Canterbury), Caitlin Busch (University of Canterbury), Emma Woodford (University of Canterbury)
Abstract:

The prevalence of sleep problems in children with Rare Genetic Neurodevelopmental Disorders (RGND) such as Angelman, Williams, and Rett Syndromes, far exceeds that observed in typically developing children. These problems are commonly attributed to biological and circadian rhythm abnormalities and, consequently, are predominantly treated medically/pharmacologically. While biological and genetic factors are important, this should not preclude considering the role of the environment and learning in the etiology and maintenance of the sleep problem. We present the results of a single-case, multiple baseline design study that investigated the effectiveness of multi-component interventions for up to six children with RGND and sleep problems. Phase 1 of intervention consisted of the manipulation of sleep-wake times, including faded bedtime procedures. Phase 2 consisted of the introduction of function-based interventions following functional-behavioral assessment. Short- and long-term follow-up data is also reported. Preliminary analysis indicates that circadian manipulations alone may be sufficient to reduce sleep problems in children with RGND, though in some cases, function-based interventions were also required. The implications of these findings for clinical practice and research will be discussed.

 
 
Symposium #281
CE Offered: BACB
Advancements in the Assessment of Challenging and Repetitive Behaviors Maintained by Automatic Reinforcement
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 1, Salon G
Area: DDA/AUT; Domain: Translational
Chair: Mindy Christine Scheithauer (Marcus Autism Center; Emory University)
CE Instructor: Mindy Christine Scheithauer, Ph.D.
Abstract:

Children with intellectual and developmental disabilities often engage in challenging (e.g., self-injury, aggression, disruption) and repetitive behaviors. For a subset of these individuals, the behavior is maintained by automatic reinforcement. Behavior maintained by automatic reinforcement presents several challenges in assessment and treatment. The current symposium includes three studies that address some of these challenges. The first study presents data from assessments and treatments of repetitive behaviors maintained by automatic reinforcement, with an emphasis on predictions made by classification following assessment based on the three subtypes of automatically maintained behavior that have been previously studied with self-injury. Second, we will present outcomes from extended alone and ignore assessments, a common evaluation conducted to determine whether behavior is automatically-maintained. Specifically, this study will present on differences in the rate and variability of behavior when conducting alone compared to ignore assessments and differences across topography of behavior. The last study highlights potential safety concerns associated with the assessment of automatically maintained self-injury. An evaluation of solutions to decrease safety risks associated with assessing these behaviors is discussed.

Instruction Level: Intermediate
Keyword(s): automatically-maintained behavior, functional analysis, repetitive behavior, self-injury
Target Audience:

Target audience includes practitioners and applied researchers with a BCBA or BCBA-D. It is also appropriate for psychologists who conduct behavioral assessments and treatments. This should also qualify as psychology CEUs, but I did not see this option listed above.

Learning Objectives: Attendees will be able to explain how subtypes of automatically-maintained SIB apply to repetitive behaviors. Attendees will identify differences in rate and variability of behavior that might be expected when conducted extended alone and ignore assessments. Attendees will describe one method that might increase safety when assessing automatically-maintained SIB.
 

Subtyping Repetitive Behavior From Standard Functional Analysis Data

(Applied Research)
TIAGO SALES LARROUDÉ DE MAN (Western New England), Haley Steinhauser (The New England Center for Children; Western New England University), 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; Western New England University)
Abstract:

Hagopian and colleagues (2015/2017) have suggested that self-injurious behavior (SIB) that is automatically reinforced presents as three subtypes. Subtype 1 consists of differentiation between the alone/no interaction and the play control conditions. This form of SIB is generally responsive to alternative reinforcement alone. Subtype 2 SIB consists of a lack of differentiation between those FA conditions and is not generally responsive to alternative reinforcement. Subtype 3 is Subtype 2 SIB that presents with self-restraint. This study aimed to prospectively identify, from standard functional analyses (FA), whether similar subtypes present with stereotypic behavior. Two types of treatment evaluations followed the FAs of stereotypy. In one, an Augmented Competing Stimulus Assessment (A-CSA), which assessed competing stimuli to stereotypy. In the other, the effects of prompting and reinforcement for appropriate behavior was examined in four classroom contexts where stereotypy was observed to occur. There are currently 12 participants across the two experiments. Subtypes have emerged and treatment effects have and have not been obtained with alternative reinforcement. Treatment results will be discussed with the Subtyping obtained in the FA as context. Interobserver agreement data were collected in all experimental conditions and mean IOA was consistently above 85% for all dependent measures.

 
Evaluating Protective Procedures for Assessment, Treatment, and Research on Automatically Maintained Self-Injurious Behavior
(Applied Research)
MICHELLE A. FRANK-CRAWFORD (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: Automatically maintained self-injurious behavior (ASIB) has been shown to be generally more resistant to treatment and to produce more injuries relative to socially maintained self-injury. Assessing, treating, and conducting research on severe ASIB poses many practical and ethical challenges. Among them is the necessity to observe the behavior in order to assess it and to evaluate treatment outcomes, while also maintaining the safety of the client or research participant. The current study describes a systematic approach for identifying the optimal level, type, and combination of protective procedures that allows some self-injury to occur, but minimizes the potential for injury. Protective procedures can include mechanical devices that limit the occurrence of the behavior, protective equipment that protect areas of the body from injury, response blocking to prevent the completion of the response, and abbreviated session durations that limit exposure to situations in which the behavior is occurring. The potential utility of this approach and the need for additional research to further develop these methods are discussed.
 

Evaluating the Rate and Variability of Challenging Behavior During Extended Alone and Ignore Assessments

(Applied Research)
JAYNE MEREDITH MURPHY (Marcus Autism Center; Emory University), Summer Bottini (Marcus Autism Center; Emory University), Mindy Christine Scheithauer (Marcus Autism Center; Emory University)
Abstract:

Extended alone or ignore assessments are often conducted to determine whether challenging behavior is maintained by automatic reinforcement. The current study conducted a consecutive case series analysis of over 60 children and young adults who completed extended alone or ignore assessments as part of their admission to an intensive treatment center for challenging behavior. We evaluated the variability and average level of targeted behavior across topographies of challenging behavior and assessment types (alone or ignore). Minimal differences were identified when comparing variability in alone vs. ignore assessments. Across topographies, some behaviors were associated with less variability across sessions compared to others (e.g., pica was generally exhibited with very little variability across sessions). Results are presented in the context of guidelines for what clinicians should expect when conducting extended alone or ignore assessments as well as future research directions for identifying aspects of reinforcement history that might contribute to differing patterns of responding in these types of assessments.

 
 
Symposium #282
CE Offered: BACB
Functional Analysis Methodology: Updated
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 1, Salon H
Area: DDA/AUT; Domain: Service Delivery
Chair: Michele D. Wallace (California State University, Los Angeles)
CE Instructor: Michele D. Wallace, Ph.D.
Abstract:

Functional analyses are assessments that demonstrate cause and effect relationships. As such, the gold standard when applying behavior analytic services should be the use of this methodology regardless of applications (e.g., to reduce problem behavior or to teach appropriate behavior). In this symposium, we have three papers that will be looking at functional analysis methodology and data analysis: 1) to assess and develop intervention to treat aggression exhibited by individuals with a traumatic brain injury; 2) to provide a decision model with respect to conducting functional analyses of problem behavior in practice and 3) regarding interpretation of functional analysis data. Each presentation will elucidate the unique variables associated with application of functional analysis methodology as well as discuss implications for practice and future research.

Instruction Level: Intermediate
Target Audience:

BCBAs

Learning Objectives: Participants will understand how to modify functional analyses to assessment and treat problem behavior exhibited by individuals with Traumatic Brain Injury. Participants will understand the various methodological variations of functional analysis, when to utilize them, and how to utilize them in practice. Participants will understand the visual analysis procedures used to interpret functional analyses.
 
Practical Functional Analysis and Functional Communication Training for Survivors of Traumatic Brian Injury
LAUREN SERVELLON (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)
Abstract: Life after a traumatic brain injury (TBI) can involve new challenging behaviors that influence not only the TBI survivor but their caregivers as well. Behavior analytic interventions have been shown to be effective in reducing various challenging behaviors following TBI, however, limited research has been done on the use of functional assessments within the TBI community (Heinicke & Carr, 2014). In study, practical functional analyses, consisting of Interview-Informed Synthesized Contingency Analyses, were used to determine the function of verbal aggression (e.g. yelling, screaming, cursing) in adults with TBI. Individualized functional communication treatment plans were designed based on functional analysis results and generalized to the survivor’s caregiver. Social validity, limitations, and suggestions for future research will be presented.
 
A Practical Guide to Functional Analyses in the Natural Environment
BENJAMIN THOMAS HEIMANN (CABA), Michele D. Wallace (California State University, Los Angeles)
Abstract: While the efficacy of applied behavior analysis has always been based on experimentation; the work of Brian Iwata et al. in 1994 solidified the technology of systematically manipulating the consequences of a specific behavior to identify it’s function in the environment. This Experimental Functional Analysis quickly became the gold standard of ABA treatment as it allowed the clinician to have evidence of what function the target behavior is producing for the individual thereby allowing an intervention that ensures that the treated individual is still achieving their needs. While the initial studies emphasized a controlled environment with minimal confounding variables, since the seminal article of Iwata et al. there have been numerous variations and modifications of this technology which allow it’s application in a variety of situations. The purpose of the current analysis is to provide a brief summary of these variations and provide a guide for the clinician when determining which combination of variations best fit the circumstances of the unique behavior environment relationship they are attempting to analyze. Some brief case studies of variations of functional analyses will be discussed.
 
Visual-Inspection and Conceptualization of Functional Analysis in Graduate Setting
JUSTIN B HAN (California State University Los Angeles), Michele D. Wallace (California State University, Los Angeles)
Abstract: The functional analysis (FA) methodology, developed by Brian Iwata and his colleagues, is often considered one of the most important advancements in applied behavior analysis (Neef, 1994). The procedure allows for functional treatments and greatly increased the usage of reinforcement-based procedures when treating both self-injurious behavior and aggressive behavior (Pelios, Morren, Tesch, and Axelrod, 1999). However, research has shown that FA has been underutilized in the clinical setting despite evidence supporting its validity for routine implementation (Oliver et al., 2015; Iwata & Dozier, 2008). Different factors have been attributed to the underutilization of the FA methodology, such as time requirement and lack of experience from clinicians. To identify a potential influence on the under-utilization of FA methodology in the clinical setting, the current study examined the accuracy of visual-inspection of standard, trial-based, latency, low-rate, precursor, and transition functional analysis graphs between graduate-level and doctorate-level behavior analysts. Furthermore, the current study evaluated the effectiveness of a graduate level functional analysis conceptualization course in increasing the accuracy of visual-analysis of functional analysis results. Results show that on average, agreement in functions identification increased from 59% to 83%, and agreement in visual-analysis method increased from 3% to 75%.
 
 
Panel #283
CE Offered: BACB
Functional Curriculum Design and Path of Treatment Analysis for Language/Cognitive Normalization and Enhancement
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 1, Room 102
Area: DEV/AUT; Domain: Translational
CE Instructor: Richard E. Laitinen, Ph.D.
Chair: Kalle M Laitinen (Fit Learning Aptos, Educational and Developmental Therapies Inc.)
RICHARD E. LAITINEN (Personalized Accelerated Learning Systems (PALS))
SHUBHRA GHOSH (Florida Institute of Technology (FIT))
DERMOT BARNES-HOLMES (Ghent University)
Abstract:

This panel will present a model for conducting functional analysis of proximal direct-acting and generative effects of taught and emergent operant and higher-order operant competencies and capabilities extending over developmental and habilitative timeframes.

Instruction Level: Intermediate
Target Audience:

Practitioners and researchers interested in the design and management of complex curriculum based paths of treatment for the verbal behavior/cognitive habilitation or advancement of individuals presenting with learning challenges and deficits

Learning Objectives: Participants will describe the structure of 1. Scope and sequence curriculum design 2. Uses of a relational data-base to make treatment intervention decisions 3. Simple to complex, component/composite relations that produce generative performance
 
 
Symposium #284
CE Offered: BACB
Investigating Complex Bi-Directional Relations and Joint Attention in Both Monolingual English and English Language Learners
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 1, Salon C
Area: DEV/VBC; Domain: Applied Research
Chair: JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University)
CE Instructor: JeanneMarie Speckman, Ph.D.
Abstract:

Verbal Development Theory (VBT) has focused on which cusps and capabilities are related to and/or necessary for the devlopment of advanced verbal repertoires. Also of interest are the relations between and among different types of complex verbal relations. This current body of research extends the findings supporting VBT. In the first paper, the author investigated the relations between gradients of bi-directional naming (BiN) and the emergence of arbitrarily applicable relations in young children. The author of the second paper investigated the aquisition of BiN in both monoloingual children and children who were English language learners. In the third paper, the author investigated whether an intensive tact procedure was effective in increasing joint attention responses in preschoolers who previously did not demonstrate the initiation of joint attention. The results of this research expand on what we know about the acquisition of complex verbal behavior.

Instruction Level: Intermediate
Keyword(s): arbitrarily applicable, Bi-directional naming, echoic behavior, RFT
Target Audience:

Behavior Anlayst Supervisors, advanced practioners

Learning Objectives: 1. Participants will learn how the acquisition of different gradients of naming affect the establishment of arbitrarily applicable derived relations in childen. 2. Participants will learn differences in naming acquisition for children who are ELL and children who are monolingual English. 3. Participants will learn how conditioned reinforcement for social praise is related to the initiation of joint attention in children.
 

Bidirectional Naming, Echoics, and Arbitrarily-Applicable Derived Relations Among 20- to 37-Month-Old Toddlers

LEAH FRIEDMAN (Teacher's College, Columbia University)
Abstract:

There is growing interest in children’s acquisition of complex language repertoires across domains of behavior analysis. In three experiments, I studied the sources of reinforcement for bidirectional naming (BiN) and the implications of the naming continuum on the emergence of arbitrarily-applicable relations (AAR). In Experiment 1, I tested the correlation between repeated pairings of auditory and visual stimuli (defined by the presentation of naming experiences using a storybook) and emergence of BiN. Listener responses significantly increased across three repeated experiences, suggesting the emergence of unidirectional naming (UniN); however, speaker data remained low. In Experiment 2, I tested the role of echoics on the emergence of BiN. The data suggested that echoic responding was not significantly related to BiN. I then tested the effects of the proximity of visual and auditory stimuli on the emergence of BiN using repeated stimulus pairings (tact experience). While the degree of BiN was not reliably affected by proximity conditions, results of the study showed the emergence of untrained language relations. I discuss these findings with regards to the relation between the joining of listener and speaker responses, the establishment of BiN, and the emergence of AAR.

 

A Comparison of Bidirectional Naming for Familiar Stimuli Across English Language Learners and Monolingual English Speaking Students

KATHERINE GARCIA (Teachers College Columbia University)
Abstract:

In this study, I assessed the bidirectional naming (BiN) capabilities of 16 English Language Learners (ELL) and monolingual English preschool-aged students. Participants were divided into 2 group and assessed for the presence of BiN, in English and Spanish, using novel familiar stimuli. Group I consisted of ELL students while Group II was made up of native English-speaking students. Preliminary results showed that all only 1 participant demonstrated the presence of BiN across both languages, while all others, regardless of their native language, demonstrated higher degrees of unidirectional naming (UNi) or BiN in English. Subsequently, these students were matched based on levels UNi and underwent a repeated probe procedure using a simultaneous treatment design. The experimenters used novel sets of familiar stimuli during each intervention session to test the effects of this procedure and to compare the degree of BiN across ELL and monolingual English students. Results showed increases in untaught listener and speaker responses for monolingual English students and variable levels of responding for English Language Learners.

 
The Role of Joint Attention in the Verbal Behavior Development Trajectory
GINGER HARMS (Teachers College, Columbia University)
Abstract: The current experiment joins the developmental research on joint attention with the verbal behavior development theory (VBDT) of language acquisition by investigating the relation between joint attention and the verbal behavior developmental cusps. An initial descriptive analysis of 37 preschool students with and without disabilities determined that conditioned reinforcement for adult faces combined with a tact repertoire explained 64% of the variance in participants’ initiation of joint attention (IJA). Six participants, all of whom had conditioned reinforcement for adult faces, but lacked an independent tact repertoire and IJA completed 5 phases of an intensive tact intervention (ITI), totaling 125 mastered tacts. A delayed multiple probe design was used. Following the intervention, 5 out of 6 participants showed increases in IJA, with additional collateral increases in responding to joint attention (RJA), demonstrating that conditioned reinforcement for social attention results in increased joint attention in individuals with the necessary prerequisites. The study supports the VBDT philosophy that reinforcers are taught, and behaviors develop as a result. Furthermore, the findings align with the existing literature suggesting that joint attention is a prerequisite to language development.
 
 
Symposium #285
CE Offered: BACB
Interbehaviorism and Psychological Events as a Field of Interactants: A Possible Future Path for Behavior Science
Sunday, May 24, 2020
12:00 PM–12:50 PM
Marriott Marquis, Level M1, University of D.C. / Catholic University
Area: PCH/VBC; Domain: Translational
Chair: Genevieve M. DeBernardis (University of Nevada, Reno)
CE Instructor: Genevieve M. DeBernardis, Ph.D.
Abstract:

This symposium involves three presentations, each of which pertain to Kantor’s interbehavioral field construct and its relevance to behavior analysis. The first of these presentations pertains to the field construct itself. The presentation will describe the fundamental features of the field construct and address potential misunderstandings related to various aspects of it. The second presentation builds upon the first, and focuses on the implications of the field construct for both research and application. Indeed, the implications of the field construct for the research and practice areas of behavior analysis are often less clear, and therefore specific attention is given to these areas. Examples of contemporary research and popular areas of practice are provided and considered in field perspective, and implications for future field-based research and practice are provided. Finally, the third presentation focuses on Relational Frame Theory, and especially on recent conceptual developments within this area of research. Current models of conceptualizing derived relational responding are described, and the relationship between these models and the interbehavioral field construct are highlighted. Taken together, these presentations build upon each other and highlight how the field construct may be relevant to the ongoing development of behavior analysis.

Instruction Level: Intermediate
Target Audience:

This presentation is an intermediate/advanced level and appropriate for BCBA's interested in learning about conceptual advances/development in the field - including both researchers and clinicians. Graduate students may also be interested in the presentation as it pertains to their educational development, research interests, etc.

Learning Objectives: -Compare and contrast the field construction with causal constructions in behavior analysis. -Describe the implications of the field construct for both research and practice. -Describe how the field construct relate to recent research in Relational Frame Theory.
 
The Field Construction of Interbehaviorism
(Theory)
LINDA J. PARROTT HAYES (University of Nevada, Reno)
Abstract: Interbehaviorism is not unlike Behaviorism in aim. Both aim to rid psychology of the dualistic premises and hypothetical constructs that have thwarted the progress of the science for centuries. They have pursued this aim in different ways – one by system building, the other by investigation, and each takes issue with the other’s approach. Interbehaviorists argue that investigation is an important subdivision of a comprehensive science -- but a sub-division nonetheless. A science, as such, involves more than investigation. Behaviorists contend that system building is not important to the coherence or productivity of a scientific endeavor – at least this much can be assumed by the lack of systemic development among members of this collectivity. Instead, it seems that investigation is science; science is investigation. The aim of this paper is clarify the principle difference between these two approaches, namely the field construction of Interbehaviorism as compared with the causal construction of Behaviorism.
 
Research, Application, and the Interbehavioral Field
(Theory)
MITCH FRYLING (California State University, Los Angeles)
Abstract: While interbehaviorism and interbehavioral psychology are relatively less well known among those in mainstream behavior analysis, there seems to be an increase in interest in various areas associated with J. R. Kantor’s work. Indeed, much of this interest may be associated with the growing recognition of the complex nature of the subject-matter of behavior science. Kantor’s interbehavioral field construct seems to be especially relevant and of interest to both researchers and clinicians who are interested in complex behavior. Still, misunderstandings of interbehavioral thinking can at times make the field construct seem misaligned with or unable to be the foundation of research and application in behavior analysis. This presentation will focus on some of these misunderstandings and describe some of the philosophical and systemic foundations of interbehaviorism and interbehavioral psychology specifically. After doing so specific examples of interbehavioral research and application will be described, and efforts will be made to connect the field construct to contemporary areas of research and practice in behavior analysis.
 
Up-dating Relational Frame Theory: More Field than Frame
(Theory)
MARTIN FINN (Ghent University), Dermot Barnes-Holmes (Ghent University), Yvonne Barnes-Holmes (Ghent University)
Abstract: This paper presents an overview of a line of research that has focused on the behavioral dynamics of arbitrarily applicable relational responding (AARRing), which has involved integrating two recent conceptual developments within relational frame theory (RFT). The first of these is the multi-dimensional, multi-level (MDML) framework and the second is the differential arbitrarily applicable relational responding effects (DAARRE) model. Integrating the MDML framework and the DAARRE model emphasizes the transformation of functions within the MDML, thus yielding a hyper-dimensional, multilevel (HDML) framework for analyzing the behavioral dynamics of AARRing. The HDML generates a new conceptual unit of analysis for RFT in which relating, orienting, and evoking (ROEing) are seen as involved in virtually all psychological events for verbally-able humans. These empirical and conceptual developments in RFT emphasize that the theory is inherently field-theoretic. The implications of this conclusion for both experimentation and further conceptual development will be explored towards the end of the paper.
 
 
Invited Paper Session #286
CE Offered: BACB/PSY/QABA
Don Baer Lecture: Gains and Losses on the Balance Sheet: ABA 1964–2020
Sunday, May 24, 2020
12:00 PM–12:50 PM
Walter E. Washington Convention Center, Level 3, Ballroom AB
Area: PRA; Domain: Service Delivery
Chair: Shahla Susan Ala'i (University of North Texas)
CE Instructor: Sigrid Glenn, Ph.D.
Presenting Author: SIGRID GLENN (University of North Texas)
Abstract:

One might say that the treatment that launched applied behavior analysis began with a commitment to help little Dicky, a 3 ½ year old boy with autism (Wolf, Risley & Mees, 1964). The treatment was an amazing story of a successful marriage of science and clinical wisdom. Now, over 50 years later, it is evident that applied behavior analysis has both expanded and shrunk. Expansion is seen in the 2018 Annual Report of the Behavior Analysis Certification Board: 35,286 professionals certified to practice behavior analysis and 51,507 technicians registered to assist them. Most of the recipients of these practices are children and adults with autism and developmental disabilities. Among the costs of taking behavior analysis to scale has been the shrinking of what it means to be an applied behavior analyst. Both science and clinical wisdom seem to have moved to the margins and other considerations have taken center stage. We will examine some of the changes that appear to have occurred, including ossification of protocols, training and supervision in decontextualized environments, and a focus on structural rather than functional approaches to treatment. We will also examine what appears to be a misunderstanding or misapplication of what constitutes evidence-based practice. Finally, we will consider contingencies at work in the current culture that may account for many of these changes; and we will offer some observations on how the field might recapture what has been lost as it continues moving forward.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: PENDING
 
SIGRID GLENN (University of North Texas)
Sigrid Glenn is Regents Professor Emeritus at the University of North Texas.  She was the founding chair of UNT’s Department of Behavior Analysis and the founder and former director of UNT’s Behavior Analysis Online program. Her published research includes work in conceptual, experimental and applied areas; current interests are primarily conceptual and philosophical, especially as these pertain to culturo-behavioral systems. Dr. Glenn is past president of ABAI and a founding fellow of the Association. She was the 2015 recipient of the Award for Distinguished Service to Behavior Analysis. Other awards include TxABA Award for Career Contributions to Behavior Analysis in Texas; CalABA’s Award for Outstanding Contributions to Behavior Analysis; the Michael Hemingway Award for Advancement of Behavior Analysis; the Cambridge Center for Behavioral Studies Ellen P. Reese Award in Recognition for Significant Contributions to Communication of Behavioral Concepts; and--most important to her--the ABAI 2008 Student Committee Award for Outstanding Mentorship of students.
 
 
B. F. Skinner Lecture Series Paper Session #287
CE Offered: BACB
Onward and Upward: Behavioral Science Principles and Practice in Human Space Exploration
Sunday, May 24, 2020
12:00 PM–12:50 PM
Marriott Marquis, Level M2, Marquis Ballroom 6
Area: SCI; Domain: Applied Research
Chair: Derek D. Reed (University of Kansas)
CE Instructor: Derek D. Reed, Ph.D.
Presenting Author: PETER ROMA (NASA Johnson Space Center)
Abstract:

Complex mission-oriented operational environments such as space exploration seem incompatible with the rigor and control that define the behavior analytic approach. Yet, the inherent risks, strategic value, and public investment in these missions require applying the best science available to enable success. This presentation will describe the parallels between behavior analytic principles and spaceflight operations, review selected historical and recent applications of behavioral science in astronauts and other teams in isolated, confined, and extreme environments, and describe opportunities for applied behavior analysis as part of integrated multidisciplinary efforts to enable future mission success and support those who work, live, serve, and explore on the final frontier.

Instruction Level: Intermediate
Target Audience:

Scientists, lab/department/program directors, agency program administrators

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define “ICE” environment(s); (2) identify three key shared features between classical laboratory behavior analysis and spaceflight operations; (3) identify three factors that affect cooperative behavior and team performance in long-duration missions.
 
PETER ROMA (NASA Johnson Space Center)

Dr. Pete Roma is Senior Scientist and Director of the Behavioral Health & Performance Laboratory at NASA Johnson Space Center. He also holds adjunct appointments at the Johns Hopkins University School of Medicine, the University of Kansas, the University of California—Irvine, the University of Texas at Austin, and Rice University. Prior to joining NASA, he trained and worked with space research pioneer Dr. Joseph V. Brady and behavioral economics pioneer Dr. Steven R. Hursh studying individual and environmental influences on cooperative behavior in high-performing teams. At NASA, the BHP Laboratory specializes in multidisciplinary longitudinal research and countermeasure development to support individual and team behavioral health, performance, and adaptation in isolated, confined, and extreme operational environments. Through support from NASA’s Human Research Program, Space Biology Program, and Systems Maturation Team as well as the US Army Medical Research and Materiel Command (MRMC) and the Defense Advanced Research Projects Agency (DARPA), recent and ongoing efforts include integrated investigations of human physical and behavioral health, performance, and biopsychosocial adaptation over time in NASA’s Human Exploration Research Analog (HERA) and 20-ft Chamber facilities, the Hawai’i Space Exploration Simulation and Analog (HI-SEAS) habitat, the Russian Institute for Biomedical Problems’ SIRIUS/NEK chamber, Concordia and Neumayer Stations in Antarctica, and the International Space Station.

 
 
Symposium #288
CE Offered: BACB — 
Supervision
Behavior Analysis in Higher Education: Basic Principles Teaching and Supervision
Sunday, May 24, 2020
12:00 PM–12:50 PM
Marriott Marquis, Level M4, Capitol/Congress
Area: TBA/PCH; Domain: Translational
Chair: Andresa De Souza (University of Missouri St. Louis)
Discussant: Darlene E. Crone-Todd (Salem State University)
CE Instructor: Darlene E. Crone-Todd, Ph.D.
Abstract:

With the current high demand for BCBAs, we have also seen an increase in university programs offering applied behavior analysis (ABA) programs at the undergraduate and graduate levels. To ensure quality education and preparation for clinical services, program curriculums should be aligned with the theoretical background of ABA as well as best practices for training essential skills. This symposium will explore important aspects that should be considered when teaching and supervising undergraduate- and graduate-level students in ABA programs. First, Isvânia Alves will present the conclusions of a project that identified controversies and disagreements related to basic principles and concepts among behavior analytical textbooks and field experts. In addition, Isvânia a will present a decision-making model to assist in selecting objectives when teaching and providing supervision to undergraduate students. Next, Maegan Pisman will discuss potential strategies and guidelines for effective and ethical remote supervision for students in university practicum courses. Maegan will conclude with possible areas for research related to online teaching and supervision. Darlene Crone-Todd will serve as the discussant.

Instruction Level: Intermediate
Keyword(s): Behavior-analytical principles, remote supervision, theoretical controversies, university practicum
Target Audience:

Instructors, BCBAs providing remote supervision, VCS of ABA programs

 

Concept and Principle Analysis, Controversies in Critical and Variable Features, and Decision-Making Model for Basic Behavioral Principles

(Theory)
ISVÂNIA ALVES DOS SANTOS (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação), Ana Carolina Carolina Sella (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação), Jackeline Santana Santos (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação)
Abstract:

One of the roles a supervisor might have within applied behavior analysis regards the assurance that the decision-making process for interventions is conceptually sound. In the past few years our group has developed, implemented, evaluated, analyzed and redesigned a decision-making model aimed at content and behavioral objectives selection for teaching undergraduate students. In our last analysis-redesign iteration, we found inconsistencies, controversies or disagreements in regard to what defines some basic behavioral concepts and principles, such as environment, behavior, operant behavior, respondent behavior, antecedent, among others. Additionally, when we submitted these concepts and principles analysis to be reviewed by behavior analysts (i.e., content experts), the conceptual controversies appeared in some of the suggestions they made. The purpose of this paper is to present our decision-making model in its latest form, present and discuss a few of the controversies we found during our analysis, and highlight the importance of performing a concept or principle analysis when selecting content in areas in which conceptual disagreements might hinder or decelerate student learning and affect the decision-making process for interventions, if these disagreements are not explicit or discussed.

 
Considerations for Designing and Implementing Online Instruction and Remote Supervision for Students of Behavior Analysis
(Service Delivery)
Maegan Pisman (Imbueity; Pepperdine University), ANDRESA DE SOUZA (University of Missouri St. Louis)
Abstract: There appears to be a growing demand for university programs with coursework that qualify students to sit for the BACB® certification exam. Many universities offer courses in an online format to meet this demand; however, there are few to no empirical studies evaluating online instructional methods and practicum design within applied behavior analysis (ABA) programs. Hybrid and online programs present additional opportunities for accessing education and training in ABA, but they also occasion some challenges that should be deliberately addressed when designing courses and supervisory activities. We will provide suggestions for training and supervision for remote students based on the available literature in behavior analysis and other collaborative fields. Specifically, we will review considerations for curriculum development, strategies for implementing behavioral skills training, available technology for asynchronous and synchronous instruction, and ethical and professional practices for instructors and supervisees. We conclude with possible areas of research to evaluate the effectiveness of remote training and supervision.
 
 
Symposium #290
CE Offered: BACB
Effectiveness and Efficacy of Several Different Applications of ABA Intervention Across Two Countries
Sunday, May 24, 2020
12:00 PM–12:50 PM
Marriott Marquis, Level M4, Independence A-C
Area: TBA/AUT; Domain: Translational
Chair: Jessica Singer-Dudek (Teachers College, Columbia University)
CE Instructor: Jessica Singer-Dudek, Ph.D.
Abstract:

Different models of intervention and their effectiveness and efficacy have been studied a lot in USA. Most of them focused on the intensity measured by the numbers of hours of service children with disabilities received. In this symposium we will look at several different packages and intensity of ABA interventions across different settings and countries. Europe has different systems of health, education and social care compared to USA so in some countries the systems and services like early intervention may be completely missing for children with ASD and other developmental disorders. In addition to those differences, even when existent, eclectic models compared to evidence-based and specifically ABA programs, are prevalent. These papers will talk about evidence-based possible models, comparing different intensity and application across various settings. In addition, we will talk about the process and the time a child with developmental disorder needs to go from detection to reach intervention, and provide some research- based insight on how to improve that and then, what type of intervention is the most effective.

Instruction Level: Intermediate
Keyword(s): ABA, Intervention effectiveness
Target Audience:

Service providers, supervisors, academics

Learning Objectives: - How to measure effectiveness of ABA Intervention - How to create different intensity ABA programs - Haw to set up a effectiveness studies comparing models of intervention
 
Measuring Special Education without Special Schools: Challenges and Research Opportunities where Treatment Efficiency is Needed the Most
(Service Delivery)
FABIOLA CASARINI (Scuola delle Stelle Learning and Research Centre), Elisa Galanti (Scuola delle Stelle Learning and Research Centre), Adele Vero (Scuola delle Stelle Learning and Research Centre), Chiara Leuci (AllenaMenti Educational Centre), Claudia Puchetti (VitaLab Educational Center)
Abstract: Countries such as Italy have welfare systems drastically different from those in the United States. Therefore, it is essential to measure the criteria of effective ABA interventions for children with ASD, that can’t attend special schools or have insurance-covered intensive treatments.We implemented a CABAS®-based treatment package with high educational intensity and modified frequency, in which each participant received intervention for 12 hours a week. Participants were 7 children with Autism, aged 2 to 6 years old at the beginning of the study. The dependent variables were the changes in each child’s ADOS-2 and CARS-2 scores prior to and after one and two years of intervention. The results showed a significant difference between before and after the low-frequency package was implemented, for the total scores and each sub-test of both instruments. Data were also collected about the number of Learn Units to Criterion rate. This preliminary study aims to pave the way for further research, with a larger number of participants and a longitudinal analysis of change. Results suggest that normative tests, together with individual graphs’ analysis, can help differentiate between treatment effectiveness and efficiency and that further research is needed in order to make the necessary progress in improving access to treatment and sustainability.
 

Autism Diagnostic Protocol for Low-and-Mid Income Countries: Barriers for an Early Diagnosis and Intervention for Autsim Spectrum Disorder in Bosnia and Herzegovina

(Service Delivery)
NIRVANA PISTOLJEVIC (EDUS; CABAS and Teachers College, Columbia University), Eldin Dzanko (EDUS- Education for All), Mohammad Ghaziuddin (University of Michigan Hospitals)
Abstract:

Obtaining a reliable and timely diagnosis of Autism Spectrum Disorder (ASD) is a large problem in most Low-and-Mid Income Countries (LMIC). The problem lies mostly in the lack of trained professionals and access to reliable screening/diagnostic tools which are often to expensive and culturally inappropriate for those countries. Bosnia and Hercegovina (B&H) is such a county, where children with ASD often stay undetected and without appropriate intervention. We analyzed medical documentation and tested 126 children ages 23 to 94 months, with detected severe developmental delays. Although parents reported developmental problems in their children on average at the age of 17 months, it took 812 visits to professionals (>6 per child) over several months (mean 16.8, range 2-52) to get the diagnosis. Only 8 children (6.3%) of our sample received a diagnosis referring to autism. However, when these children were tested with the Childhood Autism Rating Scale (Second Edition), 68 of them (54%) were rated in the severe autistic range. In order to solve such high rates of undetected and undiagnosed children with ASD in B&H we developed the EDUS Protocol for Autism Screening which is a functional behavioral screening tool created by following the DSM-V diagnostic criteria and aimed to help professionals in diagnosing autism in B&H. We will discuss the barriers to an early childhood diagnosis of ASD in B&H and the development of the EDUS Protocol for Autism Screening as the first step forward to an early diagnosis of ASD enabling access to early intervention programs.

 
Establishing and Evaluating Different Evidence-based Interventions: Experiences from Bosnia and Herzegovina
(Service Delivery)
NIRVANA PISTOLJEVIC (EDUS; CABAS and Teachers College, Columbia University), Eldin Dzanko (EDUS- Education for All)
Abstract: Applied behavior analysis intervention services for children with Autism Spectrum Disorder (ASD) and other Developmental Disorders (DD) are mostly unknown and not affordable for the most Low-and-Mid Income Countries (LMIC) such is Bosnia and Herzegovina (B&H). Usually intervention services in B&H are delivered within public institutions and provided by defectologists and speech therapists based on a Soviet Russia approach in dealing with rehabilitating individuals with developmental disorders. EDUS - Education for All, and NGO in B&H is the only high intensity behavioral intervention provider in the country, providing services in cooperation with public institutions for the last 9 years. For the past several years we have developed different intensity programs across country and health and education systems and completed several studies comparing its effectiveness In order to provide insight for decision makers, and with financial support by the USAID, last year, we conducted a matched-pairs pre-post intervention study by comparing effects of three different intervention models during a five months period: Early Intensive behavioral intervention (n=24; 25 hours weekly), Eclectic models in combination with low intensity behavioral interventions used in public institutions (n=24; 4-25 hours weekly), and a control group of children without any intervention (n=27), on a waiting lists for the programs. Initial and final blind assessments were conducted with the EDUS Developmental Behavioral Scales 2 (Pistoljevic, Zubcevic, Dzanko, 2019) and the EDUS Guides for Developmental Assessment (Pistoljevic & Majusevic, 2015) in these three groups in order to assess the number of skills gained as an effect of the intervention model. We will discuss each model and variables of interest separately and the superior effects of the intensive behavioral intervention on the acquisition of developmental skills in comparison to the eclectic model and control group.
 
 
Special Event #310
CE Offered: BACB
An International Model for Education in Behavior Science and Application
Sunday, May 24, 2020
2:30 PM–3:50 PM
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: FRANCESCA DEGLI ESPINOSA (ABA Clinic), ILANA GERSCHLOWITZ (Star Academy), AGUSTIN DANIEL GOMEZ FUENTES (Universidad Veracruzana), GLADYS WILLIAMS (Centro CIEL; LearnMore, Inc.)
Abstract:

The ABAI Task Force on International Education has been working since January to create a model to improve educational opportunities and develop formal recognition of behavior analysts that could be adapted for individual countries. Constituents from Brazil, Italy, Mexico, South Africa, and Spain will provide an update on the task force’s progress.We welcome the attendance of all those interested in this effort.

Instruction Level: Basic
FRANCESCA DEGLI ESPINOSA (ABA Clinic)

Francesca degli Espinosa has worked with children with autism for more than 20 years. Her longstanding clinical and research interests are in advanced applications of contemporary analyses of verbal behavior (Horne & Lowe, 1996; Lowenkron, 1998, 2008; Michael, Palmer, & Sundberg, 2011) as a basis for teaching generalized verbal repertoires and, thereby, as a means of minimizing the need to teach specific individual verbal responses. She was the lead clinician for the Southampton Childhood Autism Program at the University of Southampton, the first UK-based EIBI outcome study (Remington et al., 2007), results of which formed the basis of her Ph.D. She currently runs a small diagnostic, behavioral, and skills assessment clinic in Southampton and teaches applied behavior analysis in the graduate program at the University of Salerno, Italy, her home country, where she also continues to mentor Italian BCBAs.

ILANA GERSCHLOWITZ (Star Academy)

Ilana Gerschlowitz lives in Johannesburg, South Africa, and is the mother of three boys. She completed her B.Com (LLB) (commerce and law degree) in 1998 at the University of the Witwatersrand and was subsequently admitted and practiced as an attorney. In 2004 when her oldest son, David, was diagnosed with autism at the age of 20 months, she immersed herself in research to find solutions.

In 2009 she hosted the landmark Challenging Children Conference, which successfully provided a platform for the introduction of ABA to South African parents and professionals.

Ms. Gerschlowitz is the founding director of the Star Academy (Star), an affiliate of the US-based Center for Autism and Related Disorders. Now 10 years old, Star has provided access to ABA programs to more than 230 children around the country with autism or related disorders, as well as to children in Ghana, Zimbabwe, Rwanda, Mauritius, and Zambia. Other Star projects include providing ABA instruction to underprivileged children in Johannesburg and a program called Catch Up Kids, which helps children overcome learning challenges, including those with ADHD.

In 2015 Ms. Gerschlowitz was recognized for her work in education with the CEO Global Award for Africa’s Most Influential Woman in Business and Government in the Education and Private Sector for Region, Country, and Continent. In 2018 she was a finalist for the Europcar Jewish Women in Leadership Award. She is the author of Saving My Sons: A Journey With Autism, published in 2019 and which helps light the way for many parents coping with autism or learning difficulties in Africa.

AGUSTIN DANIEL GOMEZ FUENTES (Universidad Veracruzana)

Dr. Agustín Daniel Gómez Fuentes has a degree in psychology from Universidad Veracruzana, a master’s in psychology (behavior analysis) from Western Michigan University, and a doctorate in behavioral science from the University of Guadalajara. Dr. Gómez Fuentes has been recognized as a National Level I Investigator by the Mexican National System of Investigators of the National Council of Science and Technology. In addition, he has a PROMEP profile and has been director of more than 80 theses on psychology and education, as well as published more than 16 articles in specialized scientific journals on those same topics. Additionally, he has published 10 book chapters and 3 specialized books on behavioral science and education. His research interests are mainly focused on linguistic modes and their relationships, as well as historical and philosophical analysis of psychological concepts.

Dr. Gómez Fuentes was a member of the program committee for the 2013 ABAI International Conference in Mérida, Mexico, and truly instrumental to its success and subsequent positive effects encouraging the growth of behavior analysis in Mexico. He promoted the conference and its call for papers among his colleagues at Universidad Veracruzana, gave a talk as part of a symposium, and chaired two other sessions.

GLADYS WILLIAMS (Centro CIEL; LearnMore, Inc.)

Gladys Williams leads the program on autism and verbal behavior at David Gregory School in New Jersey. She is the founder and director of Centro CIEL in Barcelona and Oviedo, Spain, and of LearnMore, Inc., an institution that promotes effective teaching strategies. She earned her doctoral degree in special education and behavior analysis from Teachers College, Columbia University, where she was a recipient of the Fred S. Keller Research Grant to study language development and autism. She has won several awards for her contributions to the field of applied behavior analysis. Dr. Williams has published 18 articles in peer-reviewed journals such as the Journal of Applied Behavior Analysis, the American Journal on Mental Retardation, Teaching Exceptional Children, and others. She has been a guest reviewer for the Journal of Applied Behavior Analysis, Behavior and Social Issues, and The Behavior Analyst. She is a frequent guest speaker in Europe and South America. Dr. Williams’s main objective is to implement effective strategies to teach functional verbal language to nonverbal children and to investigate strategies and techniques to facilitate social skills and functional language acquisition. Her quest is to use behavioral technology to benefit children around the world.

 
 
Invited Paper Session #311
CE Offered: BACB/QABA
A Dog’s Life: Using Behavior Analysis to Investigate the Human-Dog Relationship and Address Behavioral Issues
Sunday, May 24, 2020
3:00 PM–3:50 PM
Marriott Marquis, Level M2, Marquis Ballroom 6
Area: AAB; Domain: Applied Research
Chair: Nathaniel Hall (Texas Tech University)
CE Instructor: Erica Feuerbacher, Ph.D.
Presenting Author: ERICA FEUERBACHER (Virginia Tech)
Abstract:

Dogs are described as “man’s best friend” and dog ownership is at an all-time high. Nevertheless, the nature of the human-dog bond has only recently been explored and much work in this field focuses on the structure of the relationship. While this might describe what the relationship looks like, it does not address what maintains the relationship nor does it identify the variables we can manipulate to produce, maintain, or enhance that relationship. Taking a behavior analytic approach, our research has sought to identify the functions maintaining human-dog interactions from the dog’s perspective. This talk will highlight our work investigating dogs’ preference for different human interactions, what stimuli typically function as reinforcers for dog behavior, and how we can use those to address behavioral issues, such as separation-related problem behavior in owned dogs and kennel reactivity in shelter dogs. Audience members will learn about the current state of knowledge of dog social behavior, how behavioral science can help enhance the human-dog relationship by taking the dogs’ perspective through preference and reinforcer efficacy tests, and how that knowledge can be applied to solve common behavioral issues in companion and shelter dogs.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts, applied animal behaviorists, graduate students, dog owners and enthusiasts.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify typically preferred human interaction in dogs, and the effect of population, context, and familiarity on preference; (2) identify common, effective reinforcers in dogs; (3) discuss how a behavior analytic approach to the human-dog relationship can help us enhance it; (4) discuss how identifying effective reinforcers is essential for addressing behavioral concerns in domestic dogs.
 
ERICA FEUERBACHER (Virginia Tech)

Dr. Feuerbacher is an Assistant Professor of Companion Animal Behavior and Welfare at Virginia Tech and director of the Applied Animal Behavior & Welfare Lab in the Department of Animal & Poultry Science. She earned her Ph.D. in Psychology at the University of Florida in the UF Canine Cognition and Behavior Lab and her Masters in Behavior Analysis at the University of North Texas in the Organization for Reinforcement Contingencies with Animals. Prior to joining Virginia Tech, she was an Assistant Professor at Carroll College in Helena, MT, where she led the canine program in which students trained foster dogs during the academic year. She has worked as a shelter behavior consultant, offered group dog training classes and private behavior consultations, and is co-founder of the Shelter Dog Institute. She is a Board Certified Behavior Analyst and a Certified Professional Dog Trainer. Her research at Virginia Tech focuses on understanding dog behavior and learning from a behavior analytic perspective, using applied behavior analysis to solve behavioral issues, and identifying interventions that improve shelter dog welfare. She has earned several awards for her behavior analytic research and her dedication to the theoretical foundations of behavior analysis. She is passionate about humane, effective animal training, and working with owners, trainers, and shelter staff to improve our interactions with animals through behavior analysis.

 
 
Symposium #312
CE Offered: BACB
Reinforcement Variables That Impact Skill Acquisition and Performance in Individuals With Autism
Sunday, May 24, 2020
3:00 PM–3:50 PM
Walter E. Washington Convention Center, Level 2, Room 201
Area: AUT/EDC; Domain: Applied Research
Chair: Chata A. Dickson (New England Center for Children)
CE Instructor: Chata A. Dickson, Ph.D.
Abstract:

The authors of the three studies presented in this symposium evaluated effects of consequence manipulations on skill acquisition in children and adults with autism. Valencia and her colleagues investigated effects of various combinations of differential reinforcement magnitude for prompted and unprompted correct responses and found that in some cases, acquisition was more rapid with differential reinforcement. Breeman and her colleagues observed that clinicians commonly made errors of omission of prescribed consequences, and compared effects of low-integrity and high-integrity treatment conditions on skill acquisition. These researchers found that acquisition was almost twice as rapid when teaching procedures were implemented as programmed. Finally, Paranczak and Fisher compared rate of independent manding and acquisition of novel mands across two conditions: with and without a lag schedule requirement. The lag schedule led to the acquisition of novel mands with both participants. Each of these studies addressed practical considerations that should be made by those designing and managing programs of instruction for individuals with autism.

Instruction Level: Basic
Keyword(s): differential reinforcement, lag schedules, procedural integrity, skill acquisition
Target Audience:

Behavior Analysts involved in the education of individuals with autism and developmental disabilities.

Learning Objectives: Following attendance at this symposium, if asked, participant will accurately: 1. describe differential reinforcement, and name a situation (in the context of skill acquisition) in which its use would be recommended; 2. discuss recent findings in the effects of reliable implementation of consequences (reinforcement and error correction) when teaching auditory-visuation conditonal discriminations; and 3. describe a lag schedule requirement and discuss its effects on response variability.
 
Further Evaluation of the Effects of Reinforcer Magnitude on Skill Acquisition
ANDREA VALENCIA (University of Miami), Yanerys Leon (University of Miami), Yanelis Arias (Florida Institute of Technology), Anibal Gutierrez Jr. (University of Miami), Elaine Espanola (University of Miami), Meagan K. Gregory (Kennedy Krieger Institute)
Abstract: Previous research has shown that several parameters of reinforcement (i.e., delay, quality) may influence the rate of skill acquisition during discrete trial instruction. Further, manipulating reinforcement parameters may be one method to promote independent responding and decrease prompt dependence (Karsten & Carr, 2009). The effects of magnitude have not been well-investigated in this context and findings have thus far been mixed (Paden & Kodak, 2015). This study evaluated the effects of differential reinforcer magnitude on the rate of skill acquisition for young children with ASD participating in early intensive behavioral intervention. We evaluated the following three contexts: equal magnitude (for prompted and unprompted), differential magnitude for independent responses, and differential magnitude for “better” (i.e., more independent) responses. Three of five applications showed that differential reinforcement in the form of higher magnitude produced quicker acquisition relative to equal magnitude. However, there was no difference between the two differential reinforcement conditions assessed.
 
The Effects of Procedural-Integrity Errors during Auditory-Visual Conditional Discrimination Training
SAMANTHA BREEMAN (Caldwell University), Jason C. Vladescu (Caldwell University), Ruth M. DeBar (Caldwell University), Laura L. Grow (Garden Academy)
Abstract: Procedural integrity errors have widespread implications for the success or failure of behavior analytic interventions. However, previous research has not examined the effects of procedural integrity errors during auditory-visual conditional discrimination with clinical populations. The purpose of the current study was to replicate and extend the work of Carroll, Kodak, and Fisher (2013) by evaluating the effects of procedural integrity errors compared to perfect integrity during auditory-visual conditional discrimination training with an adolescent with autism spectrum disorder. The errors examined were selected through a descriptive assessment, which identified omission of reinforcement and omission of error correction as the most common clinician errors. The participant required approximately twice as many sessions to master targets taught under low-integrity conditions compared to those taught under high-integrity conditions. These results suggest that procedural integrity errors hinder skill acquisition and affect teaching efficiency. Future researchers should evaluate the effects of errors during auditory-visual conditional discrimination training across task arrangements.
 
An Evaluation of a Lag Schedule of Reinforcement and Progressive Time Delay on Mand Variability
KRISTA NICOLE PARANCZAK (Temple University), Amanda Guld Fisher (Temple University)
Abstract: Individuals with autism spectrum disorder (ASD) may mand repetitively, using the same topography for preferred items. This could affect their ability to get their wants and needs met as well as affect social relationships. Previous research suggests that lag schedules of reinforcement can increase the variability of vocal mands. The current study evaluated the effects of a lag schedule of reinforcement and progressive time delay (TD) on the rate of vocal mands through a multiple baseline across behaviors with embedded reversal design with two adults with ASD. Two conditions were used to assess variable responding when variability was (Lag 1 + TD) and was not (Lag 0) required to produce reinforcement. During Lag 0, reinforcement was contingent on instances of independent manding (of any topography). During Lag 1 +TD, reinforcement was contingent on instances of independent and prompted variant responses. A progressive TD was used to transfer stimulus control from an echoic prompt to the establishing operation. Results indicated that a Lag 1 schedule of reinforcement with progressive TD promoted acquisition of novel vocal mand topographies for all participants, with varying effects on rates of independent variant mands.
 
 
Symposium #313
CE Offered: BACB — 
Supervision
Quality and Quantity is Related to Outcome of Early Intensive Beahvioral Intervention for Children With Autism
Sunday, May 24, 2020
3:00 PM–3:50 PM
Walter E. Washington Convention Center, Level 1, Salon H
Area: AUT/CSS; Domain: Translational
Chair: Greg Elsky (Behavioral Learning Network)
CE Instructor: Sigmund Eldevik, Ph.D.
Abstract:

For the past thirty years Early Intensive Behavioral Intervention (EIBI) has been implemented in Norway and other European countries. In most countries it has been a challenge to deliver EIBI according to suggested minimum standards. The most common challenges have been to have properly trained staff implement the intervention, to get parents involved, and to provide intensive intervention (a minimum of 20 hours per week). As a result of this, outcomes have generally been moderate. However, outcomes of EIBI have been much better than “treatment as usual”. We will present two-year outcome data from a group of 30 children that were provided 10 hours a week and a group of 30 children that were provided 20 hours a week. We will also present data from another site were user satisfaction was evaluated in a reversal design across seven cases that received video-based supervision.

Instruction Level: Intermediate
Keyword(s): EIBI, Quality, Video-based supervision
Target Audience:

BCBAs, supervisors in EIBI programs.

Learning Objectives: Explain how weekly intervention hours affects outcome of EIBI Discuss measures of EIBI quality Explain pros and cons of videobased supervision
 

Measuring Quality of Early Intensive Behavioral Intervention

(Service Delivery)
SIGMUND ELDEVIK (Oslo Metropolitan University), Silje Nikolaisen (Centre for Early Intervention, Oslo, Norway), Christine Lie (Center for Early Intervention, Oslo, Norway), Hanne Skau (Centre for Early Intervention, Oslo, Norway), Astri Valmo (Centre for Early Intervention, Oslo, Norway), Roy Tonnesen (Autism Team, Bergen, Norway)
Abstract:

We have developed a quality standard based on the logic of the Periodic Service Review to evaluate and improve quality of individual EIBI programs. The programs are provided through in the two largest cities in Norway, Bergen and Oslo. Based on the core elements of EIBI we have made a 36-item checklist that we consider to represent an optimal EIBI program. Some of the items are given a higher weight (such as intensity of intervention and therapist training). The standards have measurable targets (done/not done) for all involved parties (supervisors, therapists, parents, community staff). We report quality data from 60 individual programs collected over a two year period and discuss what we have found to be the most common challenges we face in providing EIBI of high quality.

 
Community Implementation of Early Beahvioral Intervention: Higher Intensity and Quality Gives Better Outcome
(Applied Research)
HEGE AARLIE (Western Norway University of Applied Sciences), Sigmund Eldevik (Oslo Metropolitan University), Roy Tonnesen (Autism Team Bergen, Norway), Kristine Berg Titlestad (Western Norway University of Applied Sciences), Silje Nikolaisen (Centre for Early Intervention, Oslo, Norway)
Abstract: We evaluated outcome of early behavioral intervention for children with Autism Spectrum Disorders (ASD) as it was provided through public service providers in Norway. One group of children received lower intensity and therefore lower quality intervention (10 weekly hours). A second group received higher intensity and and higher quality intervention (20 weekly hours). We compared outcomes on adaptive behavior, ASD severity, aberrant behaviors and intellectual functioning across the groups after two years of intervention. The higher quality group did better on all outcome measures than the lower quality group. Confirming a dose-response relationship between important variables such as weekly intervention hours and gains made. We discuss the pros and cons of the publicly funded behavioral intervention model.
 

Video-Based Supervison of Early Intensive Behavioral Intervention Programs: Percieved Quality, Time Saved and Implications for Caseload

(Service Delivery)
AINA HAY-HANSSON (Oslo Metropolitan University), Sigmund Eldevik (Oslo Metropolitan University)
Abstract:

We compared the use videoconference with on site supervision of EIBI cases in a reversal design. Supervision was provided either on site or using video conference every second week. Questionnaires were developed to evaluate to what degree videoconference influenced the perceived quality of supervision. The questionnaires consisted of 12 items that were scored on Likert scales and measured program supervision, registrations/data collection, preparedness, and technical quality. Both the supervisor and the supervisees evaluated their experiences across the supervision modes. We discuss our findings in terms of the perceived quality of supervision, potential for saving travel time saved and implications for caseload capacity.

 
 
Symposium #314
CE Offered: BACB
Advancements in the Selection of Effective Reinforcers
Sunday, May 24, 2020
3:00 PM–3:50 PM
Walter E. Washington Convention Center, Level 1, Room 102
Area: AUT; Domain: Applied Research
Chair: Noelle Brooke Neault (Simmons University)
Discussant: Noelle Brooke Neault (Simmons University)
CE Instructor: Noelle Brooke Neault, Ph.D.
Abstract:

Individualized treatment based on sufficient pre-treatment assessment is a feature of high-quality behavior analytic (BA) service delivery. The identification of effective reinforcers is a fundamental aspect of treatment intended to improve the adaptive behavior of BA service recipients. Evaluation of client choice and preference is a necessary initial step toward designing effective, individualized treatment. Two applied studies are presented that highlight methods for customizing treatment based on the evaluation of client choice and preference for individuals with autism. In the first study, Badger and Huntington (2019) demonstrated a reduction in vocal stereotypy using matched stimulation with high-preference music (e.g. hip-hop). This non-contingent matched stimulation music intervention was designed following the evaluation of participant preference with a competing stimulus assessment for different types of music via an alternating treatment design. The results indicated a reduction of vocal stereotypy during leisure activity time in the participant’s classroom setting. The second study investigated the role that client choice plays in selecting interventions with social validity. Huntington and Schwartz (2018) conducted video preference assessments with three service recipients prior to treatment commencing. Subsequent reversal designs demonstrated a reduction in target behavior levels when treatments were informed by the results of video preference assessments. Practices for optimizing treatment outcomes based on creative assessment of client choice and preference are considered.

Instruction Level: Intermediate
Keyword(s): matched stimulation, social validity
Target Audience:

Behavior Analysts

 

Reducing Vocal Stereotypy With Hip-Hop Music

MATTHEW BADGER (University of Washington)
Abstract:

This study explores the use of noncontingent access to various samples of music stimuli (from 3 distinct music classes) as a strategy to reduce the immediate engagement of vocal stereotypy for a child with autism spectrum disorder. The use of noncontingent access to high preference music (NCM) as matched stimulation to effectively reduce the occurrence of vocal stereotypy has been demonstrated across multiple studies in behavior analytic research. This study examined the effect of this strategy on the levels of vocal stereotypy during unstructured free time in an attempt to enable greater access to socialization opportunities and reinforcement in the one participant’s natural environment. Results from an alternating treatments design comparing 3 distinct music treatment conditions (two neutral conditions and one high-preference condition) during unstructured leisure time showed a decrease in immediate levels of behavior across all conditions, with high-preference music emerging as the most effective treatment in reducing behavior in experimental and generalized settings. Implications for future research applying noncontingent access to music to skill acquisition and social engagement opportunities are discussed.

 
Video Preference Assessment to Evaluate Client Treatment Acceptability
SHELLY HUNTINGTON (Simmons University)
Abstract: Social validity, in applied behavior analysis (ABA) refers to the acceptance and importance that behavioral treatment has for the consumers of the work. Most often, social validity is assessed by examining the opinions and feelings of indirect consumers such as caregivers, teachers, or those implementing intervention services. Typically, the opinions of the direct recipient of ABA services (i.e. individuals with disabilities that have varying degrees of communication, academic, and cognitive skills) are not assessed or considered. Behavioral assessments and interventions that are conducted, designed, and implemented without assessing acceptability on the part of the direct recipient can create both practical and ethical concerns that can hinder the success and long-term effects of intervention services. This study included three direct recipients in the assessment and selection of their own behavior interventions. Recipients were included in the descriptive assessment using the Student directed Functional Assessment Interview (SFAI; O’Neill et al., 2015). A video preference assessment was utilized to demonstrate the intervention options and allow the participants the opportunity to select their preferred procedure. The preferred interventions were then implemented and were successful at decreasing challenging behavior and increasing appropriate behavior for each of the three participants. Implications of these data for practice and future research are then discussed.
 
 
Symposium #320
CE Offered: BACB
Classroom Management, Coaching, and Precision Teaching With the Morningside Model of Generative Instruction
Sunday, May 24, 2020
3:00 PM–3:50 PM
Marriott Marquis, Level M4, Independence D
Area: EDC/AUT; Domain: Translational
Chair: Kent Johnson (Morningside Academy)
CE Instructor: Kent Johnson, Ph.D.
Abstract:

The Morningside Model of Generative Instruction is based on five pillars: Assessment, Curriculum, Instruction, Precision Teaching, and Generative Responding. This session will focus on how three different schools - Morningside Academy, Haugland Learning Center, and the Judge Rotenberg Center - have designed classroom management strategies, that when combined with effective coaching and Precision Teaching practices, produce significant learner outcomes. First, Hannah Jenkins, an elementary teacher at Morningside Academy, will describe how she modified elements of the evidence-based Good Behavior Game to promote positive reinforcement and teach cooperation and community building. Then, Pat Billman will detail how coaches at Haugland Learner Center have developed a school-wide, systematic modification of the Good Behavior Game to improve student academic and social-emotional behavior outcomes. Lastly, Jill Webber will describe how the Judge Rotenberg Center has worked with coaches from Morningside Teachers' Academy to develop a staff coaching model that focuses on effective classroom management and Precision Teaching procedures to improve student outcomes and shift the educational culture.

Instruction Level: Intermediate
Keyword(s): Classroom Management, Coaching, Instruction, Precision Teaching
Target Audience:

Teachers, Behavior Analysts, Psychologists

 
The Mystery Behavior Game: Turning the Good Behavior Game on its Head
(Applied Research)
HANNAH JENKINS (Morningside Academy), Andrew Robert Kieta (Morningside Academy)
Abstract: The Good Behavior Game is an evidence-based classroom management tool that derives its power from using competition between groups to foster cooperation among each group’s members. It traditionally uses positive punishment procedures that can yield quick and short-lasting changes in behavior. To create long-lasting effects, the presenter modified the Good Behavior Game to use positive reinforcement at high rates for multiple targeted behaviors. Following eight core design principles of governing groups (Ostrom, 2010), students were recruited to generate and agree upon values, expectations, rewards, and punishments. Subsequently, the Good Behavior Game was switched from delivering a punisher for breaking a rule to accessing reinforcers for meeting expectations. Students had multiple ways in which they could access reinforcement for multiple behaviors that they identified as critical to improve. Whereas the original game punished “talk-out” and “out-of-seat” behaviors, the Mystery Behavior Game rewards a variety of appropriate behaviors simultaneously during both teacher-led instruction and independent or partner-based activities. Community building occurred during the Mystery Behavior Game when students encouraged each other to meet expectations individually and in groups. Data will be presented that shows changes in both desirable and undesirable student behavior as well as student reports regarding their experience with the Good Behavior Game.
 

A Systematic School-Wide Implementation of a Modified Good Behavior Game With Children With Autism

(Service Delivery)
Kathy Fox (Haugland Learning Center), PATRICK BILLMAN (Haugland Learning Center), Jason Guild (Haugland Learning Center)
Abstract:

Good classroom management is a key factor in student success in all settings but can be especially important in classrooms that serve students with special needs. The Good Behavior Game is widely recognized as an evidence- based classroom management strategy. Haugland Learning Center(HLC), based in Columbus, Ohio, serves students with autism and other disabilities and uses variations of the Good Behavior Game to set students in a variety of classroom settings up for behavioral and academic success. This presentation will discuss how the use of the Good Behavior Game affects progress and outcomes, how HLC trains and coaches staff to implement effective classroom management strategies using the Good Behavior Game and how data are monitored to ensure continuous progress for individual students, classroom groups, and teachers. Our data indicate that students and staff perform better and reach more optimal academic and behavior outcomes when the Good Behavior Game is used consistently and reliably. Specific examples of student, classroom, staff and school academic and behavior data will be analyzed and discussed.

 

The Impact of the Morningside Model of Generative Instruction on Student Engagement, Classroom Management, and Staff Coaching at the Judge Rotenberg Educational Center

(Service Delivery)
JILL HUNT (Judge Rotenberg Educational Center), Justin Halton (Judge Rotenberg Educational Center)
Abstract:

The Judge Rotenberg Education Center(JRC) is a residential school for students with severe disabilities. For the last two and a half years, JRC has had the privilege of learning from Morningside Teachers Academy(MTA) via onsite vists from MTA consultants. Work with MTA has focused on the Morningside Math Facts program, classroom management, and staff coaching. After the introduction of the Morningside Math Facts program, data demonstrated grade level equivalency gains of 1.8 years growth during the first 8 months. Additionally, staff coaching data show improved classroom management and increased student participation in the Morningside Math Facts program. Data collected during coaching sessions in the classroom have shown an increase in the amount of group responses and teacher praise statements and many staff and students report a pleasant change in the classroom environment. This presentation aims to discuss how the use of well- sequenced learning materials combined with application of good classroom management strategies inspired change in our educational department and continues to lead to better outcomes for our students and the lessons we've learned along the way.

 
 
Invited Paper Session #321
CE Offered: BACB
Diversity submission SUSTAINABILITY: Of Immediate Consequence: A Strategic Plan for Expanding Behavioral Science Research on Climate Change and Multi-Level Community Action
Sunday, May 24, 2020
3:00 PM–3:50 PM
Marriott Marquis, Level M4, Liberty I-L
Domain: Theory
Chair: Criss Wilhite (California State University Fresno )
CE Instructor: Julia Fiebig, Ph.D.
Presenting Author: JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC)
Abstract:

The role of human behavior in climate change is well established—as is the core mission of behavior analysis—to impact behavior of social significance. Despite overwhelming evidence, an exhaustive review of the literature has shown that only a small portion of the published research topically related to climate change included an experimental evaluation of strategies to reduce emissions-producing behavior. Even if, “we reduce GHG emissions...consequences for people and their livelihoods will still be challenging but potentially more manageable…” (Intergovernmental Panel on Climate Change, 2019 p.1). These findings call for effective, scalable strategies for impacting climate-relevant policy and behavior at all levels of community and organization. The promise of behavior analysis can be realized through unified mobilization of our efforts. This talk will provide overview of a strategic plan for greatly increasing collaborative efforts within and across behavioral science organizations. Actions that ABAI members can take as researchers, practitioners, and citizens will be pinpointed and listeners can identify how they might contribute to these efforts in collaboration with the task force. A subsequent symposium and panels will give additional insight into the efforts of the Climate Change Task Force for a coalition of behavior science organizations.

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 a proposed strategic plan on increasing behavior science research to reduce carbon emissions; (2) identify behavioral strategies for changing behavior related to climate change; (3) identify strategies for conducting interdisciplinary research and application related to climate change; (4) to identify and commit to an action that they will take to increase the research and application of behavior science to the reduction of carbon emissions.
 
JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC)
Dr. Fiebig has been applying the science of behavior analysis to optimize school, community, and organizational environments and improve individual well-being for two decades. Though initially convinced she would change the world with music, incidentally, it was her music composition studies at the University of Florida that paved the road to behavior analysis. She completed her graduate training in behavior analysis at The Florida State University and her PhD in Organizational Leadership at The Chicago School of Professional Psychology, with emphasis on organizational behavior management and relational frame theory applied to climate change communication. Her work has taken her across the US and Europe and is focused on impacting organizational sustainability, leadership development and team performance, and prosocial, consensus-based community practices. She is an Assistant Teaching Professor in the Department of Applied Behavior Analysis at Ball State University, co-founder of ABA Global Initiatives Consulting Group, and a director of LPC International. She is a founding member and chair of ABAI’s Behavior Analysis for Sustainable Societies (BASS) SIG and serves on the Coalition for Behavior Science Organization’s Climate Change Task Force.
 
 
Symposium #322
CE Offered: BACB
Telling Secrets: Behavior-Analytic Investigations of Private Events
Sunday, May 24, 2020
3:00 PM–3:50 PM
Marriott Marquis, Level M1, University of D.C. / Catholic University
Area: PCH/VBC; Domain: Translational
Chair: Devon Wendtland (Arizona State University Department of Psychology)
Discussant: Carmen Luciano Soriano (University Almería, Spain)
CE Instructor: Victoria Diane Hutchinson, M.S.
Abstract:

Private events and behavior-analytic perspectives concerning them has been in discord with traditional psychological accounts for decades. Interestingly, however, behavior analysis hasn't wavered much in its conceptualization of them as predominantly verbal in nature. To that end, the present symposium takes a unique look into the interestingly-sparse empirical literature relative to private events and subsequently posits progressive approaches to changing our relation to private events given a delay discounting empirical investigation. Findings are discussed and a trajectory of ABA relative to private events is provided.

Instruction Level: Intermediate
Keyword(s): delay discounting, impulsivity, private events
Target Audience:

beginner-intermediate

Learning Objectives: Define 'private events' in objective and measurable terms. Identify measurement systems used in the literature to measure private events. Attendees will be able to describe how to use delay discounting to measure the effects of defusion in the lab
 

Can Altering Private Events Change Personality?

(Applied Research)
AMANDA CHASTAIN (University of Southern California; FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)
Abstract:

Previous research has suggested that impulsivity is character trait and thus, cannot be changed. However, recent research has demonstrated that Acceptance and Commitment Training (ACT) can change how people make choices when given selections between smaller-immediate vs. larger-delayed rewards. No research to date has evaluated the effect of ACT interventions on choice making when given a choice between avoidance vs. engaging in an aversive activity to access a reward. The purpose of the current study was to evaluate the effects of defusion exercises on participants’ choice making on a computer task which presented choices between a negative reinforcer (i.e., avoidance of an aversive sound) or a positive reinforcer following the presentation of an aversive stimulus (e.g., access to money following the presentation of an aversive sound). Defusion is a behavior analytic procedure that trains participants in how to respond in more flexible ways to aversive private events, rather than engaging immediately in previously negatively reinforced behavior. In this study, a multiple baseline design across participants was used to measure change in discounting before and after a brief ACT session (data in this submission is presented as discounting curves but will be presented as both curves and as a multiple baseline in the conference presentation). In general, participants discounted less steeply (i.e., selected to listen to the sound in order to earn money more often) following defusion training when compared to baseline.

 
Examining the Exploration of Private Events in Behavior Analysis: A Systematic Review
(Applied Research)
VICTORIA DIANE HUTCHINSON (Saint Louis University), Laurel Giacone (Saint Louis University), Alexis Kennison (Saint Louis University), Jessica Laughlin (Saint Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract: Behavior analysts have long debated the theoretical nuances of ‘private events’ while exploring experimental ways to predict, describe, and control emission of such events. For instance, clinical behavior analysis (including Acceptance and Commitment Therapy [ACT]) has been established as a behavior analytic approach targeting private events. Systematic reviews have been conducted on aspects of clinical behavior analysis, including Relational Frame Theory (RFT), ACT, and other behaviorally based strategies. However, to the authors knowledge, no systematic review has been conducted on private events. Therefore, the current project conducted a systematic review of the scientific literature on private events published from 1945-2019. Researchers utilized search engines, such as PsycInfo and EBSCO, and included “private events” and “behavior analysis” as search terms. Given the exploratory nature of the study, articles were included in the analysis if private events were the focus of the article. To date, of the 270 articles found, only seven met inclusion criteria. Five were conceptual, and two were experimental. Participants used included children with autism. Additionally, 17% of the articles used RFT and 83% used Skinner’s theories. Implications of these results will be discussed as they impact future research in targeting private events within behavior analysis.
 
 
B. F. Skinner Lecture Series Paper Session #324
CE Offered: PSY/BACB/QABA/NASP
How Children Learn Early Communicative Gestures
Sunday, May 24, 2020
3:00 PM–3:50 PM
Walter E. Washington Convention Center, Level 2, Room 207A
Area: VBC; Domain: Applied Research
Chair: Einar T. Ingvarsson (Virginia Institute of Autism)
CE Instructor: Einar T. Ingvarsson, Ph.D.
Presenting Author: ELENA NICOLADIS (University of Alberta)
Abstract:

Children can communicate through gestures (like pick-me-up or pointing) even before they begin to speak. Some gestures likely develop through social learning (like waving hello). Researchers have argued that other early gestures, like the pick-me-up gesture, cannot be learned through social learning (since adults do not gesture to be picked up). They have therefore proposed that these gestures are learned through ontogenetic ritualization, a kind of learning that critically involves role and dyad specificity. Ontogenetic ritualization is thought to differ from operant conditioning. In this presentation, on the basis of videotaped interactions between parents and children between six and twelve months of age, I argue that these early communicative gestures are likely learned through operant conditioning. I also discuss the possible developmental origins of pointing, ranging from operant conditioning to species-typical behavior. It is important to entertain the possibility that simple and well-established learning mechanisms account for children’s early gestures.

Instruction Level: Intermediate
Target Audience:

Anyone interested in the early communication of typically developing infants and toddlers as well as practitioners interested in designing interventions with clinical communication-disordered populations.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) review the different developmental origins of communicative gestures most commonly considered among researchers; (2) articulate the differences between ontogenetic ritualization and operant conditioning; (3) explain why particular communicative gestures might have particular developmental origins.
 
ELENA NICOLADIS (University of Alberta)
Elena Nicoladis is a professor of psychology at the University of Alberta. Her research interests include first language acquisition (both among bilinguals and monolinguals), language and thought, and gestures in communication.
 
 
Symposium #325
CE Offered: BACB
Translational Studies on Differential Reinforcement of Problem Behavior in Underserved Populations: From Separation-Induced Challenging Behavior to an Operant Model of Socratic Questioning
Sunday, May 24, 2020
3:00 PM–3:50 PM
Walter E. Washington Convention Center, Level 1, Salon I
Area: VBC/AAB; Domain: Translational
Chair: Camilo Hurtado Parrado (Troy University & Konrad Lorenz Fundación Universitaria)
Discussant: Rebecca A Sharp (Bangor University)
CE Instructor: Rebecca A Sharp, Ph.D.
Abstract:

According to the World Health Organization, translational research is the process of applying ideas, insights, and discoveries generated through basic scientific inquiry to the treatment or prevention of human disease (WHO, 2004). As Dube (2013) has noted, this process sounds very familiar to most behavior analysts, as the discipline has sought not only to make behavior the subject matter of a natural science, but also to “apply [the methods of science] to human affairs” (Skinner, 1953, p. 5). Translational studies may also involve the systematic replication of known operant processes in new populations and settings. This symposium focuses on advances on translational research on the clinical and applied animal behavior domains. The first presentation describes the implementation of shaping procedures to modify complex verbal units in clients with symptoms of anxiety and depression. The therapist reinforced either approximations to a terminal class of verbal responses (shaping condition) or exemplars of the terminal class of verbal responses (terminal condition). The results showed a faster progression towards the terminal class of verbal responses exposed to the shaping condition. In the second study, the authors used differential reinforcement of incompatible behavior to reduce separation-induced challenging behavior in four horses. Horses underwent separation trials while being required to touch a target upon receiving a verbal command. Compliance was reinforced with edible reinforcers. An owner uptake phase ensured that treatment gains would be generalized. These two diverse studies feature two examples of translational research with several key aspects in common: both evaluate variations of differential reinforcement to reduce problem behaviors and both feature treatment models for populations typically underserved by behavior analysts.

Instruction Level: Basic
Keyword(s): applied animal-behavior, separation-induced behavior, translational research, verbal behavior
Target Audience:

Practitioners and researchers interested in advances on translational behavior analysis. Also, clinical behavior analysts and those interested in applied animal behavior.

Learning Objectives: 1. understand a new model for evaluating verbal shaping processes in the context of psychotherapeutic services 2. understand the use of Differential Reinforcement of Incompatible Behavior (DRI) for separation-induced challenging behaviors in horses. 3. describe key forms of translational research, including the development and evaluation of new services for populations that are not typically served by applied behavior analysts.
 

Shaping Complex Verbal Behavior Units in Individuals With Symptoms of Depression and Anxiety: An Operant Model of Socratic Questioning

(Applied Research)
REBECA PARDO-CEBRIAN (ABA España, Universidad Autonoma de Madrid), Javier Virues Ortega (Universidad Autónoma de Madrid & The University of Auckland), Ana Calero-Elvira (Universidad Autónoma de Madrid)
Abstract:

Shaping has been used as a means to modify relatively simple verbal units. In a clinical context, it has been suggested that Socratic questioning could be, from a process perspective, a form of verbal shaping involving complex verbal units. The ability to demonstrate verbal shaping of complex verbal units in socially significant settings is challenging. First, behavioral observation methods for complex topographical units are not well developed. Second, in spite of numerous conceptual analyses, there are no socially valid experimental models for evaluating operant processes in psychotherapy. In the current study, we used a previously validated behavioral observation system for categorizing clients' approximations to a terminal class of verbal responses. We also used existing preference assessment methods to identify preferred topographical classes of verbal responses to be used by the therapist as conditioned reinforcers. Therapist were trained to reinforce either approximations to a terminal class of verbal responses (shaping condition) or just exemplars of the terminal class of verbal responses (terminal condition). We used a multielement design with a no-intervention baseline preceding the treatment comparison phase. In order to prevent multiple-treatment interference, different terminal classes of verbal responses were assigned to each experimental condition. The first terminal class of verbal responses to reach mastery marked the inception of a final phase where the two classes were exposed to shaping. Three consecutively-admitted clients with symptoms of anxiety and depression took part in the study. The results showed a faster progression towards the terminal class of verbal responses exposed to the shaping condition. We discuss the conceptual, methodological, and clinical implications of these findings.

 
Differential Reinforcement of Incompatible Behavior for Separation-Induced Challenging Behavior in Horses: Treatment Evaluation and Owner Uptake of a Target Training Procedure
(Applied Research)
Veronika Ribova (The University of Auckland), KATE CATHARINE ANNE WINCHESTER (University of Auckland), Javier Virues Ortega (Universidad Autónoma de Madrid & The University of Auckland), Sarah Cowie (The University of Auckland), Nicole Pfaller-Sadovsky (Queen's University Belfast), Camilo Hurtado Parrado (Troy University & Konrad Lorenz Fundación Universitaria)
Abstract: Equidae are herd animals that are rarely seen in isolation in the natural environment, yet domesticated horses are separated from their conspecifics routinely. Separation of horses that are strongly bonded to one another can result in separation-induced challenging behaviors including human- and object-directed aggression, motor agitation, and stereotypy. The current study used target training as a differential reinforcement of incompatible behavior strategy to decrease separation-induced challenging behaviors. Four horses with a history of separation-induced challenging behaviors were clicker and target trained before the study began. Horses underwent separation trials while being required to touch a target upon receiving a verbal command. Compliance was reinforced with clicks, which were frequency paired with small portions of food. The intervention decreased separation-induced challenging behaviors in all horses. In order to facilitate the uptake of treatment gains, owners participated in a brief owner training protocol during the generalization phase of the study. The effectiveness of the current intervention encourages future studies using reinforcement-based methods for equine training more generally.
 
 
Symposium #326
CE Offered: BACB — 
Ethics
Diversity submission Treatment of Culturally and Linguistically Diverse Children With Autism Spectrum Disorder
Sunday, May 24, 2020
3:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 2, Room 202A
Area: AUT; Domain: Translational
Chair: Catherine Lugar (Claremont Graduate University)
Discussant: Ruth M. DeBar (Caldwell University)
CE Instructor: Jenna Gilder, M.A.
Abstract:

Little research has been done with culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD). Indeed researchers and practioner's have only recently began to identify participants and cases with their ethnicity and few have taken diversity into account when designing and delivering treatment. Yet recent research has found that inclusion of variables or a child’s culture or heritage language may be advantageous in their treatment (e.g. Lim & Charlop, 2018). The present symposium focuses on four studies that include CLD children with ASD and also choose CLD variables when designing and implementing treatment. In Study 1, CLD children with ASD are taught a labeling task through an echoic procedure that uses both English and Heritage language. In Study 2, CLD children with ASD participate in a parent implemented comparison study of an imitation protocol in both English and Heritage languages. In Study 3, CLD children with ASD are taught to verbally initiate play bids to their CLD peers and to their siblings, and finally, in Study 4, CLD children with ASD are assessed to determine their preference for English or Heritage language. The symposium is wrapped up by the Discussant who relates the current findings of these studies to the treatment of CLD children with ASD and the direction the field is going.

Instruction Level: Intermediate
Keyword(s): bilingual, communication, culture, diversity
Target Audience:

practitioners and researchers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) be sensitive and aware of the needs of culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD); (2) use evidence based research to inform treatment options for CLD children with ASD; (3) consider and apply socially significant targets of intervention for CLD individuals with ASD and their families.
 
Diversity submission 

Linguistically Diverse Echo Prompting With Children With Autism Spectrum Disorder

(Applied Research)
ALANNA DANTONA (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College), Caitlyn Gumaer (Claremont Graduate University)
Abstract:

Few studies have examined how the use of heritage language impacts receptive language skills of culturally and linguistically diverse (CLD) children with Autism Spectrum Disorder (ASD; Charlop & Lim, 2016; Lang et al., 2011). Charlop’s (1983) echo procedure is one method by which receptive language skills have been taught to echolalic CLD children in both English and heritage language (Leung & Wu,1997). Toward this end, incorporating both echolalia and heritage language in treatment may provide a natural and contextually relevant strategy to address receptive language skills of echolalic CLD children with ASD. Therefore, using Charlop’s (1983) echo prompting procedure, the present study used a multi-elemental design to assess the differential effects of language (English versus heritage language) on receptive labeling performance of four echolalic CLD children with ASD. Following baseline measurement of receptive labeling skills involving known and unknown items, Charlop’s (1983) echo prompting procedure was implemented in both English and heritage language. Preliminary results suggest that receptive labeling performance increased during treatment in both language conditions. Findings may yield implications for future language interventions for echolalic CLD children with ASD.

 
Diversity submission 

Assessing Language in Linguistically Diverse Children With Autism Spectrum Disorder

(Applied Research)
CAITLYN GUMAER (Claremont Graduate University), Alanna Dantona (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College), Nataly Lim (University of Texas at Austin)
Abstract:

Little research has been done with culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD) in their heritage language. Practioners and parents fear that exposing a child with ASD to more than one language will cause further delays in language development and other core deficit areas (Kremer-Sadlik, 2005). Yet recent research has found that exposure to and the use of heritage languages can be advantageous (Lim & Charlop, 2018). However, research has yet to explore how exposure to both one’s heritage language and English can impact a child with ASD’s language abilities and verbal behavior. The present study used a multiple baseline design across four parent-child dyads to assess language acquisition using the Natural Language Paradigm (NLP; Laski, Charlop & Schreibman, 1987; Spector & Charlop, 2018). Following free-play baseline sessions, four caregivers were taught to implement NLP in both their heritage language (i.e., Spanish, Korean) and English. To control for treatment effects, NLP was counter-balanced across the four dyads. Upon the implementation of NLP, regardless of language condition, each child’s appropriate verbalizations increased during NLP treatment sessions and in free-play probe sessions. Findings from the current study may yield implications for language interventions for CLD children with ASD.

 
Diversity submission 

Diversity of Participants With Autism Spectrum Disorder in a Verbal Social Initiation Teaching Program

(Applied Research)
JENNA GILDER (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College)
Abstract:

Ethnicity of participants’ is an important variable when designing interventions in evidence based research (Fannin, 2017). Specifically, when including culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD) in research it is important to consider community values, practices, and culture. For example, a strong familial unit, especially in terms of sibling relationships, is an important value held by both Hispanic (Updegraff, McHale, Whiteman, Thayer & Delgado, 2005) and Asian cultures (Ho, 1994). In the current study, social verbal initiations were taught to six CLD children and adolescents with ASD (67% Korean-American and 33% Mexican-American). In baseline, all six children did not consistently verbally initiate to their siblings and peers of mixed ethnicities. During intervention, using a verbal social initiation program, all of the children learned quickly to initiate. Five of the six children also generalized the skill to a new setting and across play partners. Maintenance of this skill was also seen at 6-months. Future research can expand on this study by also teaching the initiation in the child’s heritage language.

 
Diversity submission 

The Effects of Language Preference Among Bilingual Individuals With Autism Spectrum Disorderor Other Developmental Disorders

(Applied Research)
KARLA ZABALA (University of Georgia), Kara L. Wunderlich (Rollins College), Lauren Best (University of Georgia), Joel Eric Ringdahl (University of Georgia)
Abstract:

Previous research has demonstrated that individuals with ASD who have been exposed to more than one language do not experience any additional language delays compared to their monolingual peers (Hambly and Fombonne, 2011). In addition, research has not noted any indication of negative outcomes associated with language abilities among bilingual/multilingual children with ASD (Drysdale et al., 2015). The majority of the research surrounding bilingual or multilingual individuals diagnosed with autism or other developmental disabilities has focused on conducting communication assessments to assess participants’ psychometric performance. Research related to language preferences exhibited by these individuals is scarce. The purpose of the current study was to assess language preference among individuals with autism spectrum disorders (ASD) or other developmental disorders who have been exposed to more than one language. The research study consisted of two parts: Study 1 evaluated language preference during play contexts and Study 2 evaluated language preference and compliance with instructions within instructional contexts.

 
 
Symposium #327
CE Offered: BACB
Effective Treatments Without Extinction
Sunday, May 24, 2020
3:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 2, Room 202B
Area: AUT; Domain: Applied Research
Chair: Jessica Slaton (Nashoba Learning Group)
Discussant: Mahshid Ghaemmaghami (University of the Pacific)
CE Instructor: Jessica Slaton, Ph.D.
Abstract:

Extinction is a common component in treatment plans, and there is evidence indicating that interventions with extinction produce more robust effects than those without extinction. However, extinction may also produce undesirable side effects such as a burst in responding or the occurrence of emotional responding, which can make extinction difficult to implement in some settings. It is therefore important to investigate and develop effective interventions that do not rely on extinction. This symposium presents several interventions across different types of behavior change problems: teaching academic skills, treating food selectivity, and reducing problem behavior. The first study in this symposium used a multielement design to compare differential reinforcement contingencies without extinction to teach academic skills to three children with autism. The second study used a multielement design to compare two types of food presentation arrangements without extinction to increase consumption of nonpreferred foods for two children with autism. The third study includes data sets in which problem behavior was reduced and functional communication was acquired for two children with autism without the use of extinction. The fourth study presents data on the use of task choice as an antecedent intervention to decrease escape-maintained problem behavior without the use of extinction.

Instruction Level: Intermediate
Keyword(s): differential reinforcement, extinction, food selectivity, functional communication
Target Audience:

The appropriate target audience for this presentation includes BCBAs who provide services to clients with autism and who are responsible for designing programs to address problem behavior, acquisition of early academic skills, or food selectivity. It is also applicable to BCBAs who wish to learn about alternatives to using extinction for addressing behavior change problems outside of these specific categories.

Learning Objectives: 1. Participants will describe an alternative to extinction for prompted responses during skill acquisition programs. 2. Participants will describe the methods for simultaneous versus sequential presentation of food to increase consumption, including an alternative to escape extinction. 3. Participants will describe one alternative to extinction during functional communication training to address severe problem behavior.
 
Evaluating the Efficacy of and Preference for Reinforcer Variation and Choice to Teach Academic Skills
LAURA A HANRATTY (Elms College), Miranda Fogg (Elms College), Alyssa Jean Clark (Elms College), Christopher Tamburrino (Elms College)
Abstract: This study evaluated the efficacy of reinforcer variation and choice in teaching academic skills, without the use of extinction. Participants included three children diagnosed with autism spectrum disorder. Participants were exposed to four differential reinforcement conditions, all without extinction. In the Varied condition, correct responses resulted in the delivery of one of three high-preference reinforcers, while prompted responses resulted in the delivery of the same high-preference reinforcer. In the Choice A condition, correct responses resulted in the participant choice from three high-preference reinforcers, while prompted responses resulted in the delivery of one of the three high-preference reinforcers. In the Choice B condition, correct responses resulted in the participant choice from three high-preference reinforcers, while prompted responses resulted in the delivery of one high-preference reinforcer. In the Constant condition, correct or prompted responses resulted in the delivery of one high-preference reinforcer. The results showed that two participants reached mastery in fewer sessions in the Choice B condition, while the other reached mastery in fewer sessions with the Constant condition. Following the efficacy evaluation preference for differential reinforcement condition as assessed in a concurrent-chains arrangement. All participants demonstrated a preference for the Choice B condition.
 
Simultaneous and Sequential Presentation of Preferred and Nonpreferred Foods to Increase Consumption
MORGAN DAVIS (Nashoba Learning Group), Jacquelyn M. MacDonald (Regis College), Jessica Slaton (Nashoba Learning Group)
Abstract: A comparison of two methods of food presentation (simultaneous vs. sequential) without extinction was conducted to increase consumption of nonpreferred foods for two children with autism and a history of food selectivity. In the simultaneous condition, food was presented at the same time (e.g., a carrot was presented behind a cracker). The nonpreferred food was always hidden within or behind a preferred food item, so the participant was not aware of what they were consuming. In the sequential condition, acceptance of a nonpreferred bite of food was reinforced with a bite of preferred food. The preferred food item remained within eye sight during the presentation of nonpreferred food. In both conditions, the target bite was removed if it was not consumed after 30 seconds (i.e., extinction in the form of non-removal of the spoon was not used). Conditions were compared in a multielement design. Consumption of nonpreferred foods increased for both participants in the sequential condition. Upon mastery of target foods in the sequential condition, the target foods from the simultaneous condition were transferred to the sequential condition and consumption immediately increased. Results are discussed in relation to foods used, decreasing aversiveness, and avoidance of the spoon.
 

Functional Communication Training Without Extinction in a School Setting

JESSICA SLATON (Nashoba Learning Group), Kate Raftery (Nashoba Learning Group), Christina Caruso (Nashoba Learning Group), David DePetris (Nashoba Learning Group)
Abstract:

Functional communication training (FCT) is recognized as the treatment of choice for problem behavior and is more likely to be effective when a pre-treatment FA is conducted. There is also some indication that FCT is more likely to be effective when combined with extinction (e.g., Hagopian et al., 1998). However, extinction as a component of FCT may not always be possible or practical in some settings, and in some cases the severity of the problem behavior may preclude extinction as a treatment option. The current project presents data collected in a school setting for four children with autism and severe problem behavior who experienced FCT without the use of extinction. A pre-treatment FA was used to identify reinforcers maintaining the problem behavior. During treatment sessions, all of these reinforcers were provided for appropriate communication, and some of these reinforcers were provided following problem behavior. A reversal design was used to evaluate treatment effects. Communication responses were acquired for all children and problem behavior was reduced by over 90% from baseline, including during reinforcement thinning phases. Each student also experienced a significant reduction in the use of emergency physical restraint required at school.

 

Effects of Choice Making on Escape Maintained Behavior of Children With Autism

JACQUELYN M. MACDONALD (Regis College), Julia Volchok (Regis College)
Abstract:

The purpose of this study was to extend a previous study conducted by Romaniuk et al. (2002) that evaluated the effects of choice making on problem behavior maintained by escape. Three young children diagnosed with an autism spectrum disorder participated. A functional analysis was conducted to confirm that problem behavior for all three children was maintained by escape from demands. Following the identification of the problem behavior’s maintaining variable, we used a reversal to design to compare compliance with demands during a condition in which choice of task was provided and during a condition in which no choice of task was provided. Extinction for problem behavior was not used in either condition. Compliance with demands was higher during choice conditions for both participants, indicating the efficacy of offering task choice as an antecedent intervention for addressing escape-maintained problem behavior without the use of extinction. These results were replicated further in generalization settings for each participant.

 
 
Symposium #328
CE Offered: BACB
Applications of Choice Arrangements in Assessment and Treatment
Sunday, May 24, 2020
3:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 2, Room 206
Area: AUT/DDA; Domain: Applied Research
Chair: Patricia Zemantic (University of Nebraska Medical Center's Munroe-Meyer Institute)
Discussant: Billie Retzlaff (University of Nebraska Medical Center's Munroe-Meyer Institute)
CE Instructor: Billie Retzlaff, Ph.D.
Abstract:

Practitioners utilize choice arrangements to identify relative preference for various stimuli. In this symposium, we will review indirect and direct assessments of choice in the treatment for individuals with developmental disabilities and/or autism spectrum disorder. In the first evaluation, Kissenberth and colleagues evaluated relative preference for edibles alone and high-tech items alone and then in combination to assess for possible displacement. They also evaluated the impact of varying magnitudes of both stimulus classes on relative preference. In the second presentation, Van Arsdale and colleagues evaluated the effect of choice on the efficacy of edible reinforcers (healthy and less preferred vs. unhealthy and more preferred). In the third study, Somervell and Simmons generated preference hierarchies for types of attention via indirect assessment (e.g., caregiver interview) and direct assessment (e.g., paired stimulus preference) and validated relative preference in a reinforcer efficacy assessment using a concurrent operants arrangement. In the final study, Leung-VanHassel and colleagues used indirect and direct assessments to identify relative hierarchies of aversiveness for demands hypothesized to evoke problem behavior. They compared hierarchies obtained through caregiver interview and demand latency assessment by including demands identified as most and least likely to evoke escaped-maintained within the negative reinforcement test condition of the functional analysis. A discussion of concurrent choice arrangements in assessment and treatment, implications for clinical practice, and future directions for research will be discussed.

Instruction Level: Intermediate
Keyword(s): choice, concurrent operants, preference assessment, reinforcer assessment
Target Audience:

The target audience includes graduate level students or masters level practitioners in the field of applied behavior analysis.

 

Evaluating the Effects of Magnitude on Preferences for Edible and High-Tech Stimuli in Children With Autism

MORGAN TAYLOR KISSENBERTH (Rollins College), Angie Van Arsdale (Interventions Unlimited), Kara L. Wunderlich (Rollins College), Michele Williams (Rollins College)
Abstract:

Previous research has demonstrated individuals with developmental disabilities and autism spectrum disorder typically prefer edible items over leisure items when the two are presented together in stimulus preference assessments. However, how the inclusion of high-tech items affect preferences when compared to edible items is limited in this body of research. More recently, Conine and Vollmer (2019) demonstrated high-tech items might displace edible items; due to the recent influx of high-tech tangible items used as reinforcers in clinical settings, such as iPads, additional research is warranted. In the current evaluation, we compared the preferences for edible items and high-tech items in an assessment to determine if a displacement effect exists. Next, we manipulated the magnitude of both stimulus classes to assess how greater magnitude increases preferences. Implications of the findings as well as future research ideas will be discussed in detail.

 
The Effects of Choice on Reinforcing Efficacy of Healthful Foods
ANGIE VAN ARSDALE (Interventions Unlimited), Kara L. Wunderlich (Rollins College), Morgan Taylor Kissenberth (Rollins College), Alexandra Knerr (Rollins College)
Abstract: For many children with autism spectrum disorder and intellectual disabilities, edible reinforcers are commonly used in skill acquisition procedures. However, the edible items that are often most preferred by these children are high-calorie, high-sugar snacks (e.g., chips, cookies, and candies), which can have adverse health effects. Previous research has indicated that if reinforcer choice is provided to an individual, the chosen reinforcer has increased reinforcement value. The current study evaluated the effect of choice on the reinforcing efficacy of edibles with higher healthfulness by comparing them to less-healthful (but higher preferred) reinforcers typically used in the intervention setting. In a discrete-trial training format, the effects of healthful edibles with choice, healthful edibles without choice, unhealthful edibles without choice, and no consequences were evaluated on skill acquisition of unknown tacts. The idiosyncratic results of this evaluation, as well as implications of using more healthful edible reinforcers and directions for future research, will be discussed.
 

Validity of a Caregiver and Child Attention Preference Assessment Using a Concurrent Operants Arrangement

SHERAH SOMERVELL (Rowan University), Christina Simmons (Rowan University)
Abstract:

A structured caregiver attention preference assessment interview was developed to assess and rank attention across 9 categories. Twenty caregivers of children with autism (range, 3-11 years) identified a mean of 7.67 forms of preferred attention across 5.77 categories. A paired-stimulus preference assessment was conducted with child participants using images of caregiver-identified attention types. The mean rank order correlation between caregiver and child preference assessments was 0.55 (moderate correlation). A reinforcer efficacy assessment using a concurrent operants arrangement was conducted with each child. The floor was marked with 3 squares (1.52m x 1.52m) with attention picture icons in two squares and the third square serving as a control. In-square behavior resulted in delivery of the designated attention type. Caregiver and child-high, moderate, and low attention types were analyzed. Results of 4 participants indicated that caregiver-high and moderate attention types resulted in greater in-square behavior than the low, with two participants having a clear distinction between the high and moderate types. Results from the child attention types demonstrated that reinforcer efficacy for high, moderate, and low matched the preference assessment for all participants. Results demonstrate the validity of conducting a child attention preference assessment using the types of attention identified by caregivers.

 
An Evaluation of the Accuracy of Caregiver Identification of Demands for Children with Escape-Maintained Problem Behavior
HEATHER LEUNG-VANHASSEL (Rowan University), Christina Simmons (Rowan University), Reema Sethi (Rowan University)
Abstract: This study evaluated caregiver accuracy at identifying demands most likely to evoke escape-maintained problem behavior for 4 children with autism or developmental disabilities using the Demand Assessment for Individuals with Severe Disabilities (DAISD). After a demand aversiveness hierarchy was established with the DAISD, a corresponding demand latency assessment (DLA) was conducted with each child. A functional analysis (FA) was conducted using demands identified by both the DAISD and DLA as most and least likely to evoke problem behavior. Correlations between caregiver-ranked demands and DLA rankings were variable. FA results indicated that DAISD rankings were not a reliable measure to determine highly aversive demands and practitioners should not rely on caregiver report alone. Although all caregivers identified at least 8 demands and created an aversiveness hierarchy, caregiver demand hierarchies did not correspond with demands most and least likely to yield an escape function. For 50% of participants, the caregiver-nominated demand resulted in a false-negative outcome, whereas the least-aversive DLA demand resulted in an escape-function for all participants. Rates of problem behavior and percent compliance between demand conditions further confirmed that aversiveness was inaccurately determined. Practitioners should use caregiver report to identify aversive demands and follow up with direct child demand assessments.
 
 
Symposium #330
CE Offered: BACB/QABA/NASP — 
Supervision
Training Caregivers, Part II: Enhancing Treatment Integrity
Sunday, May 24, 2020
3:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 1, Salon G
Area: DDA/AUT; Domain: Translational
Chair: Lindsay Maffei-Almodovar (Quality Services for the Autism Community (QSAC))
Discussant: Lindsay Maffei-Almodovar (Quality Services for the Autism Community (QSAC))
CE Instructor: Lindsay Maffei-Almodovar, Ph.D.
Abstract:

Delivering effective ABA services requires caregivers to deliver interventions with sufficient integrity to result in socially meaningful changes in client behavior. Yet, many services often struggle to maintain the integrity of applied behavior analytic interventions in applied settings. Thus, practitioners must have behavioral technologies available to them to assess, and increase treatment integrity and evaluate interventions to do so. This symposium presents three papers addressing this important issue. These papers include a systematic review of training natural change agents implementing functional analytic procedures, a telehealth intervention error analysis and identify to remedy the implementation errors and an intervention study to improve treatment integrity during functional communication training

Instruction Level: Intermediate
Keyword(s): error analysis, systematic review, treatment integrity
Target Audience:

Advanced graduate students, Masters and Doctoral practitioners, research students, instructors and professors teaching ABA classes, and psychologists including school psychologists.

Learning Objectives: Participants will describe (1) current developments in behavioral skills training; (2) current developments in pyramidal training; and (3) the effects of BST and pyramidal training on client behavior .
 
Natural Change Agent Implemented Functional Analysis: A Systematic Review and Quality Appraisal
(Applied Research)
EMILY GREGORI (University of Illinois at Chicago), Christine Drew (University of Oregon), Stephanie Gerow (Baylor University), Leslie Neely (The University of Texas at San Antonio)
Abstract: Functional analysis (FA) is the most accurate method for identifying the operant function of challenging behavior. Although trained therapists typically implement FAs, previous research has shown that variables, including the assessment agent, may impact the results of a FA. Given that the assessment agent can impact FA results, there is a need to determine the impact of natural change agent training on fidelity of FA implementation. The purpose of this review was to (a) summarize the available literature on natural change agent implemented FA, (b) determine methods for training natural change agents to implement FAs, and (c) determine the effects of training on change agent implementation fidelity of FA. Thirty-seven studies were identified and evaluated against the What Works Clearinghouse Quality and Evidence standards. Most of the included studies were found to have strong methodological rigor and moderate or strong evidence of effectiveness. Common training components across studies including instructions, modeling, role play, feedback, and coaching. Results suggest these components can be effectively utilized to train parents, teachers, residential staff, and students to implement FA in a variety of applied settings. Recommendations for practitioners and directions for future research will be discussed.
 
An Error Analysis of a Telehealth Intervention for Teaching Behaviour Technicians Common Behavioural Protocols
(Applied Research)
JOEY ROBERTSON (Brock University), Kendra Thomson (Brock University), Mary Hume (ONTABA), Carly Magnacca (Brock University), Amanda Marcinkiewicz (Brock University)
Abstract: The relation between treatment integrity and client outcome has been empirically supported. Further evaluation of whether types of integrity errors (omission/commission) affect client outcomes is needed. We evaluated the efficacy of behavioural skills training delivered through telecommunication for teaching three behaviour technicians how to implement an errorless learning protocol to an actor role playing a child with autism spectrum disorder. Additionally, we assessed generalization to teaching an untrained skill, a child, and assessed corresponding effects on the child’s skill acquisition. We conducted a follow-up analysis of the behaviour technicians’ rate of errors of commission (ECoM; i.e., behaviours not prescribed by the protocol) and errors of omission (EOM; i.e., excluding components of a protocol). Participant 1 demonstrated more ECoM with the actor and the child than EoM. Both types of errors decreased post-training and in follow-up. We are currently analyzing the remaining behaviour technicians’ performance to assess whether the same pattern exists. Implications of the effect of BST training on the rate of EOM and ECoM and the relation to child responding will be discussed in relation to training.
 
Effects of Treatment Integrity Errors during Functional Communication Training
(Applied Research)
MARIE DAVID (Purdue University), Mandy J. Rispoli (Purdue University)
Abstract: Functional communication training (FCT) is an evidence-based practice for reducing challenging behavior and increasing communication skills of individuals with developmental disabilities. However, due to the procedural complexity of the intervention, practitioners may find difficulty in implementing the intervention with high integrity. Practitioners express the need for evidenced-based practices to be modified in such that it addresses the complexities of the natural environment and barriers to implementation. Fortunately, recent research on treatment integrity has indicated a potential tolerance for implementing behavioral interventions with lower integrity. Further research is needed to determine the threshold in which reinforcement can be delivered to challenging behavior but still lead to a meaningful outcome. For this study, we are evaluating the effects of systematic changes in treatment integrity by altering errors of commission during reinforcement delivery procedures as part of FCT. We utilized an alternating treatments design to compare varying levels of reinforcement delivered to challenging behavior. Preliminary results of the study, implications for practice, and recommendations for future research will be discussed.
 
Training Interaction Skills to Caregivers: A Systematic Literature Review
(Applied Research)
LORI L FINN (Center for Applied Behavior Analysis, The Sage Colleges)
Abstract: Interactions between caregivers and individuals with disabilities may have far-reaching effects, including impacting caregiver-client relationships, caregiver stress levels, and client outcomes. Research has shown, however, that caregiver interactions are not consistently optimal. As such, caregiver training on interaction skills may improve quality of services and quality of life. A systematic literature review of empirical peer-reviewed published studies from 2000 to 2018 was conducted to examine the impact of training interaction skills to caregivers of individuals with disabilities. Thirty-four papers met inclusion criteria. Training methods varied, most including some combination of didactic instruction, role play, demonstration, video modeling, coaching, and performance feedback. Caregivers participating in training included parents, teachers, and direct-support staff. Client participants included children and adults with various disabilities, including intellectual/developmental disabilities, autism spectrum disorder, and emotional behavioral disorders. Behavior-specific praise was a training focus in more than half of the papers, while the focus of the remaining papers was broader, including positive parenting, responsive interaction, and positive interactions. Findings suggest that training can improve interactions between caregivers and clients with disabilities and positively affect client outcomes. Papers will be discussed in terms of demographic and methodological features, including results, generalization, maintenance, limitations, implications and future directions.
 
 
Symposium #331
CE Offered: BACB
From the Lab to the Clinic: Assessing and Treating Challenging Behavior in Applied Settings
Sunday, May 24, 2020
3:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 1, Room 103
Area: DDA/AUT; Domain: Translational
Chair: Stephanie M. Peterson (Western Michigan University)
Discussant: Mandy J. Rispoli (Purdue University)
CE Instructor: Cody Morris, Ph.D.
Abstract:

Procedures used to assess and treat challenging behavior in research do not always translate to practice because they do not address the idiosyncratic variables typically found in applied settings. This symposium reviews variables related to assessment and treatment of challenging behavior as well as byproducts that result from these challenges. The first study describes an evaluation of data collection integrity of caregivers who were tasked with collecting data for assessment purposes and provides recommendations for behavior analysts relying on others to collect data. The second study describes an evaluation of a method for assessing elopement during transitions. The third study describes an evaluation of alternative treatments, specifically programs based on concurrent operants, for escape-maintained challenging behavior in applied settings. Finally, the last presentation focuses on issues related to the use of restrictive procedures and describes a method for evaluating and reducing their use in applied settings. Taken together, the information provided in these presentations will give practitioners of behavior analysis tools to increase the ecological validity of their practice.

Instruction Level: Intermediate
Keyword(s): Challenging Behavior, Ecological Validity, Functional Assessment
Target Audience:

Practitioners of behavior analysis who work in applied settings.

Learning Objectives: At the conclusion of the presentation, participants will be able to identify idiosyncratic variables that are likely to effect assessment and treatment in applied settings, describe methods for increasing the ecological validity of assessment and treatment, and describe recent research-based extensions of function-based assessment and treatment.
 
A Component Analysis of an Electronic Data Collection Package
(Applied Research)
CODY MORRIS (Salve Regina University)
Abstract: Data collection is essential to the practice of applied behavior analysis, but human error in collection can lead to inaccuracies. Because inaccuracies in measurement may adversely affect treatment decisions, procedures to increase data collection fidelity are necessary. This is especially important in settings wherein behavior analysts rely on others to report data. Procedures for training and directly supervising data collectors do exist; however, few resources exist for data collectors working with limited supervisor presence. Electronic data collection (EDC) systems are uniquely positioned to help address this need, but little research exists to identify components of EDC systems that might contribute to their utility for maintaining data collection fidelity. The purpose of this study was to systematically evaluate the individual components of an EDC system on data collection fidelity of caregivers in a home setting in the absence of a supervisor. The results of the study indicated that each individual component assessed improved data collection over baseline with at least some participants by varying degrees. The component that had the largest effect on data collection was automated specific interval feedback, especially when paired with automated prompts. Therefore, researchers and practitioners relying on human data collection should consider the utilization of systems that can provide specific interval feedback and prompts.
 
Functional Assessment and Treatment of Elopement Occasioned by Transitions
(Applied Research)
DENICE RIOS MOJICA (Western Michigan University)
Abstract: Elopement during transitions is a dangerous behavior in children with developmental disabilities because it greatly increases the risk of accidents that lead to serious injury or death. Despite its severity, assessment methodologies that specifically evaluate the contextual variables found during transitions are not available. Continued research on effective and efficient means for the assessment and treatment of elopement during transitions is needed. The current study consisted of three phases. In Phase 1, we conducted a trial-based transition functional analysis (TBTFA) to identify the function of elopement during transitions. In Phase 2, we used an ABAB reversal design to evaluate the effects of the intervention on elopement and appropriate transitions and evaluated the generality of effects in outside settings. Finally, in Phase 3, we evaluated whether a stimulus used during treatment set the occasion for appropriate transitions when treatment was terminated. The TBTFA successfully identified the function of elopement during transitions for all three participants. Additionally, elopement during transitions decreased and appropriate transitions increased for all three participants. Results of the stimulus control assessment indicated that we did not successfully establish a discriminative stimulus to occasion appropriate transitions.
 
Concurrent Operants Treatment of Escape-maintained Problem Behavior Using Random Reinforcement Schedules
(Applied Research)
REBECCA KOLB (University of Minnesota)
Abstract: Negative reinforcement is a common function of challenging behavior for individuals with developmental disabilities (DD; Beavers, Iwata, & Lerman, 2013). The treatment of escape-maintained problem behavior is important, as it interferes with crucial skill development. While there are a variety of evidence-based treatments available, many utilize extinction, which may be difficult to implement in some situations (Geiger, Carr, & LeBlanc, 2010). In these situations, there are competing reinforcement schedules available for different response options—or concurrent operants. Interventions based on concurrent operants have a developing literature base that supports their use in applied settings (e.g., Peterson et al., 2009; Davis et al., 2018). The current study evaluated the utility of random schedules of reinforcement within concurrent operant treatments in clinic and classroom settings for children with DD who displayed escape-maintained challenging behavior. Treatment effects were analyzed to evaluate the effectiveness of random schedules in increasing task engagement and reducing challenging behavior using an alternating treatment with embedded reversal designs. All participants showed increases in task engagement and decreases in challenging behavior. Results suggest random schedules within concurrent operants treatment may be an effective treatment alternative, even though challenging behavior continues to receive reinforcement.
 
A Restriction/Intrusion Removal Process: A Guide for Fading Restrictive and Intrusive Procedures
(Service Delivery)
KELSEY WEBSTER (Western Michigan University)
Abstract: Restrictive and intrusive procedures are used in the course of effective treatment to protect the safety of clients and others. Nonetheless, behavior analysts have an ethical obligation to implement the least restrictive procedures possible that are still deemed effective. However, when fading procedures for restrictions and intrusions are not a mandatory component of behavior support plans, these procedures may be in place longer than necessary. Extended utilization of restrictive and intrusive procedures could be viewed as limiting the client’s rights, especially if less restrictive procedures would also produce successful outcomes. One reason that these procedures are overused may be that behavior analysts have limited guidance and knowledge in developing efficient fading procedures. Therefore, the purpose of this study is to propose a restriction removal process which may guide practitioners attempting to fade out intrusive and/or restrictive procedures. This critical thinking process will guide practitioners through identifying restrictive/intrusive procedures, relevant behaviors, a terminal goal, intermediate steps, and mastery criteria for restriction/intrusion removal.
 
 
Symposium #332
CE Offered: BACB
Theoretical and Experimental Aspects of Emergent Stimulus Relations
Sunday, May 24, 2020
3:00 PM–4:50 PM
Marriott Marquis, Level M2, Marquis Ballroom 3/4
Area: EAB/BPN; Domain: Translational
Chair: Live Fay Braaten (Oslo Metropolitan University)
Discussant: Kenneth F. Reeve (Caldwell University)
CE Instructor: Kenneth F. Reeve, Ph.D.
Abstract:

The purpose of the present symposium is to present research which is going enlighten about emergent relations and equivalence classes in particular. In the first paper by Arntzen and Mensah present an experiment on observing matching-to-sample performance and stimulus sorting. The authors present two experiments to study how observing an MTS task performance will influence the formation of experimenter-defined classes in sorting tests, as well as the formation of equivalence classes in an MTS-based test for emergent relations. In the second paper, Aggio, Kruger, Nunes, and de Rose present an experiment on punishment of incorrect recognitions increased equivalence-based false memories. Aggio et al. have studied the effect of programmed consequences for incorrect responses in memory tests. The third paper by Vaidya presents on the relation between the definition and measurement of equivalence. The paper will discuss how the phenomenon of equivalence is defined influence a change in the way the phenomenon is measured. The last paper by Fields presents an experiment on how the neural correlates of decision making by various relations in equivalence classes. The paper shows that event related potentials recorded during the comparison stimuli measured neural correlates of decision making for each type of relation.

Instruction Level: Intermediate
Keyword(s): Equivalence, false memories, observation
Target Audience:

Graduate, researchers, etc,

Learning Objectives: The people who attend will be able 1. to define emergent stimulus classes and how such classes are measured 2. to understand how observing matching-to-sample performance by another person could influence sorting and test for stimulus equivalence 3. to provide an equivalence-based account of the phenomenon of false memories
 
Observing Matching-to-Sample Performance and Stimulus Sorting
(Basic Research)
ERIK ARNTZEN (Oslo Metropolitan University), Justice Mensah (n/a)
Abstract: Several experiments have found a correlation between the outcome of the MTS test and the post-class formation sorting test. Based on these findings, it will be interesting to examine the extent to which observing an MTS task performance will influence the formation of experimenter-defined classes in sorting tests, as well as the formation of equivalence classes in an MTS-based test for emergent relations. In Experiment 1, thirty participants were randomly assigned to two groups. One group watched a video clip with 80% correct responding and 20% incorrect responding in MTS training (80% Correct Group), and the other group watched a video clip with 20% correct responding and 80% incorrect responding in MTS training (20% Correct Group). Following watching the video clip, both groups were exposed to two sorting tests and an MTS test. The results showed that the performance of the 80% Correct Group was significantly more in accordance with experimenter-defined classes than for the 20% Correct Group, and also a 100% correspondence between performance on the sorting and the MTS tests (Figure 3). Experiment 2 with 45 participants replicated and extended Experiment 1 by including a 50% Correct Group and exclusion of test trials in the video clip. The results showed superior performance for participants in 80CR relative to participants in 50CR and 20CR on the two sorting tests as well as the MTS test for emergent relations (Figure 6).
 

Punishment of Incorrect Recognitions Increased Equivalence-Based False Memories

(Basic Research)
Natalia Maria Aggio (Federal University of Sao Carlos, Brazil), Gustavo Kruger (University of Sao Carlos), Winny Nunes (University of Sao Carlos), JULIO C. DE ROSE (Universidade Federal de Sao Carlos)
Abstract:

Recent experimental studies attempted to provide an equivalence-based account of the phenomenon of false memories. In all these studies participants studied a list of stimuli. A later memory test later memory test presented stimuli from the list (targets), stimuli equivalent to targets (critical distracters) or unrelated to them (non-related distracters). Higher recall and/or recognition of critical than unrelated distracters documented equivalence-related false memories. The present study investigated the effect of feedback for incorrect responses in memory tests. In Phase 1 participants studied three patterns, each comprising two geometrical forms within a larger one. In Phase 2 one of the small geometric shapes and the larger form became equivalent to other shapes. The memory test (Phase 3) presented, for recognition, the patterns previously studied in Phase 1 (targets), patterns formed by some of the geometric shapes from targets and other shapes equivalent to them (critical distracters) and new patterns (unrelated distracters). The No Feedback Group had no differential consequences for responses in the test whereas the Feedback Group had a presumably aversive sound following errors. Both groups recognized significantly more critical than unrelated distractors, attesting equivalence-based false memories. Surprisingly, the Feedback Group showed significantly more equivalence-related false memories, insofar as this group recognized critical distractors nearly as frequently as targets.

 

On the Relation Between the Definition and Measurement of Equivalence

(Theory)
MANISH VAIDYA (University of North Texas)
Abstract:

Sidman and colleagues’ originally defined equivalence relations as the emergent interchangeability of conditional and discriminative stimulus functions. This definition was well aligned with the matrix of tasks and outcomes that defined stimulus equivalence classes. Tests for symmetry, transitivity, and equivalence, for example, were perfect and complete assays of this interchangeability. Sidman’s new formulation of equivalence relations, however, involves the inclusion of responses and the stimuli serving as reinforcers in the emergent relations. This new formulation also offers an expanded view of the kinds of contingencies that can produce emergent equivalence relations. This presentation will argue that the change in how the phenomenon of equivalence is defined also requires a change in the way the phenomenon is measured. The presentation will review data from non-typical preparations asking questions about equivalence relations in an effort to frame a discussion about the ways in which we measure and describe equivalence relations. The presentation will suggest an expansion of the tasks that measure equivalence and end with some directions for future research.

 

Activity of Deep Point Source Generators That are the Neural Correlates of Decision Making by Various Relations in Equivalence Classes

(Basic Research)
LANNY FIELDS (Queens College, City University of New York)
Abstract:

Equivalence classes were formed using a trace stimulus pairing paradigm that isolated the presentation of the sample and comparison stimuli, and restricted responding to a separate time window presented after the comparison. Event related potentials recorded during the comparison stimuli measured neural correlates of decision making for each type of relation. xxx analysis was used to identify deep sources of neural activation that accounted the patterns of surface activation produced by baseline, symmetrical, transitive, and equivalence relations. The deep sources of activation were correlated closely with known cognitive processes

 
 
Invited Symposium #333
CE Offered: PSY/BACB/QABA/NASP
Siegfried Engelmann’s Direct Instruction: Faultless Communication, Measurably Superior Learning, and the Quest for Widespread Adoption
Sunday, May 24, 2020
3:00 PM–4:50 PM
Marriott Marquis, Level M4, Independence A-C
Area: EDC; Domain: Theory
Chair: William L. Heward (Ohio State University)
Discussant: Patrick C. Friman (Boys Town)
CE Instructor: Patrick C. Friman, Ph.D.
Abstract:

Siegfried “Ziggy” Engelmann (1931-2019) dedicated his life to developing and refining Direct Instruction (DI), a powerful teaching system that combines logical selection and sequencing of examples and high rates of responding by students. Countless children and adults owe their literacy to teachers who skillfully presented DI programs developed by Engelmann and colleagues. This symposium will review Engelmann’s achievements as a pioneering scientist, examine the DI research base, show how DI's theory of instruction is harmonious with behavior analysis, and discuss factors that impede the widespread implementation of DI in schools.

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 two examples of how Siegfried Engelmann was a pioneer in modern cognitive psychology and two examples of how he advanced the field of instructional design; (2) describe the overall findings of a recent meta-analysis of over 300 studies on Direct Instruction and two suggestions for extending and improving the research base; (3) describe three Direct Instruction components that combine to communicate one logical interpretation by the learner; (4) describe why modifying Direct Instruction programs often undermines its effectiveness; (5) describe three reasons why many educators find Direct Instruction aversive.
 

Science in the Service of Humanity: The Astonishing Contributions of Siegfried Engelmann

SHEPARD BARBASH (Author)
Abstract:

A pioneering scientist and educator for more than 50 years, Siegfried ‘Zig’ Engelmann was among the first to apply the scientific method to the design and delivery of instruction. He stood alone for his ability to create programs that accelerate learning in even the hardest to teach children and that most teachers can learn to use. He wrote more than 100 curricula, covering the major subjects from preschool to high school. As a professor of education at University of Oregon and founder of the National Institute for Direct Instruction, he attracted students from around the world. No one did more to help the underdog. Millions of poor children learned when taught by teachers trained in his methods, often when nothing else worked. He never gave up on a child or blamed children for the failings of adults. He lived by his motto: If the student hasn’t learned, the teacher hasn’t taught. More scientific evidence validates DI’s effectiveness than any other mode of teaching. I will present an overview of Zig’s life and achievements.

Shepard Barbash has been a writer for forty years. His work has appeared in The New York TimesWall Street JournalWashington PostSmithsonian MagazineCity JournalEducation Next and other publications. He is former bureau chief of the Houston Chronicle in Mexico City and is the author of five books, including Clear Teaching, published in 2012 by the Education Consumers Foundation. He and his wife, photographer Vicki Ragan, have published an alphabet book of limericks and three illustrated books (including one for children) on the folk-art wood carvers of Oaxaca, Mexico. He has advised the Georgia Governor’s Office and the Atlanta Public Schools (APS) on curricular issues and has organized teacher training programs and written grants for APS. He has also worked for E.D. Hirsch at the Core Knowledge Foundation. He is a graduate of Harvard University.

 

Factors in Education and ABA That Work Against Adoption and Maintenance of Direct Instruction

TIMOTHY SLOCUM (Utah State University)
Abstract:

A great deal of evidence demonstrates that Direct Instruction can be extremely effective for efficiently building academic repertoires in a wide variety of learners including those with disabilities. However, Direct Instruction is not widely implemented in schools or ABA service settings. This presentation explores the interaction of features of Direct Instruction and the resources and contingencies in potential implementation settings that account for the under-utilization of this powerful technology that addresses a high-priority need. First, Direct Instruction must be well-implemented to have the powerful effects it is capable of producing. Second, implementing Direct Instruction well requires a good deal of expertise, on-going support, and ongoing effort by educators. Third, few schools or ABA service providers understand how and why Direct Instruction is powerful; therefore, they often undermine its effectiveness when making modifications, fail to generalize its powerful features, and select less effective programs for reasons that are irrelevant to student achievement. Fourth, many educators find some features of Direct Instruction aversive because of verbal relations surrounding those features, in spite of the fact that Direct Instruction could help them achieve highly-valued outcomes.

Dr. Timothy A. Slocum earned his doctorate in Special Education at the University of Washington in 1991 and has been a faculty member at Utah State University (USU) in the Department of Special Education and Rehabilitation since that time. He has been involved in behavior analysis and reading research for more than 25 years. He has conducted research on phonological skills, vocabulary, and school-wide implementation of research-based reading instruction, and evidence-based practice. He teaches courses at the undergraduate, master’s, and doctoral levels on topics including evidence-based reading instruction, single-case research methods, statistics, advanced topics in behavior analysis, and verbal behavior. Dr. Slocum was recognized as 2011 Teacher of the Year by the USU College of Education; received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association; was inducted into the Direct Instruction Hall of Fame in 2013; and was named 2018 Mentor of the Year by UtABA.
 

What’s the Evidence for Direct Instruction?

JEAN STOCKARD (University of Oregon)
Abstract:

More than fifty years and 300 studies document DI’s effectiveness. A recent meta-analysis found that the average effect size for DI was over .50, substantially larger than the level typically found in studies of other programs. Estimated effects were similar across time, methodologies, student characteristics, settings, outcome variables, and comparison programs. However, they were larger when students were exposed for longer periods of time and with greater fidelity, surpassing the effect associated with the average achievement gap between advantaged and disadvantaged students. Future research might most effectively focus on ways to improve implementation fidelity and understand resistance to the programs.

Jean Stockard has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in Sociology, and a Ph.D. in Sociology. She taught at the University of Oregon from 1974 to 2011 and currently holds the rank of Professor Emerita. She has published eight books and over seven dozen articles in a wide variety of areas, including sociology of gender, urban sociology, sociology of education, sociology of health and demography. She has taught a variety of courses related to these areas as well as numerous classes on methodology and quantitative analysis. Professor Stockard was President of the Pacific Sociological Association in 2008, the regional association serving the western United States, Canada, and Mexico; served as co-editor of Sociological Perspectives, a general sociological journal; and was employed for nine years as Director of Research and Evaluation at the National Institute for Direct Instruction, a nonprofit organization devoted to helping schools in disadvantaged areas better serve their students.

 

Faultless Communication: The Heart and Soul of DI

JANET TWYMAN (blast)
Abstract:

Engelmann and colleagues realized that a scientific analysis of learning needed to control for one of two variables: either the learner or the instruction. As no two learners are alike, they focused on controlling instruction—in the form of logical, “faultless communication.” For most novice learners, normal instruction is riddled with confusion and ambiguity. To reduce misinterpretation and maximize learning, DI's instructional components (such as content analysis, explicit teaching, judicious example selection, and structured sequencing) are designed communicate one logical interpretation. The effects on the learner's performance are then observed, and the communication redesigned until faultless. DI's “Theory of Instruction” is harmonious with behavior analysis and beneficial to anyone interested in the heart and soul of good instruction.

Janet Twyman received her Ph.D. from Columbia University. She currently holds the positions of Associate Professor of Pediatrics at the University of Massachusetts Medical School, and Director of Innovation and Technology for the Center on Innovations in Learning, having served previously as Vice President of Instructional Development, Research, and Implementation for Headsprout. Dr. Twyman is widely recognized as an authority on instructional design, fully informed by behavior analytic research and conceptualization. Her leadership contributions at Headsprout were pivotal in managing a project of more than $6 million, which reached more than a million children with effective reading instruction. Similarly impressive were her contributions and her leadership at the Fred S. Keller School, where she served as executive director for eight years, arranging a behavioral approach to every aspect of the school’s functioning and inspiring many students, staff members, and parents in doing so. Dr. Twyman has also provided significant service to the field, with leadership roles within the Cambridge Center for Behavioral Research and for ABAI, where she served as president, Executive Council member, and chair of several important boards and task forces.
 
 
Symposium #334
CE Offered: BACB — 
Supervision
An Organizational Behavior Management Approach to Learner-Centered Instruction for Supervisors, Teachers, Teaching Staff and Clients
Sunday, May 24, 2020
3:00 PM–4:50 PM
Marriott Marquis, Level M4, Independence E
Area: EDC/OBM; Domain: Applied Research
Chair: Angela Moran (Touchstone)
Discussant: Matthew C. Howarth (Verbal Behavior Associates)
CE Instructor: Matthew C. Howarth, Ph.D.
Abstract:

We present the effects of an Organizational Behavior Management approach to Teacher and Clinician training in school and clinic settings resulting in increased supervisor, teacher and clinician expertise and student and client learning. We analyze the organizational components, discuss relevant measures within the organizational matrix, and present meaningful client and staff outcomes using data-driven procedures and interlocking contingencies. The data show that the implementation of a systems approach to supervision was related to increases in academic literacy, communication and social skills for elementary and high school students’ diagnosed with autism and related communication disabilities as well as increases in the foundations of early language acquisition and social skills for pre-school children diagnosed with autism. Teachers and clinicians were trained through PSI modules providing in situ opportunities specifically related to the accurate implementation of programs, choice of strategies and tactics, program materials and selection of new objectives. TPRA (Teacher Performance Rate and Accuracy) observations were used to insure IOA (Interobserver Agreement), of the delivery of intact learn units and errorless implementation of VBD (Verbal Behavior Developmental) protocols.

Instruction Level: Intermediate
Target Audience:

Professionals in the field of Applied Behavior Analysis interested in an OBM approach to supervision as related to outcomes for staff and clients across all aspects of learning, Clinical Directors, Providers of Supervision for Schools and Clinics, School personnel involved in Teacher Training and Administration, Providers of Clinical Supervision and Management.

 

Supervision Through a Personalized System of InstructioninSchool Settings

Dolleen-Day Keohane (Nicholls State University, Touchstone), KELLY KING (Touchstone and The Chicago School of Professional Psychology), Grant Gautreaux (Nicholls State University, Touchstone)
Abstract:

We tested the effects of Personalized System of Instruction (PSI) modules documenting increasing levels of verbal complexity for Mentors and Mentees and decreases in students’ learn units to criterion in two school parishes across eight school settings in Louisiana. One mentor, nine teachers and nine teaching staff who served students diagnosed with autism participated. The module components included Verbal Behavior about the Science (the vocabulary of the science), Contingency Shaped behaviors (in situ best practice) and Verbally Mediated Behaviors (review of published research studies and conceptual articles, research, and tactical and strategic analysis of instruction). The supervision was based on the CABAS® (Comprehensive Application of Behavior Analysis to Schooling) model and provided yoked contingencies for the teaching staff, teachers and mentors through the completion of module components. The mentor modeled strategic questions as scientific tacts and intraverbals andprovided model answers to questions using a dynamic algorithm to address students’ instructional problems across communication, social and instructional objectives. The Decision Protocol (Greer, 2014) and TPRA’s (Teacher Performance Rate Accuracy observations, Ingham & Greer, 1992) were implemented to monitor progress for all participants across the completion of module components.

 
The Effects of the Application of OBM Strategies on Overall Effectiveness of Service Delivery
MARA KATRA OBLAK (Seattle Behavior Consulting & Therapy)
Abstract: The application of organizational behavior management (OBM) to the workplace is an effective method to enhance the delivery of behavior analytic services. Effective service delivery directly impacts student learning and thus it is important to ensure the delivery of services provided are effective. We sought to determine the effects of implementing OBM based strategies at our organization on our staff and clients. We utilized strategies including performance modules for each employment, position, staff reinforcement systems and pay raises tied to performance modules. We also embedded behavior contingencies in our daily operating procedures to increase staff punctuality, timeliness of paperwork completion and adherence to company policies and procedures. This paper describes the OBM strategies used at our organization and the effects on staff performance, client progress, parent compliance and overall company efficiency. We found that the OBM strategies we implemented had positive effects for our organization including increases in completion of performance modules for our staff, student progress and parent compliance.
 
Training Clinicians to Assess Early Verbal Developmental Cusps and Capabilities and Implement Early Language Protocols
DANICA REAVES SAVOIE (Touchstone Center), Jayven J Encarnacion (Touchstone), Tricia Clement (Touchstone, LaBAA)
Abstract: We tested the effects of a systems approach to training clinicians to implement the VBDA (Verbal Behavior Developmental Assessment) and VBD (Verbal Behavior Development) protocols to induce cusps and capabilities associated with the early foundations of language and social skills for six young children. The clinic’s supervision was based on the CABAS® (Comprehensive Application of Behavior Analysis to Schooling) systems approach to learning. Clinicians completed PSI (Personalized System of Instruction) module components as part of the clinic wide training system. The ELCAR (Early Learner Curriculum and Achievement Record) screenings for preferences/reinforcers, early observing responses associated with the foundations of language and early speaker behavior as well as the VBDA list of cusps and capabilities were used to measure each child’s pre-verbal, listener and speaker cusps pre and post intervention. TPRA (Teacher Performance Rate and Accuracy) observations and strategic analysis of decisions using a rule governed algorithm were used to ensure errorless implementation of probes, screenings and protocols and accurate measurement of learning.
 
Effects of a Performance Management Portfolio System on Changes in Critical Variables for Clinical Staff
GRANT GAUTREAUX (Nicholls State University, Touchstone), Angela Moran (Touchstone), Tricia Clement (Touchstone, LaBAA), Derek Jacob Shanman (Nicholls State University, Touchstone)
Abstract: The purpose of this presentation is to highlight the importance of using Organization Behavior Management (OBM) in the design of effective clinical staff supervision framework. Identifying the organizations mission and extensions of that mission is critical in ensuring every aspect of the organization is operating effectively and efficiently. Each job within the organization has a mission that contributes to the organizational mission. Once you have defined the mission, measures of quantity, quality, timeliness and cost naturally follow. This systems approach uses the principles and tactics of behavior analysis and applies them to all aspects of the organization. We implemented a performance management portfolio system for all behavior technicians working in an ABA treatment center. We analyzed correlations with retention, training module completion, performance accuracy and shift attendance. The results are reported in by sampling subsets of key groups of staff. We discuss the implications for future use of and continued research on our performance management system.
 
 
Symposium #335
CE Offered: BACB
Changing the Unchangeable: Treatment Advances in Relational Frame Theory Can Influence Global Measures of Intellectual and Adaptive Functioning in Children
Sunday, May 24, 2020
3:00 PM–4:50 PM
Marriott Marquis, Level M4, Independence F-H
Area: EDC/VBC; Domain: Applied Research
Chair: Taylor Marie Lauer (Missouri State University)
Discussant: Mark R. Dixon (Southern Illinois University)
CE Instructor: Jordan Belisle, Ph.D.
Abstract:

Contemporary advances in our knowledge of human language and cognitive development stemming from Relational Frame Theory (RFT) have advanced assessment and treatment for children. Global measures evaluate higher-order patterns of behavior that are currently considered stable in most areas of behavior science. Constructs such as intelligence, executive functioning, and theory of mind are treated as independent variables that are predictive of several life outcomes and mediate the effectiveness of most treatment approaches. This symposium challenges this approach, showing that behavior analysts can not only assess behaviors that may underly these constructs, but interventions developed from an RFT account can actually change these global patterns of behavior. Belisle will provide an overview of RFT and Verbal Behavior accounts with assessment and treatment data with children with autism. Holtsman extends this account showing considerable changes in IQ following relational training, but not traditional VB instruction. Stanley will show how relational training guided by PEAK can lead to increases in IQ in typically developing children within a multiple-baseline design. Roche concludes these talks by demonstrating the effectiveness of SMART training in improving attentional abilities and intelligence in children. To conclude this symposium, Dixon will discuss these data in the context of a field moving towards more contemporary approaches and larger scale socially significant research designs.

Instruction Level: Intermediate
Keyword(s): Executive Functioning, Intelligence, Relational Framing, Verbal Behavior
Target Audience:

Therapists, educators, supervisors, program managers

Learning Objectives: Describe differences between VB and RFT models of human language learning Discuss applications of RFT with children with autism Discuss applications of RFT with typically developing children Describe the advantages of contemporary models and advanced research designs
 
A Model Dependent View of Executive Functioning: Assessment and Treatment of Children with Autism
JORDAN BELISLE (Missouri State University)
Abstract: Underlying all approaches within applied behavior analysis are theoretical models of human behavior. Skinner’s verbal operant theory emphasizes learning through direct contingencies and the co-occurring processes of discrimination and generalization. Relational Frame Theory extends this account by incorporating relational learning, transformations of stimulus function, and derived relational responding as a generalized operant. I present several studies that examine the utility of these models in accounting for executive functioning - and executive functioning deficits - experienced by individuals with autism. A review of functional neurological research suggests that differences during executive functioning tasks occur in the same regions that are involved in derived relational responding and not direct contingency learning. A multiple hierarchical regression on PEAK assessment data suggests that derived relational responding is highly correlated with IQ test scores in children with autism and can account for the relationship between verbal operant development and IQ. Finally, in a multiple baseline experimental design, systematic increases in executive functioning and IQ were observed as a function of relational training guided by the PEAK-Equivalence and PEAK-Transformation modules with children with autism. Implications for autism assessment and treatment are discussed.
 
ABA Effectiveness for Persons with Autism and Related Disabilities in Large-Scale Group Designs
LINDSEY NICOLE HOLTSMAN (Emergent Learning: STL Center), Mark R. Dixon (Southern Illinois University), Becky Barron (Southern Illinois University)
Abstract: Applied Behavior Analysis (ABA) is one of the most highly recommended treatment options for individuals with autism for decreasing challenging behaviors and increasing functional skills. Many studies using traditional ABA methods such as verbal behavior training have provided evidence for improving language and communication skills. Studies utilizing relational training have shown additional benefits to the acquisition of both language and communication skills, but also in changes of intelligence. The current presentation will evaluate randomized controlled trials (RCT) that utilized both traditional ABA methods and relational training to increase intelligence. Variables within these studies include overall treatment dosage, relational training dosage compared to traditional ABA dosage, and ABA/Relational training treatment compared to a special education treatment as usual protocol. The results of each study indicated positive outcomes in changes of intelligence measures for children with autism. The implications of these studies when taken together suggest value in assessing differences in dosages or treatment types when looking at ABA interventions for skill acquisition. Additionally, the utility of RCT’s in behavior analytic research is also discussed.
 
Relational Framing to Promote Increases in Intelligence with Neurotypical Children
CALEB STANLEY (Utah Valley University), Mark R. Dixon (Southern Illinois University), Ayla Schmick (Southern Illinois University)
Abstract: In recent years, several studies have emerged demonstrating the effectiveness of procedures derived from Relational Frame Theory in facilitating increases in intelligence and other related behaviors. The current study aimed to extend on previous research by evaluating if exposure to relational framing tasks had an effect intelligence. The current study incorporated a multiple baseline across participants design to evaluate the effects of the intervention and was conducted with 12 neurotypical children. Experimenters obtained pre-training and post-training performances by administering the WISC-V IQ test to all participants in the study. Following the pre-training assessment, nine of the participants were exposed to a series of relational training phases, in which they were required to respond in accordance with arbitrarily applicable relational responding across a series of relational tasks. The remaining three participants were not exposed to the relational training phases and served as a comparison group. The results indicated that participants exposed to the relational training phases showed an overall increase in IQ, whereas those that did not partake in the relational training phases did not have similar increases. Taken together, the results add to a growing body of literature that support the use of RFT-based interventions to promote intelligent behavior.
 

A Relational Frame Skills Training Intervention to Increase IQ in 11-12 Year Old Children: The Role of Attentional Skills

BRYAN T. ROCHE (National University of Ireland, Maynooth), Ian Grey (Zayed University), Anna Dillon (Zayed University), Justin Thomas (Zayed University), Sarah N. Cassidy (National University of Ireland, Maynooth), Lauren Moore (Maynooth University)
Abstract:

The current study investigated the effects of a SMART (Strengthening Mental Abilities through Relational Training) intervention on the intellectual ability of a sample of 11-12 year old children, but with the intention to control for baseline attentional skill levels. Fifteen children aged between 11 and 12 years attending school in the UAE received approximately 1-5 hours of training per week in derived relational responding skills via a computerized on-line programme (SMART) over 13 weeks. Attentional abilities and intelligence were tested at baseline and follow-up using the Test of Everyday Attention-2 and the Wechsler Abbreviated Scale of Intelligence, respectively. Fourteen further children matched for age served as waiting controls. Results showed significant gains on IQ for the experimental participants only, but gains were affected by baseline attention scale scores and compromised by differences in baseline IQ across treatment groups. Implications for future work and applications are discussed.

 
 
Symposium #337
CE Offered: BACB
Reading and Autism Spectrum Disorder: From Problems to Possible Solutions
Sunday, May 24, 2020
4:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 1, Room 102
Area: AUT/EDC; Domain: Service Delivery
Chair: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Discussant: Marta Leon (Learning A-Z)
CE Instructor: Ana Carolina Carolina Sella, Ph.D.
Abstract:

The importance of reading involves, but is not limited to, access to any written information, including social networks, a variety of text-based electronic tools, and text messaging. When teaching reading to children in general, many challenges exist; when teaching reading to children with Autism Spectrum Disorder (ASD) the difficulties might increase, since a few of the behavioral characteristics of this population are highly related to difficulties in learning such as language deficits. Curricular adaptations might prove helpful when one faces challenges in teaching reading to children with ASD. In Brazil, these adaptations are rare and one of the factors influencing this might be the lack of national guidelines, manuals or protocols to help the process. In this symposium we will discuss some of the difficulties one might encounter when teaching a child with ASD based on both a brief literature review and clinical cases. We will also discuss a possible solution, based on the protocol Nucleo de Intervencao Comportamental (NIC) is developing taking into consideration Neuropsychology and Behavior Analysis Stimulus Control Brazilian studies about literacy.

Instruction Level: Intermediate
Keyword(s): ASD, Children, literacy
Target Audience:

Professionals involved in teaching literacy skills for children with autism

Learning Objectives: 1 – Learners will be able to identify problems that might occur when teaching literacy skills from children overall 2 - Learners will be able to identify problems that might occur specifically when teaching literacy skills for children with ASD 3 – Learners will be able to discuss problems when using a foreign curriculum for literacy 4 – Learners will be able to apply the presented curriculum development strategies to their own languages.
 

What Might Happen When You Start Teaching Reading for Children With Autism Spectrum Disorders?

ANA CAROLINA CAROLINA SELLA (Universidade Federal de Alagoas, Brazil), Dafny Bispo da Silva (Nucleo de Intervencao Comportamental (NIC)), Leticia Cintra Alencar (Núcleo de Intervenção Comportamental), Marina Santos Lemos (NIC - Núcleo de Intervenção Comportamental), Natany Ferreira Silva (Núcleo de Intervenção Comportamental)
Abstract:

The importance of reading involves, but is not limited to, access to any written information, including social networks, a variety of text-based electronic tools, and text messaging. At school, reading with comprehension and being able to communicate with others are necessary for later academic success. When one starts planning for teaching reading, many studies will point to a series of skills that might influence the process: sitting and remaining engaged in school tasks for a while, knowing how to manipulate written materials within your verbal community, printed stimuli being associated with reinforcers, letter (shape) discrimination, sound (more specifically phoneme, and for Portuguese, syllable) discrimination and manipulation, spoken vocabulary, phoneme – grapheme relations, written word – spoken word – referent relations. Some studies discuss that up about 50% of children with ASD have difficulties learn how to read, with many not being able to read at all. The purpose of this paper is to discuss some of the difficulties one might encounter when teaching a child with ASD based on both a brief literature review and clinical cases. Sitting, independent engagement, letter (shape) discrimination, word recognition, fluency and comprehension are among the skills we will address.

 

Literacy in Children With Autism Spectrum Disorder: Development Proposal for a Brazilian Curriculum

LETICIA CINTRA ALENCAR (Núcleo de Intervenção Comportamental), Dafny Bispo da Silva (Nucleo de Intervenção Comportamental (NIC)), Marina Santos Lemos (NIC - Núcleo de Intervenção Comportamental), Natany Ferreira Silva (Núcleo de Intervenção Comportamental), Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil)
Abstract:

In Brazil, it is mandatory for children with Autism Spectrum Disorder (ASD) to be enrolled in a school, preferably a regular one, excluding homeschooling possibilities. National data show high level of school failure in reading and writing skills for students in general and, although there are no specific data, the same results can be inferred for children with ASD. According to the Brazilian Inclusion Law (2016), students with ASD have the right to an adapted curriculum in both private and public schools. However, as discussed by Ribeiro, Melo and Sella (2017) and Gomes e Mendes (2010), there are very few adaptations for those students (13% and 0% were found in each study, respectively). One of the factors that might contribute to these data is the fact that there are not national guidelines, manuals or protocols that could help with this process. In view of this demand, the Nucleo de Intervenção Comportamental (NIC) is developing a protocol describing a sequence of prerequisites and procedures involved in Brazilian Portuguese literacy for children with ASD. Due to language specificities, international protocols are not amenable to direct translation. The protocol is based on Neuropsychology and Behavior Analysis Stimulus Control Brazilian studies about literacy.

 
 
Panel #338
CE Offered: BACB
The Importance of Independence and Interdependence in Adults With Autism Spectrum Disorders
Sunday, May 24, 2020
4:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 2, Room 207B
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Mary Ellen McDonald, Ph.D.
Chair: Anya K. Silver (Quality Services for the Autism Community)
PETER F. GERHARDT (The EPIC School)
MARY ELLEN MCDONALD (Hofstra University; Eden II/ Genesis Programs)
ROBERT LARUE (Rutgers University)
Abstract:

One of the greatest challenges faced is promoting independence in the individuals we serve so that they can live the best quality of life possible. Independence is an essential life skill for the individuals we serve and is often an area of focus when developing goals. However, the sometimes overlooked area of interdependence may be an even more crucial skill for success in daily life. Individuals with autism may attempt to behave independently when they actually would be better served by accessing others to help them to solve a problem. Interdependence is a way in which we can achieve our goals and solve problems but includes others in the solution. This panel will focus on the importance of both independence and interdependence in adults with autism spectrum disorders. Independence and interdependence will be discussed and defined. Specific examples will be used to highlight skills of independence and interdependence. There will be a discussion regarding the assessment and observation of adults with autism in the areas of independence and interdependence.

Instruction Level: Intermediate
Target Audience:

Behavior Analysts Special Educator

Learning Objectives: 1. At the conclusion of the presentation, participants will be able to define independence vs interdependence. 2. At the conclusion of the presentation, participants will be able to identify a minimum of 2 observation based assessment tools related to independence and interdependence. 3. At the conclusion of the presentation, participants will be able to identify goals to be implemented for behavior change in the areas of independence and interdependence.
Keyword(s): Adults, Independence, Interdependence
 
 
Symposium #339
CE Offered: BACB/QABA
Services to Students With Autism in South Texas
Sunday, May 24, 2020
4:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 1, Salon H
Area: AUT/EDC; Domain: Service Delivery
Chair: Alonzo Alfredo Andrews (University of Texas at San Antonio)
Discussant: Lee L Mason (Cook Children's Health Care System)
CE Instructor: Lee L Mason, M.A.
Abstract:

or the 2019-2020 academic year, nine San Antonio area school districts were funded by the Texas Education Agency to provide early intensive verbal behavior intervention for students with autism. At the start of the year students were assessed using the Verbal Behavior Stimulus Control Ratio Equation (VB-SCoRE) to determine the extent to which mands, echoics, tacts, and sequelics exerted disproportionate levels of control over their verbal behavior. The results of the VB-SCoRE were then used to develop individualized verbal behavior intervention plans for each student. Teachers and paraprofessionals were trained to implement referent-based verbal behavior instruction to transfer control across these four primary verbal operants. In addition to providing direct classroom-based services for students with autism, the project included parent trainings conducted by district behavior analysts. At the end of the year, students were re-assessed with the VB-SCoRE to analyze verbal behavior gains. This symposium presents data from the project, highlighting results from participating districts along with a description of how the project was contextualized to fit the diverse student populations they serve.

Instruction Level: Basic
Keyword(s): classroom-based intervention, early childhood, public school, verbal behavior
Target Audience:

School-based practitioners

Learning Objectives: Attendees will be able to: - Discriminate between mand, tact, echoic, and sequelic operants - Describe the stimulus control ratio equation (SCoRE) assessment as a pre/post measure - Derive behavioral objectives based on strength hierarchy
 
Services to Students With Autism in San Antonio Independent School District
SONYA CASAS (SAISD), Kelsey L Cody (San Antonio ISD)
Abstract: San Antonio Independent School District serves a diverse urban population in Downtown San Antonio. Through the TEA Services to Student with Autism grant in the 2019-2020 school year, participating students received interventions focused on using the principles of Applied Behavior Analysis to increase language and communication. The focus on teaching verbal behavior was based on the premise that communication deficits are a principal characteristics of Autism which impedes successful inclusion into the General Education setting. The focus on early childhood ages targeted the need for early intervention in teaching language. In addition to direct services to students, the grant also provided participating teachers and parents with training on Autism and principles of Applied Behavior Analysis. Because SAISD serves a high percentage of Spanish speakers, parent trainings were provided in both English and Spanish. This paper will review demographic information as well as pre-and post-test data from the students and parents served through this grant in the 2019-2020 school year.
 
Services to Students With Autism in Military School Districts
GUADALUPE CASTANEDA (Fort Sam Houston ISD)
Abstract: Fort Sam Houston ISD, Lackland ISD, and Randolph Field ISD in collaboration with 6 other school districts in the San Antonio, Texas area partnered with Region 20 Education Service Center to provide training and services based on applied verbal behavior (AVB). The military school districts are unique in that they are public schools housed onsite at three different military bases around the city. A SCoRE (Stimulus Control Ratio Equation) assessment was conducted for each of the student participants to determine the balance of verbal operants (i.e., mands, tacts, echoics, sequelics) in their language repertoire. Teachers, instructional assistants, and speech language pathologists who worked with the grant participants were trained to utilize AVB techniques in the natural school environments. Parents were provided training in ABA/AVB principles and techniques throughout the grant period. The training and services provided to the military ISDs and collaborating school districts addressed the needs of a growing population of individuals with autism and related disorders, especially in school systems where most of these individuals will receive services for up to 18 years.
 
 
Symposium #340
CE Offered: BACB
But is it Behavior Analytic?
Sunday, May 24, 2020
4:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 1, Salon A
Area: CBM/PCH; Domain: Service Delivery
Chair: Denise B. Malone (State of VA Department of Corrections)
CE Instructor: Theodore A. Hoch, Ed.D.
Abstract:

Behavior analysis is a natural science that considers operant and respondent behavior, and their interplay and the environmental contingencies of which they are a part, as worthy of study in their own right. A good number of these behaviors are overt, and many are covert. In recent years, applied behavior analysis seems to have moved away from such a conceptualization, and instead to have focused on overt behaviors, neglecting the importance of respondent behavior and covert verbal and perceptual behavior in the lives of service recipients. This symposium examines procedures that should be within the purview of applied behavior analysts, but which some might consider out of bounds. Mindfulness, breath awareness, and hypnosis are discussed in terms of operant and respondent contingencies, self-management, and verbal mediation. Their place in the toolbox of behavior analysts is considered.

Instruction Level: Intermediate
Keyword(s): operant behavior, self-management, verbal behavior, verbal mediation
Target Audience:

Behavior analysts, psychologists, counselors, and other mental health practitioners

 
Mindfulness, Private Events, and Verbal Behavior
CLINGAN R. MARK (WVU - CED Retired)
Abstract: The use of mindfulness techniques has been shown to have many benefits from health to emotional wellbeing. The traditional way of explaining mindfulness has been to appeal to an inner agent. A behavior analytic account can improve our understanding, training, and development of mindfulness behaviors. This paper is a step toward defining mindful awareness with a behavior analytic approach. Skinner’s account of private events and verbal behavior is necessary and sufficient for the description and study of mindful awareness. In contrast to traditional views that attempt to account for mindful awareness through an inner agent, behavioral mindfulness explores mindful awareness as stimulus control over observational responses of the interactions between behaviors and their environment. One’s own verbal behavior can become part of the environmental controls over these observational responses. A program of verbal interventions is thus needed to develop greater degrees of mindful awareness. Strategies for developing mindful awareness including verbal responding, meditation, and brief daily practice sessions are discussed. Research from a behavior analytic view can improve the usefulness of mindfulness strategies. Developing behavioral protocols for studying mindful awareness can lead to improved practices for achieving life satisfaction and for the treatment of emotional difficulties.
 
Hypnosis? But is it Behavior Analytic?
THEODORE A. HOCH (George Mason University)
Abstract: Hypnosis has been portrayed for decades in popular media as a mysterious procedure by which a therapist enters and implants seeds of potential behavior into the psyche of a participant. Alternatively, one might consider hypnosis as a manner of helping a participant (or oneself) to arrange for specific stimulus controls on particular features of one's current situation, thereby enhancing the stimulus controls and potentially instructional control aspects of those features. This presentation discusses similarities between hypnosis and counterconditioning, relaxation training, prolonged exposure therapy, features of acceptance and commitment therapy, and mindfulness; and suggests that, in some circumstances, there may be a place for this procedure in a behavior analyst's armamentarium.
 
 
Panel #341
CE Offered: BACB
Disseminating to Increase Diversity within Behavior Analysis
Sunday, May 24, 2020
4:00 PM–4:50 PM
Marriott Marquis, Level M4, Liberty N-P
Area: CSS/PCH; Domain: Theory
CE Instructor: Anika Costa, M.Ed.
Chair: Heather Cooper (Brett DiNovi & Associates)
ANIKA COSTA (Brett DiNovi & Associates)
MAY CHRISELINE BEAUBRUN (Brett DiNovi & Associates)
PIERRE D. LOUIS (Brett DiNovi & Associates)
Abstract:

In recent years, the demands for behavior analysis to serve consumers with diverse cultural backgrounds have significantly increased. Though the field is in great need of culturally competent behavior analysts to support the needs of an increasingly diverse population, there are very few people of color represented. Especially African Americans. African Americans and other minorities within the field understand the feelings associated with walking into a large conference and finding it all but impossible to witness a black presenter, and seeing very few African American women or men attending.This panel is intended to explore the topic of increasing diversity and improving cultural sensitivity within the field through dissemination.

Instruction Level: Basic
 
 
Panel #341A
CE Offered: BACB/QABA
PDS: Business Leaders in ABA
Sunday, May 24, 2020
4:00 PM–4:50 PM
Marriott Marquis, Level M4, Liberty M
Area: OBM/TBA; Domain: Translational
CE Instructor: Megan Miller, Ph.D.
Chair: Tangchen Li (The Ohio State University; DolFun Academy)
MEGAN MILLER (#dobetter Pod)
MARY SAWYER (Fit Learning Atlanta)
DAVID BICARD (Great Leaps Learning Center)
Abstract:

The rapidly growing field of ABA offers a wide range of occupational opportunities for behavior analysts. One potential opportunity is operating a business that provides ABA services. In this panel discussion, three successful business owners who provide behavioral services will share their experiences and advice for starting and running a business that delivers ABA-based services. The three panelists are Dr. Mary Sawyer, Co-owner and Director of Fit Learning Atlanta and Founding Director of TEAM Coaching, LLC; Dr. Megan Miller, Co-Founder of Navigation Behavioral Consulting, former CEO of PEAK ABA Solutions, and Founder of the Do Better Professional Development Movement; and Dr. David Bicard, CEO of Great Leaps Learning Center. The three panelists will be address topics such as starting and maintaining a business, training and coaching staff, overcoming obstacles, and dealing with potential ethical issues. This is a 50 minutes Q&A panel discussion, in which you'll have the opportunity to ask any questions about the three different types of business in our ABA world.

Instruction Level: Basic
Target Audience:

The target audience will be behavior analysts, undergraduates, and parents who want to know more about how to start and operating business that provides ABA services.

Learning Objectives: N/A
Keyword(s): ABA Business, Ethical Compliance, OBM, Staff Coaching
 
 
Invited Paper Session #342
CE Offered: BACB — 
Supervision
Evidence-Based Supervision and the Use of Technology as an Effective Tool for Training Values-Driven Professionals Across Cultures
Sunday, May 24, 2020
4:00 PM–4:50 PM
Marriott Marquis, Level M2, Marquis Ballroom 5
Area: DDA; Domain: Service Delivery
Chair: Yaniz C. Padilla Dalmau (Seattle Children's Hospital)
CE Instructor: Katerina Dounavi, Ph.D.
Presenting Author: KATERINA DOUNAVI (Queen's University Belfast)
Abstract:

Supervision of trainees and service providers is crucial in guaranteeing that clients receive quality services that match their needs and respect their wishes and preferences. This presentation will focus on evidence-based strategies for the effective training and supervision of service providers across cultures. Emphasis will be put on the importance of protecting supervisee’s well-being as a means to achieve optimal outcomes for the clients they serve. An outline of how technology can enhance the process of disseminating our science internationally, in particular in countries where there is a dearth of behaviour analysts and training opportunities, will be offered.

Instruction Level: Intermediate
Target Audience:

Students and entry-level professionals who wish to improve their cultural competence and knowledge of how technology can improve client outcomes; clinicians and researchers with intermediate and advanced understanding of evidence-based practice who wish to increase their cultural awareness and knowledge of how technology can facilitate access to quality services.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define effective supervision; (2) name at least two evidence-based strategies that effective supervisors use with trainees; (3) describe why cultural competence is important; (4) incorporate the use of technology for the supervision of service provision.
 
KATERINA DOUNAVI (Queen's University Belfast)
Dr. Dounavi is a Senior Lecturer in Behaviour Analysis and Autism at Queen's University Belfast, where she serves as the MScABA Director (includes an ABAI VCS) and supervisor of Ph.D. students. Her research focuses on behaviour analysis, developmental delays including autism, values-driven professional training, verbal behaviour, evidence-based education and wider behavioural applications for improving health and well-being. Dr. Dounavi has extensive clinical experience across numerous countries overseeing services offered to children and their families, supervising professionals and conducting research with the aim to improve educational outcomes. She is the Founder and Clinical Director of Magiko Sympan (Greece), the Clinical Director of Melody Learning Centre (Germany), the Senior Supervisor of Futuroschool Centre (France) and the Coordinator and Associate Supervisor of at-distance practice for ABA Spain (Spain and Spanish speaking countries). Her overall aim, which she seeks to achieve through a number of activities internationally, is to improve the delivery of services offered to families of children with autism and other developmental or learning disorders internationally through the provision of highly trained professionals and empowered parents.
 
 
B. F. Skinner Lecture Series Paper Session #343
CE Offered: PSY/BACB/QABA/NASP
Bullying Among Youth in the Digital Era
Sunday, May 24, 2020
4:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 2, Room 207A
Area: DDA; Domain: Service Delivery
Chair: Kelly M. Schieltz (University of Iowa)
CE Instructor: Kelly M. Schieltz, Ph.D.
Presenting Author: REBECCA ANG (National Institute of Education, Nanyang Technological University, Singapore)
Abstract:

The advancement of technology has inevitably shaped social interactions for a large majority of adolescents in urbanized cities. This digital age is a time of positive growth, but also a time of considerable challenge. Bullying has extended its reach from the physical to the cyberspace. Most of what we now know about traditional bullying and cyberbullying comes from research conducted in Western societies. There have been a number of studies from Asian Pacific Rim societies, though it is acknowledged that there is a comparative lack of studies from South-East Asian countries. This talk will review key issues in this field such as the similarities, differences, and relationship between cyberbullying and traditional bullying, measurement issues in cyberbullying research as it relates to prevalence rates, and crucial cross-cultural considerations. This talk will also examine the risk and protective factors, and outcomes including mental health outcomes of traditional/cyberbullying victims and perpetrators. Finally, this talk will also include a review of prevention and intervention strategies targeting multiple levels and contexts/systems (individual, relationships such as parent-adolescent, teacher-student, peer-peer, school, community) which will be needed to more effectively address traditional and cyberbullying in an integrated manner.

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) discuss the similarities, differences, and relationship between cyberbullying and traditional bullying; (2) discuss measurement issues in cyberbullying research and how these issues influence prevalence rates; (3) review the risk and protective factors, and outcomes of cyberbullying/traditional victims and perpetrators; (4) promote prevention and intervention strategies targeting multiple levels and contexts/systems in order to more effectively address cyberbullying and traditional bullying in an integrated manner.
 
REBECCA ANG (National Institute of Education, Nanyang Technological University, Singapore)
Rebecca P. Ang is a Professor with the Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, Singapore (NIE NTU Singapore). She obtained her Ph.D. in School Psychology from Texas A&M University. She is a Nationally Certified School Psychologist in the USA, and a Registered Psychologist in Singapore. Dr. Ang’s research and professional interests include developmental child psychopathology, and in particular antisocial, aggressive behavior, and related prevention and intervention work. She is also interested in children’s relationships with their parents and teachers, and the impact these relationships have on children’s adjustment and functioning. Dr. Ang is a well-cited researcher whose scholarly work has been published in international peer reviewed journals. She serves on various advisory boards within NTU, government ministries, as well as voluntary welfare organizations. Some of her previous awards include the International Council of Psychologists Seisoh Sukemune/Bruce Bain Early Career Research Award, Japanese Chamber of Commerce and Industry Singapore Foundation Education Award, the NTU Nanyang Education Award (College), and the Singapore National Day Award - The Public Administration Medal (Bronze).
 
 
Symposium #344
CE Offered: BACB
Verbal Behavior Development in the CABAS® Accelerated Independent Learner Model
Sunday, May 24, 2020
4:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 1, Salon C
Area: DEV/EDC; Domain: Translational
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University)
CE Instructor: Jo Ann Pereira Delgado, Ph.D.
Abstract:

Several years of research in the Accelerated Independent Learner Model (AIL) have resulted in the identification of key verbal behavior development cusps that are critical for success in the inclusive educational setting. The first paper addresses Bidirectional Naming (BiN), or the joining of the listener and speaker across students in grades K-5 with and without disabilities. In the second paper, the authors outline different assessment procedures associated with best practice to determine the presence of observational learning. In the final paper, the authors present research on both the assessment and corresponding protocol to induce joint stimulus control across saying and writing. Collectively, the authors will address the importance of the establishment of theses cusps in the general education setting and how it relates to effective teaching practices and student outcomes.

Instruction Level: Intermediate
Keyword(s): BiDirectional Naming, Cusp, Observational Learning, Verbal Development
Target Audience:

Teachers and professionals

Learning Objectives: Define observational learning, transformation of stimulus function across saying and writing and observational learning. Identify assessment procedures for observational learning, transformation of stimulus function across saying and writing and observational learning. Define verbal behavior development cusps that are optimal for inclusion settings.
 
Bidirectional Naming in the Accelerated Independent Learner Model
(Applied Research)
YIFEI SUN (Teachers College, Columbia University), Jo Ann Pereira Delgado (Teachers College, Columbia University)
Abstract: Individuals with Disabilities Education Act (IDEA) required school districts to place students in the least restrictive environment for both academic and social purposes. Identification of a placement that balances students’ academic success and the development of social repertoires requires extensive information and collaboration among students, parents and school staff. Unlike performance behaviors that can be observed and evaluated directly, it is more challenging to predict students’ academic success in less restrictive or inclusion settings. Data from the strategic science of teaching coupled with the verbal behavior development research base suggest that the presence of Unidirectional Naming (UniN) or Bidirectional Naming (BiN) is associated with students’ success in inclusion settings. Researchers found that with BiN, students learn from instructional demonstration learn units (IDLUs) and acquire new academic skills at an accelerated rate, which closely resemble academic experiences in general education settings that rely extensively on teacher modeling. We assessed the presence or absence of BiN for 128 students with or without disabilities, who attended one of the 7 Accelerated Independent Learner (AIL) inclusion model or 2 special education CABAS® classrooms that ranged from grades Pre-K to 5. We conducted statistical analyses to examine the potential correlation among students’ ages, classroom settings, presence of UniN or BiN, and their academic gains during a school year.
 
Comparing Operant Acquisition and Procedural Efficacy for Three Observational Acquisition Assessments Across Kindergarten Students with and without Bidirectional Naming
(Applied Research)
GABRIELA PEDRERO-DAVILA (Morris School District), Jo Ann Pereira Delgado (Teachers College, Columbia University), Leanna Mellon (SUNY New Paltz), Esther Bakaev (Teachers College)
Abstract: Greer, Singer-Dudek, and Gautreaux (2006) argued that observational learning is a vital capability for student success, especially in settings where there is large student to teacher ratio. The acquisition of observational learning is important in classrooms that use the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) education model and the Accelerated Independent Learner (AIL) education model because consistent with the research base, observational learning accelerates the student’s rate of learning. Students with observational learning no longer require direct instruction to alter performance behaviors, acquire new conditioned reinforcers and learn new operants. With numerous ways to conduct probes for observational learning it can be difficult to select the most appropriate method because students vary in age, rate of learning, and degrees of bidirectional naming. The current study compared 3 different probe measures for observational learning of new operants: (a) 5-trial probe (Singer-Dudek, Choi, & Lyons), (b) 40-trial probe (Delgado & Greer, 2018), and (c) peer mastery probe (Stolfi, 2005). All 3 probe measures were conducted with kindergarten students in a general education setting with and without bidirectional naming to investigate if there is a difference in outcomes across probe measures and if there is 1 probe procedure that is more efficient for kindergarten students.
 
Transformation of Stimulus Function Across Written and Vocal Spelling Responses as a Function of Multiple Exemplar Instruction in the Accelerated Independent Learner Setting
(Applied Research)
JI YOUNG KIM (Teachers College), Jo Ann Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: Students in the Accelerated Independent Learning (AIL) classroom benefit most when transformation of stimulus function (TSF) is present in their repertoire. A student has TSF once he/she acquires joint stimulus control and emits an untaught response to a stimulus that previously evoked only a single taught response. Past studies have demonstrated the effectiveness of the multiple exemplar instruction (MEI) procedure in bringing separate verbal operants under joint stimulus control. Thus, we tested the effectiveness of the MEI procedure on the induction of TSF across written and vocal spelling responses. We studied the effects of MEI across written and vocal spelling responses on the acquisition of untaught spelling responses using a delayed multiple probe design across 3 first-grade participants with and without disabilities. The experimenters selected students who demonstrated absence of joint stimulus control across written and vocal spelling responses based on the pre-intervention probes. The experimenters implemented MEI across written and vocal spelling topographies for grade level spelling words. Results demonstrated increases in untaught spelling responses following the mastery of one phase of the MEI intervention, indicating that MEI was effective in joining written and spoken spelling responses across all three participants. We will discuss these findings in relation to the verbal development theory and associated best teaching practices in the general education setting.
 
 
Symposium #345
CE Offered: BACB
Assessment, Instruction, and Precision Teaching With the Morningside Model of Generative Instruction
Sunday, May 24, 2020
4:00 PM–4:50 PM
Marriott Marquis, Level M4, Independence D
Area: EDC/OBM; Domain: Translational
Chair: Andrew Robert Kieta (Morningside Academy)
CE Instructor: Andrew Bulla, Ph.D.
Abstract:

The Morningside Model of Generative Instruction is based on five pillars: Assessment, Curriculum, Instruction, Precision Teaching, and Generative Responding. This symposium will focus on the development of assessment systems of different scales and how they inform instruction and Precision Teaching approaches. First, Austin Siebert will describe a one-year project to design a centralized, school-wide system that incorporates each level of Morningside Academy’s three-tiered assessment system to obtain better validity, improve the frequency and administration of progress monitoring assessments, and enhance teacher decision making. Second, Nicole Erickson will detail how a teacher, working within a homogeneously achievement grouped classroom, uses a package of instruction strategies, Precision Teaching practices, and further assessment, to continuously evaluate and refine the homogeneity. Lastly, Dr. Andrew Bulla will present a study focused on effective practices in instruction and Precision Teaching, specifically a comparison of free operant acquisition and frequency building procedures versus restricted operant procedures, such as discrete trial training (DTT).

Instruction Level: Intermediate
Keyword(s): Assessment, Instruction, Precision Teaching, Progress Monitoring
Target Audience:

Behavior Analysts, Teachers, Psychologists

 
Designing a Centralized Progress Monitoring System to Increase Effective Teacher Decision Making
(Service Delivery)
AUSTIN SEABERT (Morningside Academy), Andrew Robert Kieta (Morningside Academy), Julian Gire (Morningside Academy)
Abstract: The Morningside Model of Generative Instruction features a three-tiered assessment system. At the Micro level, Morningside teachers use Precision Teaching to collect daily measurements on several academic pinpoints. The Meta level consists of placement tests and progress monitoring tests to validate data at the Micro level, diagnose potential obstacles to desired growth, and predict performance on end of the year tests. Those end-of-the-year assessments make up the Macro level, where standardized, norm-referenced tests are used to evaluate student growth across an entire school year. Implementing this robust system is not without difficulty. Doing so requires timely assessment administration, clear communication of results to all relevant individuals, and most importantly, effective instructional decision making based on assessment data. This has proven particularly challenging at the Meta level, prompting a one year revision project. This presentation will describe a process improvement methodology involved with the creation of a new system, including: Defining the assessment problem, outlining features and capabilities of an ideal assessment system, identifying resource limitations, system design, testing and rollout, and feedback. Data will be presented that show how and why redesign decisions were made as well as their effect in improving MMGI’s assessment system.
 

Differentiating Instruction Within Homogeneous Achievement Groups: A Year in the Life of a Morningside Teacher

(Service Delivery)
NICOLE ERICKSON (Morningside Academy)
Abstract:

One of the five pillars of the Morningside Model of Generative Instruction is homogeneous achievement grouping, wherein students with similar academic repertoires are placed together to foster the most effective instruction. While students complete a wide range of macro assessments – standardized, norm-referenced achievement tests – those assessments are designed to show growth over the course of year, not for use in homogeneous achievement grouping. Instead, results from a battery of curriculum placement tests are used to create the most homogeneous instructional groups. However, while students are placed homogeneously according to their overall average strengths and weaknesses, they do not show up in the classroom as homogeneous in each specific area of strength and weakness related to curricula. Within a given classroom, several areas of variance are evident, such as specific learning and organizational skills. As effective instructional practices turn student weaknesses into strengths, the teacher must continuously reassess and regroup students to maintain homogeneity. The never-ending job of the classroom teacher is to analyze multiple levels of assessment data to accommodate the different types of deficits that learners present with, and to effectively differentiate instruction and practice opportunities to an ever-changing diverse set of homogeneous learners. Data will be presented that demonstrate how this differentiation is done to produce successful learner outcomes.

 
Comparing the Effects of Restricted Operant and Free Operant Teaching Paradigms on Students’ Learning Pictures
(Applied Research)
ANDREW BULLA (Georgia Southern University - Armstrong), Jennifer Wertalik (Georgia Southern University - Armstrong), Thea Schmidt (Georgia Southern University - Armstrong)
Abstract: In applied behavior analysis, two training techniques for learning new material include frequency building and discrete trial training (DTT). Frequency building is a free operant teaching paradigm where instruction moves at the pace of the learner under a timed condition in order to build the frequency of correct responses. DTT is a restricted operant paradigm where the frequency of responding is under the control of the instructor, with a distinct start and end to each trial to build the number of correct responses. Despite to effectiveness of both procedures, few studies have compared the two techniques and assessed the effects on the learning patterns produced. The current study extends the research to typically developing college students to directly compare frequency building and DTT. Numerals 0-10 in unknown foreign languages (i.e., Mandarin, Arabic, and Hindi) were taught to participants using both procedures. The number of practice trials and frequency of reinforcement were controlled for throughout. Learning pictures for both teaching techniques will be shared, as well as generativity probes for numerals 11-20.
 
 
Invited Symposium #346
CE Offered: BACB
Diversity submission SUSTAINABILITY: Growing the Behavioral Biome: Putting a Strategic Plan into Action
Sunday, May 24, 2020
4:00 PM–4:50 PM
Marriott Marquis, Level M4, Liberty I-L
Domain: Translational
Chair: Thomas G. Szabo (Florida Institute of Technology)
CE Instructor: Thomas G. Szabo, Ph.D.
Abstract:

The first presentation will give an integrated analysis of behavioral science research on climate change and greenhouse gas emissions. The second presentation will provide an overview of the research programs, organizations providing funding, and community interventions that have been compiled by the Coalition of Behavioral Science Organizations Climate Change Task Force. The third presentation will provide an overview of the resources required to accomplish the goals of the task force and how to expand the efforts.

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 types of research that have the potential to advance policy action related to climate change; (2) navigate the resources that have been created by the task force; (3) identify effective methods for recruiting and coordinating volunteer participation.
 
Diversity submission Identifying the Need for Expansion of Behavioral Research on Climate Change
(Theory)
ANTHONY BIGLAN (Oregon Research Institute)
Abstract: This paper will present a thorough and integrated analysis of existing behavioral science research on climate change and greenhouse gas emissions. It will begin by contrasting the amount of money being invested in physical science research relevant to climate change with the much smaller amount being invested in behavioral science research, despite the fact that addressing the problem is almost entirely a matter of changing human behavior. This discrepancy in funding that supports behavioral science research translates to a gap in policy solutions based in behavioral science. Additionally, we will provide a review of the extent to which research is identifying effective and scalable strategies for affecting climate-relevant policy and behavior. We will then describe the kind of experimental research that is most likely to result in scalable change. Finally, we will present a strategic plan for greatly increasing funding for large-interdisciplinary programs of experimental analysis of strategies for affecting climate-relevant policy and behavior.
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.
 
Diversity submission We’re All in This Together: The Road to Research Collaboration, Funding, and Community Interventions
(Theory)
HOLLY SENIUK (Behavior Analyst Certification Board)
Abstract: Since 2018, the Coalition of Behavioral Science Organizations Climate Change Task Force (BSC-CCTF) has been reviewing the behavioral research on climate change, as described in the previous paper. In addition to reviewing the literature the task force is working to create resources that will aid in pushing the needle forward on behavior science research related to greenhouse gas emissions and policy change. Through a network of volunteers, the task force’s committees have assembled an evolving collection of research institutions, funding sources, and examples of community interventions addressing the development of policies and strategies to reduce carbon emissions. The goal of these collections is to establish a database that will help propel the work of the task force forward by identifying potential funding sources, collaborators, and community intervention models that could benefit from experimental evaluation. This paper will provide audience members with a roadmap of the work thus far and an overview of the research programs, foundations/institutions providing funding, and the community level interventions that have been compiled in this process.

Holly Seniuk, Ph.D., BCBA-D, LBA is the Ethics Disciplinary Manager at the Behavior Analyst Certification Board. Dr. Seniuk graduated with her doctorate from the University of Nevada, Reno in 2013 under the mentorship of Dr. Larry Williams and has been a Board Certified Behavior Analyst since 2010. Dr. Seniuk has previously worked as an Assistant Professor at the University of New Brunswick, Fredericton where she developed an undergraduate level behavior analysis program and as the Project Coordinator for the Nevada PBIS Technical Assistance Center, working on the Facility-Wide PBIS Project providing behavioral systems support to residential juvenile corrections and youth mental health facilities as well as youth parole. She has over 13 years of experience working in a variety of clinical settings including early intervention, schools, mental health, and intellectual disabilities. Dr. Seniuk has served on numerous boards and committees including the Nevada Association for Behavior Analysis, Atlantic Provinces Association for Behavior Analysis, Behaviorists for Social Responsibility, and the Coalition of Behavioral Science Organizations Climate Change Task Force.

 
Diversity submission Building a Network: What It Takes to Make It Happen
(Theory)
ANDREW BONNER (University of Florida)
Abstract: One of the greatest challenges in moving forward the work on behavioral science research on climate change and related community interventions and policy involves coordinating efforts in an efficient and systematic way without losing momentum. This presentation will provide an overview of the resources and effort required to accomplish the goals of the task force by sharing the model that has been developed and implemented. This includes recruitment of volunteers to support research endeavors, as well as, committee work related to the development of searchable databases for research institutions, funding agencies, and community interventions that aim to address issues related to greenhouse gas emissions. The BSC-CCTF has made significant progress in the last two years that would not be possible without the collective effort of many. We will share the process for recruiting, training, and retaining volunteers. Finally, next steps for expanding and scaling up this work will be explored

Andrew is a doctoral student in behavior analysis at the University of Florida. He is also a member of the Behavior Sciences Coalition Climate Change Task Force. His primary research interests are in the areas of developing community interventions to reduce greenhouse gas emission. To that end, he evaluates the determinants for pro-environmental behavior at the individual level, develops interventions, and then evaluates their effects always with an eye toward scalability and widespread adoption.

 
 
Invited Panel #348
CE Offered: BACB/PSY/QABA
Behavioral Economics: A Panel Discussion on Its Past, Present, and Future
Sunday, May 24, 2020
4:00 PM–4:50 PM
Walter E. Washington Convention Center, Level 3, Ballroom AB
Area: SCI; Domain: Theory
Chair: Derek D. Reed (University of Kansas)
CE Instructor: Derek D. Reed, Ph.D.
Panelists: WARREN BICKEL (Virginia Tech Carilion Research Institute and Department of Psychology, Virginia Tech), STEVEN HURSH (Institutes for Behavior Resources, Inc.), AMY ODUM (Utah State University)
Abstract:

Behavioral economics is the intersection of operant psychology and micro-economic principles. The subfield of behavioral economics began as a novel means of interpreting drug administration studies in behavioral pharmacology and the experimental analysis of behavior. Over time, the translational utility of behavioral economics—especially in the domains of delay discounting and operant demand—has become apparent in nearly all facets of behavior analysis (e.g., OBM, treatment of severe problem behavior, substance use, education). Decades of research on the topics of discounting and demand have thereby led to the development of efficient yet psychometrically sound measures that permit generality to nearly any setting or research question. Recent critiques of behavioral economics, however, suggest it is antithetical to the dimensions of behavior analysis due to the use of self-report and quantitative analyses. This panel discussion will feature three of the most impactful luminaries in behavioral economics; collectively, the group will discuss the behavior analytic origins of behavioral economics, contemporary applications in behavior analysis, and suggestions for future research and development.

Instruction Level: Intermediate
Target Audience:

Any behavior analyst.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define behavioral economics in behavior analytic terms; (2) describe the behavior analytic origins of behavioral economics; (3) identify behavioral economic principles that are omnipresent in behavior analytic practices.
WARREN BICKEL (Virginia Tech Carilion Research Institute and Department of Psychology, Virginia Tech)
Dr. Warren Bickel is a leading figure in behavioral pharmacology, with an outstanding record of scientific and professional contributions to experimental and applied behavior analysis. His work on the applications of behavioral economic principles derived from basic research with nonhuman organisms to drug abuse in humans has opened an exciting and productive new approach to this area with implications for treatments and science-based drug abuse policies. Dr. Bickel's work has contributed to the expanded use of methadone for the treatment of opioid dependence and the development and approval of buprenorphine, the newest agent for opioid-dependent treatment. He has received numerous awards and positions for his accomplishments, including a MERIT Award from the National Institute on Drug Abuse, University Scholar Award from the University of Vermont, editor of Experimental and Clinical Psychopharmacology, president of Division 28 of the American Psychological Association, and president of the College on Problems of Drug Dependence. He has published four books and more than 200 journal articles and book chapters.
STEVEN HURSH (Institutes for Behavior Resources, Inc.)
Dr. Steven R. Hursh received his BA from Wake Forest University in 1968 and his Ph.D. from the University of California, San Diego in 1972. He is the president of the Institutes for Behavior Resources and adjunct professor of Behavioral Biology at Johns Hopkins University School of Medicine. Dr. Hursh has over 40 years' experience as a researcher and is author of over 80 articles, book chapters, and books. He is a former associate editor of the Journal of the Experimental Analysis of Behavior. His seminal article on economic concepts for the analysis of behavior is considered one of the most significant articles in the history of the journal. Dr. Hursh has been a key figure in the establishment of behavioral economics as a major conceptual area. His research papers have introduced into the behavioral vocabulary a number of "household terms" in behavioral psychology: open and closed economies, demand curves and demand elasticity, unit price, substitution and complementarity, Pmax, Omax, and recently essential value based on exponential demand that has broad generality across species and reinforcers. His extensions to drug abuse and the framing of drug abuse policy have had a major impact on the direction of research on substance use disorders. 
AMY ODUM (Utah State University)

Amy Odum is a Professor in the Department of Psychology at Utah State University. Her research interests are in basic behavioral phenomena, such as response persistence, sensitivity to delayed outcomes, conditional discriminations, and environmental influences on drug effects. Her work has been funded by the National Institute on Drug Abuse and the National Institute of Mental Health. She completed a post-doctoral fellowship at the University of Vermont’s Human Behavioral Pharmacology Laboratory after earning her Ph.D. and M.A. in Psychology, specializing in Behavior Analysis, from West Virginia University. She received a B.S. in Psychology from the University of Florida. Dr. Odum served as Editor in Chief of the Journal of the Experimental Analysis of Behavior. She has been President of the Society for the Experimental Analysis of Behavior and President of Division 25 (Behavior Analysis) of the American Psychological Association. She is a Fellow of the Association for Behavior Analysis International.

 
 
Symposium #351
CE Offered: BACB
Selection in Phylogeny, Ontogeny, and Sociogeny: Progenitors, Properties, and Implementations
Sunday, May 24, 2020
4:00 PM–5:50 PM
Marriott Marquis, Level M1, University of D.C. / Catholic University
Area: PCH; Domain: Theory
Chair: Nancy A. Neef (The Ohio State University)
Discussant: Jack J. McDowell (Emory University)
CE Instructor: Jack J. McDowell, Ph.D.
Abstract:

Organisms are selected based on what they can do, so behavior is fundamental at every level of selection, in the sense that anatomies and physiologies evolved in the service of behavior. We look at the founding selectionists, and then we examine selection as it operates in phylogeny (Darwinian evolution), ontogeny (operant behavior), and sociogeny (cultural selection, selection of verbal behavior). Selection as a causal mode differs fundamentally from classic causal modes (as in Aristotle's material, formal, efficient and final causes); it is not reducible to causal chains because, as in the three-term contingency in behavior analysis, it relates the outcomes of variations to their antecedent environments. The three levels of selection differ in what is selected and in mechanisms of selection, but it nevertheless remains appropriate to explore parallels among them. We consider some parallels, such as competing effects of short-term and long-term contingencies at each level of selection, and use them to interpret findings in sexual selection, evo-devo or evolutionary development, epigenesis, and horizontal gene transfer (among others), that have challenged the generality of Darwinian selection.

Instruction Level: Intermediate
Keyword(s): causality, Darwinism, evolution, selection
Target Audience:

The target audience for the symposium is behavior analysts, graduate students, and post-docs who seek to learn more about the history and theory of selectionism as it relates to the three levels of selection highlighted by Skinner (e.g., 1981).

 

The Progenitors: Charles Darwin, B. F. Skinner, E. O. Wilson

WILLIAM DAVID STAHLMAN (University of Mary Washington), A. Charles Catania (University of Maryland, Baltimore County)
Abstract:

Darwin developed his theory of natural selection to account for the fact of evolution; he extended it from phylogeny to sociogeny when treating the evolution of human languages. Skinner discussed operant behavior as an ontogenic parallel and later included sociogenic selection as one of three varieties of selection by consequences; the sociogenic variety embraced both verbal behavior and cultural practices. Wilson, in his sociobiology, integrated phylogenic with sociogenic selection. In a little-known interaction, Wilson and Skinner discussed similarities between their approaches. We therefore cannot identify any one innovator with any particular level of selection, but we can explore their various contributions to each. As we shall show, each was a brilliant theorist, each was a consummate observer, and each was an incisive experimentalist. Their work, well-received by many, also aroused strong counter-reactions, most notably with accusations of fascism (e.g., Chomsky's attacks on Skinner; Gould's attacks on Wilson). The most prominent attacks on Darwin came not in his lifetime, but rather in the context of early twentieth-century social Darwinism, when natural selection was conflated with eugenics and racist theories. But in our behavior analytic environments selection thrives: within them it has been selected.

 

Reinforced Variability and Darwinian Divergence

ALLEN NEURINGER (Reed College)
Abstract:

Variations provide the necessary substrates for both Darwinian evolution and Skinnerian shaping. When differential consequences (e.g., survival and procreation in one case; food or sex in the other) are based on individual members of the substrate, then new species or operant responses can emerge. Thus, for example, by reinforcing only the largest 20% of beak openings in a pigeon, one can shape a larger opening than was ever before observed. Importantly but less well appreciated, consequences also select the levels and characteristics of variability itself, e.g., variability of species phenotypes and response topographies. Darwin referred to selected variability as "divergent" and explained it by differential survival; in operant studies, it is referred to as "operant, or reinforced variability." Thus, just as the current size of beak openings is a function of past reinforcement, the current level of beak variability may be due to past variability-contingent consequences. I will provide some of the copious evidence for selection of levels and characteristics of variability in evolution and operant conditioning.I will also discuss how applications of reinforced variability can assist those involved in teaching and skills-training as well as in therapeutic situations, e.g., with behavior along the autism spectrum.

 
Rapid Adaptation at Small Timescales in a Selectionist System
CYRUS CHI (Emory Laney Graduate School)
Abstract: The Evolutionary Theory of Behavioral Dynamics (ETBD) is a computational selectionist theory that predicts behavior in ontogenetic time. The theory utilizes the principles of evolution (i.e. selection, recombination, and mutation) to generate simulated behavior that constitute the theory’s predictions for a given environment. Predictions of behavior generated by various schedules of reinforcement can be derived from the theory and be compared with data (Corrado et al., 2005) produced by real organisms (rhesus monkeys). This presentation reviews such comparisons as they have been studied within dynamic schedule environments, across different schedule parameters, and at three different levels of analysis. At macro levels, data from virtual organisms animated by the ETBD fit well to the generalized matching law (GML; Baum, 1974) and return parameters comparable to those derived from rhesus monkey data. At the level of transitions, virtual organisms adapted more quickly than rhesus monkeys to schedule transitions. At a level within schedules, the predictions of the ETBD showed rapid adaptations of behavior to within-schedule maxima and minima and were comparable to data from the behavior of rhesus monkeys.
 
Long-Term and Short-Term Contingencies in Phylogenic, Ontogenic and Sociogenic Selection
A. CHARLES CATANIA (University of Maryland, Baltimore County), William David Stahlman (University of Mary Washington)
Abstract: The analysis of contingencies at any level of selection may benefit from comparisons with analogous contingencies at other levels. Our main example will be the effects of short-term versus long-term contingencies. At the ontogenic level, taking a smaller reinforcer now rather than a larger one later is called impulsivity, whereas doing the opposite is called self-control. Analyses in terms of delay-of-reinforcement gradients have been applied to addiction treatments and abstinence programs. Time scales differ, but similar issues arise for short-term versus long-term contingencies at phylogenic and sociogenic levels. For example, sexual selection involves short-term consequences, as when mating follows from the peahen's response to a peacock with a particularly spectacular tail, but as long-term consequences make this species more specialized relative to competing generalists, it may become more vulnerable to environmental change. Darwin's sexual selection did not include an argument that females selected males based on features correlated by fitness; that argument came from Darwin's selectionist contemporary, Wallace. Politics involves obvious analogous contingencies at the level of sociogeny, as when political systems allow the short-term consequences of election and re-election to outweigh the long-term consequences of the decisions of those in office.
 
 
Symposium #352
CE Offered: BACB
The Diversity of Applied Behavior Analysis in Practical Settings
Sunday, May 24, 2020
4:00 PM–5:50 PM
Marriott Marquis, Level M4, Archives
Area: TBA/DEV; Domain: Translational
Chair: Katrina J. Phillips (University of Auckland)
Discussant: Zoe Lucock (Bangor University)
CE Instructor: Katrina J. Phillips, Ph.D.
Abstract:

This symposium will present a variety of applied behavioural analytic assessment and intervention strategies for practitioners and educators. Students and staff at the University of Auckland, New Zealand and Bangor University, Wales work across a range of diverse settings including residential care for people with dementia, residential rehabilitation for people with acquired brain injuries and developmental disabilities, and in graduate teaching programs. The aim of this symposium is to showcase the diversity of applied behavior analysis in practical settings.

Instruction Level: Intermediate
Keyword(s): dementia, Diverse applicaitons, TBI
Target Audience:

We are wanting to inspire BCBAs who are already qualified to work with populations outside of Autism. We are also wanting to provide tools for BCBAs who are training the next generation to ensure that the students of today are trained using behaviour analytic techniques, so they come out with all the skills needed to be well rounded practitioners.

Learning Objectives: - identify how ABA intervention and methods can be used for Traumatic brain injury - identify how ABA intervention and methods can be used for dementia - identify how ABA intervention and methods can be used to train students and supervisees.
 

Using a Check-In Procedure to Increase Engagement With a Range of Populations: Adults With Dementia, Acquired Brain Injuries, Intellectual Disabilities

(Applied Research)
ANGELA ARNOLD-SARITEPE (University of Auckland), Katrina J. Phillips (University of Auckland), Ebonee Hodder (ABI), Eve Mulder (The University of Auckland), Sarah Leadley (University of Auckland), Javier Virues Ortega (The University of Auckland), Rhian Collings (The University of Auckland)
Abstract:

Engagement in leisure activities is considered an important contributing factor to a person’s quality of life. Many adults with disease, injury and disability show a low level of engagement in leisure activities. There exists a limited amount of research regarding interventions that specifically target increased engagement in leisure activities. Caregivers are often busy with the day to day tasks of caring and require a straightforward intervention that is not time consuming to improve the quality of life of their clients. The check-in procedure has previously shown success with increasing engagement in adults with dementia. We were able to replicate and generalize these findings. This collection of studies applied the check-in procedure with adults with dementia, acquired brain injury and developmental disabilities. Results showed increased levels of engagement for all participants, suggesting that the check-in procedure is an effective intervention for multiple populations. As a further extension we trained staff of a day programme for adults with intellectual disabilities to implement the check in procedure across all clients. Results of this study were mixed as some staff resisted implementing the procedure.

 

Improving Academic Teaching: Interteach and Equivalence-Based Instruction

(Applied Research)
KATRINA J. PHILLIPS (University of Auckland), Queenie Leung (The University of Auckland), Jacqueline Munro (Explore), Angela Arnold-Saritepe (University of Auckland), Sarah Leadley (University of Auckland), Javier Virues Ortega (The University of Auckland)
Abstract:

Learning is viewed by behavioural psychologists as an addition of new behaviour. From this perspective the traditional format for university courses in both assessment and teaching provides weak contingencies for the facilitation of learning and places students in a passive as opposed to active role. Interteach and equivalence-based instruction (EBI) are alternative methods of teaching that have been shown to result in greater marks in quiz scores, assignment and exam grades, and retention tests when compared to traditional lecture styles. Research was conducted on Postgraduate students of the Applied Behavioural Analysis Programme at the University of Auckland. Comparisons were made between interteach lectures and traditional lectures or traditional lectures with a choral response element. Active and passive on task and off task behaviour was measured, along with self-reported student satisfaction and preparation time. In addition, EBI was compared with traditional lectures. Learning and student preference was assessed in addition to generalisation of concepts. This presentation will demonstrate the use of Interteach and EBI and provide a summary of the background research, methods used, and results.

 

Self-Reflection and Evaluation of Task-List Competencies and Critical Soft-Skills for Trainees Pursuing Their BACB Qualifications

(Service Delivery)
SVETLANA DALY (University of Auckland), Katrina J. Phillips (University of Auckland), Angela Arnold-Saritepe (University of Auckland)
Abstract:

The Applied Behavior Analysis programme within the University of Auckland provides independent fieldwork supervision to trainees pursuing certification as behavior analysts. As part of their course the trainees are required to complete their 1500 hours across two placements within a calendar year. During 2019, we wanted to support the development of the required skills (BACB Task list 4) as well as the development of the critical soft skills, that would support the trainees in becoming more compassionate and more effective clinicians upon graduation. A list of critical softs skills was developed that the programme staff agreed to be relevant to support the trainees in their interactions with stakeholders. The trainees were asked to self- evaluate their competence for each task at the start of their supervised fieldwork experience and during each quarterly review. The trainees’ supervisors were also asked to evaluate the trainees soft skills and the results were compared and discussed during their progress review meetings. This process allowed the students and their supervisors to identify skills that needed specific skills based training at the start of, and throughout, their supervised field work experience. A social validity questionnaire was given to the trainees at the end of their supervised fieldwork experience. Future directions will look at developing these processes further and aligning them with the supervision guidelines that are emerging in the literature.

 
 
Symposium #353
CE Offered: BACB
Advances in Increasing Verbal Behavior Across Children With and Without Developmental Disabilities
Sunday, May 24, 2020
4:00 PM–5:50 PM
Walter E. Washington Convention Center, Level 1, Salon I
Area: VBC/DEV; Domain: Translational
Chair: Natalia Baires (Southern Illinois University)
Discussant: Ruth Rehfeldt (Southern Illinois University)
CE Instructor: Ruth Rehfeldt, M.S.
Abstract:

Much research has been conducted on increasing verbal behavior of individuals with and without developmental disabilities; however, there remains several unaddressed empirical questions. For instance, there is a paucity of literature on pre-requisite skills needed to increase the effectiveness of procedures, the efficacy of automatic reinforcement to increase infant vocalizations, if pairing procedures can increase textual behavior, and whether particular procedures are more effective to increase intraverbals. The current symposium will attempt to narrow these gaps in research. The first presentation will discuss findings on which skills may enhance the effectiveness of a Stimulus Pairing Observation Procedure in children with Autism Spectrum Disorder (ASD). Following, the second presentation will present results on the effects of a Stimulus-Stimulus Pairing procedure on the rate of vocalizations of a typically developing infant. Next, the third presentation will review outcomes of a word-picture pairing procedure to produce emergent textual behavior in children with reading deficits. Finally, the fourth presentation will discuss the effects of an echoic prompt plus error correction procedure and a Differential Observing Response procedure on the acquisition of convergent intraverbals in children with ASD. A discussion highlighting and integrating the aforementioned presentations will then be conducted by Dr. Ruth Anne Rehfeldt.

Instruction Level: Intermediate
Keyword(s): infant vocalizations, intraverbals, SPOP, textual behavior
Target Audience:

Behavior analysts

 

An Evaluation of Two Verbal Behavior Teaching Procedures on Teaching Convergent Intraverbals to Children With Autism

(Applied Research)
ANGELICA A. AGUIRRE (Minnesota State University, Mankato), Lauren Martone (Minnesota State University, Mankato), Greta Kos (Minnesota State University, Mankato), Melissa Schneider (Minnesota State University, Mankato), Breanna Perron (Minnesota State University, Mankato)
Abstract:

Answering social questions (i.e., intraverbals) is a skill that is commonly taught to children with autism spectrum disorder (ASD) because it is a common deficit in this population (Aguirre et al., 2019). Some intraverbals have multiple components that an individual must attend to in order to give an appropriate response. Some children with ASD commonly do not recognize these multiple components in order to emit a correct intraverbal response and may give the same answer from previous intraverbals learned (Aguirre et al., 2019). An echoic prompt plus error correction is a typical procedure for teaching children with ASD to emit appropriate answers to these complex intraverbals. Another teaching procedure that has been used is called the differential observing response (DOR), in which the child must repeat certain parts of the intraverbal question before giving an answer (Kisamore, Karsten, & Mann, 2016). There is currently limited literature on which of these procedures are more effective. The purpose of the current study was to examine the effects of the echoic prompt plus error correction procedure and a DOR procedure on the acquisition of convergent intraverbals with three children with autism. An adaptive alternating-treatment design was used to determine the acquisition of two sets of intraverbal questions with each participant. Results and implications will be discussed.

 
Effects of the Stimulus-Stimulus Pairing Procedure on the Rate of Vocalizations of an Infant
(Applied Research)
SEBASTIAN GARCIA-ZAMBRANO (Southern Illinois University), Kwadwo O. Britwum (Southern Illinois University), Michelle Britwum (Morningstar Behavioral Associates), Ruth Rehfeldt (Southern Illinois University)
Abstract: The development of vocal verbal behavior begins with the emission of vowel sounds and babbling, which are influenced by the contingent and non-contingent speech sounds of caregivers. Automatic reinforcement seems to have an important role in increasing the babbling rate in the first months of life; however, there are a limited number of studies that evaluate this phenomenon. The purpose of this study is to evaluate the effects of the stimulus-stimulus pairing (SSP) procedure on the rate of vocalizations in a three-month-old typically developed infant. A multiple baseline across behaviors design was used. During baseline, the participant was placed in her play area with toys and occasional non-contingent auditory interactions from the mother for 5 minutes (Miliotis et al., 2012). During the SSP condition, the mother repeated the target sound (S +) for approximately 2s paired with the simultaneous presentation of varied preferred stimuli. The rate of pairings was 10 pairings per minute. The subsequent trial was delayed by 20-s when the participant emitted target sounds (S +) during the modeling and delivery of preferred stimuli during pairing. Finally, during post-pairing, the participant was returned to the play area and all vocalizations made by the participant were recorded.
 
Evaluation of a Skills Assessment for the Stimulus Pairing Observation Procedure
(Applied Research)
Rocio Rosales (University of Massachusetts Lowell), KRISTINE TRAPANI (University of Massachusetts Lowell; PrideStar Center for Applied Learning), Emily Bergman (University of Massachusetts Lowell)
Abstract: The purpose of the present study was to assess skills that may enhance the effectiveness of a stimulus pairing observation procedure (SPOP) for children with autism spectrum disorder (ASD). SPOP incorporates observational learning to teach stimulus relations via contiguous presentation of stimuli. Previous studies that have examined the use of SPOP with children with ASD have reported mixed results (Byrne et al., 2014; Rosales et al., 2012; Vallinger-Brown & Rosales, 2014). In this study, we first conducted a brief skills assessment of the following: identity matching, imitation, auditory discrimination, visual discrimination, echoic, and tacting. Following the skills assessment, participants were exposed to SPOP across three stimulus sets using a multiple baseline design. Subsequent probes for tact and listener responding were then conducted. The results of the assessment and corresponding performance on tact and listener probes will be reviewed. Discussion will be focused on the implications of these results for practitioners.
 

Can a Word-Picture Pairing With Orientation Response Generate Emergent Reading?

(Applied Research)
GIOVAN WILLIAN RIBEIRO (Universidade Federal de São Carlos), Letícia Regina Fava Menzori (Universidade Federal de São Carlos), Hindira Naomi Kawasaki (Universidade Federal de São Carlos), Deisy De Souza (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos), Micah Amd (National University of Ireland Maynooth)
Abstract:

Textual behavior requires learning relations between dictated and printed words. Teaching printed words and pictures relations to individuals that already relates dictated words and pictures can establish equivalence classes that characterize reading with comprehension. We verified whether word-picture pairings produce emergent textual behavior (reading). Participants were three children (6-7 years) with reading deficits. Stimuli were printed words and their corresponding pictures, divided in three sets of three pairs. Pairing trials started with the presentation of a fixation cross in one corner of the screen. Clicking on the cross produced the presentation of a word followed by its corresponding picture. Three sessions were conducted for each stimulus set, and each word-picture pair was presented 12 times per session. Multiple probes evaluated the reading of all nine target words before and after teaching each set. Within sessions, pre- and post-tests assessed the reading of the three words. The probes showed emergence of reading after each set. Post-tests revealed an increase in reading within sessions. Participants did not read non-target words used only in probes. This study replicated, with a more rigorous experimental control, previous findings of our laboratory. We will discuss implications of these results for establishing reading with larger stimulus sets.

 
 
Symposium #354
CE Offered: BACB
Short Term Parent Training Programs for Families Impacted by Autism: Community Based Practice
Sunday, May 24, 2020
5:00 PM–5:50 PM
Walter E. Washington Convention Center, Level 1, Room 102
Area: AUT/CSS; Domain: Translational
Chair: Amy Kenzer (Southwest Autism Research & Resource Center)
CE Instructor: Amy Kenzer, Ph.D.
Abstract:

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors [American Psychiatric Association (APA) 2013], and rates of ASD have risen exponentially in recent years currently impacting approximately 1 out of 59 children in the United States [Centers for Disease Control (CDC) 2018]. Several behavior analytic interventions have been established as effective with a focus on early delivery and high intensity for ameliorating symptoms of ASD and increasing meaningful skills. Even with this growth in practice, there remains inadequate access to services for families across the country. This symposium will include three presentations focused on development and implementation of parent training models to address: 1) lag between diagnosis and start of intervention, 2) service options for families living in remote and rural areas and/or with school-age children, and 3) evaluating the effect of naturalistic parent-mediated interventions. Together, results indicate that 1) parents were successful at implementing naturalistic interventions, 2) interventions met parent expectations, 3) parents reported positive response to intervention and format, and 4) children demonstrated positive gains during parent participation in the programs. Results from these models continue to inform research and community-based practice to address the needs of the community.

Instruction Level: Basic
Keyword(s): increasing access, parent training, PRT, training models
Target Audience:

Behavior Analysts

Learning Objectives: Describe Pivotal Response Treatment strategies taught to parents to target child motivation. Describe different training formats and components to address parent outcomes. Describe measurement used to capture parent acquisition of intervention, self-efficacy, and response to intervention format and coaching.
 
Parent Training in Pivotal Response Treatment to Support Parent and Child After Receiving an Autism Diagnosis
(Service Delivery)
BRITTANI NICHOLE HARRIS (Southwest Autism Research and Resource Center), Beatriz Orr (Four Corners Association for Behavior Analysis; Southwest Autism Research and Resource Center), Alexis N. Boglio (Southwest Autism Research and Resource Center)
Abstract: Parents who receive a diagnosis of autism spectrum disorder (ASD) can experience difficulties in accessing services for their child which may lead to a delay in treatment (Coolican, Smith, & Bryson, 2010). Participation in a brief parent training program in Pivotal Response Treatment (PRT) can be an immediate, cost-effective solution for families waiting for comprehensive treatment or with limited access to resources (Coolican et al., 2010). In this current study, a six-week program was developed to provide psychoeducation and parent-mediated intervention (PMI) for the core symptoms for parents with young children who were recently diagnosed with ASD or classified as at-risk. Parents participated in psychoeducation sessions using a web-based format and completed clinic-based coaching sessions focused on PMI. Participants in this study include 66 parent-child dyads, and positive effects in parent knowledge, parent implementation, and child language were observed. Parent participants showed increases in their knowledge scores with an average increase of 37% and in their implementation of PRT techniques with an average increase of 27%. Results for this study are promising and consistent with previous research, demonstrating that participation in brief parent training programs can effectively increase parent knowledge and fidelity of implementation of PRT to support their child after receiving an autism diagnosis.
 

Increasing Access to Services for Families Living in Remote and Rural Communities Through Parent-Mediated Intervention

(Applied Research)
Alexis Boglio (Southwest Autism Research and Resource Center), Sienna VanGelder (Southwest Autism Research and Resource Center), HALEY ROSE (Southwest Autism Research and Resource Center)
Abstract:

Parent-mediated interventions can lead to significant gains in social, communicative, and adaptive skills for children with autism spectrum disorder (Meadan et al., 2009). Although there is consensus about the benefits of evidence-based parent-delivered intervention, many barriers exist for families seeking training on effective teaching practices. Geographical distance from treatment centers and the high cost of high-quality services are two variables that often contribute to inequity in behavior analytic treatment. The current investigation sought to examine the impact of a short-term intensive parent training program on parent fidelity of implementation of Pivotal Response Treatment (PRT) and child communication. Twenty-four families living in remote or rural communities in Arizona participated in 25 hours of in-vivo parent coaching through a grant-funded, clinic-based program. Across all participants, the average fidelity score increased from 30% at baseline to 82% post-training and child responsivity increased from 22% to 67%. Additionally, families rated the program favorably and reported comfort using the strategies in their home environment. Results indicate that the one-week intensive program may offer a solution in addressing ongoing disparities in autism treatment.

 

A Brief Parent Training Program for Parents of School-Aged Students

(Applied Research)
MEGAN MANN (Southwest Autism Research and Resource Center), Sienna VanGelder (Southwest Autism Research and Resource Center), Alexis N. Boglio (Southwest Autism Research and Resource Center)
Abstract:

Brief parent education programs for parents of young children has shown to be effective at increasing parent use of teaching strategies and having positive effects on child social communication skills (Vismara, Colombi, Rogers, 2009). However, few studies have examined the impact of parent-education models for parents with school-aged children. In this study we utilized the same format (Rogers et al., 2012) and evaluated the impact on parent delivery of Pivotal Response Treatment (PRT) with school-aged children. This study reviewed the outcome data of the first four parent-child dyads to participate in the pilot and suggests that parents of school-age children may benefit from a short-term low-intensity model similarly to parents of young children. Following participation all participants agreed that they felt comfortable implementing the motivational procedures of pivotal response treatment. In addition, all parent-child dyads demonstrated gains in verbal responsivity and achieved an acceptable level of fidelity. Results suggested a 12-week education model can be an effective modality to increase fidelity of implementation of pivotal response treatment for caregivers of school-aged children.

 
 
Panel #355
CE Offered: BACB
Working With Insurance Companies: Navigating Medical Necessity Criteria and Peer Reviews
Sunday, May 24, 2020
5:00 PM–5:50 PM
Walter E. Washington Convention Center, Level 2, Room 207B
Area: AUT; Domain: Service Delivery
CE Instructor: Karen Nohelty, M.Ed.
Chair: Karen Nohelty (Center for Autism and Related Disorders)
JULIE KORNACK (Center for Autism and Related Disorders)
KATHERINE A. JOHNSON (Learn / Advances Learning Center)
ASHLEY WILLIAMS (Learn / ABACS)
Abstract:

As insurers and health plans become the predominant funders of ABA-based autism treatment, behavior analysts increasingly encounter complex guidelines and unanticipated peer reviews as they endeavor to provide services to their patients. Each insurer/health plan has its own medical necessity criteria (MNC) to try to define which services will be covered. A comprehensive understanding of the proper use of MNC and how to prepare for a peer review has the potential to help behavior analysts successfully challenge erroneous treatment denials and arbitrary treatment limits. Numerous laws, regulations, and legal precedents protect a patient’s right to access medically necessary treatment, including ABA. For example, the Mental Health Parity and Addiction Equity Act (MHPAEA) prevents insurers/health plans from imposing stricter limitations on mental health benefits, such as autism treatment coverage, than those imposed on medical/surgical benefits. Results from a recent review of the MNC of 10 insurers/health plans will be discussed in light of MHPAEA requirements. Practical methods of conveying these requirements in interactions with insurance representatives will be discussed. Strategies for successfully navigating the peer review process will be shared. With an enhanced understanding of patient rights and provider responsibilities, clinicians will have the tools they need to provide ABA-based treatment that reflects best practices.

Instruction Level: Intermediate
Target Audience:

BCBAs who work with insurers as payors of ABA-based autism treatment.

Learning Objectives: 1. Participants will identify at least 2 strategies to aid in communicating a patient’s clinical needs to insurance carriers during a peer-to-peer review. 2. Participants will understand how MHPAEA protects patient access to ABA-based autism treatment and will be able to identify at least 2 elements in insurer guidelines that may violate MHPAEA. 3. Participants will be able to discuss the components of medical necessity criteria guidelines in the context of ABA-based autism treatment.
Keyword(s): insurance, medical necessity, MHPAEA, peer reviews
 
 
Symposium #356
CE Offered: BACB — 
Supervision
ABA Billing Code Utilization for Comprehensive Assessments and Effective Supervision in an Early Intervention Clinic
Sunday, May 24, 2020
5:00 PM–5:50 PM
Walter E. Washington Convention Center, Level 1, Salon H
Area: AUT/VBC; Domain: Translational
Chair: Laura-Katherine K Barker (The University of Southern Mississippi )
Discussant: Christopher M. Furlow (Canopy Children's Solutions )
CE Instructor: Christopher M. Furlow, Ph.D.
Abstract:

Behavior Analysts face numerous challenges with respect to managing time in an effective and efficient manner. Some of the greatest challenges are faced when considering conducting assessments within the time constraints of insurance companies and providing training and ongoing supervision to Registered Behavior Technicians (RBTs). In this symposium, data will be presented on an evaluation of indirect and direct assessment methods designed to increase the time efficiency of conducting comprehensive assessments. In addition, data will be presented on an evaluation of training methods designed to increase the time efficiency of training staff and ensuring effective ongoing supervision in clinical settings.

Instruction Level: Basic
Keyword(s): Autism, Language Assessment, Staff Training, Supervision
Target Audience:

BCBAs and BCBA-Ds who provide direct supervision to RBTs and trainees

Learning Objectives: 1. Participants will define and describe indirect and direct assessment methods that may be used to conduct comprehensive language assessments 2. Participants will define and describe behavioral skills training (BST) with in-situ feedback. 3. Participants will describe clinical applications of BST for staff training and ongoing supervision
 
An Initial Evaluation of an Assessment Method for the PEAK Relational System Direct Training Module
(Applied Research)
LANA WARREN (Canopy Children's Solutions), Robyn Brewer (Canopy Children's Solutions), Mark Garrett Yeager (Canopy Children's Solutions), Laura-Katherine K Barker (Canopy Children's Solutions)
Abstract: When considering the best available treatment, it is crucial that assessments yield valid and reliable measures to produce effective treatment options. Currently, this research is limited, giving behavior analysis a platform to evaluate the psychometric properties and content validity of assessment tools used across settings. One major issue that practicing behavior analysts face is conducting the most comprehensive assessment within the time constraints put in place by insurance companies. Utilizing a method of assessment that includes indirect and direct descriptive methods and experimental manipulations could aid in cutting down assessment time, especially if those methods have known correspondence with each other. The purpose of the present study was to assess the components of the Promoting the Emergence of Advanced Knowledge Relational Training System: Direct Training Module (PEAK-DT) for children with autism. More specifically, this study evaluated the correspondence between the PEAK indirect assessment (PEAK-IA) and PEAK preassessment (PEAK-PA) for the Direct Training Module. Comparisons were also made to determine which method offers the best predictive validity of actual performance on the PEAK-DT module. Results indicate that PEAK-IA completed by parents and PEAK-PA share moderate correspondence, with the PEAK-PA offering the strongest predictive validity of direct testing outcomes. Implications for behavior-analytic practice, as well as directions for future research, are discussed.
 
Clinical Applications of a Staff Training and Supervision Model to Newly Hired Registered Behavior Technicians
(Service Delivery)
MADELINE POTTER (Canopy Children's Solutions), Laura-Katherine K Barker (Canopy Children's Solutions), Robyn Brewer (Canopy Children's Solutions), Breanna Newborne (Canopy Children's Solutions), Mary Nicole Thomason (Canopy Children's Solutions)
Abstract: Competency training and ongoing supervision of Registered Behavior Technicians (RBTs) can present numerous challenges for practicing behavior analysts. Efficient and effective training methods offer valuable tools that could offset the numerous time and monetary demands placed on clinicians. As such, the utilization of the Adaptive Behavior Treatment with Protocol Modification billing code (i.e., CPT code 97155) which can include simultaneous direction of an RBT may be beneficial to clinicians seeking to provide ongoing training and supervision to their staff while continuing to make meaningful changes to a client's programming. This study serves as a clinical application of the findings of Barker et al., 2019 to a sample of newly-hired RBTs who received behavioral skills training (BST) and ongoing supervision for 5% of the hours spent providing behavior-analytic services per month as required by the BACB. Results indicated that in-situ feedback during initial training and during Adaptive Behavior Treatment with Protocol Modification sessions was the only training method that resulted in significant acquisition of mastery-level skills that also maintained after the trainee received their RBT designation
 
 
Symposium #357
CE Offered: BACB
Behavior Analysis and Sports: Coaching Interactions
Sunday, May 24, 2020
5:00 PM–5:50 PM
Marriott Marquis, Level M4, Liberty N-P
Area: CSS; Domain: Applied Research
Chair: Dennis Uriarte (Florida Institute of Technology)
CE Instructor: Dennis Uriarte, M.S.
Abstract:

Coaching is a term that is used frequently in both behavioral and non-behavioral literature, yet it often is used with a lack of clarity in terms of the form and function of the interactions. The studies in this symposium offer three unique ideas on how to improve coaching interactions and the effects that they can have on athletes and coaches alike. All three studies had coaches implementing the intervention. The first two studies focus on the increase in athlete performance in lacrosse and mixed martial arts (MMA), respectively. The first study evaluated the use of negative reinforcement on an athlete's running behavior and the second study evaluated the use of coaching questions feedback to increase correct foot pivots in fighters. The third study, softball, also implemented feedback; however, instead evaluated the usage of video-based feedback and self-monitoring to improve the coaching interactions themselves. All three studies hint at possible new interventions to improve performance in the sports realm.

Instruction Level: Basic
Keyword(s): coaching, feedback, sports
Target Audience:

This symposium is targeted towards behavior analysts with an interest in coaching interactions

 
The Use of Negative Reinforcement to Increase Running Behavior in Collegiate Athletes
JESSE DEPAOLO (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: Although athletes are often expected to engage in physical activity outside of team settings (practices, games, lift sessions, etc.), it is not common practice for coaches to track such behavior(s). For this study, an ABAB reversal design was conducted, to examine the use of a negative reinforcement contingency on increasing collegiate athlete’s out of practice running. This study was conducted with collegiate women’s lacrosse players at a Division 2 university. On the first day of the team’s season, prior to the onset of this study, coaches instructed athletes to run a set number of miles per week outside of practice. During baseline, athletes sent proof of the miles they ran to their coach. During intervention, athletes continued to send proof to their coaches and the negative reinforcement contingency was introduced. If all members of the team completed the set number of miles, the team’s end of the week fitness drill was removed. In baseline, approximately 75% of players completed their required running. During the negative reinforcement condition, approximately 95%. This indicates that negative reinforcement may be a viable intervention to improve athletic compliance for physical activity outside of practice.
 

The Effects of Feedback Statements Versus Coaching Questions on Athlete Performance

cledia caberlon (Florida Institute of Technology), Nicholas Weatherly (Florida Institute of Technology), Curtis Phillabaum (Florida Institute of Technology), Kayce Nagel (Florida Institute of Technology), VINCE ALEXANDER BELLO (Florida Institute of Technology)
Abstract:

Coaching is a term used frequently in behavioral and non-behavioral literature, yet often with a lack of clarity on form and function. One component of coaching is feedback, which is the most common intervention in Organizational Behavior Management (OBM) and has shown to be an effective treatment when implemented correctly. However, the use of questions rather than statements to improve performance has not yet been evaluated in the coaching system. The current investigation used a coaching system to separately compare the effectiveness of both interactions (feedback statements and coaching questions) to contribute to the coaching literature. Five Mixed Martial Arts (MMA) fighters participated in the study and received coaching questions and feedback statements in a randomized order. An alternating treatments design was used to evaluate the effects of the intervention on athlete performance.

 

Using Video-Based Feedback and Self-Monitoring to Improve Athletic Coaching Interactions

Kayce Nagel (Florida Institute of Technology), Nicholas Weatherly (Florida Institute of Technology), Curtis Phillabaum (Florida Institute of Technology), Cledia Caberlon (Florida Institute of Technology), LAUREN RIVERA (Florida Institute of Technology), Nelmar Jacinto Cruz (Florida Institute of Technology)
Abstract:

The present study examined if video-based feedback combined with self-monitoring will improve the quality of specific feedback statements delivered by coaches. The study involved four collegiate softball coaches at a southeastern university. The primary dependent variable was the quality of coaching interactions delivered by the coaches as measured by items completed from a checklist of feedback characteristics. The coaching interaction was defined as any feedback statement that is referencing behavior relevant to task performance. The secondary dependent variable was the athlete’s performance. The independent variable was video feedback combined with self-monitoring. The results showed an improvement in all four participant’s coaching interactions. The group mean baseline levels for coaching interaction accuracy were between 39% - 59% which improved to 55% - 72% after treatment was introduced. The coaches individual improvement ranged from 3.5%-15.4%. The current study found that using video-based feedback and self-monitoring was effective in improving coaching interactions.

 
 
Panel #358
CE Offered: BACB
Increasing Access to ABA Services Using Telehealth Technology: Research, Challenges, and Successes
Sunday, May 24, 2020
5:00 PM–5:50 PM
Marriott Marquis, Level M4, Liberty M
Area: CSS; Domain: Service Delivery
CE Instructor: Linda S. Heitzman-Powell, Ph.D.
Chair: Linda S. Heitzman-Powell (The University of Kansas Medical Center)
KATRINA OSTMEYER-KOUNTZMAN (Behavioral Technologies Consulting Organization; Beyond the Individual, Inc.)
CARLA T. SCHMIDT (University of Florida)
REGAN GARDEN (PCR Alaska)
Abstract:

While families are seeing increased coverage of applied behavior analysis (ABA), an evidence-based treatment for young children with autism with emerging evidence for older youth and adults on the spectrum, they are often unable to access these services due to a paucity of providers that meet state mandated certification and licensing requirements (“Autism and Insurance Coverage,” 2018). This is especially true for families in rural and remote areas where inadequate access to behavioral healthcare is well-documented (Murphy & Ruble, 2012 ; Whittle, Fisher, Reppermund, Lenroot, &; Trollor, 2017). Telehealth has been successfully utilized to treat a variety of populations in the realms of mental health and ABA specifically (Fisher et al., 2014; Heitzman-Powell et al., 2014; Vismara, Young, Stahmer, Griffith, & Rogers, 2009). This panel discussion will outline solutions to help meet the needs of individuals in need of ABA services in rural and remote areas through telehealth technology including solutions for parent-training, supervision of comprehensive and targeted ABA programs, and training for individuals seeking behavior analytic certification. The discussion will focus on application, challenges, and solutions.

Instruction Level: Intermediate
Target Audience:

BCBA-D, BCBA, BCaBA

Learning Objectives: 1). Participants will be able to identify at least 3 barriers to accessing ABA services in rural and remote areas. 2). Participants will be able to identify at least 3 challenges and solutions to using telehealth effectively to increase accessibility of ABA services. 3). Participants will be able to describe how parent-training, supervision of comprehensive and targeted behavioral treatment teams, and supervision can be effectively delivered using a distance-based model.
Keyword(s): Distance-based, Increasing Access, Telehealth
 
 
Symposium #359
CE Offered: BACB
Individualizations and Considerations for Measuring Client Preference
Sunday, May 24, 2020
5:00 PM–5:50 PM
Walter E. Washington Convention Center, Level 1, Salon G
Area: DDA; Domain: Applied Research
Chair: Lauren LeJeune (University of South Carolina)
CE Instructor: Lauren LeJeune, Ph.D.
Abstract:

Researchers and practitioners often measure client preference for tangible items, activities, or social interactions to identify potential reinforcers for skill acquisition or behavior reduction programs. In this symposium, researchers from three institutions will present experimental studies in which they considered the idiosyncratic nature of preference within assessment and intervention design. The first presenter will describe a study in which researchers compared methods (e.g., interview, observation) for identifying items to include in a multiple-stimulus without replacement (MSWO) preference assessment. The second presenter will describe a study in which researchers evaluated correspondence between (a) student preference (measured via MSWO and concurrent operants analysis formats) for technology-based activities and (b) measures of student behavior during computer-assisted instruction. The third presenter will describe a study in which researchers compared the acquisition of functional communication responses for tangible items and attention, with a focus on considerations for client preference for tangible versus social reinforcers. All presenters will discuss the implications of their results for future research and practice and will allot time for audience discussion and questions.

Instruction Level: Intermediate
Keyword(s): challenging behavior, FCT, preference assessment, school-based intervention
Target Audience:

Behavior analysts practicing within school-based or clinical settings and behavior analytic researchers.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe advantages and disadvantages of methods to identify stimuli for inclusion in preference assessments; (2) describe a method for individualizing a concurrent operants assessment; (3) identify potential reasons for differential acquisition of functional communication responses.
 
Evaluating Item Inclusion Methods in Multiple-Stimulus Without Replacement Preference Assessments
SARA RAZIA JEGLUM (Kennedy Krieger Institute and Johns Hopkins University School of Medicine; University of Wisconsin-Madison), Matthew O'Brien (The University of Iowa), Jennifer M. Asmus (University of Wisconsin-Madison)
Abstract: The multiple-stimulus without replacement preference assessment (MSWO) is a well-established method to identify possible reinforcers for individuals with and without disabilities. The MSWO stimulus array is typically chosen through structured interviews, arbitrary selection, observation, open-ended stakeholder interview, or self-report. However, no standard currently exists to guide selection and inclusion. While MSWOs are efficacious, the methods to select stimuli are variable or often not described, limiting the effectiveness of interventions. This study sought to elucidate item inclusion methods for adolescents with autism. Using a multi-element design, four adolescent boys with ASD completed MSWOs based on various methods of identifying item arrays. Reinforcer assessments, in which the identified highest preferred items were delivered contingent on completing academic tasks, were conducted. Task performance was compared using percentage of differentiation. An acceptability measure was administered to stakeholders. All informants endorsed vastly different stimuli for inclusion in MSWOs. When comparing these stimuli, however, there was no differentiation for time to task completion. All participants reported satisfaction with the procedures. Results suggest that it is incumbent upon those who work with adolescents with ASD to gather report from multiple informants to ascertain appropriate possible reinforcers. Factors contributing to the efficacy of various inclusion methods are discussed.
 
Considering Student Preference for Instructional Format: An Experimental Comparison of Paper-Based and Computer-Assisted Literacy Instruction
LAUREN LEJEUNE (University of South Carolina), Christopher Lemons (Vanderbilt University)
Abstract: Incorporating student preference into academic instruction may reduce aversive features of instruction, and thus, decrease challenging behaviors related to escape and avoidance. This study investigated whether students who preferred technology-based tasks would demonstrate improved behavior during computer-assisted instruction (CAI). Participants were three students with intellectual or developmental disabilities (7 to 9 years old). Researchers measured student preference for technology-based leisure and academic activities through multiple-stimulus without replacement (MSWO) and concurrent operant analysis (COA) formats. Researchers then compared levels of challenging behavior, academic engagement, and mastery of academic content during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants and higher mastery test scores for one participant. Although there were mixed levels of correspondence between initial preference assessments and experimental results, post-intervention concurrent chains assessments indicated that all participants preferred CAI. These findings will be described in relation to their limitations, future directions for research, and impact on practitioners.
 
Differences in Acquisition of Functional Communication Response for Social Positive Reinforcers
STEPHANIE TRAUSCHKE (Children's Healthcare of Atlanta/Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center)
Abstract: Children diagnosed with autism spectrum disorder (ASD) are at increased risk of presenting with problem behaviors (Kanne & Mazurek, 2011; Jang, Dixon, Tarbox, & Granpeesheh, 2011; Emerson et al., 2001). A functional analysis and functional analysis informed treatment are considered the gold standard to address problem behavior. Functional communication training (FCT) is an effective, function-based procedure used to treat problem behavior in children diagnosed with ASD (Heath, Ganz, Parker, Burke, & Ninci, 2015); however, little is known about acquisition of the communication response. There is evidence that the function of the behavior may influence proficiency of mand modality in FCT (Falcomata, Shpall, Ringdahl, Ferguson, & Swinnea, 2017), suggesting that function may influence mand acquisition during FCT. This study reviews data from individuals 2-21 years old who were diagnosed with a developmental delay and seen an intensive outpatient program for the assessment and treatment of problem behavior. All participants received a functional analysis which identified a tangible and attention function and FCT was utilized as a treatment component. Results suggest differences surrounding the acquisition of the communication response for social positive reinforcers. Explanation of finding (e.g., saliency of stimuli and preference assessments) and implications for treatment will be discussed.
 
 
Invited Paper Session #360
CE Offered: BACB
Scientist-Practitioners in Action: Cultivating Clinical and Academic Careers With Behavior Analytic Roots
Sunday, May 24, 2020
5:00 PM–5:50 PM
Walter E. Washington Convention Center, Level 2, Room 207A
Area: DDA; Domain: Theory
Chair: Kelly M. Schieltz (University of Iowa)
CE Instructor: Kelly M. Schieltz, Ph.D.
Presenting Author: GREGORY REED (Howard University)
Abstract:

Balancing clinical and academic careers can be challenging, but also rewarding. The current presentation focuses on the career trajectory of scientist-practitioners, with specific emphasis on ways in which research, teaching, and practice can be successfully merged and leveraged to cultivate a reinforcing career that not only allows one to practically impact children and families, but also expand that impact towards future generations (trainees), and the broader scientific community. Attendees will gain an understanding of: (a) what it means to be a scientist-practitioner, (b) ways in which to leverage their expertise in both academic and clinical arenas, and (c) ways in which to benefit the public at large, while also establishing multiple streams of income.

Instruction Level: Basic
Target Audience:

Graduate students in school psychology, applied behavior analysis, and related disciplines; early career professionals with backgrounds in applied behavior analysis

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss diverse careers in psychology and applied behavior analysis; (2) discuss what it means to be a scientist-practitioner; (3) discuss ways in which to leverage expertise in academic and clinical arenas, as well as for establishing multiple streams of income.
 
GREGORY REED (Howard University)
Dr. Reed is a native Washingtonian. He received his Bachelor’s in Psychology from Bowie State University in 1996, and his doctorate in School Psychology from The University of Iowa in 2002. He completed his pre-doctoral internship in Behavioral Pediatrics at the Children’s Hospital of Iowa, and his post-doctoral fellowship at the Kennedy Krieger Institutes and Johns Hopkins University School of Medicine. Dr. Reed currently holds joint appointments as an Associate Professor of School Psychology and as an Associate Dean within the School of Education at Howard University. He is a licensed Behavior Analysts and School Psychologist. Dr. Reed’s research and clinical interests are in the areas of: Pediatric Feeding Disorders, Assessment and Treatment of Severe Behavior Problems of Childhood, Developmental Disabilities, and Culturally Competent Assessment; he has served on the Editorial Board of the Journal of Applied Behavior Analysis, and on the Executive Board of the Maryland School Psychology Association. He also illustrates children’s books in his spare time.
 
 
Invited Paper Session #361
CE Offered: PSY/BACB/QABA/NASP
The Interaction Between Development and Instruction
Sunday, May 24, 2020
5:00 PM–5:50 PM
Walter E. Washington Convention Center, Level 1, Salon C
Area: DEV; Domain: Basic Research
Chair: Jessica Singer-Dudek (Teachers College, Columbia University)
CE Instructor: Kieva Hranchuk, Ph.D.
Presenting Author: KIEVA HRANCHUK (St. Lawrence College)
Abstract:

The difference between curricula and pedagogy is highlighted best when we consider what we teach versus how we teach it. There exists an interaction between development and instruction such that instruction can only be effective if the educator considers the learner’s level of verbal development. The ways in which we teach must cater to the current verbal developmental cusps found within the learner’s repertoire. While the progression of instructional objectives targeted within a curriculum will change as the learner acquires the necessary prerequisite skills to move forward, attention should be placed on modifying the ways in which we teach those subsequent objectives. Research in the field of verbal behavior development has proven time and time again that the acquisition of skills can be accelerated if the method of teaching is consistent with the capabilities that the learner exhibits, i.e. the presence of verbal developmental cusps within their repertoire.

Instruction Level: Intermediate
Target Audience:

Educators, Practitioners, and Researchers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss verbal developmental cusps; (2) identify how verbal development relates to pedagogy; (3) modify instruction to better suit the learner.
 
KIEVA HRANCHUK (St. Lawrence College)

Kieva is both a certified special education teacher and a doctoral-level board certified behavior analyst. She specializes in teacher training as well as in supervision of evidence-based service delivery to students with and without disabilities. Her interests include effective delivery of instruction, analyzing rates of learning in young children, inclusion/integration, kindergarten readiness, verbal behavior development, and the CABAS® model. Her research focuses on how teaching procedures can be effectively modified to accelerate student learning. Kieva received her undergraduate degree in Psychology from Queen’s University in Kingston, Ontario, and a Behavioural Science Technician post-graduate certificate from George Brown College in Toronto, Ontario. She then worked at both Surrey Place Centre in Toronto and at the CHEO Autism Program in Ottawa before making the big move to New York City. There, she earned her M.A. in Teaching as Applied Behavior Analysis and her Ph.D. in Applied Behavior Analysis at Columbia University. She has taught at both Columbia University and Arizona State University as an Adjunct Assistant Professor. Additionally, Kieva helped to pioneer the Scottsdale Children’s Institute, an integrated kindergarten readiness program in Arizona where she then served as the Clinical Director for two years before moving back to Canada to begin her career as a full-time Professor at St. Lawrence College.

 
 
Panel #362
CE Offered: BACB — 
Ethics
Ethical Considerations for Behavior Analysts Providing Supervision and Supports in Public Schools
Sunday, May 24, 2020
5:00 PM–5:50 PM
Marriott Marquis, Level M4, Independence F-H
Area: EDC; Domain: Service Delivery
CE Instructor: Selena J Layden, Ph.D.
Chair: Selena J Layden (Old Dominion University)
DARIA LORIO-BARSTEN (College of William & Mary Training and Technical Assistance Center)
LAUREN VETERE (Virginia Commonwealth University)
DANIS URBAN (New Horizons Regional Education Centers)
Abstract:

Behavior analysts working in public school settings may face ethical and logistical challenges. As an applied area of behavior analysis, practicing in education requires in-depth understanding and application of the Professional and Ethical Compliance Code for Behavior Analysts from the Behavior Analyst Certification Board®. For behavior analysts, supervision in the public school setting can be broadly defined and can encompass a variety of roles and responsibilities. Behavior analysts may provide supervision to those who are both familiar and unfamiliar with ABA. It is often a behavior analyst’s responsibility to juggle administrative duties and supports, ethical standards, and education for staff, all while ensuring appropriate service delivery and effectiveness for students. Additionally, many roles filled by behavior analysts in public schools are not evaluative, thus creating additional challenges for effective supervision. Yet, success for students depends upon staff providing quality services, often supported or overseen by the behavior analyst. This panel discussion will specifically focus on behavior analysts providing supervision and supports in public schools. The targeted audience for this panel includes those currently working in public school settings, those who consult in these settings, or those teaching future behavior analysts who may work in the public school setting.

Instruction Level: Intermediate
Target Audience:

BCBAs or BCBA-Ds currently working in public school settings BCBAs or BCBA-Ds who consult in public schools BCBAs or BCBA-Ds teaching future behavior analysts who may work in the public school setting

Learning Objectives: 1. Identify at least 5 challenges to providing supervision as a BCBA in the public school setting 2. Create at least 3 with potential resolutions to issues identified in providing supervision as a BCBA in a public school setting 3. Determine at least 3 questions from the larger audience that need to be addressed related to this topic
Keyword(s): education, ethics, public school, supervision
 
 
Symposium #363
CE Offered: BACB
So Happy Together: Behavior Analysts and School Psychologists Collaborating in Natural School Settings
Sunday, May 24, 2020
5:00 PM–5:50 PM
Marriott Marquis, Level M4, Independence E
Area: EDC; Domain: Service Delivery
Chair: Rose Iovannone (University of South Florida/Florida Center for Inclusive Communities)
CE Instructor: Rose Iovannone, Ph.D.
Abstract:

Providing behavioral consultation to teachers of students with challenging behaviors within authentic school environments can be difficult, specifically in establishing teacher/consultant alliance and sustaining intervention implementation. This symposium will describe a federally funded project, Project Enhancing Behavior Analytic Services (EBAS), to enhance training for behavior analysts and school psychologists to work collaboratively in addressing student behavioral needs in public- school systems. The symposium focus will be on the interdisciplinary training process and the implementation of the Prevent-Teach-Reinforce (PTR) model, a manualized team-based process for guiding school teams to conduct functional behavior assessments and function-based behavior intervention plans as applied within schools. The first paper will describe the overall goals and outcomes of EBAS. The training model, including supervision/coaching sessions, will be described along with the aggregate data outcomes from 32 students with, or at-risk-for, disabilities who were the recipients of the collaborative behavioral supports. The second and third papers will describe how the enrolled EBAS graduate students in behavior analysis and school psychology have worked collaboratively with school teams to implement the PTR model to address behavioral needs of individual students with challenging behaviors. The first paper will describe the process and outcomes for a first-grade student with challenging behavior, while the second paper will describe the process for an elementary student with an emotional disturbance (ED). Successes and challenges of the process as well as data outcomes showing decreased challenging behaviors, increased replacement behaviors, and implementation fidelity will be shared.

Instruction Level: Intermediate
Keyword(s): consultation, functional assessment, interdisciplinary, professional development
Target Audience:

Professionals providing school-based consultation Graduate students

Learning Objectives: Participant will: 1. Describe the challenges delivering behavioral consultation in schools 2. Identify the features of Project EBAS and the PTR Model that ameliorate the challenges of school-based behavioral consultation. 3. Discuss how the PTR model and embedded coaching processes enhance the contextual fit of behavior interventions and impact implementation fidelity.
 

Overview and Preliminary Data for Project Enhancing Behavior Analytic Services

KWANG-SUN CHO BLAIR (University of South Florida), Diana Socie (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract:

Project Enhancing Behavior Analytic Services (EBAS) is a 5-year grant funded by the U.S. Department of Education, Office of Special Education Programs. The project is a collaboration between two University of South Florida graduate programs, the Applied Behavior Analysis (ABA) Master’s Program and the School Psychology Program with the purpose of preparing graduate students to engage in interdisciplinary behavior analytic activities that enhance success of K-12 students with severe emotional and behavioral disorders and challenging behaviors. To date, Project EBAS participants have designed interventions for 32 school-aged students with, or at-risk-for, disabilities. One of the interventions used by the project is the Prevent-Teach-Reinforce (PTR) functional behavior assessment (FBA) and behavior intervention plan (BIP) model to develop individualized behavior supports that have contextual fit for teachers to implement willingly and with fidelity. This session will provide an overview of Project EBAS and the PTR model and the framework used to enhance collaboration between two sciences. Aggregate data outcomes from the first two years will be presented including student demographics and behavior change.

 

Using the Prevent-Teach-Reinforce Model to Improve Disruptive Behavior of an Elementary Student

JENNIFER M. HODNETT (University of South Florida), Andrea Nicole Zuniga (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida)
Abstract:

The Prevent-Teach-Reinforce (PTR) model is a manualized functional behavior assessment (FBA) and behavior intervention plan (BIP) process that has been evaluated with two randomized controlled trials and found to be more effective than services as usual. PTR is a team-based process, guided by a coach with behavior analytic experience to develop interventions that will decrease student challenging behaviors and increase appropriate behaviors). The presentation will describe how the PTR model was used to develop a function-based hypothesis for disruptive behaviors of a first-grade student and development of an individualized behavioral support plan. An embedded coaching process using behavior skills training (BST) to train the teacher to implement the plan with fidelity will be described. Data outcomes of the intervention resulted in reduction of disruptive behavior and a concurrent increase in academic engagement behaviors. The teacher implemented the intervention with high fidelity. Challenges as well as successes will be highlighted, and practical suggestions for delivering behavioral consultation in schools will be discussed.

 

Using the Prevent-Teach-Reinforce Process to Facilitate Intervention for a Student With Emotional Disturbance

NICHOLAS LEONARD SCHEEL (University of South Florida), Mollie McDermit (University of South Florida), Diana Socie (University of South Florida)
Abstract:

Extant research indicates challenging behaviors of students in schools is a significant impediment to academic success. Further complicating this matter is that educators, specifically teachers, struggle with devising and implementing effective behavior interventions. The Prevent-Teach-Reinforce (PTR) model of functional behavior assessment uses a systematic process to collaborate with and gain buy-in of teachers to derive evidence-based behavior analytic interventions. This presentation will review the use of the PTR process to conduct a functional behavior assessment and develop a behavior intervention plan for an elementary student with emotional disturbance who engaged in task avoidance behaviors. The session will describe the PTR process including adaptations made to have a better contextual fit for the teacher. Data from an AB design will be presented demonstrating the effectiveness of the intervention strategies in reducing task avoidance behaviors and increasing the replacement behavior of asking for a break. Challenges that impacted teacher implementation fidelity will be discussed along with limitations that impact school-based behavioral consultation.

 
 
Symposium #364
CE Offered: BACB
Behavioral Applications for Human Services Staff
Sunday, May 24, 2020
5:00 PM–5:50 PM
Marriott Marquis, Level M4, Capitol/Congress
Area: OBM; Domain: Applied Research
Chair: Michael Passage (Florida Institute of Technology)
CE Instructor: Michael Passage, M.Ed.
Abstract:

In this symposium, the authors will present research on staff behavior in human service settings. In the first paper, the presenter describes using a checklist to increase the frequency of questions about the client’s culture by behavioral clinicians during a mock intake interview. The checklist alone was shown to be effective at increasing cultural questions across a variety of domains including diet, communication, provider outcomes, religion and reward/discipline. The second presenter will discuss the effectiveness of video modeling to increase the frequency of participants’ play behaviors and vocalizations during play. Results support the use of video modeling to increase adult play behavior across 3 stimulus sets (e.g., train set, blocks). The final presentation will review results from a study evaluating the effects of self-monitoring and goal setting on therapist-provided mand opportunities. Participants were 3 behavior technicians who experienced unobtrusive and obtrusive baseline phases, followed by a self-monitoring phase, a self-monitoring plus goal-setting phase, followed by other individualized interventions. Results varied across participants.

Instruction Level: Intermediate
Target Audience:

Human Service Staff

Learning Objectives: 1. Attendees will be familiar with the effectiveness of checklists to improve cultural questions. 2. Audience members will gain basic knowledge on the importance of adults learning how to play 3. The audience will learn about the effects of an intervention on therapist-provided mand opportunities, as well as interventions that may be effective when combined.
 
An Evaluation of a Culture Interview Checklist for Behaviorally-Oriented Clinicians
JOSHUA ADDINGTON (Florida Tech), Katie Nicholson (Florida Institute of Technology), Michael Passage (Florida Institute of Technology), Jacqueline Noto (Florida Institute of Technology), Nelmar Jacinto Cruz (Florida Institute of Technology)
Abstract: In recent years, there have been calls from within the field for behavior analysts to develop an awareness of the impact of client culture on treatment. The purpose of this study was to develop and evaluate a checklist as a tool for increasing the frequency of questions about client culture asked by behavioral clinicians during mock intake interviews. A multiple baseline across question types (diet, communication, provider outcomes, religion and reward/discipline) was used to evaluate the effects of a vague prompt and the Culture Interview Checklist (CIC). When instructed to ask questions about culture, none of the participants increased the number of questions asked to a socially significant degree. Two out of the three participants met the mastery criteria for each portion of the CIC after it was introduced. The third participant required an additional instruction to meet the mastery criteria. A tool such as the CIC may advance the field in a myriad of ways as behavior analysis embarks upon the challenge of becoming more culturally competent.
 

Playing Isn’t Just for the Kids: The Effects of Video Modeling on Adult Play Behavior

MARY LOUISE LEWIS (Florida Institute of Technology), Grace Francine Boatman (Florida Institute of Technology; Nemours Children's Hospital), Katie Nicholson (Florida Institute of Technology), Sandhya Rajagopal (Florida Institute of Technology)
Abstract:

Children with Autism Spectrum Disorder may lack appropriate play skills. Even if they have independent play skills, they may need additional assistance in developing peer play skills. In order to provide quality care to these children, practitioners who work with these children should also be versed in how to play with their clients. This creates an environment in which the therapist can serve as a model peer in order to teach these play skills. The researchers for the current study used a multiple baseline design across stimulus sets. A pre-experimental assessment, naturalistic generalization probe, and a toy generalization probe were conducted prior to baseline. Baseline 1 demonstrated the participant’s performance in playing with a confederate researcher. Task clarification represented the participant’s performance in playing with a confederate researcher after a verbal prompt to play more. The researchers implemented video modeling to increase the frequency of participants’ play behaviors and vocalizations during play. Results support the use of video modeling to increase adult play behavior across three stimulus sets. Post-test probes included a naturalistic generalization probe, toy generalization probe, and 1 month maintenance probe.

 
An Evaluation of Self-monitoring and Goal Setting for Increasing Mand Opportunities Among RBTs
SANDHYA RAJAGOPAL (Florida Institute of Technology), Katie Nicholson (Florida Institute of Technology), Mary Louise Lewis (Florida Institute of Technology)
Abstract: A mand is a verbal response that specifies its reinforcer (Skinner, 1957), and is commonly known as a request. Deficient manding repertoires often lead to problem behavior (Barbera & Rasmussen, 2007). Individuals with autism often require intensive teaching to learn new skills, and should be provided hundreds of opportunities to mand each day (Barbera & Rasmussen, 2007). The purpose of the present study was to evaluate the effects of self-monitoring and goal setting on therapist-provided mand opportunities using a multiple baseline design across participants with an embedded withdrawal design. Past findings suggest that self-monitoring affects performance and that added goal setting can enhance those effects (Calpin, Edelstein, and Redmon, 1988). Participants in the present study were 3 behavior technicians who experienced unobtrusive and obtrusive baseline phases, followed by a self-monitoring phase, a self-monitoring plus goal setting phase, and finally, other individualized interventions. Experimenters collected data on mands and missed opportunities during 5-min sessions. Results varied across participants.
 
 
Invited Panel #365
CE Offered: BACB
Diversity submission SUSTAINABILITY: Coordinating Interdisciplinary Sustainability Research: What We’ve Learned About Community Intervention Research
Sunday, May 24, 2020
5:00 PM–5:50 PM
Marriott Marquis, Level M4, Liberty I-L
Domain: Translational
Chair: Thomas G. Szabo (Florida Institute of Technology)
CE Instructor: Thomas G. Szabo, Ph.D.
Panelists: ANTHONY BIGLAN (Oregon Research Institute), LISA COYNE (Harvard Medical School; Suffolk University; McLean Hospital), JESSICA GHAI (Boston University)
Abstract:

This panel will serve as a follow-up to the previous events on “A Strategic Plan for Expanding Behavioral Science Research on Climate Change”. It is the first of a two panel discussion on coordinating efforts of the behavior science community to increase research and community intervention to reduce carbon emissions. This panel includes experts from the fields of prevention science, clinical psychology, environmental education, and behavior analysis. The panelists will discuss coordinating efforts of individuals with diverse expertise in the development, execution, and data analysis of interdisciplinary sustainability research and make suggestions for immediate and pragmatic actions at the individual, community and societal levels. Audience members will have the opportunity to participate in real-time work to expand and scale up research and application needed in this area. We invite participants to dialogue and identify the opportunities and barriers to doing this work and commit to taking actions to increase the contributions of the behavior analysis community toward mitigating the effects of climate change.

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 gaps in research related to climate change policy; (2) state strategies to increase research and community intervention related to climate change; (3) identify committed actions that they can take towards reducing carbon emissions.
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.
LISA COYNE (Harvard Medical School; Suffolk University; McLean Hospital)
Dr. Coyne is the Founder and Senior Clinical Consultant of the McLean OCD Institute for Children and Adolescents at McLean Hospital, and is an Assistant Professor at Harvard Medical School. She is the Founder and Director of the New England Center for OCD and Anxiety (NECOA), and is on the Faculty of the Behavior Therapy Training Institute (BTTI) of the International OCD Foundation.  She is also a licensed psychologist and a peer-reviewed ACT trainer. She has authored multiple articles and chapters on ACT with children and adolescents, and is a co-author of the books Acceptance and Commitment Therapy: The Clinician’s Guide for Supporting Parents (Elsevier), and The Joy of Parenting (New Harbinger).  Her new books, The ACT Guide to Teen Anxiety and OCD, Guilford Press, and Stuff That’s Loud: A Teen’s Guide to Unspiralling When OCD Gets Noisy (New Harbinger & Little Brown), are expected in 2020.
JESSICA GHAI (Boston University)

Jessica Ghai, M.Ed. BCBA, LABA(MA) is a doctoral candidate at the Boston University: Wheelock College of Education and Human Development (anticipated completion: Spring 2020) and a Volunteer Coordinator for the Behavioral Science Coalition: Climate Change Task Force. In additional to extensive teaching experience and animal-related dissertation research, Jessica’s academic background includes a B.S. in Natural Resources from The Ohio State University: College of Food, Agriculture, and Environment Sciences. Following completion of her doctoral program, she hopes to pursue a career in research. Research interests include: human-animal interactions through a behavior analytic lens, animal well-being and management of maladaptive behaviors in zoological settings, visitation behaviors of patrons at zoological facilities, and the effectiveness of behavior change interventions related to species biodiversity and conservation of natural resources. Jessica also volunteers as a keeper’s aide at a zoological facility and is a member of ABAI’s Applied Animal Behavior SIG. 

 
 
B. F. Skinner Lecture Series Paper Session #366
CE Offered: PSY/BACB/QABA/NASP
Leveraging Technology for Health Behavior Change
Sunday, May 24, 2020
5:00 PM–5:50 PM
Walter E. Washington Convention Center, Level 3, Ballroom AB
Area: SCI; Domain: Applied Research
Chair: Stephanie M. Peterson (Western Michigan University)
CE Instructor: Stephanie M. Peterson, Ph.D.
Presenting Author: SHERRY PAGOTO (University of Massachusetts Medical School)
Abstract:

The digital health industry, estimated to be worth $206 billion by 2020, has produced countless mobile apps, wearable devices, and other technologies to help users develop healthy lifestyles to manage and prevent physical and mental illness. An open question is whether behavioral science is being applied to these innovations which reach millions of users each day. In this talk, Dr. Pagoto will first discuss her work examining the degree to which the work of behavioral scientists is represented in popular commercial health technologies, and then she will present her research applying behavioral principles via mobile technology and social media. Finally, she will discuss ways that technology can provide novel sources of data to enhance our understanding of behavior as well as the efficacy and reach of behavioral interventions.

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) understand the important role that behavioral science can and should play in informing digital health innovations; (2) understand ways that behavioral strategies, including stimulus control, self-monitoring, and others, can be applied using mobile technology; (3) understand ways that social media can be leveraged to reduce the burden of behavioral interventions while enhancing the impact of behavioral strategies.
 
SHERRY PAGOTO (University of Massachusetts Medical School)
Dr. Pagoto earned her Ph.D. in clinical psychology from Western Michigan University in 2000. She is now a Professor in the Department of Allied Health Sciences at the University of Connecticut and Director of the UConn Center for mHealth and Social Media. Her research, funded by the National Institutes of Health, focuses on leveraging technology in the development and delivery of behavioral interventions designed to reduce risk for the top two causes of death in the US: cardiovascular disease and cancer. She has published nearly 200 papers on these topics. Devoted to communicating behavioral science to the public, she has >25K followers on Twitter and has written for the Washington Post, Boston Globe, Salon, US News and World Report, Chronicle of Higher Education, and Psychology Today. Her work has been featured in major news outlets including CNN, NPR, NBC News, ABC News, and Good Morning America. As a lifelong devoted behavior analyst, she keeps a first edition signed copy of B. F. Skinner’s autobiography displayed in her office.
 
 
Symposium #367
CE Offered: BACB
Business Intelligence 101: Moving Beyond Excel Charts and Tables
Sunday, May 24, 2020
5:00 PM–5:50 PM
Marriott Marquis, Level M4, Independence D
Area: TBA; Domain: Translational
Chair: Melissa L. Olive (Applied Behavioral Strategies LLC)
CE Instructor: Melissa Olive, Ph.D.
Abstract:

Market data forecasts up to 4% average yearly growth of ABA treatment programs up to $2.23 billion by 2022. The Behavior Analyst Certification Board (BACB®) has reported annual demand for individuals credentialed clinicians holding (i.e., BCBA/BCBA-D) certification has to have increased each yearly since 2010, with a 1,942% increase from 2010 to 2018 (2019). Accordingly, business owners and senior-level management need must to be equipped with appropriate tools to make organization-wide decisions. This ‘how-to’ symposium will describe available technology to analyze ABA business data. This includes but is not limited to running queries within data and reports and developing dashboards and other visualizations. This session will also describe how data reporting may be used to create usable dashboards to guide behavior analysts in providing appropriate dosing of therapy to clients, ensuring authorizations are utilized appropriately, and analyzing data regarding therapy cancellations. Finally, this session will also review one organization’s process of completing a business intelligence assessment and utilizing financial data to meet business initiatives for best practice. In the end, data analyzed in these ways may be used to develop business insights that may lead to increased productivity, revenues, and growth for ABA companies.

Instruction Level: Advanced
Keyword(s): Business Data, Business Intelligence, Data Analysis
Target Audience:

Senior level behavior analysts ABA Business Management

Learning Objectives: 1. Participants will describe the importance of business reporting and analyzing those reports for business trends. 2. Participants will describe the role of technology for developing dashboards to be used for data visualization 3. Participants will describe the process of assessing business intelligence. 4. Participants will identify how to use data to inform business practice.
 
Using Software Such as Pivot Tables, Tableau, and Domo
(Service Delivery)
PAUL W. HEERING (May Institute)
Abstract: Business owners and senior-level management need to be equipped with appropriate tools to inform business decisions. The first presentation will describe technology that may be used to analyze ABA business data. The use of traditional graphing software (Excel) will be contrasted with utilizing business intelligence software (Tableau, Domo, etc.). The capabilities of these software, barriers to implementation (software subscriptions, training costs, etc.), and benefits of each will be discussed. Finally, the presenter will show examples demonstrating key differences between traditional graphing software with business intelligence software.
 

Using Reporting Functions in Practice Management Software to Create Informative Dashboards

(Service Delivery)
Melissa Olive (Applied Behavioral Strategies LLC), JULIA PELKINGTON (Applied Behavioral Strategies), Colleen DeMello (Applied Behavioral Strategies), Ashley Pizzoferrato (Applied Behavioral Strategies)
Abstract:

In this session, the authors will present sample dashboard data created from reporting within ABA practice management software. The authors will demonstrate how behavior analyst productivity may be tracked as well as how analyses may be conducted related to contract utilization, session cancellation, and human resource management. The authors will describe how data visualization led to agency-wide policy and procedural changes to improve business and client outcomes.

 
Business Intelligence Assessment and Results
(Service Delivery)
IVY M CHONG (May Institute), Arjun Baradwaj (CapTech Consulting)
Abstract: In this session, the presenter will describe her program’s recent business intelligence assessment conducted by an external consulting group (i.e., CapTech Consulting). The author will present the results from the BI assessment and how those results were used to improve clinical practices. As behavior analysts, we use data to inform practice. In the same way, aggregate information and innovative data visualization results in improved business performance.
 
 
Symposium #368
CE Offered: BACB — 
Supervision
Compassion and Self-Compassion Among Supervising Behavior Analysts and Direct Care Staff
Sunday, May 24, 2020
5:00 PM–6:50 PM
Walter E. Washington Convention Center, Level 2, Room 206
Area: AUT/OBM; Domain: Service Delivery
Chair: Kate E. Fiske Massey (Rutgers University)
Discussant: Bridget A. Taylor (Alpine Learning Group)
CE Instructor: Kate E. Fiske Massey, Ph.D.
Abstract:

Recent research has highlighted the importance of compassion in ABA. A survey of parents of children with ASD indicated that parents often rated behavior analysts poorly on their demonstration of behaviors that indicate compassion and empathy for the family (Taylor et al., 2019). Further, LeBlanc and colleagues (2019) noted that the majority of surveyed behavior analysts had not received training on relationship-building skills during their graduate studies. As noted by these authors, compassion is required for behavior analysts working with families of individuals with autism and other related disabilities. Additionally, compassion is necessary when behavior analysts oversee direct care staff working with these same populations. Research indicates that staff members working in the field of ABA report high levels of burnout associated with variables that include the support they receive from supervisors (Gibson et al., 2009; Plantiveau et al., 2018). In the current symposium, we will first examine the qualities of exemplary behavior analysts, including those that center on compassion for others. We will then examine factors within ABA settings—such as supervision—that contribute to employee burnout, and consider steps behavior analysts can take in the workplace to promote compassion by altering supervisory practices and focusing on staff self-care.

Instruction Level: Intermediate
Keyword(s): compassion, self-care, supervision
Target Audience:

The target audience is current board certified behavior analysts, including and especially those who are currently serving in supervisory roles.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the qualities of an exemplary behavior analyst that are directly related to supervising others; (2) describe organizational factors, especially those related to supervision, that can contribute to staff burnout; (3) describe compassionate approaches that can be taken by behavior analysts in interactions with supervisees to reduce burnout.
 
The Composition of Exemplary Practitioners: Perspectives of Behavior Analysts
JESSICA E. FRIEDER (Western Michigan University), Ryan M. Zayac (University of North Alabama), Thom Ratkos (Berry College), Madison Williams (University of North Alabama), Ashton Geiger (University of North Alabama), Amber Paulk (University of North Alabama)
Abstract: What characteristics and behaviors makeup an exceptional behavior analyst? We should be well prepared to answer this question with our field’s emphasis on objective definition, description, quantification, and experimentation. However, many of us may struggle to identify distinguishing differences between exemplary and average behavior analysts. The current multiphase study, asked BCBAs and BCBA-Ds to identify their top five qualities and attendant behaviors of individuals they considered exemplary behavior analysts. Two hundred seventy-four participants completed the survey which yielded 180 different identified qualities. Similar qualities (e.g., compassionate, thoughtful, caring) were consolidated into one category (“Empathetic”), and the authors narrowed the list to 35 qualities and corresponding behaviors, which we named the Exemplary Behavior Analyst Checklist (EBAC). An initial 392 BCBAs and BCBA-Ds rated the extent to which exemplary behavior analysts displayed each quality and corresponding behaviors from the previously developed list, using a 1 (never exhibits this quality) to 5 (always exhibits this quality) Likert-type scale. Participants also ranked their top 10 qualities in order of importance. A discussion of the EBAC and participants’ ratings will be presented, including implications related to training, study limitations, and future research.
 

Burnout in Providers Serving Individuals With Autism Spectrum Disorder: A Multi-Method Examination of Organizational Causes

SUMMER BOTTINI (Binghamton University; Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Kaylie Wiseman (Binghamton University), Jennifer M. Gillis (Binghamton University)
Abstract:

Providers serving individuals with Autism Spectrum Disorder (ASD) are at high risk of experiencing burnout. Burnout is of serious concern as it negatively impacts one’s physical/psychological health and quality of services. Research has focused on individual predictors of burnout; however, understanding organizational causes may elucidate targets for prevention. Study 1 surveyed 149 individuals providing direct-care services to individuals with ASD to examine the relation between areas of work-life and burnout using standardized measures. We found a high percentage of providers experience burnout. Workload, reward, fairness, and values emerged as the best work-life predictors of burnout but predicted little variance in burnout, suggesting existing measures do not sufficiently capture organizational aspects that contribute to burnout. To better understand the unique experiences of this population, we recruited 11 providers to interview regarding experiences of burnout and organizational factors that affect burnout. Qualitative analysis revealed nine core themes. Workload, coordinating providers, supervision, and colleagues were frequently reported to contribute to burnout; whereas, social support from colleagues and supervision were frequently reported to mitigate burnout. Findings suggest areas for prevention within organizations servings individuals with ASD and avenues for better measuring relevant work-life factors.

 

Evaluating the Effects of Behavioral Skills Training With Behavior Analysts to Increase Essential Supervisory Skills

ALLISON HAWKINS (Rutgers University), Kate E. Fiske Massey (Rutgers University)
Abstract:

Many individuals with autism spectrum disorders are enrolled in specialized private schools due to challenging behavior or specific learning difficulties. Job responsibilities in these settings can be stressful for staff employed in direct-care positions. Previous research suggests that high-quality supervisor relationships can moderate staff stress and burnout for direct-care staff in specialized applied behavior analysis schools (Gibson et al., 2009). Literature suggests that improving Board Certified Behavior Analysts’ (BCBA) use of corrective feedback, empathetic statements, and reinforcement could contribute to improved supervisory relationships. To date, no research has presented the use of behavioral skills training (BST) to teach BCBAs supervisory skills, and the current study sought to fill this gap in the research. Two BCBAs were taught two essential supervisory skills: corrective feedback and empathetic statements. Both participants mastered each skill following BST. A third skill, reinforcement, met mastery criteria for both participants before BST was implemented. Staff ratings of perceived supervisor support did not support the hypothesis that ratings would improve following BCBA mastery of target skills. Staff ratings were initially high during baseline and remained stable following BCBA training. The results of the present study suggest that behavioral skills training is an effective tool for teaching supervisory skills to BCBAs.

 
 
Symposium #371
CE Offered: BACB
Advances in Behavior Analysis: Past, Present, and Future
Sunday, May 24, 2020
5:00 PM–6:50 PM
Walter E. Washington Convention Center, Level 1, Salon B
Area: CBM/DDA; Domain: Translational
Chair: Michael F. Cataldo (Kennedy Krieger Institute)
Discussant: Patrick C. Friman (Boys Town)
CE Instructor: Louis P. Hagopian, Ph.D.
Abstract:

For over four decades, the Kennedy Krieger Institute has provided significant advances to the field of Behavior Analysis (e.g., through continuous NIH research support exceeding $126 mil., 900+ research studies, 800+ trainees, 9 of the last 13 editors of JABA, clinical services to some 94,000 families, and over $900 mil. in revenue). This symposium will supplement previous reports to the ABAI community. In lieu of reporting individual studies, this update will describe current and developing innovative programs, their rationale, critical components, research challenges, and funding opportunities. Specifically, Presentation 1 will describe the strategic approach at KKI for addressing the most difficult problems, which has resulted in such advances as Functional Analysis, Preference Assessment, and now success with Treatment Resistant cases; Presentation 2 will provide methods for the integration of the ABA research and practice communities, and treatment accountability through the use of consumer data; Presentation 3 will describe our Tele-Behavioral Health Program in terms of preparation of practitioners, privacy safeguards, research designs to justify support (the comparison of clinic based vs. tele-behavioral health), and the current opportunity for worldwide implementation; and Presentation 4 will provide programmatic details and data on addressing Pediatric Pain and the implication for the opioid crisis.

Instruction Level: Intermediate
Keyword(s): opioid crisis, telehealth, treatment accountability, treatment-resistant behavior
Target Audience:

BCBAs, practitioners, clinical researchers

 
The Neurobehavioral Programs and the Culture of Obligation to Serve, Learn, and Share
(Service Delivery)
LOUIS P. HAGOPIAN (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute)
Abstract: The Neurobehavioral Programs provide a continuum of care for individuals with developmental disabilities and severe behavioral dysfunction. Serving individuals with the most treatment-resistant problems continually tests the limits of our knowledge. Past and present faculty, staff, and trainees have played a pivotal role in advancing knowledge of and care for severe problem behavior. Examination of the efficacy of our assessment and treatment procedures has identified limitations of these procedures, and occasioned efforts to improve those procedures and develop new ones. We have also refined methodologies for large-scale evaluation of clinical procedures and for identification of variables that predict response to treatment. Findings have been disseminated in over 400 clinical and translational research articles. These and other achievements have been made possible by arranging contingencies to support the integration of clinical service and research. This requires systems for capturing data as a by-product of delivering clinical care, and analyzing those outcomes to inform continuous improvement of clinical services and inspire clinically relevant research. Critical to this process is creating a culture where there is an obligation to learn from past clients to improve the treatment of current and future clients, and to share that knowledge through dissemination and training.
 

Integration of Research and Practice, Treatment Accountability, and Consumer Data

(Service Delivery)
HELEN YU-LEFLER (Kennedy Krieger Institute), Jessica L Becraft (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Chelsea Rolinec (Kennedy Krieger Institute), Joseph Wakeman-Linn (Kennedy Krieger Institute), Kara Clark (Kennedy Krieger Institute), Usai Bah (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), anne riley (Johns Hopkins University School of Public Health)
Abstract:

Vital to the continued viability of behavior analysis are the linkages between theory, research, and clinical application. This presentation will report on efforts over the past five years at the Kennedy Krieger Institute Department of Behavioral Psychology to develop methods for creating linkages between the research and practice segments of Behavior Analysis. These efforts focus on the use of parent-collected data as the functional bridge between these two important groups. We evaluated the reliability and affordability of various methods of data collection. In addition, we have begun to establish the validity of parent data by comparing it to trained observers. We will present data on efficient methods for acquisition, analysis, and use in clinical treatment. These activities have culminated in a department-wide initiative to collect treatment outcome data from parents via text messages prior to, during, and after treatment. We will demonstrate our approach to clinical accountability within and across clinics, discuss challenges of implementing this system, and make recommendations for service providers.

 
How to Develop and Demonstrate the Impact of Tele-Behavioral Health
(Service Delivery)
JENNIFER L. CROCKETT (Kennedy Krieger Institute), Michelle Bubnik (Kennedy Krieger Institute)
Abstract: Much of what occurs during behavioral assessment and treatment does not require the professional and client to be physically present in the same place. Therefore, using video and internet technology can provide access to certified behavior analysts and centers of excellence to millions who otherwise would not receive such services. But careful consideration has to be given for the best way to develop such a program and the most powerful and analytic approach to understanding the true benefit of telebehavioral health. This presentation will provide considerations on therapist onboarding, sequential steps in the development of a telehealth program, and data on treatment comparisons of clinic-based and telehealth modalities, as well as when no treatment is obtained. The data show that behavior change outcomes and consumer satisfaction are comparable for clinic-based and telehealth treatment. The presentation will also report on recent advances in obtaining funding support for therapists to provide worldwide telehealth treatment.
 

Behavior Analysis, Pediatric Pain, and the Opioid Crisis

(Applied Research)
KEITH J. SLIFER (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Caitlin Thompson (Kennedy Krieger Institute), Margaret Tunney (Kennedy Krieger Institute), Alyssa Day (Kennedy Krieger Institute)
Abstract:

The opioid crisis in the United States is a serious health problem with complex causes. One factor related to opiate addiction, and the crisis, is treating chronic pain with opiates. Child and adolescent chronic pain is a growing problem, often misdiagnosed and improperly treated with opiates. Among the essential treatment modalities for pediatric chronic pain is a Behavior Analytic approach. This presentation will review pediatric chronic pain, treatment modalities, the role of Behavior Analysis, and implications for the opioid crisis. It will describe the Pediatric Pain Program at Kennedy Krieger led by the Behavior Analysis group, including specific Behavior Analysis procedures and outcome data. The data indicate the program avoided prescribing opiates, and patients using opiates prescribed elsewhere, had their medication weaned. For the inpatient program, child ratings of functional disability, depression, anxiety, pain catastrophizing and intensity significantly decreased, as did parent ratings of functional disability and depression. Staff ratings of functional ability significantly increased. For the day treatment program, child and parent ratings of functional disability significantly decreased along with child ratings of depression and pain catastrophizing. Follow-up data show increased school attendance and participation in community activities at 3 and 12 months and was at 100% by 24 months.

 
 
Symposium #372
CE Offered: BACB
Further Evaluation of the Effects of Differential Qualities of Praise and Instructive Feedback on the Rate of Skill Acquisition
Sunday, May 24, 2020
5:00 PM–6:50 PM
Walter E. Washington Convention Center, Level 1, Room 103
Area: DDA; Domain: Applied Research
Chair: Yanerys Leon (University of Miami)
Discussant: Corina Jimenez-Gomez (Auburn University)
CE Instructor: Corina Jimenez-Gomez, Ph.D.
Abstract:

The content and quality of verbal programmed consequences during discrete trial instruction has been shown to influence skill acquisition. This symposium describes recent research examining a) the effects of differential qualities of praise (i.e., enthusiastic, neutral) b) specificity of praise (i.e., behavior-specific, general), and c) content and schedule of instructive feedback on acquisition of skills during discrete trial instruction. Results collectively demonstrate the impact of these varying dimensions of praise and instructive feedback both on the rate of skill acquisition of target responses and the emergence of novel, untrained responses. Results will be discussed in terms of implications for producing effective and efficient teaching procedures for individuals receiving discrete trial instruction.

Instruction Level: Intermediate
Keyword(s): DTT, emergent relations, instructive feedback, Praise
Target Audience:

Master's level practitioners, clinical directors, applied researchers

Learning Objectives: 1. Describe the effects of enthusiastic relative to neutral praise on the rate of skill acquisition. 2. Describe the effects of behavior-specific praise relative to general praise on the rate of skill acquisition. 3. Describe the effect of instructive feedback on the emergence of untrained responses. 4. Describe the effect and efficiency of different schedules of implementation of instructive feedback.
 

A Systematic Replication on the Effects of Neutral, Enthusiastic, and No Praise on Skill Acquisition

RAHMA ISMAIL (Florida Institute of Technology), Claudia Campos (Florida Institute of Technology), Yanerys Leon (University of Miami), Mary Gilhuly (Florida Institute of Technology)
Abstract:

Praise is a social stimulus typically provided contingent on socially appropriate responses or as a treatment component to increase appropriate behavior in behavioral interventions. However, the effects of different variables (e.g., quality, tone, magnitude, content) that may influence the effectiveness and efficiency of praise have not received much attention in the literature. An exception is Weyman and Sy (2018)’s evaluation of enthusiastic praise, neutral praise, and no praise on skill acquisition targets in individuals with developmental disabilities. Their results suggest that all individuals learned in all conditions. However, enthusiactic praise resulted in faster acquisition of the targets. Thus, the purpose of the current study is to systematically replicate Weyman and Sy (2018) on the effects of neutral, enthusiactic, and no praise on skill acquisition. Thus far, two children with autism spectrum disorder have participated in this study. Our preliminary results for both participants replicate previous research by Weyman and Sy (2018).

 

A Comparison of Behavior-Specific Praise and General Praise With Instructive Feedback

NATALIE MANDEL (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Jeff Schram (Engage Behavioral Health)
Abstract:

It’s recommended that behavior-specific praise be provided as consequence for correct responding (Anderson, Taras, & Cannon, 1996), however, research supporting this claim is scarce. Previous research comparing behavior-specific and general praise has found idiosyncratic results (Fueyo, Saundaragas, and Bushell, 1975; Stevens, Sidener, Reeve, and Sidener, 2011; Polick, Carr, and Hanney, 2012). The purpose of this investigation was to compare the effects of instructive feedback combined with behavior-specific praise (e.g., “Nice work, touching the typewriter and the color is jade”) and general praise (e.g., “Nice work and the color is slate”) on skill acquisition of unprompted receptive identification and untrained skills. Additionally, this study extended previous research by including a reinforcer assessment for both types of praise, omitting the use of prompting, error correction, and other reinforcers. Participants were children diagnosed with an autism spectrum disorder. Results suggest that behavior-specific praise may be more effective, and that instructive feedback may increase instructional efficiency.

 

The Influence of Instructive Feedback Presentation Schedule: A Replication With Children With Autism Spectrum Disorder

CASEY NOTTINGHAM (ABA Collective, LLC.), Jason C. Vladescu (Caldwell University), Ruth M. DeBar (Caldwell University), Meghan Deshais (Caldwell University), Jaime DeQuinzio (Alpine Learning Group)
Abstract:

Instructive feedback (IF) is a modification to discrete trial instruction during which secondary targets are incorporated into learning trials and that may increase instructional efficiency for individuals with autism spectrum disorder. Several variations of IF have recently been evaluated in the literature; however, few studies have assessed the effectiveness and efficiency of presenting secondary targets on continuous versus intermittent presentation schedules. The current study evaluated the effectiveness and efficiency of various presentation schedules of secondary targets during discrete trial instruction. Specifically, we replicated and extended Griffen, Schuster, and Morse (1998) by comparing a condition in which secondary targets were presented during each trial of a session, a condition in which secondary targets were presented every other trial, and a condition in which secondary targets were presented about every four trials. Within-subject replications were included for both participants. Results indicated that one of the intermittent presentation schedules was associated with the most optimal outcomes in all four comparisons.

 
The Effects of Instructive Feedback on the Emergence of Untrained Relations
ASHLEY GIBBS (Georgia State University), Christopher A. Tullis (Georgia State University), Jocelyn Priester (Kiddos’ Clubhouse), Alix Johnson (Kiddos’ Clubhouse)
Abstract: Instructive feedback (IF) is an effective strategy for increasing the efficiency of targeted instruction, and previous research has demonstrated the success of IF with learners with autism spectrum disorder (ASD). However, there is less research regarding the potential for IF procedures to facilitate the emergence of untrained relations. The current study evaluated the efficacy of IF during targeted instruction on the acquisition of secondary targets and the emergence of untrained relations containing the IF information in three learners with ASD. Across all three participants, IF presented before a praise statement resulted in the acquisition of secondary targets, as well as the emergence of untrained relations, that were then maintained for up to 16 weeks. These results extend the IF literature by providing evidence that IF procedures may result in the acquisition of additional untrained responses beyond the primary and secondary targets.
 
 
Symposium #373
CE Offered: BACB
Design and Delivery Features of Direct Instruction That You Didn’t Know You Didn’t Know, and Didn’t Know You Needed
Sunday, May 24, 2020
5:00 PM–6:50 PM
Marriott Marquis, Level M4, Independence A-C
Area: EDC; Domain: Translational
Chair: Adam Hockman (The Mechner Foundation/ABA Technologies)
Discussant: Adam Hockman (The Mechner Foundation/ABA Technologies)
CE Instructor: Janet S. Twyman, Ph.D.
Abstract:

If you design, select, modify, or deliver instruction, this session is for you! Direct Instruction (DI) programs are highly effective, with design and delivery based on the content’s “Big Idea” and application of three powerhouse components: content analysis, instructional sequencing, and clear communication. Content analysis is an active and creative part of instructional design that ensures concepts are learned and readied for teaching generalization. Thoughtful sequencing and example juxtaposition improve efficiency. Clear communication reduces ambiguity and errors—for both the teacher and the learner—and influences DI’s presentation features (e.g., scripting, active student responding, pacing, progress monitoring). The program elements of true DI move the instructional design process beyond simply selecting multiple exemplars, the prevailing method in much of behavior analytic teaching. This session will apply and extend these core features to real-world contexts for any and all teaching, content, and circumstances. Our goal? You’ll learn to infuse these critical components of DI into your own instructional design and delivery.

Instruction Level: Basic
Keyword(s): Concept Learning, Direct Instruction, Instructional Design
Target Audience:

Behavior analysts (certified), educators, instructional designers

Learning Objectives: 1. Participants will describe the importance of content analysis for effective and efficient teaching. 2. Participants will give examples and non-examples of a concept. 3. Participants will describe five sequencing features of DI and how they support efficient learning. 4. Participants will explain how DI principles extend to a wide range of behavior analytic teaching, such as the promotion of complex verbal behavior.
 
Features of Direct Instruction: Analysis of the Domain and Effective Interaction
(Theory)
TIMOTHY A. SLOCUM (Utah State University), Kristen Rolf (Utah State University)
Abstract: Direct Instruction (DI) includes numerous features that can be adopted by behavior analysts to improve teaching outcomes across many populations. This presentation will focus on two of those features: (1) analysis of the content domain, and (2) presentation and lesson delivery. Analysis of the content domain is one of the most underappreciated and powerful components of DI. It involves analyzing the content domain to be learned (e.g., beginning reading, basic language skills, narrative language, social skills, calculus) to identify broadly applicable generalizations (“Big Ideas”) that must be taught in order for students to later derive numerous untaught responses. This analysis is foundational to highly generative instruction, and is further enhanced through lesson presentation and delivery. In small group instruction, DI’s instructional formats, student grouping recommendations, scripted presentations, ongoing data-based decision-making rules, brisk pacing, component skill mastery criteria, and correction procedures make it possible to bring about interactive and effective instruction.
 
Creating the Components for Teaching Concepts
(Theory)
KENT JOHNSON (Morningside Academy)
Abstract: An important dimension of Direct Instruction (DI) programs involves teaching conceptual behavior related to the broadly applicable generalizations of a content domain. In this presentation I will outline the necessary components for teaching a concept in any domain. The first step (1) is to conduct a concept analysis of the critical features that define the concept, and the features that vary from instance to instance of the concept. From this prescription we must (2) develop a range of typical and far-out examples of the concept that illustrate both the critical and variable features, (3) develop a minimum rational set of close-in non-examples of the concept, each of which is missing only one critical feature, and (4) develop additional examples and non-examples that may be needed to produce the desired discriminations. Multiple exemplar teaching is not enough. Teaching a concept this way produces generative responding to examples as well as non-examples not presented during instruction. To assess learners’ generative responding, we must (5) create another set of far-out examples and close-in non-examples from the concept-analysis prescription. Finally, after initially acquiring conceptual behavior, learners must (6) practice with additional far-out examples and close-in non-examples. Once these components are created, a teacher is ready to develop an instructional sequence featuring tasks that include context-setting descriptions, rules, examples, and non-examples.
 

You Have the Big Idea, Concept, and Examples: Now What?

(Theory)
JANET S. TWYMAN (blast)
Abstract:

How do you take a concept/content analysis and figure out the sequence of what to teach when? Even after performing the necessary analytical components for teaching a concept we still have to figure out how to best teach it. The sequence in which skills are taught is instrumental for success. Learning new concepts can be made easier or more difficult depending on the order in which stimuli are introduced. Critical design aspects of how to teach include the sequence and arrangement of examples and non-examples (juxtaposition), the use of clear instructions (faultless communication), the judicious presentation of “interruptions,” and the selection of teaching routines based on the learner's current repertoire (response teaching strategies). This presentation will outline five Direct Instruction (DI) principles for sequencing and ordering examples to maximize learning, and it will consider their ties to behavior analysis.

 
Adopting Direct Instruction Principles to Design and Deliver Generative Language Instruction via Narratives
(Service Delivery)
TRINA SPENCER (Rightpath Research & Innovation Center, University of South Florida)
Abstract: Narratives are large unit verbal operant responses that are extremely important to the academic and social development of children, with and without disabilities. Many Direct Instruction (DI) principles are applied in the design and delivery of a narrative-based academic language curriculum called Story Champs. In order to develop such a program, the content analysis requires an understanding of the autoclitic controls inherent in storytelling and the sophisticated nature of narrative language. The “Big Ideas” of narrative language (e.g., structures of stories and sentences) facilitate generative language learning and optimize concept teaching. During Story Champs instruction, learners practice storytelling and retelling in flexible groups as teachers/interventionists use consistent instructional formats and standardized correction procedures (i.e., model-lead-test and 2-step prompting). During guided practice, children practice retelling a strategically sequenced series of stories (aka, multiple exemplars). Then, to facilitate a quick transfer, children generate personal stories using the story structures, linguistic structures, and vocabulary that they learned during retells. Some aspects of Story Champs are guided by scripts while others are trained loosely (not trained to mastery). Choral responding and brisk pacing maximize active responding during the instructional delivery. Story Champs is just one example of how DI principles are adaptable for a broad range of behavior analytic teaching.
 
 
Symposium #376
CE Offered: BACB
Recent Advancements in Play and Social Skill Development for Children With Autism
Sunday, May 24, 2020
6:00 PM–6:50 PM
Walter E. Washington Convention Center, Level 2, Room 201
Area: AUT/VBC; Domain: Applied Research
Chair: Emma Seliina Sipila-Thomas (Michigan State University )
CE Instructor: Emma Seliina Sipila-Thomas, M.A.
Abstract:

Children with autism spectrum disorder (ASD) often have trouble establishing and maintaining relationships, do not engage in appropriate play with their peers, and show key deficits in conversational speech. This symposium seeks to address these problems by presenting three studies that use interventions to increase social and play skills with children with ASD. The first study implemented a manualized social-play intervention and evaluated student social and play skill outcomes. The second study taught children with ASD a socially appropriate method to ensure their own preferences were respected while playing with a peer. The third study implemented a multiple-baseline design across dyads of children with ASD to assess the potential of using scripts, presented through text messages, on the conversational speech between eight participants with ASD during free play. All three studies for this symposium have important implications for increasing social and play skills with children with ASD.

Instruction Level: Intermediate
Keyword(s): Autism, Play, Social Skills, Verbal Behavior
Target Audience:

Board Certified Behavior Analysts

Learning Objectives: CE Objectives: At the conclusion of the presentation, participants will be able to: (1) develop teaching tools, such as behavioral skills training, to teach children with ASD to identify preferred toys; (2) identify a teaching strategy to teach children with ASD to express their own play preferences; (3) identify the strengths of naturalistic developmental behavioral interventions in teaching social skills to children with ASD
 
An Evaluation of a Manualized Social-Play Intervention Using a Randomized Controlled Trial
EMMA SELIINA SIPILA-THOMAS (Michigan State University), Matthew T. Brodhead (Michigan State University), Josh Plavnick (Michigan State University)
Abstract: Play is an essential pivotal skill for children because it is both an important developmental outcome and a context for much of the curriculum presented in early learning environments. However, children with autism spectrum disorder (ASD) have a troubling developmental social trajectory due to their deficits in social behaviors and restricted interests that severely inhibit their ability to engage in appropriate play with their peers. Given the importance of social skill development in children with ASD, it is paramount that children with ASD receive access to social skills programs at an early age, alongside their typically developing peers, in order to fully benefit from future meaningful social experiences throughout their lifespan. To date, there are no carefully designed manualized procedures for educators to deliver social-play skills interventions to children with ASD within inclusive early-childhood special education settings. The purposes of the present study were to: (1) implement a manualized social-play curriculum, Play20, and (2) evaluate student social and play skill outcomes using a randomized controlled trial containing a treatment (i.e., Play20) and control group. Students in the Play20 group engaged in more and higher quality play actions than students in the control group. The findings and implications are discussed.
 

Teaching Negotiation Skills During Play to Children With Autism Spectrum Disorders

NICOLE O'GUINN (Baylor University), Jessica Akers (Baylor University)
Abstract:

Children with autism spectrum disorders (ASD) often have trouble establishing and maintaining relationships. This difficulty is intensified by the restricted interests and repetitive behaviors which are typically present within this population. These difficulties are often exhibited during play with their peers. Research supports teaching several skills necessary to play with peers, including assessing and responding to a peer’s preference. However, children with ASD are generally not taught to negotiate with a peer during play to ensure both play partners’ preferences are honored. The purpose of this the current study is to provide children with ASD a socially appropriate method to ensure their own preferences are respected while playing with a peer. The intervention included a behavioral skill training package to teach children with ASD to first identify toys which are preferred and non-preferred by the peer with whom they are playing. Following mastery of this skill, we teach children to negotiate for their own play preference while considering their peer’s play preferences using a first then statement. For example, “if we first play with (peer’s preferred toy) then can we play with (child with ASD’s preferred toy)?”. Generalization will be assessed with a novel peer.

 

A Collaborative Parent-Implemented Script Program to Teach Conversational Speech to Their Children With Autism Spectrum Disorder at Home

MELAURA ERICKSON TOMAINO (Port View Preparatory), Marjorie H. Charlop (Claremont McKenna College)
Abstract:

A multiple baseline design across participants (parent/child dyads) was used to evaluate the effectiveness of a collaborative parent training program in teaching parents to implement a script program to teach their children with ASD to engage in a reciprocal conversation at home. A script training program was designed with parents and experimenter creating appropriate home themed scripts for parents to later us. Several versions of scripts (multiple exemplars) were created (Scripts A,B,C) for each parent-child dyad. Once all baseline probes across all scripts and all settings (home and generalization settings) were taken, the script program was implemented in the home by the parents. Parents demonstrated quick acquisition of the script procedures and all child participants learned the scripts. Five out of six children generalized the skill across conversational topic to an untrained topic.

 
 
Panel #378
CE Offered: BACB — 
Ethics
Diversity submission May We Offer Another Perspective? Ethics and Cultural Considerations
Sunday, May 24, 2020
6:00 PM–6:50 PM
Marriott Marquis, Level M4, Liberty M
Area: CSS; Domain: Service Delivery
CE Instructor: Amanda N. Kelly, Ph.D.
Chair: Amanda N. Kelly (BEHAVIORBABE (Hawai'i); Distinguished Organization of Behavior Enterprises, Hawai'i Association of Behavior Analysis)
NICOLE M. DAVIS (Northeastern University)
ANTONIO M. HARRISON (Renaissance Behavior, LLC)
AMOY HUGH-PENNIE (Understanding Behavior, Inc.; TCI-VCS Program)
Abstract:

“The scientist may appeal to his own culture or history only when it resembles that of the subject he is studying. Even then he may be wrong, just as the layman's quick practical reaction may be wrong…” (B.F. Skinner, p. 302). Our attitudes, beliefs, values, and experiences shape how we perceive and respond to the world around us. As behavior analysts, often in consultative capacities, we find ourselves interacting with numerous individuals who have histories and behavioral repertoires that differ from our own. This panel aims to discuss ethics for analysts and to offer perspectives from behavior analysts whose backgrounds; both personal and professional have likely differed from yours, and perhaps from the majority of other analysts. Through our stories, we hope to create a conversation where we can begin to become comfortable with the discomfort, particularly when cultural differences arise. We invite you to join us and to hear varying perspectives about the roles behavior analysts play and the role behavior analysis plays in each of our lives.

Instruction Level: Basic
Target Audience:

Our target audience are newly credentialed and seasoned behavior analysts and any other mental health professionals.

Learning Objectives: 1. List two ethical code elements which were referenced by the panelists. 2. Name an ethical code that is commonly used when discussing difference in culture. 3. List two strategies for becoming more culturally competent/sensitive.
Keyword(s): culture, dissemination, diversity, ethics
 
 
Symposium #379
CE Offered: BACB — 
Ethics
Celeration and Crimes Against Humanity: Part 2
Sunday, May 24, 2020
6:00 PM–6:50 PM
Marriott Marquis, Level M4, Liberty N-P
Area: CSS/PCH; Domain: Applied Research
Chair: Amy D. Wiech (ABC Group, Inc. Hawaii)
CE Instructor: Amy D. Wiech, Ph.D.
Abstract:

The authors use the standard celeration chart to examine behavioral phenomenon that are not only underappreciated in behavior analysis, but publicly world-wide. Police suicide, violence and killing and nefarious behaviors including terrorist attacks that are commonplace in America and the United Kingdom. But the application of science to analyzing these is far less common, making solutions to these elusive. While newspapers print trends of various crimes against humanity, these are not always listed in the most helpful and accurate terms for understanding what story the data are telling. Building on the positive audience response the authors received at the Annual Conference in 2019, the authors offer an update on current celebration trends of these behaviors. The second paper depicts a depiction of police aggression in the U.K., compared to the data available for Australia when gun control was instituted. By applying behavior analysis to these phenomenon, there is potential for the field of ABA to develop solutions. The authors use celeration to understand and interpret these trends over the last several years. Broader implications of these trends and possible solutions for public safety and prevention are discussed.

Instruction Level: Intermediate
Target Audience:

Intermediate and advanced ABA professionals, particularly those interested in spreading ABA beyond autism

Learning Objectives: 1. Identify the BACB Task List Items relevant to this learning activity. 2. Explain the benefits of using celeration over traditional methods of illustrating data. 3. Describe how behavior analytics offer solutions for these widespread social problems.
 
Behavior Analysis: The Ideal Technology for Improving Critical Issues of the Unites States’ Law Enforcement Community
AMY D. WIECH (ABC Group, Inc. Hawaii)
Abstract: Behavior analysis is a valuable technology worthy of dissemination beyond autism alone. This presentation provides an update to current celeration patterns of people killed by police (regardless of cause) and law enforcement officers who have died by suicide. The real crime against humanity is the exclusion of ABA in Law Enforcement today. The authors suggest several behavior analytic solutions to bring ABA into Law Enforcement such as improving officer health and wellness, improving relations between police and the community at large, and helping law enforcement legitimize their field using evidence-based practices including single subject design research locally. Grassroots paths for behavior analysts to assist in dissemination efforts within the field of law enforcement will be proposed.
 
Growing Concerns in the United Kingdom
KRISTOPHER R KIELBASA (The Chicago School of Professional Psychology)
Abstract: Murder, theft, guns, and now knives are growing concerns in the United Kingdom as they continue to implement more restrictive policies about what tools citizens are allowed to carry. Notably, firearm availability among law enforcement and private citizens are far more restrictive in the U.K. than in the U.S. The authors use the unique view offered by the standard celeration chart to analyze how effective these restrictions are. The analysis goes beyond examining the impact on the problems for which these punitive contingencies were intended. Using celeration, unforeseen side effects of the restrictions are also investigated, such as shifts in response allocation to other tools of crime. The author also describes how these celeration trends fit into the broader effects that other nations’ firearm restrictions have had. Social and public implications of these data are discussed.
 
Terrorism: Will it Ever End?
KENT A. CORSO (Xcelerate Innovations, LLC)
Abstract: Terrorism is a sinister phenomenon that has grown over the last two centuries across the world. It is defined as intentional violence against civilians motivated by political goals. It refers to violence during peacetime or in the context of war against non-combatants (mostly civilians and neutral people). The terms "terrorist" and "terrorism" originated during the French Revolution of the late 18th century, but gained mainstream popularity in the 1970s as popular media outlets and books covered the conflicts in Northern Ireland, the Basque Country and Palestine. The increased use of improvised explosive devises (IEDs) from the 1980s onwards characterizes the most recent forms of international terrorism including package type IEDs, suicide bomb IEDs and vehicle-born IEDs. This paper explores celeration trends in terrorism over the last several decades. Particular attention is paid to coinciding variables and societal conditions in history to help elucidate any patterns that might be contributing to these phenomena.
 
 
Symposium #380
CE Offered: BACB
Practical Strategies for Assessment and Program Development for Adults With Autism and Intellectual or Developmental Disabilities
Sunday, May 24, 2020
6:00 PM–6:50 PM
Walter E. Washington Convention Center, Level 1, Salon G
Area: DDA/AUT; Domain: Applied Research
Chair: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
CE Instructor: Christopher Manente, Ph.D.
Abstract:

While the support needs of many individuals with Autism and/or Intellectual/Developmental Disabilities do not change with the expiration of their educational entitlement at age 21, the transition from the school-age educational system to the realm of adult services often involves a significant reduction in the availability of high-quality support services. There are many factors that contribute to the lack of availability of high-quality programs and services for adults with ASD/IDD. Some of these factors include a lack of funding, transportation, opportunities for community-based employment & recreation, training, provider agencies, and highly qualified staff. There continues to be a dire need for additional research focused on the identification and validation of effective strategies for encouraging desirable outcomes among adults with ASD/IDD despite the limited resources that are commonplace in the adult services field. The current symposium addresses this need by exploring practical strategies for functional assessment and the design and implementation of effective support services despite the general lack of resources that commonly exist within adult-focused service delivery agencies.

Instruction Level: Intermediate
Keyword(s): Adults, Functional Assessment, Preference Assessment, Telehealth
Target Audience:

Practitioners and researchers interested in the identification, validation, and implementation of evidence-based practices for supporting adults with autism and/or IDD across settings and contexts.

 

Using Telehealth to Teach Valued Skills to Adults With Intellectual and Developmental Disabilities

AZURE PELLEGRINO (University of Kansas), Florence D. DiGennaro Reed (University of Kansas)
Abstract:

Telehealth uses electronic information and telecommunication technologies to support long-distance clinical services. It has successfully been used by medical professionals to deliver services to patients and by clinical professionals to teach family and staff members to provide evidence-based practices. There is no research to date, however, evaluating the use of telehealth to teach individuals with intellectual and developmental disabilities (IDD). Thus, we evaluated the efficacy of a telehealth intervention using total task chaining with least-to-most prompting delivered via videoconference to two adults with IDD. Each participant selected three recreational, independent living, or vocational skills to learn. Both participants demonstrated low independent responding during baseline with enhanced written instructions present. During intervention, which included verbal and model prompting, both participants met the mastery criterion for each skill in fewer than 15 sessions. In addition, both participants performed all skills at the same mastery level in 2-week follow-ups. Finally, both participants expressed satisfaction with the goals, procedures, and effects of the intervention. We discuss the broader scope of the intervention to individuals with disabilities for whom face-to-face services may not be feasible.

 
Practical Functional Assessment and Skill-Based Treatment in an Adult Service Agency
KATE MARIE SADLER (University of Virginia), Einar T. Ingvarsson (Virginia Institute of Autism), Lauren Haskins (Virginia Institute of Autism), Jessica L. Doucette (Virginia Institute of Autism), Jake Frazier (Virginia Institute of Autism), William Therrien (University of Virginia)
Abstract: Surveys suggest that behavior analysts are unlikely to conduct functional analyses (Oliver, Pratt, & Normand, 2015). Practitioners may find traditional approaches to functional analysis time consuming and unsafe. The practical functional assessment (PFA) process is an efficient and relatively safe approach that results in effective treatment (Jessel, Ingvarsson, Metras, Kirk, & Whipple, 2018). Previous research on the PFA and associated skill-based treatment (SBT) has mostly been conducted with young children. The purpose of the current study was to evaluate this assessment and intervention process in in a day-support program for adults with autism and other developmental disabilities. Results with three adult participants suggest that the PFA allowed for efficient identification of synthesized contingencies maintaining severe problem behavior in the context of on-going activities. SBT consisted of functional communication training, tolerance training, and reinforcement thinning. Rates of problem behavior remained low as typical activities were re-introduced and the schedule of reinforcement thinned. These results provide preliminary evidence that the PFA and SBT can be implemented successfully in an adult services program under the supervision of experienced behavior analysts.
 

A Comparison of Preference Assessment Methods of Community-Based Activities for Adults With Autism Spectrum Disorder

COURTNEY BUTLER (Rutgers University), SungWoo Kahng (Rutgers University)
Abstract:

The purpose of this study is to compare pictorial preference assessments (PPA) to video-based preference (VPA) assessments to identify preferred activities. Additionally, we compared the effects of these assessments when activities were and were not presented. Participants were two adults with ASD who participated in a university-based employment support program. Multiple preference assessments were conducted in the following sequence: (a) VPA with 5-min access to the activity, (b) VPA with no access following a selection, (c) PPA with 5-min access to the activity, and (d) PPA with no access. Spearman rank order correlation coefficients were calculated to compare the results of VPA to that of the PPA. Preliminary results of the VPA with and without access to activities identified a Spearman correlation coefficient of 0.51 and 0.68, representing a strong positive correlation between each assessment type. These data support previous research indicating access to an activity following a selection may be unnecessary (Clark et al., 2015; Brodhead et al., 2017). This study will benefit individuals with ASD by identifying a viable method of reinforcer identification for community-based activities.

 
 
Panel #381
CE Offered: BACB
Treating Complex Clients into Adulthood: Incorporating Mental Health and Behavioral Health Services
Sunday, May 24, 2020
6:00 PM–6:50 PM
Walter E. Washington Convention Center, Level 1, Salon H
Area: DDA/CBM; Domain: Translational
CE Instructor: Laurie Tarter, Psy.D.
Chair: Laurie Tarter (Encompass Behavioral Health )
TIERRA AIRMET (Community Research Foundation)
NILOFAR SEDIQI (Community Research Foundation)
PATRYCJA JOCZYN (Community Research Foundation)
Abstract:

Adults with Intellectual and Developmental Disabilities often face complex issues when addressing their mental and behavioral health needs. Frequently, co-occurring issues within mental health diagnosis and Intellectual Disabilities/Developmental Disabilities (ID/DD), go over looked and are underserved. Examples include clients with co-occurring diagnoses such as Schizophrenia, Bipolar Disorders, Anxiety, Depression, and Substance use Issues in conjunction with an ID/DD diagnosis. This panel will present a collaborative treatment approach for adults with ID/DD and a mental health diagnosis. The focus is on bridging the gap between mental health issues and behavioral health issues. The panel will identify signs that the client may need mental health and possibly substance use treatment, in addition to Applied Behavior Analysis services. The treatment team includes mental health, behavioral health, substance use treatment, and nursing providers. The model being presented incorporates mental health treatment approaches such as Dialectical Behavioral Therapy special skills, Cognitive Behavior Therapy, and Motivational Interviewing, in conjunction with ABA services. They will address how an interdisciplinary team can work with a client and other supporting providers to treat the whole person. This presentation can provide a model for an underserved adult population with co-occurring disorders.

Instruction Level: Intermediate
Target Audience:

Individuals interested in working with adults with co-occurring ID/DD, mental health diagnosis, and possible substance use issues are encouraged to attend. Crisis intervention with the most challenging clients who are at risk for losing their housing (e.g. group home, ILF, B&C), transiting from Developmental Institutions, frequently hospitalized, or frequent police interactions. A pilot program and treatment will be presented.

Learning Objectives: -Identify treatment modalities for co-occurring diagnosis (ID/DD, Mental Health, Substance Use) -How to utilize ABA and Mental Health treatment modalities together to stabilize clients in crisis -How treatment providers from different domains (e.g.,Psychologist, MFT, LCSW, BCBA) can provide a team approach to treat the whole client.
Keyword(s): Adult, Crisis Intervention, Intellectual/Developmental Disabilities, Mental Health
 
 
Invited Paper Session #382
CE Offered: PSY/BACB/QABA/NASP
Designing Instruction for All Learners: How Verbal Development Informs Curriculum
Sunday, May 24, 2020
6:00 PM–6:50 PM
Walter E. Washington Convention Center, Level 1, Salon C
Area: DEV; Domain: Applied Research
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University)
CE Instructor: Jennifer Weber, Ph.D.
Presenting Author: JENNIFER WEBER (Teachers College, Columbia University)
Abstract:

Research findings from our CABAS® and Accelerated Independent Learner (AIL) schools and laboratories have demonstrated that instruction for all learners is best arranged with a focus on verbal development. The Early Learner Curriculum and Achievement Record (ELCAR, previously known as the C-PIRK) provides an inventory of repertoires and verbal developmental cusps that are the foundation for children to excel in Kindergarten. Our AIL objectives and new STEM curricula serve more advanced learners. However, knowing what to teach is only half the battle. Instruction must take place within the context of the learner’s verbal development. Once students have the necessary foundational repertoires and verbal behavior developmental cusps that will allow learning to occur, it is crucial to identify the proper instructional objectives. In this talk, I will provide academic teaching sequences aligned to both State and Common Core standards to instruct all students. I will also provide an overview of how to arrange instruction for all learners, from students at the pre-foundational level to those who are independent readers and writers.

Instruction Level: Intermediate
Target Audience:

Individuals interested in verbal behavior, or verbal behavior developmental theory in relation to instructional design.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the foundational verbal behavior developmental cusps that allows for learning to occur; (2) describe how to arrange academic instruction based on verbal behavior developmental cusps; (3) provide detailed descriptions of academic teaching sequences for students at different levels of verbal behavior; (4) discuss best instructional practices to accelerate learning for all learners.
 
JENNIFER WEBER (Teachers College, Columbia University)
Dr. Jennifer Weber is an Adjunct Assistant Professor at both Teachers College, Columbia University and Nicholls State University. She received her Master’s, M.Phill, and Ph.D., in Applied Behavior Analysis from Teachers College, Columbia University. Dr. Weber is a doctoral level-board certified behavior analyst and holds a CABAS® Senior Behavior Analyst rank. She specializes in training teachers to utilize a Strategic Science of Teaching in both Special Education and General Education settings. Her research interests include verbal behavior development, instructional design, and teacher training.
 
 
Invited Paper Session #383
CE Offered: BACB/PSY/QABA
What Your Future Self Wants You to Know Now
Sunday, May 24, 2020
6:00 PM–6:50 PM
Walter E. Washington Convention Center, Level 3, Ballroom AB
Area: EAB; Domain: Theory
Chair: Erik Arntzen (Oslo Metropolitan University)
CE Instructor: Amy Odum, Ph.D.
Presenting Author: AMY ODUM (Utah State University)
Abstract:

Although the behavior of humans and other animals can show exquisite sensitivity to consequences, under some circumstances, we act as if important variables are irrelevant. Why is that? How can we learn to act now, to avoid regret later? I will discuss common end-of-life regrets and work backwards to the present, reverse engineering the path we will wish we had taken. Delay discounting, the decline in the present value of temporally remote rewards, can contribute to the understanding and thus prevention of regret. I will discuss the factors that give rise to our disregard of our future preferences. These include the shape of discounting curves, aspects of the rewards in consideration, and organismic influences. I will discuss research from the basic laboratory to the clinic, and apply it to individual, societal, and global decision-making levels. Within these factors are the keys to changing our own decision making now to prevent regret later.

Instruction Level: Intermediate
Target Audience:

Practitioners, basic, applied, and clinical behavior analysts.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define delay discounting; (2) discuss how delay discounting contributes to regret; (3) describe the shape of delay discounting curves and how this contributes to impulsivity; (4) describe the contribution of reward type to delay discounting; (5) describe the organismic contribution to delay discounting.
 
AMY ODUM (Utah State University)

Amy Odum is a Professor in the Department of Psychology at Utah State University. Her research interests are in basic behavioral phenomena, such as response persistence, sensitivity to delayed outcomes, conditional discriminations, and environmental influences on drug effects. Her work has been funded by the National Institute on Drug Abuse and the National Institute of Mental Health. She completed a post-doctoral fellowship at the University of Vermont’s Human Behavioral Pharmacology Laboratory after earning her Ph.D. and M.A. in Psychology, specializing in Behavior Analysis, from West Virginia University. She received a B.S. in Psychology from the University of Florida. Dr. Odum served as Editor in Chief of the Journal of the Experimental Analysis of Behavior. She has been President of the Society for the Experimental Analysis of Behavior and President of Division 25 (Behavior Analysis) of the American Psychological Association. She is a Fellow of the Association for Behavior Analysis International.

 
 
Symposium #384
CE Offered: BACB
A Component Analysis of Higher Education
Sunday, May 24, 2020
6:00 PM–6:50 PM
Marriott Marquis, Level M4, Independence E
Area: EDC/TBA; Domain: Translational
Chair: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College)
CE Instructor: Jesslyn N. Farros, Ph.D.
Abstract:

Higher education in behavior analysis is in high demand, especially online learning options. Any modality of education must use current evidence-based teaching methods, however, little to no empirical research has been conducted on online learning methodologies. The following studies were all conducted in behavior analysis Master-level courses. The studies evaluated various aspects of those courses including with and without access to online forums (asynchronous discussion), with and without instructor involvement on forums, point contingencies on forums, access to synchronous and asynchronous discussion, participation in synchronous or asynchronous discussion sessions, and grading criteria (credit/no credit vs accuracy).

Instruction Level: Basic
Keyword(s): credit/no credit, higher education, online learning, synchronous/asynchronous discussion
Target Audience:

Those interested in higher education, especially online learning.

 
Online Learning: The Effect of Synchronous Discussion Sessions in Asynchronous Courses
(Applied Research)
JESSLYN N. FARROS (Center for Applied Behavior Analysis (CABA) and Endicott College), Lesley A. Shawler (Endicott College), Ksenia Kravtchenko (Endicott College, Global Autism Project), Mary Jane Weiss (Endicott College)
Abstract: Online learning is extremely prevalent in education. In 2015, close to six million students were taking at least one online learning course, which was 29.7% of all postsecondary students. Although online learning is becoming more prevalent, there has been little to no research to determine what makes online learning most effective. Those that have, either have not compared modalities or have focused on another aspect of the learning. Determining the components of online learning that lead to better student outcomes will add to the current literature and improve online learning as a whole. The current study comprises four different experiments that evaluated the effect of synchronous discussion sessions in asynchronous master-level applied behavior analysis courses. Three different applied behavior analysis courses were used and each experiment utilized a slightly different experimental design. The first two focused on the addition of synchronous discussion within an asynchronous course and the last two focused on comparing the effects of synchronous and asynchronous discussion. The primary purpose of these experiments was to determine how asynchronous and synchronous discussion affect student outcomes in asynchronous online courses.
 
The Use of Discussion Forums in Asynchronous Behavior Analysis Masters Courses
(Applied Research)
ALLISON ROSE BICKELMAN (Autism Behavior Intervention; Endicott College), Mary Jane Weiss (Endicott College), Tara A. Fahmie (California State University, Northridge)
Abstract: Asynchronous online education is increasingly popular, including in the field of behavior analysis. It is imperative that any modality of education use current evidence-based teaching methods to ensure that student learning outcomes are strong. Many online courses use discussion forums as part of the course requirements. Previous research on discussion forums is mixed in terms of effectiveness and both student and instructor preference. Three studies were conducted in asynchronous behavior analysis Masters courses to examine student outcomes with and without access to forums, with and without instructor involvement on forums, and with various point contingencies for posting on forums. Overall results indicate that forums do not have direct, critical impact on student quiz scores and course outcomes; however, social validity measures demonstrate variability in preference for the use of the forums.
 
Comparing Grading Criteria for Readiness Assessment Tests: Accuracy versus Credit/No Credit
(Applied Research)
Leah Rosenfeld (California State University Sacramento), Megan R. Heinicke (California State University, Sacramento), SHELBY MARIE BRYEANS (California State University, Sacramento)
Abstract: Pre-lecture reading quizzes, or Readiness Assessment Tests (RATs), improve college students’ exam performance; however, implementing RATs requires instructor resources. This study compared accuracy versus credit/no credit grading criteria on exam scores, participation, and attendance in an upper-level college course using a nonequivalent control group design. Students in the credit/no credit group spent less time on RATs and performed poorer on both RATs and unit exams across the semester compared with students who were required to respond accurately on RATs. We did not find significant differences between groups on attendance or participation measures. More students in the credit/no credit group reported liking RATs and recommended other instructors use them, whereas more students in the accuracy group had a preference for RATs over in-class quizzes. Although grading for completion rather than accuracy may be less intensive for instructors, our findings suggest this choice may decrease the benefits of RATs for students.
 
 
Invited Panel #387
CE Offered: BACB
Diversity submission SUSTAINABILITY: Behavior Analysis and Sustainability: Designing Community Interventions, Collaboration and Outreach, and Obtaining Funding
Sunday, May 24, 2020
6:00 PM–6:50 PM
Marriott Marquis, Level M4, Liberty I-L
Domain: Translational
Chair: Thomas G. Szabo (Florida Institute of Technology)
CE Instructor: Thomas G. Szabo, Ph.D.
Panelists: HOLLY SENIUK (Behavior Analyst Certification Board), JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC), TIFFANY DUBUC (University of Nevada, Reno), ANDREW BONNER (University of Florida)
Abstract:

An extension of the panel on “Coordinating Interdisciplinary Sustainability Research”, this panel is composed of experts in behavior analysis who will share perspectives on coordination and outreach, research institutions and foundations, and collaboration with others to design community-level interventions to curb the effects of greenhouse gases. This panel aims to foster an open dialogue on how the behavioral community can move this work forward through addressing complex questions, sharing new ideas, and collaborative problem-solving. Audience members will have the opportunity to ask questions of the panelists and offer ideas for collaboration and expansion of the work of the task force. We invite participants to lean in to the complex nature of behavioral science work on climate change and explore new relationships and collaborations that build a community of researchers, practitioners, and activists that are committed to the health and long term survival of our planet and the important role that behavior science plays in making that happen.

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 methods for finding potential collaborators; (2) identify barriers to initiating interdisciplinary collaborations; (3) state strategies for building relationships and collaborations with researchers, practitioners, and activists working in the area of climate change.
HOLLY SENIUK (Behavior Analyst Certification Board)
Holly Seniuk, PhD, BCBA-D is the Ethics Disciplinary Manager at the Behavior Analyst Certification Board. Dr. Seniuk graduated with her doctorate from the University of Nevada, Reno in 2013 under the mentorship of Dr. Larry Williams and has been a Board Certified Behavior Analyst since 2010. She has previously worked as an Assistant Professor at the University of New Brunswick, Fredericton where she developed an undergraduate level behavior analysis program and as the Project Coordinator for the Nevada PBIS Technical Assistance Center, working on the Facility-Wide PBIS Project providing behavioral systems support to residential juvenile corrections and youth mental health facilities as well as youth parole. Dr Seniuk has over 13 years of experience working in a variety of clinical settings including early intervention, schools, mental health, and intellectual disabilities. She has served on numerous boards and committees including the Nevada Association for Behavior Analysis, Atlantic Provinces Association for Behavior Analysis, Behaviorists for Social Responsibility, and the Coalition of Behavioral Science Organizations Climate Change Task Force. Her professional  and research interests include behavioral systems analysis, applications of the matching law to sports, and environmental sustainability.
JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC)
Dr. Fiebig has been applying the science of behavior analysis to optimize school, community, and organizational environments and improve individual well-being for two decades. Though initially convinced she would change the world with music, incidentally, it was her music composition studies at the University of Florida that paved the road to behavior analysis. She completed her graduate training in behavior analysis at The Florida State University and her PhD in Organizational Leadership at The Chicago School of Professional Psychology, with emphasis on organizational behavior management and relational frame theory applied to climate change communication. Her work has taken her across the US and Europe and is focused on impacting organizational sustainability, leadership development and team performance, and prosocial, consensus-based community practices. She is an Assistant Teaching Professor in the Department of Applied Behavior Analysis at Ball State University, co-founder of ABA Global Initiatives Consulting Group, and a director of LPC International. She is a founding member and chair of ABAI’s Behavior Analysis for Sustainable Societies (BASS) SIG and serves on the Coalition for Behavior Science Organization’s Climate Change Task Force.
TIFFANY DUBUC (University of Nevada, Reno)
Tiffany is a Board Certified Behaviour Analyst, from Ontario, Canada.  She received her Master’s Degree in Applied Behaviour Analysis in 2011 from Northeastern University and in 2015 she began completing doctoral requirements for a PhD in Applied Behaviour Analysis from the Chicago School of Professional Psychology.  Tiffany has extensive clinical experience developing, evaluating, supervising and consulting on educational and behavioural programs for individuals with Autism Spectrum Disorders.  Her clinical contributions have spanned an excess of five countries, including those within the Middle East, as well and India. Tiffany’s research interests include the conceptual analysis of cultural discrimination and implicit bias, using a relational frame theory account, as well as the use of Acceptance and Commitment Therapy (ACT) interventions to increase psychological flexibility as it pertains to cultural competency. Tiffany is passionate about the power of behaviour science to create meaningful and sustained change, and is interested in its application to issues of broad-scale social significance (racism, sustainability). In line with her penchant for fascinating contexts, Tiffany presently resides in Riyadh, Saudi Arabia as BCBA Fieldwork Supervisor for the University of Nevada, Reno in collaboration with the King Faisal Specialist Hospital & Research Center.
ANDREW BONNER (University of Florida)
Andrew is a doctoral student in behavior analysis at the University of Florida. His primary research interests are in the areas of developing community interventions to reduce greenhouse gas emission. To that end, he evaluates the determinants for pro-environmental behavior, develops interventions, and then evaluates their effects always with an eye toward scalability and widespread adoption.
 
 
Panel #388
CE Offered: BACB — 
Ethics
Ethics CEUs! Oh, and Also an In-Depth Discussion on Functional Perspectives of the BACB Ethics Code
Sunday, May 24, 2020
6:00 PM–6:50 PM
Marriott Marquis, Level M1, University of D.C. / Catholic University
Area: PCH/TBA; Domain: Translational
CE Instructor: Darren Sush, Psy.D.
Chair: Shane Spiker (Positive Behavior Supports, Corp.)
DARREN SUSH (Pepperdine University)
SARA GERSHFELD LITVAK (Behavioral Health Center of Excellence)
OLIVIA ONOFRIO (Trumpet Behavioral Health)
Abstract:

Behavior analysts have the potential to encounter ethical challenges on a daily basis. While the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board; BACB, 2014), includes clear and concise guidance and direction, many behavior analysts find there is significant ambiguity, misunderstanding, and interpretation when applying the Code to real-life professional circumstances. Practitioners may find themselves in an uncomfortable conflict between adhering to the Code and integrating their own appraisal and perspective of challenging scenarios. Fortunately, behavior analysts are adept at assessment of the events surrounding targeted behavior and can directly apply this skillset toward understanding behaviors associated with ethically difficult situations. The panelists will discuss ethical decision-making models for incorporating and analyzing the function of ethically precarious behavior within context while remaining consistent with ethical standards of the field and ensuring quality care for clientele.

Instruction Level: Basic
Target Audience:

The target audience for this presentation is anyone interested in the study or practice of applied behavior analysis including Board Certified Behavior Analysts (BCBAs), Board Certified Assistant Behavior Analysts (BCaBAs), Registered Behavior Technicians (RBTs), psychologists, psychiatrists, clinicians, graduate students, professors, teachers, and parents. The primary audience will be those practicing, teaching or studying in applied behavior analysis.

Learning Objectives: 1. Attendees will be able to identify ethical challenges when they occur to reduce risk, as well as identifying potential ethically precarious situations before they become problematic. 2. Attendees will be able to describe ethical decision-making models that integrate relevant ethical standards and legal principles within the context of challenging circumstances. 3. Taking a functional approach to ethical and unethical behavior, attendees will be able to describe factors maintaining and influencing the ethical principles and standards of responsible professional conduct that apply to the implementation of ABA.
 
 
Panel #389
CE Offered: BACB — 
Supervision
Things Supervisors do that Supervisees Hate: Improving BCBA Supervision through Feedback from RBTs and BCaBAs
Sunday, May 24, 2020
6:00 PM–6:50 PM
Marriott Marquis, Level M4, Archives
Area: TBA/VBC; Domain: Translational
CE Instructor: Diah Askari, M.S.
Chair: Diah Askari (Behavior Man; Mighty Heroes at Pediatric Behavior Therapies)
DERIC E. TONEY (The Dozen; University of Nevada, Reno)
KRISTEN LANCASTER (BH3, INC; Capella University)
LINA MARIA KANEDA (Florida Institute of Technology)
Abstract:

Quality supervision is imperative to ensure consistent improvement in the services we provide, as well as guiding the development of the next generation of behavior analysts (BCBAs). The manner in which BCBAs provide supervision, to both students and technicians, is thought to be partly molded by their own experiences with their personal supervisors. As such, supervision styles are likely to be passed down to future generations of BCBAs. Being such a critical feature in one’s development as a BCBA, supervisors should be sensitive to the various contingencies surrounding their responsibilities. While there are an increasing number of resources available for supervisors, an often overlooked source of feedback is directly from those who BCBAs supervise. The purpose of this panel discussion is to review and respond to submissions provided by students, behavior technicians, and BCaBAs regarding their experiences with supervision. Furthermore, the panelists will discuss, as a group, potential solutions and/or changes that might improve the nature of supervision by BCBAs to further encourage the quality of this essential feature of our development as professionals and scientists.

Instruction Level: Intermediate
Target Audience:

Those who provide supervision to RBTs and BCaBAs.

Learning Objectives: After this presentation, attendees will be able to: 1. Identify quality supervision practices. 2. Effectively provide feedback and/or request feedback to improve their performance in their respective role(s). 3. Use strategies based in behavioral principles to enhance their effectiveness as both a supervisor and a supervisee. 4. Assess inter-professional communication styles to note areas in which they could improve in their role of providing or receiving supervision.
Keyword(s): Ethics, Feedback, Supervision
 
 
Special Event #398
CE Offered: BACB
The ABAI Licensing Committee: Why? When? What? Who? Where?
Sunday, May 24, 2020
7:00 PM–7:50 PM
Walter E. Washington Convention Center, Level 1, Salon A
Domain: Theory
Chair: Gordon Bourland (Trinity Behavioral Associates)
CE Instructor: Gordon Bourland, Ph.D.
Panelists: MICHAEL F. DORSEY (Amego Inc.), GRANT GAUTREAUX (Nicholls State University), GORDON BOURLAND (Trinity Behavioral Associates)
Abstract:

The ABAI Licensing Committee was established in the last 3 years to serve as a resource for behavior analysis organizations interested in licensure of behavior analysts. The Committee is a component of the Affiliate Chapters Board. The members are highly experienced behavior analysts who have experience in effectively addressing public policy issues in state government,especially pertaining to behavior analyst licensure. The reasons for the establishment of the committee, its history, operation, previous, current and anticipated activities, and the resources that it offers behavior analytic organizations will be described. The presentation will address, also, the fit of Committee activities with a behavior analytic perspective on social institutions (e.g., how its activities are relevant to metacontingencies effecting social institutions, exemplify Skinner's perspective regarding behaviorists engaging with issues relevant to a culture, incorporation of behavior analytic principles in addressing public policy issues, and promote ethical behavior in the culture). Audience participation will be encouraged

Instruction Level: Basic
Target Audience:

LBAs, BCBAs/BCBA-Ds, leaders of state behavior analysis organizations, persons interested in public policy issues including behavior analyst licensure

Learning Objectives: 1. Attendees will state the function of the ABAI Licensing Committee, 2. Attendees will state how assistance of the ABAI LIcensing Committee may be obtained, 3. Attendees will describe 2 types of resources available from the ABAI Licensing Committee.
MICHAEL F. DORSEY (Amego Inc.)
GRANT GAUTREAUX (Nicholls State University)
GORDON BOURLAND (Trinity Behavioral Associates)
 

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