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Advances in Functional Communication Training to Treat Challenging Behavior in Children With Autism Spectrum Disorders |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Beth Pokorski (STAR Inititative, University of Virginia) |
CE Instructor: Beth Pokorski, Ph.D. |
Abstract: Functional communication training is one of the most popular treatment approaches for challenging behavior among children with autism spectrum disorder. However, challenges pertaining to response variability, resurgence of challenging behavior, and overuse of a single mand may inhibit sustained implementation of FCT. This symposium presents three single case design studies on adaptations and extensions of FCT to address these challenges. The first paper evaluates FCT with lag schedules of reinforcement with preschool aged children on persistence and generalization of mands and the reduction of challenging behavior resurgence. The second paper illustrates a procedure for mand discrimination training for children with autism who communicate using augmentative and alternative communication. The third paper demonstrates the utility of comparing different function-based mands, not only in treating challenging behavior, but also in evaluating the validity of synthesized trial-based functional analysis results. Suggestions for further extending FCT in research and implications for practice are discussed. |
Instruction Level: Intermediate |
Target Audience: Board Certified Behavior Analysts and practitioners who design and implement function-based interventions for challenging behavior in applied settings. |
Learning Objectives: At the conclusion of this symposium, participants will be able to (1) describe methods for promoting response variability following functional communication training, (2) identify instructional procedures for teaching discrimination training within functional communication training, and (3) state how FCT can be used to evaluate the accuracy of functional analysis results. |
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Functional Communication Training With Lag Reinforcement: A Systematic Replication |
BETH POKORSKI (STAR Inititative, University of Virginia), Erin E. Barton (Vanderbilt University), Blair Lloyd (Vanderbilt University), Ana Paula Martinez (Vanderbilt University), Kelly Willard (Vanderbilt University) |
Abstract: Functional communication training (FCT) is an evidence-based intervention that while often effective, can result in rote responding, reduced generalizability of target behavior, and resurgence of challenging behavior (CB) during treatment lapses. Lag schedules of reinforcement have been successfully used to address these concerns. This study is a systematic, conceptual replication of Falcomata and colleagues’ (2018) single case analysis, in which an increasing lag schedule was applied within FCT to increase the variability and persistence of appropriate responding while maintaining low levels of CB during treatment. We replicated and extended this research by including participants aged 3-5, retaining mand materials during baseline, comparing contingency strength between unreinforced mands and subsequent mands or CB across conditions, assessing generalization to new communication partners, and assessing social validity. Our replication provides evidence regarding the effects of the intervention on appropriate communication and CB during treatment and lapses in treatment with young children with autism. |
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Adding Nuance to Discrimination Training for a Child With Complex Communication Needs and Challenging Behavior |
MALLORY LAMERS (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Bailey Copeland (Vanderbilt University), Ipshita` Banerjee (Peabody College, Vanderbilt University), Kate Bailey (Vanderbilt University) |
Abstract: Children with autism and complex communication needs often use augmentative and alternative communication systems (AAC) to express wants and needs. When children request something that is unavailable, the denied request can lead to problem behavior. Teaching children to discriminate the availability of reinforcers can decrease the risk of appropriate communication leading to problem behavior. One potential solution is to introduce discrimination training, a strategy frequently used to reduce challenging behavior, within a child’s AAC system. This study adds nuance to discrimination training by signaling the availability of reinforcement within an AAC system. We used a multiple probe across behaviors design to examine the effects of implementing discrimination training through visual cues into a low tech AAC device. Results revealed a functional relation between the use of discrimination training and the child’s contextually appropriate mands for preferred items. |
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FCT to Evaluate Incongruent Results of Synthesized Versus Isolated Contingencies in Trial-Based Functional Analysis |
CATHARINE LORY (Purdue University), Mandy J. Rispoli (Purdue University), Emily Gregori (University of Illinois-Chicago), Joseph Michael Lambert (Vanderbilt University), So Yeon Kim (Purdue University) |
Abstract: Synthesized functional analysis models have gained attention in recent years as a means of enhancing the efficiency of functional assessment and function-based intervention development. Yet most of the research has evaluated the results of synthesized functional analysis approaches by comparing results to traditional functional analysis models. The purpose of this study was to evaluate the accuracy of synthesized versus isolated contingencies in a trial-based functional analysis protocol with three young children with autism. The accuracy of the isolated and synthesized trial-based functional analysis results were evaluated in a concurrent operants arrangement of mands taught using FCT. Results showed that most often selected the mand corresponding to isolated rather than synthesized contingencies. |
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A Behavioral-Developmental Approach to Autism Assessment, Intervention, and Curriculum |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DEV; Domain: Theory |
Chair: Patrice Marie Miller (Salem State University) |
CE Instructor: Patrice Marie Miller, Ed.D. |
Abstract: Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, nonverbal communication and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people. They may, however, communicate, interact, behave, and learn in ways that are different from most other people. Because there is no definitive medical test, diagnosing ASD can be difficult. Research has shown that intervention can improve a child’s overall development and the earlier it occurs, the more effective it may be. In this symposium, we introduce a diagnostic tool designed to improve a very early diagnosis of autism. The tool is informed by extensive research on the Model of Hierarchical Complexity, a behavioral developmental model of tasks. The Model allows for the scaling of behaviors, tasks, reinforcers, stimuli, etc. in terms of their Hierarchical Complexity, a form of difficulty. This kind of scaling explains developmental sequences. The symposium first describes the Behavioral Developmental Autism Instrument, including how it was devised and comparing it to other assessments. The second paper illustrates how the Model of Hierarchical Complexity can be used to generate a developmental sequence of reinforcers. The third paper applies the model to curriculum development. |
Instruction Level: Basic |
Keyword(s): Behavioral Tasks, Hierarchical Complexity, Mapping interventions, Teaching curriculum |
Target Audience: People who are interested in knowing how the interventions work for instance when to know where to stop, which behavioral developmental stage to intervene at and what behavioral stage the child is functioning. |
Learning Objectives: People who are interested in learning about how to develop an intervention based out of teaching curricula, developing the level of difficulty for a behavioral developmental task and understand at what level the interventions are appropriate. |
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Behavioral Developmental Autism Instrument |
PATRICE MARIE MILLER (Salem State University) |
Abstract: The purpose of the study was to generate a behavioral-developmental scale and see how well it predicted performance in participants diagnosed with Autism Spectrum Disorders. Some items were created from our experience with children with an ASD diagnosis, some based on experience with the development with “normal” children. Some items were adapted from existing developmental scales. Each item consists of a task that the child is asked to perform. It starts with behaviors that occur in very early infancy. The aim was to allow for possible earlier diagnoses of autism and also to provide a basis for intervention. The items in the instrument are developmentally ordered, based on the Model of Hierarchical Complexity. If a child is shown to successfully perform these items, the instrument moves to more complex items. Because it assesses specific behaviors it is easier to use, providing face valid results. A brief comparison of this assessment to two others that are commonly used will be included. |
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An Instrument Measuring Reinforcer Preferences in Children |
MANSI J SHAH (Dare Association, Inc.) |
Abstract: Operant conditioning procedures are used to investigate various developmental phenomena in infants, including attention, perception, memory, language, and emotional and socialization processes (e.g., Gewirtz & Pelaez-Nogueras, 1992). The choice of what reinforcers to use has been conducted in somewhat of an ad hoc manner. This presentation introduces a way to scale reinforcers in terms of their likely effectiveness for children at different behavioral stages of development. Reinforcers are scaled in terms of their complexity using the Model of Hierarchical Complexity. This model applies a mathematically based scale to different tasks and behaviors (including reinforcing events). A brief example would be that for some children perhaps only a food-based reinforcer would work. For another saying “Good job” would work. Using this model, we have generated an ordered list of reinforcers. This can be used with individual children to ascertain which specific reinforcers are effective for each particular child. Ultimately it will provide a list of a large number of reinforcing events that may be effective when working with a wide range of children. |
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Mapping a Teaching Curriculum Based on the Autism Developmental Instrument |
PATRICE MARIE MILLER (Salem State University) |
Abstract: A teaching curriculum is described that is based on the Behavioral Developmental Autism Instrument. Each item in the instrument is both a behavior that is assessed and behavior that can then be trained if the child does not pass the item. Children with developmental delays or with Autism Spectrum disorders are trained bottom up, starting with items of less difficulty and moving to those with higher difficulty. Currently, there are 121 items in the curriculum. Creating teaching curricula from the instrument will facilitate interventions since the child will be placed at the right level of difficulty to learn. That is, the item will not be too easy and will also not be too difficult. More items may also be added at each level of difficulty (called the Order of Hierarchical Complexity of the task). This curriculum can be beneficial for both typically developing children and children with developmental disabilities across a variety of cultural settings. |
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You Gotta Be Flexible to Save the World With Behavior Analysis |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Beth McKee, M.Ed. |
Chair: Beth McKee (Guangxiu International Children's Center; Emergent Learning Academy ) |
BETH MCKEE (Guangxiu International Children's Center) |
ANESA DOYLE (8 the Plate) |
LI YING (Guangxiu International Children's Center) |
Abstract: In attempting to “Save the Word with Behavior Analysis” behavior analysts are tasked with implementation of evidence-based interventions across a variety of populations. One quickly finds them selves struggling between decisions regarding treatment fidelity vs. the need to respond to client preference and cultural needs and differences. Responding to environmental contexts of learners and families is crucial for success. An example, from an ABA clinic in China, of a reinforcement based feeding procedure that used a commercially available resource from the West will be presented. A review of research - backed treatment focused on reinforcement - based procedures will be presented. |
Instruction Level: Basic |
Target Audience: Behavior Analysts |
Learning Objectives: 3 objectives: 1) State at least 2 code of ethics which support the use of flexibility (BACB Code of Ethics eg. 2.0, 2.03, 2.09, 4.02) 2) Identify how a reliance on scientific knowledge supports thinking outside the box (BACB Code of Ethics 2.0) 3) Identify 2 food programs that can be implemented without the use of escape extinction |
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ABA, Autism, and Value-Based Care: A Pilot Project |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Hanna C. Rue, Ph.D. |
Chair: Hanna C. Rue (LEARN Behavioral) |
SANTINO LOVULLO (LEARN Behavioral) |
KRISTEN M TREULICH (LEARN Behavioral) |
CHRISTINE SEUBERT (LEARN Behavioral) |
Abstract: This panel provides an overview of value-based healthcare and the rationale for using norm-referenced and criterion- referenced assessments in ABA. All panelists are involved in a pilot project to measure the impact of applied behavior analytic treatment for individuals with autism. During the last two decades, heated debates have erupted among professionals within applied behavior analysis (ABA) regarding how to appropriately measure a client’s response to treatment. There remains a lack of consensus among behavior analysts regarding the use of norm-referenced and criterion-referenced measures. However, much of the healthcare industry is moving toward a value-based care approach. Behavior analysts working with healthcare funders are in a position to lead the discussion regarding outcome measures. Panelists will discuss the use of a battery of assessments implemented over a two-year span in a community-based setting. Finally, panelists will highlight the rationale for assessments included in the pilot project, challenges regarding staff training, development of systems to manage data collection, and analysis of the impact on service delivery. |
Instruction Level: Intermediate |
Target Audience: The target audience is BCBAs providing services or overseeing the provision of services to individuals with autism and other developmental disabilities. |
Learning Objectives: 1. Participants will be able to discuss the rationale for using norm-referenced and criterion-referenced assessments in ABA service delivery for individuals with autism. 2. Participants will be able to describe elements of BCBA training required to effectively utilize norm-referenced assessments when working in a community-based setting. 3. Participants will be able to describe how outcomes from assessments not traditionally used in ABA service delivery can improve the quality of treatment plans. |
Keyword(s): outcome measures, value-based care |
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Medication Reduction: An Organizational Approach to Psychopharmacology in a Behavior Analytic Residential Treatment Program |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: BPN/DDA; Domain: Translational |
Chair: Dawn O'Neill (Judge Rotenberg Educational Center; Contextual Behavioral Science Institute) |
Discussant: R. Nicolle Nicolle Carr (The University of Oklahoma) |
CE Instructor: Dawn O'Neill, Ph.D. |
Abstract: An organizational approach to psychopharmacology in a behavior analytic residential treatment program is discussed. Our treatment teams and psychiatrist collaborate to reduce psychotropic medications, when clinically appropriate, for individuals with severe problem behavior. Our clients have typically attended previous residential treatment facilities, have been rejected from other placements, and are admitted to our program on a variety of psychotropic medications. We discuss changes in major problem behaviors following medication reduction and discontinuation. In many cases, we are able to successfully discontinue the use of psychotropic medications while concurrently implementing a comprehensive and intensive behavioral treatment program. Effective, program-wide behavioral interventions are reviewed. Several case studies highlight various level and trend changes observed when titrating psychotropic medications. Subsequently, a retrospective analysis examines the impact of clonidine withdrawal or discontinuation on the frequency of aggressive and self-injurious behavior. Aggressive and self-injurious behavior decelerates following clonidine discontinuation for the majority of the sample. Treatment providers should also be aware of temporary increases (i.e., agitation withdrawal) in problem behavior following medication reduction. Ethical considerations surrounding boundaries of competence, consultation, treatment efficacy, and least restrictive procedures are discussed. |
Instruction Level: Intermediate |
Keyword(s): inter-disciplinary collaboration, medication reduction, psychopharmacology, treatment efficacy |
Target Audience: behavior analysts, psychologists, behavioral scientists |
Learning Objectives: 1. Understand an organizational approach to medication reduction. 2. Understand the possible impact of psychotropic medication changes on overt problem behavior, including agitation withdrawal. 3. Be familiar with ethical considerations surrounding multiple treatments and inter-disciplinary collaboration in reaching treatment decisions. |
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Changes in Major Problem Behaviors following Psychotropic Medication Reduction |
KAREN STUFFLEBEAM (Judge Rotenberg Educational Center), Dawn O'Neill (Judge Rotenberg Educational Center; Contextual Behavioral Science Institute), Nathan Blenkush (Judge Rotenberg Educational Center), Anthony Joseph (McLean Hospital; Harvard Medical School) |
Abstract: An organizational approach to psychopharmacology within an intensive in-patient behavior analytic treatment facility is discussed. Medication changes are based on collaboration between psychiatry and clinical services. Several case studies are highlighted to demonstrate the impact of psychotropic medication reduction and discontinuation during intensive in-patient behavior analytic programming on aggressive, self-injurious, health dangerous, and major disruptive behavior. A variety of medications are titrated, including antipsychotics, mood stabilizers, and benzodiazepines. Generally, successful fading and discontinuation of psychotropic medications while concurrently implementing a comprehensive behavioral treatment program comprised of antecedent-based interventions, behavioral contracts and reminders, multiple schedules of reinforcement, differential reinforcement procedures, token systems and fines, and functional communication training is observed. Examples of various level and trend changes for major problem behaviors following psychotropic medication changes are explored. Examples of deceleration, temporary acceleration followed by deceleration (e.g., agitation withdrawal), and continued acceleration following medication changes are highlighted. The treatment utility of a clinical collaboration between psychiatry and behavior analysis is discussed. Ethical considerations for boundaries of competence, consultation, effective and least restrictive treatment are reviewed. |
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Retrospective Analysis of Clonidine Efficacy for Aggressive and Self-Injurious Behavior |
(Service Delivery) |
DAWN O'NEILL (Judge Rotenberg Educational Center; Contextual Behavioral Science Institute), Nathan Blenkush (Judge Rotenberg Educational Center), Anthony Joseph (McLean Hospital; Harvard Medical School) |
Abstract: Clonidine, an autonomically active drug, is frequently prescribed in an effort to reduce different forms of aggressive and self-injurious behavior in people with various psychiatric diagnoses including attention deficit hyperactivity disorder, autism spectrum disorder, delirium, encephalopathy, mood disorders, and psychosis. Problematically, research cited to support the use of clonidine for aggressive behavior involves poor assessment methods (i.e., a line item for aggression on an indirect assessment). Furthermore, non-human animal research found that clonidine evokes aggressive and self-injurious behavior in mice. A retrospective analysis was conducted to examine the impact of clonidine withdrawal or discontinuation on the frequency of aggressive and self-injurious behavior for an intensive in-patient sample. Reduction of clonidine strongly correlated with clinically significant reductions of all forms of aggressive behavior in almost all patients. However, some patients temporarily engaged in an increase in aggressive behavior prior to maintaining lower levels of aggressive behavior. Clonidine discontinuation in patients with violent and self-injurious behavior may be an important approach to reducing such behavior, and treatment providers should be aware of the possibility of an initial increase in aggressive behavior while titrating medication. Effective, least restrictive, and multiple treatment ethical considerations are reviewed. |
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Expanding Behavior Analysis to Promote Better Outcomes for Persons With Disabilities |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: CBM; Domain: Applied Research |
Chair: Michele R. Traub (St. Cloud State University) |
CE Instructor: Alison Cox, Ph.D. |
Presenting Author: ALISON COX (Brock University) |
Abstract: Objectivity, accountability, replicability, verifiability: these are a sample of the cornerstones of the science of behaviour analysis. As a field, we emphasize developing direct measurement systems to promote accountability. These systems may add value across client services and service delivery models that may not always incorporate direct measurement protocols. For example, my co-investigator and I developed a program evaluation tool, guided by behavior analytic measurement practices, to examine how well services align with respective best-practice recommendations in a government-funded service supporting adults with acquired brain injury. Direct measurement systems may also add substantial value to psychopharmacology in treating challenging behavior in individuals with disabilities (e.g., intellectual and developmental disabilities; acquired brain injury). In fact, recent literature has concluded medication monitoring processes in this context are poor or non-existent. Clients often receive concurrent, but separate, psychopharmacological and behavioural interventions. In some cases, psychiatry and behaviour analysts working together. These relatively rare arrangements present behavior analysts with an opportunity to promote systematic data collection to efficiently identify medication impact on behavior (e.g., adaptive, maladaptive), including side effects. Unfortunately, behavior analysts do not often receive formal training relevant to psychotropic medications. Promoting behavior analysis as a valuable component in the context of psychopharmacological intervention means having behavior analysts well-trained in this area. One step towards this goal may be to establish an evidence-based training protocol enabling behavior analysts to perform effectively when collaboration opportunities arises. I will describe a research project exploring the clinical utility and feasibility of a Medications Guidelines Tool and training for behavior analysts. |
Instruction Level: Intermediate |
Target Audience: Behavioral practitioners; applied researchers |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) summarize the current status of the intersection between applied behavior analysis and psychotropic medication; (2) discuss how and where to start in developing program evaluation systems, guided by behavior analytic principles, in a treatment context; (3) discuss how and where to start in developing data collection systems in relation to psychotropic medication effects in the context of medication monitoring. |
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ALISON COX (Brock University) |
 Dr. Alison Cox received her Ph.D. in Psychology from the University of Manitoba. She is also a Board Certified Behavior Analyst – Doctoral. Throughout her Ph.D., Dr. Cox was involved in a variety of research initiatives ranging from developing measures to reliably identify preference in individuals with profound multiple disabilities to teaching children and adolescents with autism to successfully undergo MRI procedures. As an Assistant Professor in the Applied Disability Studies program at Brock University her research interests continue to be diverse. However, her primary interests lay in behavioral medicine, including examining the effects of psychotropic medication on behaviour. Through her current and past research and clinical experiences Dr. Cox has developed specific expertise in assessing and treating severe challenging behaviour in individuals with dual diagnosis and acquired brain injury, supporting skill acquisition in individuals with dual diagnosis and autism, and supervising early intensive behavioural intervention programs. Dr. Cox has presented her work at international and national conferences, is published in several prominent behaviour analytic journals, and serves as a peer-reviewer across a range of journals in the disabilities field. Finally, Dr. Cox currently serves on the Ontario Association for Behaviour Analysis (ONTABA) Adult Task Force and recently co-authored a best-practice guidelines document entitled Evidence-based Practices for Individuals with Challenging Behaviour: Recommendations for Caregiver, Practitioners, and Policy Makers. |
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Behavior Analysis in Service of Gender and Sexual Minorities: State of the Field |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/CBM; Domain: Service Delivery |
CE Instructor: Karen Kate Kellum, M.Ed. |
Chair: Patrick Wade Richardson (University of Louisiana at Lafayette) |
KAREN KATE KELLUM (University of Mississippi) |
MARIA LOUDERMILK (LittleStar ABA Therapy) |
JEFFREY BOLIN (The Chicago School of Professional Psychology) |
Abstract: Gender and sexual minorities (GSM) are estimated to comprise between 4% and 10% of the population, but are twice as likely to experience mental health problems. Social stigma and a lack of laws to protect their rights are some of the major contributors of increased stress, anxiety, depression, substance abuse, and suicidal ideation for the LGBTQIA+ population. GSM can also be reluctant to seek treatment, as there is a mistrust of healthcare providers that has built up due to a history of discrimination, a lack of training, and shortage of understanding of the experiences of GSM. Behavior analytic and behaviorally-inspired interventions are amongst the most effective for treating depression, substance abuse, anxiety, and other psychological difficulties. Behavior analysis has only recently, however, begun to make a unique contribution to conceptualizing and addressing LGBTQIA+ issues. The purpose of this panel is to offer perspectives on the status of behavior analytic contributions to promoting GSM well-being, in terms of building a robust body of behavior analytic research and developing and making available behavior analytic services. Discussants will also address the contingencies that have slowed the progress of behavior analysis in this domain as well as ethical matters involving GSM. |
Instruction Level: Basic |
Target Audience: ABAI members interested in learning more about gender and sexual minorities' issues. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe perspectives on the status of behavior analytic contributions promoting GSM well-being; (2) Discuss the barriers that have slowed down progress of behavior analysis addressing GSM concerns; (3) Describe ethical issues involving GSM. |
Keyword(s): diversity, gender minorities, LGBTQIA+, sexual minorities |
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Improving Observed Parenting and Enhancing Well-Being in Parents of Young Children With Autism Spectrum Disorder |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: DEV; Domain: Applied Research |
Chair: Jessica Singer-Dudek (Teachers College, Columbia University) |
CE Instructor: Jessica Singer-Dudek, Ph.D. |
Presenting Author: MARLA BRASSARD (Teachers College, Columbia University) |
Abstract: Research has shown that parents of children with ASD are among the most stressed as compared to all other parents, including those who have children with other psychiatric conditions and developmental disabilities (Hayes & Watson, 2013). Parents of children with ASD are chronically stressed because the demands of the family environment often exceed the parent’s ability to cope. There are few evidence-based interventions available for professionals to use with parents of a child with ASD: some use cognitive therapies, such as meditation, some use social support to reduce stress and mental health problems, and others use implement parent training to improve child behavior. Few if any combine both mental health and behavioral approaches, and none of these are designed for implementation by school personnel. This presentation describes findings from a multi-year transdisciplinary investigation into the most common stressors for parents of preschool children with ASD attending a CABAS® model school. Specifically, in two studies we surveyed parents to determine their reported levels of stress and common stressors, as well as parents’ mental and physical wellbeing, self-care, and self-efficacy skills. In the first study we also examined mother-child interactions during free-play and demand situations in order to determine possible target behaviors for intervention. Implications of the findings and suggestions for interventions will be discussed. |
Instruction Level: Basic |
Target Audience: Those interested in parent education and interventions to help parents cope with the stresses of parenting a child with ASD. These may include practitioners, educators, researchers, or parents themselves. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the evidence as to whether a child’s negative behaviors are manipulative (and thus should be ignored) OR important signals of a child’s needs (and thus should be attended to); (2) describe how child characteristics (e.g., temperament, verbal behavior developmental level, rate of learning in the ABA school, co-morbid diagnoses, severity of ASD) relate to the quality of observed parenting and the implications of these findings for interventions; (3) describe the stressors and mental health of mothers and fathers and the implications for intervention; (4) list the self-care practices that are related to lower stress and better observed quality of parenting. |
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MARLA BRASSARD (Teachers College, Columbia University) |
Marla R. Brassard, Ph.D., is a Professor in the School Psychology Program at Teachers College, Columbia University. For 37 years her research has focused on parenting, especially psychological maltreatment (PM) of children by parents, a non-physical form of abuse and neglect, that research shows is the equivalent in adverse causal impact to other forms of maltreatment and the most related to depression and suicidal behavior. Recently her work has expanded to include parenting in other high stress contexts, specifically parenting a young child with autistic spectrum disorder, with a focus on interventions that enhance parental wellbeing and increase quality of parenting. She is a fellow of the American Psychological Association and past president of the Council of Directors of School Psychology Programs. |
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Multiple Exemplar Instruction and its Implications on Rate of Acquisition of Textual, Vocal, and Written Responses and Joint Stimulus Control |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/VBC; Domain: Applied Research |
Chair: Susan Buttigieg (Teachers College, Columbia University; Manhattanville College) |
Discussant: Jennifer Longano (Fred S. Keller School) |
CE Instructor: Jennifer Longano, Ph.D. |
Abstract: The first study tested the efficacy of an intensive blending intervention on the acquisition of blending and segmenting skills as well as the rate of acquisition of new textual response targets. Using a multiple probe design, Hwang-Nesbit & Greer found that the rate of acquisition of new textual responses increased as a function of this intervention, as well as mastery of new blending and segmenting skills. In the second study, Mellon, Greer, Bakaev, and Pedrero-Davila tested the effects of a multiple exemplar instruction across vocal and written response topographies for transparent words. The participants were selected because they did not emit correct responses in one response topography when transparent words were taught in a different response topography. Results indicated that multiple exemplar instruction was functionally related to establishing joint stimulus control across these topographies. These studies have implications for struggling readers as well as different educational methodologies utilized in American education. |
Instruction Level: Intermediate |
Keyword(s): blending, CVC words, segmenting, spelling responses |
Target Audience: BCBAs BCaBAs Educators Administrators |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define multiple exemplar instruction (2) define response topography (3) define joint stimulus control and give an example in relation to reading |
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The Effect of Multiple Exemplar Instruction on The Emergence of Joint Stimulus Control for Writing and Vocally Spelling Transparent Words in Kindergarten Students With and Without Disabilities |
LEANNA MELLON (SUNY New Paltz), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Gabriela Pedrero-Davila (Teachers College, Columbia University), Esther Bakaev (Teachers College, Columbia University) |
Abstract: We tested the effects of multiple exemplar instruction (MEI) on the transformation of stimulus function across written and vocal spelling responses for transparent words. Participants were chosen because they demonstrated joint stimulus control for vocal and written spelling with nontransparent words. These participants emitted correct vocal spelling responses for nontransparent words after learning those responses in a written topography, but did not demonstrate correct responses for transparent words from the same instructional practice. A multiple probe design was used to test the effects of the intervention on the spelling behavior of 6 kindergarten students with and without disabilities. During the intervention the participants were taught vocal and written spelling responses for a novel set of 5 transparent words using MEI. The dependent variable was the number of correct untaught vocal spelling responses for a set of 20 consonant-vowel-consonant (CVC) words. All participants emitted correct untaught vocal spelling responses after the intervention and performed the behavior with the same accuracy as written spelling responses before the intervention. Results of this study are discussed in terms of its implications in the different self-dictation responses in spelling transparent and non-transparent words and the application of MEI as an instructional tool to establishing joint stimulus control. |
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The Effects of Intensive Blending Instruction on the Acquisition of Blending and Segmenting Skills and Rate of Acquisition of Textual Operants |
FRANCIS HWANG-NESBIT (Teacher College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: Despite many efforts for reading remediation, students in United States continue to perform poorly in reading achievement in comparison to other developed countries. In 2 experiments, the current study tested the effects of an intensive blending instruction on the acquisition of blending and segmenting skills and the rate of acquisition of reading instruction. The dependent variables of the studies were blending and segmenting syllabic, onset-rime, and phonemic components of a
given word. Experiment 1 used a multiple probe design across 6 pre-K students who had high learn units to criterion for reading instruction. They did not have blending and segmenting component sounds in a given word in their repertoire. The independent variable of the study was an intensive blending instruction in which the participants received instruction on blending syllables, onset-rime, and phonemes to produce words. Following the intervention, all participants had lower learn units to criterion in reading, demonstrating a faster rate of acquisition. The participants also acquired blending and segmenting skills that were not present during the pre-intervention probes. In Experiment 2, the researcher used a modified intensive
blending instruction in a multiple probe design across groups. There were 17 participants who did not demonstrate blending and segmenting components of a given composite word prior to the intervention. In the second experiment, the independent variable was condensed into 3 lessons adapted from the instructional sequence used in the first experiment. The second experiment is currently ongoing. |
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A Behavior Analytic Theory of Complex Behavior |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: PCH; Domain: Theory |
Chair: Michael D. Hixson (Central Michigan University) |
CE Instructor: Henry Schlinger, Ph.D. |
Presenting Author: HENRY SCHLINGER (California State University, LA) |
Abstract: In 1950, Skinner published an article titled “Are Theories of Learning Necessary?” which was widely misunderstood and misrepresented as arguing that theories in science were not necessary. In fact, he was arguing that explanations of behavior consisting of explanatory fictions were not only not necessary, but faulty. Skinner’s choice of the term “theory” in that context was unfortunate. Elsewhere (e.g., Skinner, 1957), Skinner has used the term “interpretation” to refer to his extrapolation of the basic principles of operant behavior from the experimental laboratory to the understanding of complex behavior, including behavior he called verbal. This was also an unfortunate choice because what he called interpretation was nothing less than a theoretical analysis. In this instance, the standard term “theory” would have been more appropriate. In the present talk, I offer one view of what theories in science are and how they originate, and then I discuss what a behavior-analytic theory is and how it has been, and continues to be, applied to understanding complex human behavior. As with theories in the natural sciences, behavior-analytic theory does not posit circular explanations, does not commit the nominal fallacy or the reification fallacy, and is parsimonious. In other words, the statements comprising the theory point to observable or potentially observable and testable events. |
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 and describe theory in the natural sciences and in behavior analysis; (2) define and describe with examples the critical thinking strategies of nominal fallacy, reification, circular reasoning (explanatory fictions), and parsimony; (3) describe what the basic unit of analysis in behavior analysis is and how behavior-analytic theory can be used to explain some examples of complex human behavior; (4) describe how a behavior-analytic theory of complex behavior is parsimonious. |
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HENRY SCHLINGER (California State University, LA) |
 Henry D. (Hank) Schlinger Jr. received his Ph.D. in psychology (applied behavior analysis) from Western Michigan University (WMU) under the supervision of Jack Michael. He then completed a two-year National Institutes of Health-funded post-doctoral fellowship in behavioral pharmacology also at WMU with Alan Poling. Dr. Schlinger was a full tenured professor of psychology at Western New England University in Springfield, MA, before moving to Los Angeles in 1998. He is now professor of psychology and former director of the M. S. Program in Applied Behavior Analysis in the Department of Psychology at California State University, Los Angeles. Dr. Schlinger has published 80 scholarly articles, chapters, and commentaries in more than 30 different journals. He also has authored or co-authored three books, Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (which was translated into Japanese), and Introduction to Scientific Psychology (1998). He is past editor of The Analysis of Verbal Behavior and The Behavior Analyst and sits on the editorial boards of several other journals. He also serves on the Board of Trustees of the Cambridge Center for Behavioral Studies and on the Advisory Board of The Venus Project (https://www.resourcebasedeconomy.org/advisory-board/). He received the Distinguished Alumni Award from the Department of Psychology at Western Michigan University in 2012, and the Jack Michael Award for Outstanding Contributions in Verbal Behavior from the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International in 2015. |
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Creating Opportunities for Dissemination Through Collaboration: Behavior Analysis Across Educational Settings |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/AUT; Domain: Service Delivery |
Chair: Valerie R. Rogers (ABRITE) |
CE Instructor: Valerie R. Rogers, Ph.D. |
Abstract: The dissemination of behavior analysis is an essential albeit often challenging piece of practice for a behavior analyst. Successful dissemination of behavior analysis can result in significant gains for the science in research, practice, and beyond. One such benefit is the increased access to behavior analytic services to individuals in need. Several avenues toward dissemination have been suggested, one of which includes collaboration with professionals outside of behavior analysis and those within behavior analysis, yet in varying industries. The current symposium describes three projects that undertook the challenging task of dissemination through collaboration to create something missing from the current environment, yet desperately needed to better serve those requiring applied behavior analysis services. The first paper describes the collaboration with local and county school districts resulting in the creation of behavior analytic non-public school intended to create a learning environment for those unable at access education in their local public schools. The second paper describes the impact of collaboration and dissemination on the creation of a behavior analytic support program within general and special education public classrooms. The final paper discusses how dissemination and subsequent collaboration can address hiring difficulties and access to care when working with local universities. |
Instruction Level: Intermediate |
Keyword(s): Collaboration, Dissemination, Education |
Target Audience: BCBA's, Administrators in behavior analytic practice, Administrators within public education settings, University professors |
Learning Objectives: 1- Participants will be able describe how collaboration can result in the creation of a nonpublic school and 3 outcomes related to nonpublic school placements 2- Participants will be able to describe various steps involved toward the creation of a collaborative program between an ABA agency and public school district and subsequent student outcomes. 3- Participants will be able to state potential barriers to access ABA treatment and identify at least 2 meaningful ways to break those barriers through collaboration. |
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This School Belongs to All of Us: Outcomes for Students Enrolled in Nonpublic School Developed Through Collaborative Initiatives |
JANICE FREDERICK (Brite Horizons), Ginger R. Raabe (Brite Horizons), Kinga Wolos-Zachmeier (Brite Horizons) |
Abstract: Federal law mandates that students with disabilities receive their education in the least restrictive environment (LRE). As behavior analysts we support the inclusion of all students in the LRE that maximizes the student’s potential for skill acquisition and growth in all areas of their development. At times, a student's educational and/or behavioral goals may not be adequately addressed and met in a public education setting. In the absence of an appropriate placement within the student’s immediate local area, school districts must consider alternatives at greater distances, which in turn further removes the student from their local community and may impact successful reentry. The present paper describes a collaborative initiative between a special education local planning area (SELPA) and a behavioral health organization to develop a nonpublic school to serve local students in need. Description and data related to the collaboration and training of team members across disciplines will be discussed. Student outcome data on responses that support transition back to the public school setting will be presented. |
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Breaking Barriers through Collaboration: A Interagency Model for Providing Students with Applied Behavior Analytic Support |
JESSICA PIZZICA (Santa Cruz City School District), Janice Frederick (Brite Horizons) |
Abstract: Student access to behavior analytic services and staff trained to implement function based behavior plans can lead to improved outcomes across grade spans in the public school setting. Access to such services can change the trajectory of student outcomes and their overall level of independence. Barriers to access include lack of school district Board Certified Behavior Analysts (BCBAs) and a shortage of trained aides to support implementation of function based behavior plans. The obstacles related to training and treatment fidelity can seem small in the presence of funding constraints and a culture that may not embrace a behavior analytic approach. The development of a strong interagency collaborative relationship, between which key team members share goals and values, can break down such barriers. This paper outlines the development of a collaborative program between a school district and a nonpublic agency and the methods utilized to address and overcome barriers to applied behavior analysis treatment. Individualized student outcomes as well as more global measures such as referrals to and enrollment in the program will also be reviewed. |
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Agency and University Collaborations to Disseminate Behavior Analysis and Provide Greater Access to Care |
VALERIE R. ROGERS (ABRITE), Janice Frederick (ABRITE), Ginger R. Raabe (The ABRITE Organization) |
Abstract: The dissemination of behavior analysis is a lofty yet necessary goal that can result in significant gains for the behavior analytic community and those served by it. The dissemination of our science has the potential to address many needs within the applied behavior analysis community, one of which includes locating and hiring motivated individuals to work with those receiving behavior analytic services. Meeting hiring needs can be even more challenging when located in an area lacking an established behavior analysis program filtering applicants toward organizations providing experience opportunities. This poses the question of how can we reach the goals of hiring qualified motivated technicians creating a larger workforce to meet the needs of our clients while simultaneously disseminating behavior analysis into a community where this knowledge is scarce? The current paper outlines the steps taken and subsequent outcomes toward answering this question. Collaborating with external entities, particularly in the creation of a university based student internship program, yielded the most promising results. Data regarding hiring rates, retention, treatment hours provided, and post employment activities will be shared. Specific obstacles, successes, failures, and overall recommendations will be discussed. |
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Can Behavioral and Developmental Science Live Happily Ever After? An Overview and Application of Naturalistic Developmental Behavioral Intervention |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/DDA; Domain: Translational |
Chair: Melanie Pellecchia (University of Pennsylvania) |
Discussant: Sophia R D'Agostino (Hope College) |
CE Instructor: Melanie Pellecchia, Ph.D. |
Abstract: Early intervention for young children with autism spectrum disorder has historically been rooted within two distinct theoretical foundations: behavioral and developmental sciences. Proponents of each discipline have traditionally held opposing views toward treatment, with little collaboration. A recent shift in autism intervention has led to the emergence of a group of interventions that incorporate elements from both developmental and behavioral science. These naturalistic developmental behavioral interventions (NDBI) have been used effectively in a variety of settings with improvements in child and family outcomes. This symposium includes a series of presentations describing the application of naturalistic developmental behavioral interventions across a range of settings, with a focus on describing the integration of developmental and behavioral science in each. The first presentation will provide a broad overview of naturalistic developmental behavioral interventions, including a description of its core components. The second presentation will describe the implementation of naturalistic developmental behavioral interventions in a hospital-based clinic setting, including data related to the characteristics of children enrolled in the program. The third will describe child outcomes from a group-based delivery of naturalistic developmental behavioral intervention for preschool-aged children. The final presentation will shed light on the actual use of naturalistic developmental behavioral intervention strategies within community settings by describing the self-reported utilization of developmental and behavioral strategies from a large sample of applied behavior analysis providers. |
Instruction Level: Basic |
Target Audience: Behavior analysts, behavior therapists, early intervention providers |
Learning Objectives: 1) Understand the theoretical background of naturalistic developmental behavioral interventions. 2) Discuss the application of NDBI across a range of service settings. 3) Discuss strategies for incorporating NDBI into ABA treatment programs. |
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Naturalistic Developmental Behavioral Intervention: The next frontier for early autism treatment |
(Theory) |
MELANIE PELLECCHIA (University of Pennsylvania) |
Abstract: A recent trend in early intervention for young children with autism spectrum disorder is the development of interventions that bridge both developmental and behavioral sciences. This new breed of interventions, Naturalistic Developmental Behavioral Interventions (NDBI), merge best practices in these two previously opposing approaches to intervention. Naturalistic developmental behavioral interventions integrate behavioral learning theory and developmentally-focused strategies within natural environments. Several efficacious naturalistic developmental behavioral intervention treatment models have been successfully implemented across a variety of settings with improved child and family outcomes. Yet, this approach has yet to be disseminated widely among behavior analysts. This presentation will provide an in-depth overview of Naturalistic Developmental Behavioral Interventions, with an emphasis on how this approach can be incorporated into existing applied behavior analysis programs for young children with autism spectrum disorders. The presentation will include: a description of the theoretical background underlying the approach, the core components of naturalistic developmental behavioral intervention, and examples illustrating its application. A summary of the evidence supporting the effectiveness of naturalistic developmental behavioral intervention and recommendations for incorporating its strategies into existing programs will be provided. |
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The Application of Naturalistic Developmental Behavioral Interventions in a hospital-based autism center |
(Service Delivery) |
ASHLEY DUBIN (Nemours/AI duPont Hospital for Children), Emily Bernabe (Nemours/Alfred I duPont Hospital for Children), Meena Khowaja (Nemours/Alfred I Dupont Hospital for Children) |
Abstract: This presentation describes the clinical implementation of Naturalistic Developmental Behavioral Interventions (NDBIs; Schreibman et al., 2015) in a hospital-based autism center. Parents of young children recently diagnosed with autism are coached on strategies to promote social communication. Different service delivery models and the strategies comprising the parent-mediated naturalistic developmental behavioral interventions will be discussed. Data will be presented about characteristics of the parents and children referred for, enrolled in, and who have completed one of the center’s naturalistic developmental behavioral intervention programs. As enrollment in the program is ongoing, we anticipate including additional data related to systems-level processes (e.g., triage to different programs), child social communication and other behaviors over time, and other factors potentially related to enrollment and completion of naturalistic developmental behavioral intervention programs. Important considerations for implementation of parent-mediated naturalistic developmental behavioral interventions in a hospital-based clinic setting will be discussed, including advantages, possible barriers, need for modifications, and future directions for research and practice. |
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Follow the Children: A Group-Based Application of Naturalistic Developmental Behavioral Intervention for Preschool Children With Autism |
(Service Delivery) |
MEGHAN KANE (University of Pennsylvania), Melanie Pellecchia (University of Pennsylvania), David Mandell (University of Pennsylvania) |
Abstract: Group-learning models for young children with autism provide environments rich with opportunities for teaching social communication and interaction skills. Comprehensive preschool programs that incorporate naturalistic developmental behavioral intervention (NDBI) strategies have produced improvements in children’s social communication skills, social engagement, and core ASD symptoms (Stahmer & Ingersoll, 2004; Strain & Bovey, 2011). This presentation will provide an overview of an NDBI treatment model delivered within a group program for preschool-aged children with autism. A description of the treatment model and subsequent changes in children’s social communication skills for 20 preschool-aged children enrolled in the program will be discussed. Staff fidelity was measured using a direct observation fidelity tool designed to measure the core components of a group-based NDBI model. Fidelity was high and averaged over 87% accuracy across all NDBI components. Changes in children’s social communication were measured at baseline and following six months of intervention using the Social Communication Checklist, a curriculum-based measure of social communication. Improvements were observed across all domains, with significant improvements in the group’s overall social communication score (p < .05), social engagement (p <.01), and play skills (p <.05). Implications for research and practice incorporating naturalistic developmental behavioral interventions into group-based treatment programs will be discussed. |
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Self-Reported Utilization of Developmental and Behavioral Intervention Techniques by Applied Behavior Analysis Providers |
(Service Delivery) |
KYLE M FROST (Michigan State University), Brooke Ingersoll (Michigan State University) |
Abstract: Naturalistic developmental behavioral interventions (NDBIs; Schreibman et al., 2015) are a class of early interventions for autism spectrum disorder with growing empirical support, however, their similarity to Applied Behavior Analysis (ABA) as delivered in the community is unknown. This online survey-based study characterized the self-reported utilization of developmental and behavioral intervention techniques in a large sample of ABA providers (n=368) and explored what aspects of provider background predict utilization. Respondents rated the extent to which they used each of a number of intervention techniques in a recent session with a specific child. ABA providers self-reported less use of developmental techniques than behavioral techniques, t(356)=-26.35, p<0.001. Providers with greater self-reported competency in NDBIs reported more frequent use of developmental techniques (Table 1); NDBI competency was not related to use of behavioral techniques, which were reported at high levels across providers. Point-biserial correlations indicated some trending relationships with training background such that providers with a background in psychology reported greater use of developmental techniques and those with backgrounds in ABA and special education reported less use (Table 1). Results suggest that further research on the similarities and differences between NDBIs and ABA delivered in the community is warranted. |
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To Vary or not to Vary: Advances in Behavioral Variability Research |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/EAB; Domain: Translational |
Chair: Clodagh Mary Murray (Emirates College for Advanced Education) |
Discussant: Allen Neuringer (Reed College) |
CE Instructor: Clodagh Mary Murray, Ph.D. |
Abstract: This symposium presents some of the latest developments in behavioral variability research. The opening paper outlines a comparison of video-modelling (VM) and VM plus lag schedules to increase variability of intraverbal responses to social questions among adults with autism spectrum disorder (ASD). Issues with generalization and maintenance of intervention outcomes and how to measure same will be discussed. The next study used lag schedules to increase variability in toy selections of children with ASD. There was an associated increase in appropriate play and decrease in stereotypy, while multiple generalization probes revealed generalization across people and settings but not stimuli. Next is a long-awaited investigation into the level of variability in activities of neurotypical preschoolers that details a novel measurement system. This study provides important information for those working on increasing variability in play and other activities in children with developmental disabilities; these are increasingly frequent topics of applied variability research. The final paper describes a basic study investigating generalization of reinforced variability in rats. In the applied field, researchers are striving to understand generalization effects of variation across multiple repertoires; this study adds to our understanding of these processes. This set of papers, together with our Discussant, the leading expert in this field, aims to address some of the many interesting questions that have been raised as more and more researchers identify behavioral variability as an important field of study. |
Instruction Level: Intermediate |
Keyword(s): Generalized Variability, Lag Schedules, Measuring Variability, Reinforced Variability |
Target Audience: BCBAs, BCBA-Ds, anyone interested in variability in basic or applied fields. |
Learning Objectives: At the conclusion of the symposium, attendees will be able to: 1. Explain the importance of variability as a dimension of behavior, particularly when working with people with developmental disabilities 2. Describe the factors associated with generalization of reinforced variability 3. Describe two different ways to measure behavioral variability |
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Increasing Variability of Intraverbal Responses to Social Questions in Adults With Autism Spectrum Disorder |
(Applied Research) |
Aibhin O'Neill (National University of Ireland Galway), CLODAGH MARY MURRAY (Emirates College for Advanced Education) |
Abstract: This study investigated the effects of video modelling alone (VM) and video modelling plus a lag 2 schedule of reinforcement (VM + lag 2) on the variability of intraverbal responses to social questions for two adults with autism. It used an alternating treatments design with embedded multiple baseline. The questions ‘How are you?’, ‘What do you like to do?’, and ‘Can you tell me something about you?’ were targeted in this study, with different questions being randomly allocated to either VM, VM + lag or best treatment conditions. Variability in responding was measured by calculating, for each session, the mean number of responses from which each one differed. For both participants, variability was higher in the VM + lag 2 condition, hence, this was used in the best treatment condition. Novel responses emerged in both treatment conditions so, while variability did not increase in the VM alone condition, participants did learn new responses from the video models. A one-month maintenance check revealed that responses to questions targeted with VM+ lag 2 were more variable than those targeted by VM alone. During generalization sessions in novel settings, variability was concordant with that observed in the training location for all questions. |
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Using Lag Schedules to Increase Variability in Toy Selections of Children with Autism Spectrum Disorder |
(Applied Research) |
Megan Davis (National University of Ireland Galway), KATHERINE MARISSA CLARKE (National University of Ireland Galway), Clodagh Mary Murray (Emirates College for Advanced Education) |
Abstract: Children with Autism Spectrum Disorder (ASD) have been shown to have lower variability in their play-related behaviors than their neurotypical peers and one way this is evident is in the limited number of toys they engage with. A multiple-baseline design across participants was used to examine the impact of lag 2 and lag 3 schedules on toy-selection variability and on stereotypical behaviors during play. Results showed that all three participants displayed an increase in toy-selection variability in addition to a decrease in stereotypical behaviors and an increase in appropriate play behaviors when interacting with the toys. Maintenance checks after 1-month showed that the increase in variability was maintained by all three participants while levels of stereotypical behaviors remained low. A series of generalization probes revealed that the skills generalized across settings and staff members and, to a far lesser extent, to novel toys, though this varied by session, according to the type of toys used. The impact of the type of toys introduced during generalization probes (preferred vs non-preferred) will be discussed along with the implications of this work for researchers and clinicians. |
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Examining Variability of Item Interaction and Activity Selection in Preschool Classrooms |
(Applied Research) |
JARED T ARMSHAW (University of North Texas), Joseph D. Dracobly (University of North Texas), Gabriela Arias (University of North Texas) |
Abstract: Creativity is a core skill that schools target beginning in early pre-school settings. To have different patterns of responding that represent different ideas, interests, fantasies, etc., one must first have a variety of ideas, interests, fantasies, etc. There is a growing body of research on methods to produce response variability. Despite this promising research, it is not clear, however, how much alternation is socially appropriate. Therefore, the purpose of this study is to develop, across a larger number of children, an understanding of the different ways children interact with activities commonly found in pre-school environments. We measured children’s repeat item interactions, novel item interactions, and allocation of time across five concurrently available activity centers. Both within and across children, there was diversity in the number of items with which children interacted and some interaction between levels of repeat item interaction and levels of novel item interaction. Although the relations were predominantly correlated with centers, there were some differences across children within some activities. We will discuss the implications for our understanding of variability and creativity within school environments, including how everyday arrangements of preschool environments may support or hinder variable responding. |
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Generalization of Variability Training Across Responses in Rats |
(Basic Research) |
KAILEY MORRISSEY (Utah State University), Annie Galizio (Utah State University), Jeremy Haynes (Utah State University), Diana Michelle Perez (Utah State University), Caroline Towse (Utah State University), Amy Odum (Utah State University) |
Abstract: Research has shown that variability is an operant. If so, reinforced variability should translate across contexts. This study was designed to see if variability training would generalize across response topographies. Phase 1 of this experiment included rats producing four-response patterns across two nosepokes (e.g.,LRLR, where L and R indicate left and right responses). Food was delivered probabilistically during this phase, so variability was not required, and low levels of variability were observed. In Phase 2, one group of rats earned food by producing varied response sequences. The control group was yoked, meaning these rats earned food at the same rate as the experimental rats but did not have to vary. This phase showed high levels of variability for Vary rats, and low levels for Yoke rats. Phase 3 included all rats pressing levers to earn probabilistic rewards, resulting in low levels of variability. In Phase 4, all rats earned food for variable lever pressing. If Vary rats acquire variable lever pressing more quickly than Yoke rats, it is possible that variability is generalized across topographies. If so, the hypothesis that behavioral variability is an operant is supported. The results suggest limited evidence of generalization of variability across responses in rats. |
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Ethics Under the Umbrella: Sexual Behavior Considerations for Client Intervention and Beyond |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Translational |
Chair: Barbara Gross (Empowered: A Center for Sexuality; Special School District of St Louis County) |
Discussant: Barbara Gross (Empowered: A Center for Sexuality; Special School District of St Louis County) |
CE Instructor: Robin Moyher, Ph.D. |
Abstract: Sexual behavior is a complex and wide-reaching topic. And though sexual stimulation is considered to be a primary reinforcer for most, there is frequently shame and stigma associated with sexual behavior, leaving it under-discussed within our field. This symposium examines an array of ethical considerations pertaining to sexual behavior, from direct client interventions and supports around assent and noncompliance, to scholarship and theory on sex and risk, to legal considerations in sex education and censorship, to dissemination of behavior analytic analysis as it benefits pleasure-based sex education at large. Presenters will discuss resulting data and their implications as applicable, and will discuss recommendations for future research, instruction, and applied projects. |
Instruction Level: Basic |
Keyword(s): ethics, sex education, sexual behavior, sexuality |
Target Audience: Practicing BCBAs and BCaBAs |
Learning Objectives: Not required for BACB |
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What Is Sexual Behavior Anyway: A Biopsychosocial Account of Conceptualizing Sex and Risk |
(Theory) |
BRYANT ANTOINE (Empowered: A Center for Sexuality; Special School District of St Louis County), Worner Leland (Empowered: A Center for Sexuality; Upswing Advocates) |
Abstract: Because of the complexity of potential sexual repertoires and beliefs about sex at both the ontogenic and cultural level, it can be difficult to tact what “counts” as sexual behavior. Additionally, multiple factors impact the labeling of sexual behavior as “high risk.” Relational Frame Theory (RFT) provides an account of language as operant behavior (Hayes, Barnes-Holmes, & Roche, 2001). This presentation will examine different possible response classes and consequences which may be labeled as “sex” and which may be described as “risky” and will examine both derived beliefs and transfer of stimulus function when considering potentially risky sexual behavior. Relying on scientific knowledge both within and outside the field (BACB, 2019, 1.01), sex and risk will be examined as a biopsychosocial phenomenon, and the acquisition of these labels will comparably be examined through a contextual examination of selectionism at the phylogenic, ontogenetic, and cultural levels (Skinner, 1953). Harm reduction modalities will be considered as the impact of this language is examined. |
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Censorship, the Right to Effective Treatment, and Avoiding Legal Risk |
(Service Delivery) |
ALEXANDRA ZHESTKOVA (Moscow Centre of Pedagogy and Psychology) |
Abstract: Behavior analysts must conform to the legal and ethical codes of their social and professional communities, and must resolve any conflict in their ethical obligations and legal obligations in accordance with the law (BACB, 2019, 1.04 d & e). When considering the law regarding sexuality and sexual behavior education, behavior analysts must be especially mindful of potential conflicts between the ethical code and the law. While behavior analysts must advocate for the most effective interventions - keeping in mind cultural differences, resources and practices - legal considerations must not be forgotten. While most countries have direct laws regarding censorship and/or sexuality, the writing of these laws often leave room for loopholes or ambiguity. One must often look to legal precedent to examine actual consequence of the law in addition to the law’s written intention. This presentation will provide examples of sexual behavior related treatments that can result in legal proceedings in different countries, highlighting legal ambiguity regarding sexual education and, finally, will offer some steps that could be taken to avoid or minimize risk of legal proceedings while pursuing ethical and effective intervention. |
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The Use of Preference Assessments in the Selection of Sex Toys in Adult Retail Environments |
(Service Delivery) |
LANDA L. FOX (Positive Connections) |
Abstract: The utility of preference assessments in the discovery of powerful reinforcers is a vitally important technology within the field of applied behavior analysis. While preference assessments have been researched and used extensively in the area of developmental disabilities and autism their application outside of this area is more limited (e.g., Organizational Behavior Management; Applied Animal Behavior). As ethical dissemination of our science to novel environments is of value (BACB, 2019, 6.02), this presentation will explore the potential for the use of preference assessments (free operant, paired-stimulus, multiple stimulus without replacement) in adult retail stores. We will review important considerations in the application of preference assessments in adult retail stores. Considerations include: determining the type or types of preference assessment that are most appropriate; the ethics of implementation of an assessment in this environment; barriers and ethics related to effectively identifying potential reinforcers when the items in arrays cannot be directly experienced; and the potential temporal stability or instability of preferences with reference to knowledge about shifting preferences in sexual stimulation across time. Effectively assisting customers in an adult retail store in the selection of sex toys/pleasure products that will ostensibly serve as a reinforcer after purchase is a novel application of this technology. |
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When Should or Shouldn’t an Individual be Compliant to an Instruction? |
(Basic Research) |
ROBIN MOYHER (George Mason University) |
Abstract: Individuals with Intellectual and Developmental Delays (IDD) are victims, with alarmingly high rates, of sexual abuse and/or harassment (Sobsey & Varnhagen, 1989; Tyiska (1998). Compliance to instructions given to them from others, especially those in a position of authority, is often taught to individuals with IDD as part of their IEPs and home programming. However when considering our ethical obligation to our clients (BACB, 2019, 2.02, 2.05a) it is crucial to consider the benefit of direct noncompliance instruction, such in the case of a sexual harassment lure or sexual abuse lure. Presenting statistically significant data from a sexual harassment in the employment intervention to young adults with IDD (29 single subjects), the research will share data that demonstrates individuals are more likely to comply with instructions when presented from a person of authority versus a person of no authority. Data from this research study also shows that this population can be taught to recognize a sexual harassment lure, to respond appropriately, and report it accurately (Moyher, manuscript in progress). In the time of #metoo, it’s crucial to bring this topic to the IDD population. Instead of citing statistics of abuse that do not change decade after decade (Casteel, Martin, Smith, Gurka, and Kupper; 2008), this presentation will specifically discuss ways of teaching prevention skills to this population. |
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Functional Analysis of Problem Behavior: A Context for Assessment and Treatment Innovation |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/CBM; Domain: Translational |
Chair: Craig Strohmeier (Kennedy Krieger Institute) |
Discussant: John C. Borrero (University of Maryland, Baltimore County) |
CE Instructor: Craig Strohmeier, Psy.D. |
Abstract: Functional analyses (FAs) aim to identify reinforcers related to problem behavior and provide a baseline context for treatment evaluation. In this symposium, the first paper presents a review of the literature on compliance with mands, which is a behavior function sometimes demonstrated by individuals with moderate to advanced language repertoires. The second paper describes a controlled consecutive case series (CCCS) for the escape from attention function, which, while common as a possible behavioral phenotype in some genetic conditions, is not traditionally assessed in FAs. The third paper illuminates the heterogeneous nature of aggressive behavior (e.g. severity, topography, function), with an emphasis on response patterns that occur across FA test and control conditions. The final paper describes a CCCS analysis of two methods for thinning multiple schedules to derive more practical and efficient treatments. A terminal probe method, designed to minimize unnecessary steps in the schedule thinning process, is compared with the more traditional progressive thinning method. Across papers, we illustrate how FA provides context for innovation in the assessment and treatment of problem behavior. This context can inform a fined-tuned assessment approach that is generalizable across a wide range of populations and derives effective interventions. |
Instruction Level: Intermediate |
Keyword(s): Functional Analysis |
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Mand Compliance as a Contingency Controlling Problem Behavior |
(Applied Research) |
ADITHYAN RAJARAMAN (University of Maryland, Baltimore County), Gregory P. Hanley (Western New England University) |
Abstract: Bowman, Fisher, Thompson, and Piazza (1997) described a dynamic environment-behavior relation in which a child’s problem behavior was evoked by adult noncompliance with a variety of child mands, which occurred at high rates, and reinforced by adult compliance with subsequent mands. They discovered this phenomenon with two children with autism for whom traditional functional analyses involving generic reinforcement contingencies yielded inconclusive results. In recent years, similar dynamic contingencies have been shown to influence problem behavior, but the manner in which they have been arranged and described has varied across studies. The purpose of this review is to (a) describe the various contingencies involving compliance with mands and their prevalence in the literature, (b) summarize procedural variations, and (c) discuss what is known and yet to be discovered about the contingency as it relates to the analysis and treatment of problem behavior. Future research focused on improving technology for functionally analyzing and treating individuals who engage in severe problem behavior suspected to be sensitive to mand compliance will be discussed. |
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Assessment and Treatment of Problem Behavior Maintained by Escape from Attention: A Summary of 29 Cases |
(Applied Research) |
MIRELA CENGHER (University of Maryland, Baltimore County), Michelle D. Chin (The Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute) |
Abstract: The purpose of this controlled consecutive case series analysis was to evaluate outcomes of functional analysis (FA) and treatment procedures for problem behavior maintained by escape from attention (EA). Twenty nine individuals who had received inpatient or outpatient services for severe problem behavior and whose FAs included an EA test condition participated. An EA function was identified for 24 of the 29 participants. Aggression, followed by SIB, were the most prevalent forms of problem behavior demonstrated by participants with an EA function. We analyzed the initial multielement FAs that did not include an EA condition in participants for whom this function was subsequently identified, in order to establish predictive markers for EA. The following predictive markers were identified: high rates of problem behavior in the escape from demands condition and low rates of problem behavior in the attention condition. Finally, function-based treatments were implemented for 13 participants with an EA function; 84% of cases demonstrated a reduction of problem behavior of 80% or more relative to baseline. The most effective interventions included extinction and reinforcement-based procedures. Implications for research and clinical practice are discussed. |
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Aggressive Behavior: What do We Know and Where Should We Go? |
(Applied Research) |
NICOLE LYNN HAUSMAN (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Molly K Bednar (Kennedy Krieger Institute), Madeleine Guell (Kennedy Krieger Institute), Elissa Spinks (Kennedy Krieger Institute), John Falligant (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Michael P. Kranak (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Jasmeen Kaur (Kennedy Krieger institute) |
Abstract: Individuals with intellectual and developmental disabilities (IDD) are at increased risk for displaying aggression (Allen, 2000; McClintock, et al., 2003). Aggression is associated with social isolation, increased use of restrictive treatments, and restrictive placements (e.g., Hodgetts et al., 2013). Previous research suggests that aggression is a heterogeneous phenomenon that may vary across multiple dimensions such as severity, topography, and behavioral function, the latter of which has been the primary focus of behavior analytic research (e.g., Beavers, et al., 2003; Fitzpatrick et al., 2016). The purpose of this presentation is to review the existing literature on aggressive behavior and describe an ongoing project aimed at better understanding variables that may differentially impact risks associated with this behavior (e.g., severity, topography, function, temporal patterning). Preliminary data outlining response patterns of aggression evident by rate of responding during EO present and EO absent phases of FA test conditions will be presented. |
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Effective, Efficient, and Practical Use of Multiple Schedules in the Treatment of Problem Behavior: A Comparison of Progressive Schedule Thinning and a Terminal Probe Method |
(Applied Research) |
CRAIG STROHMEIER (Kennedy Krieger Institute), Mirela Cengher (University of Maryland, Baltimore County), Michelle D. Chin (The Kennedy Krieger Institute) |
Abstract: Several studies describe the use of multiple schedules to thin reinforcement schedules during the treatment of problem behavior. An empirically derived approach for adjusting the multiple schedule (i.e. discriminative stimulus and S-Delta components) can inform an efficient process of schedule thinning that omits unnecessary steps. In the current study, we used a controlled consecutive case series analysis to compare two methods of schedule thinning: a terminal probe method (n = 34) and the more traditional progressive schedule thinning process (n=25). Participants included 59 children who received services at an outpatient clinic for the functional analysis and treatment of problem behavior. Preliminary findings indicated that in 22/34 applications, the terminal probe method yielded terminal S-Delta times that met or exceeded 80% of session time, in comparison to 2/25 applications in the progressive schedule thinning group. Additionally, in 30/34 applications, the terminal probe method produced terminal S-Delta times that exceeded five minutes, in comparison to 2/25 applications in the progressive schedule thinning group. We describe the terminal probe method, between and within subject analyses, implications of findings, and recommendations for practice. |
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Improving Student and Client Outcomes: The Role of Feedback in Staff Training |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC; Domain: Service Delivery |
Chair: Nicole M. DeRosa (SUNY Upstate Medical University) |
Discussant: David A. Wilder (Florida Institute of Technology) |
CE Instructor: David A. Wilder, Psy.D. |
Abstract: Development of effective strategies for modifying staff behavior can have a positive impact on the learning and behavioral outcomes for students and clients in a variety of settings. This symposium will describe four studies focused on the utilization of varying forms of feedback to improve staff training outcomes. In the first study, Austin and colleagues evaluate the use of graphic feedback and goal-setting on the number of learning opportunities staff present to classroom students during instructional time. The second presentation will include a study by Shuler and colleagues that focuses on the generalization of classroom-management strategies to therapeutic-riding lessons. More specifically, the study evaluates the effectiveness of written and graphical feedback, provided to instructors, on increases in labeled praise and rider opportunities to respond. In the third study, Kamana and colleagues evaluate the utility of behavioral skills training and on-the-job feedback for increasing the healthy behavioral practices of staff in a program for adults with intellectual and developmental disabilities. In the final study, Molony and Ringdahl evaluate the effects of in-service training and frequency of performance feedback on the maintenance of direct-care staffs’ appropriate interactions with clients. Each presentation will highlight unique considerations for staff training strategies. Finally, Dr. Dave Wilder will discuss the collective findings and areas for future research. |
Instruction Level: Intermediate |
Keyword(s): Performance Feedback, Staff Training, Training Maintenance |
Target Audience: Advanced graduate students, BCaBA, BCBA, BCBA-D, Educators, Administrators |
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Using Graphic Feedback and Goal-Setting to Increase Learning Opportunities in the Classroom |
AMANDA AUSTIN (Douglass Developmental Disabilities Center; Rutgers Graduate School of Applied and Professional Psychology), Debra Paone (Douglass Developmental Disabilities Center), Hyein Lee (Douglass Developmental Disabilities Center; Rutgers Graduate School of Applied and Professional Psychology), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University) |
Abstract: Instructional time in the classroom is not always utilized effectively, leading to less learning opportunities and more time spent on non-meaningful activities. A non-concurrent multiple baseline design across classrooms was used to evaluate the extent to which graphic feedback and goal-setting resulted in an increase in learning opportunities presented by staff during instructional time. All students and staff in three classrooms in a center-based ABA program participated in the study. Data were recorded on staff behavior and student behavior. After baseline data were collected, staff were informed that the observers were recording data on how time is allocated during work sessions. After stable baselines were obtained, graphs that displayed the amount of time students were spending on work, functional routines, leisure, and waiting were reviewed with classroom staff. Staff were asked to set a goal, to be met within one month, to increase the delivery of learning opportunities presented during instructional time. Graphic feedback was shared with the teachers on a weekly basis. Initial results demonstrated an increase in learning opportunities following feedback sessions across two classrooms. This study provides evidence that graphic feedback and goal-setting may help maximize staff’s use of instructional time in the classroom. |
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Evaluating Feedback to Increase Opportunities to Respond During Therapeutic Riding |
NATALIE RUTH SHULER (West Virginia University), Claire C. St. Peter (West Virginia University), Sydney Hull (West Virginia University), Bethany Smiley (On Eagles' Wings), Carol Petitto (On Eagles' Wings) |
Abstract: Therapeutic-riding instructors may benefit from using classroom-management strategies, similar to school-based classrooms. Strategies that may be particularly useful include providing opportunities to respond (OTRs) and labeled praise. In school-based settings, frequent use of these strategies is associated with better student outcomes and use of these strategies may co-vary. It seems likely that use of these strategies may promote rider success, as well. Written and graphical feedback have been used to promote use of classroom-management strategies by traditional classroom instructors. These feedback types may be particularly useful for therapeutic-riding instructors, as time between lessons to receive verbal feedback is often limited. We evaluated a combination of written and graphical feedback to increase use of OTRs for three therapeutic-riding instructors. Written and graphical feedback were effective at increasing OTRs for two participants. Additionally, we monitored whether the frequency of praise statements provided by the instructor increased following feedback on OTRs. If the frequency of praise did not improve, we provided written and graphical feedback on labeled praise statements. |
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Increasing Staff Healthy Practices in Programs for Adults With Intellectual and Developmental Disabilities: Individual Staff Performance |
BERTILDE U KAMANA (The May Institute), Claudia L. Dozier (University of Kansas), Nicole Kanaman (University of Kansas), Stephanie M. Glaze (University of Kansas), Ali Markowitz Vickstrom (University of Kansas), Kelley Harrison (University of Kansas), ALEC BERNSTEIN (UNIVERSITY OF KANSAS), Marcella Hangen (University of Kansas) |
Abstract: Decades of research on training staff to provide active treatment (e.g., Parsons, Rollyson, & Reid, 2004) has suggested (a) its importance for decreasing problem behavior and increasing appropriate behavior and (b) the efficacy of behavioral skills training (BST; Parsons, Rollyson, & Reid, 2012) and on-the-job feedback (Van OOrsouw, Embregts, Bosman, & Jahoda, 2009) for increasing important staff behaviors in programs for adults with IDD. Recently, discussion papers (e.g., Ala’i-Rosales et al., 2018) and a few research studies (e.g., St. Peter & Marsteller, 2017) have suggested the potential utility of using FBA and function-based interventions to derive preventive approaches for problem behavior. The purpose of the current study was to create a prevention approach based on common functions of problem behavior and effective function-based interventions to create four healthy behavioral practices. We used BST and on-the job feedback to increase implementation of these practices across over 150 staff. The current paper will present pre-post training analyses of individual staff performance as well as individual staff performance in observations following initial training versus subsequent observations in which on-the-job feedback was provided. Outcomes suggested increases in all practices for most staff but little consistent difference between BST alone and on-the-job feedback. |
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An Evaluation of Feedback Frequencies During Maintenance |
MARGARET MOLONY (Advantage Behavioral Health Systems), Joel Eric Ringdahl (University of Georgia) |
Abstract: Researchers have demonstrated that several approaches, including feedback, self-generated feedback, and reinforcement-based programs, are effective approaches to change residential and day program direct-care staff (DCS) behavior. However, there is minimal information pertaining to the maintenance of these approaches. In the current study, the researcher evaluated the maintenance of an in-service training combined with a performance feedback (vocal and written) intervention related to increasing appropriate staff-client interactions. Researchers trained DCS in two targeted activities; lunchtime and PM small group time. The researcher then reduced the frequency of feedback to either following every third or sixth observation. An alternating treatments design was used to evaluate the effects of each feedback frequency of the maintenance of staffs’ appropriate interactions with clients across time periods. Results from this experiment did demonstrate that session performance feedback improved behavior. However, those improvements began to diminish with the thinning of feedback and there was no systematic difference in performance across feedback frequencies. |
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Behavior Systems Analysis to Address the Issues Arising from Our Quickly Expanding Field |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM; Domain: Service Delivery |
Chair: Jenna Marie Rabe (Capella University; CCBS) |
Discussant: Jenna Marie Rabe (Capella University, CCBS) |
CE Instructor: Jenna Marie Rabe, M.S. |
Abstract: As our professional numbers grow in size, it is imperative that we plan and support this growth and ask ourselves crucial questions pertaining to how to set up individuals and behavioral agencies for success. Specifically, what systems are necessary to be in place for all of these newly certified behavior analysts and registered behavior technicians? It’s a well-known fact that a large majority of Board Certified Behavior Analysts (BCBAs) have been certified for two years or less. This creates a pyramid effect with a smaller number of more experienced BCBAs supervising and supporting a greater number of BCBAs with less experience. This symposium will explore various topics pertaining to this question including: 1) A mentorship system that agencies can duplicate; 2) A system of reinforcement aimed at clincians who exceed expectations, thus reducing turn-over and increasing employee satisfaction; 3) Competency based systems for reviewing performance and aligning salaries and bonuses based on competency achievements, and 4) How each component listed above integrates together to create a behavior system. Keywords: Organizational Behavior Management, Behavior Systems Analysis, Supervision, Mentorship |
Instruction Level: Intermediate |
Keyword(s): Mentorship, OBM, supervision |
Target Audience: BCBAs |
Learning Objectives: 1) Learn about and define a behavior systems analysis 2) Acquire tools and resources that are evidence-based to support the supervision of BCBAs, BCaBAs, and RBTs 3) Define key components of a behavior system as it relates to staff retention and quality of services |
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Mentorship: How to Build a Supportive System to Foster Clinical Growth |
PAIGE MARIE RITARI (CAL ABA; CCBS) |
Abstract: As the field of behavior analysis grows with more and more individuals becoming certified as Board Certified Behavior Analysts (BCBAs), we must ensure that systems are in place to support the continued skill development of BCBAs. Additionally, the expectation must not be that once certified you now are competent and fluent enough to be set off on your own. Of course there will be areas of strength, but what happens when the BCBA is tasked with doing a Functional Analysis they've never done before, or if they receive a client who engages in behaviors that they've never worked with before? Or, what if they have done the FA and treated the behaviors, but lack confidence in taking the lead? This symposium provides a system for setting new BCBAs up for success using structured and competency-based mentorship with practical strategies and resources offered to those supervising.
Key Words: Mentorship, OBM, Supervision, BCBAs |
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Reinforcement and Incentives Work on Clinicians, Too: A Process for Implementing Reinforcement Systems |
JAMMIE JONES (ASU; CCBS) |
Abstract: Turnover, clinicians bouncing from agency to agency, poor morale and quality of treatment are all issues that can arise due to clinician burnout, ratio strain, and lack of support. Over and over again we see that we reserve reinforcement systems for our clients and forget about using the exact same science with our staff. Some barriers one may face once they do commit to setting up a system of reinforcement include, the bandwidth to monitor and collect data on every employee on a frequent (weekly to bi-weekly) basis, and ensuring that the system supports each individual’s motivations and reinforcers as these are idiosyncratic and may change. This symposium aims to offer attendees resources and tools to support clinical systems of reinforcement that can be easily monitored and implemented. Thus, increasing staff job satisfaction, achieving or even exceeding a company’s key performance indicators, and ultimately leading to higher rates of staff retention and lower rates of attrition. |
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Competency Based Assessments: A Process for Assessing Clinicians and Supporting Skill Development |
ELISA YONJI KIM (CCBS) |
Abstract: Salaries shouldn’t be solely dependent on the budget just as years of experience must not be the measurement for a clinician’s competency. That’s not to say that these two things shouldn’t be taken into account as well, but as behavior analysts we can do better. So, what is a person to do when in charge of assigning wages, awarding pay increases or bonuses, and ensuring that salaries align with one’s fluency in their role? Take data, of course! This symposium will offer a process and system for reviewing staff’s performance and assessing one’s competencies in their role, whether Registered Behavior Technician, Board Certified Assistant Behavior Analyst or Board Certified Behavior Analyst, both initially and ongoing. Case studies will be reviewed showing the effects of competency based assessments on performance and audience members will leave this symposium with both a system to replicate and resources to support the system.
Key Words: Assessment, OBM, Supervision |
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Behavior Systems: How Reinforcement, Mentorship, and Competency Based Assessment Work Together |
CHRISTINA M. COUNTIE (Simmons University; CCBS) |
Abstract: As we know, behavior is complex. Therefore, we must not solely look at one potential variable to address issues such as staff retention and satisfaction, or increasing clinician skillset. It requires a system of integrated components |
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Innovations in the Use Single-Case Methodology: Artificial Intelligence, Aids to Clinical Decision-Making, and Hybrid Designs |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH; Domain: Translational |
Chair: Marc J. Lanovaz (Université de Montréal) |
Discussant: David Richman (Texas Tech University) |
CE Instructor: Marc J. Lanovaz, Ph.D. |
Abstract: Single-case designs have been central to the development of a science of behavior analysis. However, other health and social sciences have not embraced their adoption as widely as behavior analysts. Potential explanations for this lack of adoption include the complexity of analyzing single-case data objectively as well as the limited consideration of group data. The purpose of our symposium is to present recent research that addresses the aforementioned limitations. The first presentation will describe a script designed to automatically analyze functional analysis data based on previously published rules. The second presentation will examine whether artificial intelligence can accurately make decisions using AB graphs. The third presentation will discuss the validity of using nonoverlap effect size measures to aid clinical decision-making. The final presentation will introduce hybrid designs, which involve a combination of single-case and group methodologies. As whole, the presentations will provide an overview of innovations in the use of single-case methodology for both practitioners and researchers. |
Instruction Level: Intermediate |
Keyword(s): Artificial intelligence, Clinical decision-making, Functional analysis, Single-case designs |
Target Audience: BCBAs BCBA-Ds |
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Automating Functional Analysis Interpretation |
(Applied Research) |
JONATHAN E. FRIEDEL (National Institute for Occupational Safety and Health), Alison Cox (Brock University) |
Abstract: Functional analysis (FA) has been an important tool in behavior analysis. The goal of an FA is to determine problem behavior function (e.g., access to attention) so that treatments can be designed to target causal mechanisms (e.g., teaching a socially appropriate response for attention). Behavior analysts traditionally rely on visual inspection to interpret an FA. However, existing literature suggests interpretations can vary across clinicians (Danov & Symons, 2008). To increase objectivity and address interrater agreement across FA outcomes, Hagopian et al. (1997) created visual-inspection criteria to be used for FAs. Hagopian and colleagues reported improved agreement but limitations of the criteria were noted. Therefore, Roane, Fisher, Kelley, Mevers, and Bouxsein (2013) addressed these limitations when they created a modified version. Here, we describe a computer script designed to automatically interpret FAs based on the above-mentioned criteria. A computerized script may be beneficial because it requires objective criteria (e.g., 10% higher vs. ‘substantially’ higher) to make decisions and it is fully replicable (i.e., does not rely on interobserver agreement). We outline several areas where the published criteria required refinement for the script. We also identify some conditions in which the script provides interpretations that disagree with expert clinician interpretations. |
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Artificial Intelligence to Analyze Single-Case Data |
(Applied Research) |
MARC J. LANOVAZ (Université de Montréal), Antonia R. Giannakakos (Manhattanville College), Océane Destras (Polytechnique Montréal) |
Abstract: Visual analysis is the most commonly used method for interpreting data from single-case designs, but levels of interrater agreement remain a concern. Although structured aids to visual analysis such as the dual-criteria (DC) method may increase interrater agreement, the accuracy of the analyses may still benefit from improvements. Thus, the purpose of our study was to (a) examine correspondence between visual analysis and models derived from different machine learning algorithms, and (b) compare the accuracy, Type I error rate and power of each of our models with those produced by the DC method. We trained our models on a previously published dataset and then conducted analyses on both nonsimulated and simulated graphs. All our models derived from machine learning algorithms matched the interpretation of the visual analysts more frequently than the DC method. Furthermore, the machine learning algorithms outperformed the DC method on accuracy, Type I error rate, and power. Our results support the somewhat unorthodox proposition that behavior analysts may use machine learning algorithms to supplement their visual analysis of single-case data, but more research is needed to examine the potential benefits and drawbacks of such an approach. |
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Using AB Designs With Nonoverlap Effect Size Measures to Support Clinical Decision Making: A Monte Carlo Validation |
(Applied Research) |
ANTONIA R. GIANNAKAKOS (Manhattanville College), Marc J. Lanovaz (Université de Montréal) |
Abstract: Single-case experimental designs often require extended baselines or the withdrawal of treatment, which may not be feasible or ethical in some practical settings. The quasi-experimental AB design is a potential alternative, but more research is needed on its validity. The purpose of our study was to examine the validity of using nonoverlap measures of effect size to detect changes in AB designs using simulated data. In our analyses, we determined thresholds for three effect size measures beyond which the type I error rate would remain below .05, and then examined if using these thresholds would provide sufficient power. Overall, our analyses show that some effect size measures may provide adequate control over type I error rate and sufficient power when analyzing data from AB designs. In sum, our results suggest that practitioners may use quasi-experimental AB designs in combination with effect size to rigorously assess progress in practice. |
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Unique Applications of Single-Case Experimental Designs: “Hybrid Designs” in Research and Practice |
(Theory) |
ODESSA LUNA (St. Cloud State University), John T. Rapp (Auburn University) |
Abstract: The purpose of experimental designs is to determine the extent to which an independent variable is responsible for the observed changed in the dependent variable and to ensure the produced change is not due to extraneous variables. In behavior-analytic practice and research, we often use single-case experimental designs to evaluate the effect of a treatment with relatively few participants. As our field expands and extends beyond individualized assessment and treatment for individuals with disabilities, researchers and clinicians may need to consider alternative methods to evaluate functional control of the collective unit of behaving individuals. For example, behavior analysts may be tasked with changing a group of individuals’ behaviors in nontraditional settings such as detention centers or foster homes. Currently, the literature lacks any guidance in how we measure a group of behaving individuals within a single-subject framework. The purpose of this talk is to propose a term “hybrid designs” in which both modified single-case experimental and group designs are used to study group behavior. This talk will review different ways single-case experimental designs have been used in the literature when studying groups of individuals and applications for future research and practice. By proposing these hybrid designs, the talk aims to outline how we may (a) expand the range of experimental questions that behavior analysts can ask and (b) extend the utility of these designs to other disciplines with differing dependent variables. |
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Efficacy Demonstrations for Training Caregivers, Professionals, and Students to Collect and Graph Data, Assess, and Treat Problem Behavior |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA; Domain: Applied Research |
Chair: Robert K. Lehardy (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Discussant: Florence D. DiGennaro Reed (University of Kansas) |
CE Instructor: Florence D. DiGennaro Reed, Ph.D. |
Abstract: Efficacious training procedures are critical for teaching new skills to caregivers, behavioral and non-behavioral professionals, and students. Each paper in this symposium uses applied research to evaluate and demonstrate the training of different skills to establish effective training procedures. Andersen, Haney, Hansen, and Peterson evaluated systematic fading and immediate verbal prompts to teach new staff to collect data on multiple behaviors simultaneously using an electronic data collection system. Ibañez, Peters, Bacotti, Lloveras, and Vollmer evaluated the effects of a training package consisting of instructions, modeling, rehearsal, and feedback, to teach behavior analysts and occupational therapy providers to conduct a structured mealtime assessment. Lehardy, Luczynski, Hood, and McKeown made a video tutorial to teach Master’s students to create publication-quality multiple-baseline graphs using Microsoft Excel. Phillips, Fisher, and Hardee developed an e-learning computer module to train caregivers to implement functional communication training as an intervention for severe problem behavior. Dr. Florence DiGennaro Reed, an expert on training and performance management, will serve as the discussant for these papers. |
Instruction Level: Intermediate |
Keyword(s): Caregiver training, Staff training, Student training |
Target Audience: Master's and Doctoral students, behavioral and non-behavioral professionals. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify efficacious methods to train caregivers, professionals, or students; (2) use technology-enhanced procedures to collect data, graph data and treat problem behavior; and (3) apply these to engage in more effective practice. |
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An Evaluation of Observer Training Procedures to Promote Accurate Data Collection |
ASHLEY ANDERSEN (University of Nebraska Medical Center's Munroe-Meyer Institute), Sarah D Haney (University of Nebraska Medical Center's Munroe-Meyer Institute), Bethany Hansen (University of Nebraska Medical Center's Munroe-Meyer Institute), Kathryn M. Peterson (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Measurement of behavior is foundational in applied behavior analytic research and practice. However, little is known about efficacious ways of training observers to record relevant behaviors. Electronic data collection systems have many advantages such as efficiency of calculation and graphing, but they may become complex when observers must record multiple behaviors simultaneously. Research has shown that instructions and feedback can introduce bias. In addition, practice alone may be time-consuming and increase opportunities to practice errors. We used a multiple baseline design to evaluate the efficacy and efficiency of systematic fading and immediate verbal prompts to teach new staff to collect data on multiple behaviors simultaneously using an electronic data collection system. Preliminary results showed that fading alone was insufficient and inefficient to teach new staff to accurately collect data. Accurate data collection increased after adding errorless prompting to our fading procedure and occurred in fewer sessions. We discuss challenges with developing efficient and effective data-collection training procedures, implications for supervisors, and directions for future research. |
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Teaching Professionals to Conduct a Structured Mealtime Assessment |
Vivian F Ibanez (University of Florida), KERRI P. PETERS (University of Florida), Janelle Kirstie Bacotti (University of Florida), Lindsay Lloveras (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Children with autism spectrum disorder (ASD) often display feeding problems such as consumption of a limited variety of foods (Schreck, Williams, & Smith, 2004). It is also common for these children to be enrolled in early and intensive behavioral intervention (EIBI) services for comprehensive treatment (Roane, Fisher, & Carr, 2016. Combined, these factors make it possible that behavior analysts will have a role in a child’s clinical care related to feeding. In addition, children with ASD are often attending regular appointments for occupational therapy (OT) and on occasion those providers are targeting feeding problems. However, given that the etiology of pediatric feeding disorders is complex and multifactorial (Peterson & Ibanez, 2018), OT providers and BCBAs should ensure they have sufficient training and a setting that is appropriate for assessment and treatment. Therefore, we evaluated the effects of a training package, including instructions, modeling, rehearsal, and feedback, for training BCBAs in an EIBI setting and OT providers to conduct a structured mealtime assessment. Training resulted in increases in their integrity of protocol implementation, and we observed replication of these effects for all participants. |
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Efficacy and Generality of a Video Tutorial to Create
Publication-Quality, Single-Case Graphs in Microsoft Excel |
ROBERT K. LEHARDY (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), Stephanie A. Hood (California State University, Northridge), Ciobha Anne McKeown (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Graphs permit behavior analysts to explore, analyze, summarize, and communicate data (Tufte, 2001), and creating single-case design graphs is a requisite skill for behavior analysts. We systematically replicated the graphs and the GraphPad Prism video tutorial by Mitteer, Greer, Fisher, and Cohrs (2018) using Microsoft Excel 2016 with 24 master’s students in a pretest-posttest design. Students’ mean accuracy on the multiple-baseline graph was 25% in pretraining, 86% with the video, and 96% after adding a remedial checklist. We then assessed the accuracy of students using the same video to create multielement and reversal graphs. Students’ means on the multielement graph was 93% with the video, and 94% after adding a remedial checklist. Students’ means on the reversal graph was 82% with the video, and 94% after adding a remedial checklist. Most students reported moderate to high satisfaction with the video and with the remedial checklist and recommended using the video with the checklist. The results support scientist-practitioners using the freely available video tutorial with the remedial checklist to create three common graphs using Microsoft Excel. |
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Efficacy of Module Based Functional Communication Caregiver Training for Moderate to Severe Problem Behavior |
LAUREN PHILLIPS (The Behavior Center), Wayne W. Fisher (University of Nebraska Medical Center's Munroe-Meyer Institute), Alexandra Hardee (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Intensive behavior-analytic services typically reduce problem behavior associated with autism spectrum disorder. Training caregivers to implement function-based interventions can address problem behavior and barriers to services (e.g., availability of behavior analysts to conduct the training). We developed an e-learning computer module to train caregivers to implement functional communication training, a function-based intervention. After caregivers conducted a functional analysis they completed a baseline assessment and responded as they typically would at home; we determined each caregiver’s percentage of correct responding. After completing the e-learning module, caregivers practiced implementing the training procedures in role-play scenarios. Lastly, caregivers completed a posttest with their child, and we evaluated improvements in their percentage of correct responding. All three caregivers demonstrated mastery of the procedures; one caregiver did not require feedback, two caregivers required feedback from a behavior analyst to meet mastery. We discuss these findings and their implications for teaching caregivers to implement behavior-analytic procedures. |
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Advancements in Instructional Strategies for Undergraduate and Graduate Students in Behavior Analysis |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: TBA/EDC; Domain: Translational |
Chair: Rachel Scalzo (University of South Florida) |
Discussant: Spencer Gauert (University of South Florida) |
CE Instructor: Spencer Gauert, Ph.D. |
Abstract: Maximizing student learning outcomes is a goal at every level of instruction. For undergraduate and graduate students in behavior analysis, the stakes may be even higher given the clinical implications and leadership roles BCaBAs and BCBAs take on immediately following graduation and certification. Therefore, it is critical to identify evidence-based approaches to engage students with course content, not only to pass the certification exam, but also to enhance client outcomes. The four studies in this symposium describe ways in which to do just that. The first study evaluated the effects of active student responding and competition among on-campus undergraduate students. The remaining three studies were conducted with graduate students in a fully online asynchronous program. This included two intervention studies, one examining choice of practice activity and the second evaluating the effects of self-monitoring on quiz grades. The final study examined academic procrastination using a delay discounting task with the aim of identifying possible interventions to decrease procrastination. Taken together, these research findings expand the scope of effective instructional strategies in both the face-to-face and online classrooms. |
Instruction Level: Intermediate |
Keyword(s): higher education, teaching strategies |
Target Audience: Behavior analysts who teach undergraduate and graduate students |
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Evaluating the Effect of Active Student Responding and Competition on Student Academic Performance |
(Applied Research) |
Hannah Lynn MacNaul (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), KATHRYN WILLIAMS (University of South Florida) |
Abstract: Previous research has demonstrated a functional relation between high levels of active student responding (ASR) and acquisition of academic information (Bondy & Tincani, 2018). Furthermore, in-class competition among peers accelerates mastery of academic content (Chen, Law, & Wei-Yu Chen, 2018). Thus, the current study evaluated the effects of competition on student academic performance through an ASR modality, Kahoot. Kahoot is a free, online, game-like response application that can be accessed through any WiFi capable device, allowing students to respond to instructor-posed questions and immediately depicts aggregate class performance. Kahoot also includes a scoreboard component in which individual scores are ranked based on the accuracy and latency of responses. This feature can be activated (Kahoot + competition) and de-activated (Kahoot alone). Therefore, the purpose of this study was to evaluate the impact of Kahoot + competition, Kahoot alone, and a control condition on student academic performance based on student average exam scores across two sections of an undergraduate behavior analysis course. Results suggest that competition increases student academic outcomes compared to Kahoot alone and the control condition. Results will be discussed in relation to social validity. |
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Evaluating the Effect of Assignment Choice on Student Academic Performance in an Online Class |
(Applied Research) |
Hannah Lynn MacNaul (University of South Florida), Rachel Scalzo (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), SHANNON WILSON (University of South Florida) |
Abstract: Providing a choice between two activities may have advantageous effects such as improving on-task behavior (Bambara, Ager, & Koger, 1994) or reducing problem behavior (Vaughn & Horner, 1997). When evaluated in an academic context, choice may empower the learner, foster engagement, and promote an overall interest in the learning experience (Aiken et al., 2016). The current study evaluated the effect of a choice and no-choice condition compared to a control condition on student academic outcomes. Fifty graduate students in an online, asynchronous behavior analysis course completed modules in one of the three conditions across the semester. In the choice condition, students chose from two activities (i.e., flashcards, study guide) whereas in the no-choice condition, an activity was assigned by the instructor. The dependent variable was student academic outcomes as measured by scores on the end of module quiz. Student preference and duration of time spent in each activity was also measured. Results suggest an equal distribution across activities and higher performance in the choice condition. Tests of statistical significance across conditions will be discussed as well as implications for instructors. |
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Self-Monitoring in the Online Classroom: An Intervention to Increase Academic Performance |
(Applied Research) |
Rachel Scalzo (University of South Florida), Anthony Concepcion (University of South Florida), ZOE ISABELLA HAY (University of South Florida) |
Abstract: Self-monitoring is an evidence-based intervention that has been shown to be widely effective in addressing a range of target behaviors (Weston et al., 2019; Wills & Mason, 2014). In the academic context, it has demonstrated increases in the performance of elementary, middle, and high school students both with and without disabilities (Graham-Day, Gardner, & Hsin, 2010; Wolfe, Heron, & Goddard, 2000), but there is limited information available regarding use of self-monitoring among graduate students. Graduate students struggle with time management given the many competing contingencies they are faced with (Hanshaw, Mason, & Loh, 2019). This study evaluated the effect of self-monitoring on quiz grades among graduate students in a fully online, asynchronous behavior analysis course. There were three conditions that were evaluated including instructions only, instructions with self-monitoring, and control wherein there were no expectations stated for daily engagement with the course content. Students allocated more time across days during the self-monitoring condition and performed better on quizzes in comparison to the instruction only condition. Results will be discussed with regard to social validity and implications for instructors. |
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At Last: An Application of Delay Discounting on Academic Procrastination |
(Applied Research) |
ANTHONY CONCEPCION (University of South Florida), Kimberly Crosland (University of South Florida), Rachel Scalzo (University of South Florida) |
Abstract: Are you reading this the day of the conference trying to decide which presentations to attend? Why did you and I wait to do something we should have done yesterday? While everyone tends to procrastinate at some point, it usually is not detrimental. However, college student’s academic procrastination is correlated with many adverse health effects (e.g., anxiety, depression, sleep hygiene) and poor academic performance (Akinsola, Tella, & Tella, 2007; Ferrari, Johnson, & McCown, 1995). Furthermore, the prevalence of academic procrastination is high, with reports of up to 95% of college students engaging in detrimental amounts of procrastination (Hussain & Sultan, 2010), with distance-learners having greater associated risks (Elvers, Polzella, & Graetz, 2003). Previous studies on procrastination have focused on labeling students as having an impulsive personality trait. The present study took a behavioral approach to assessing impulsivity via a discounting task and analysis of observable measures of procrastination. Potential benefits to instructors and students as well as possible interventions to decrease academic procrastination are discussed. |
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Snack Talk: Implementation of an Embedded Visual Communication Support during Mealtimes |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DEV; Domain: Applied Research |
Chair: William Therrien (University of Virginia) |
Discussant: Shelly Huntington (University of Washington) |
CE Instructor: Shelly Huntington, Ph.D. |
Abstract: Strong engagement in meaningful social skills is shown in research to impact inclusion in community settings for individuals diagnosed autism spectrum disorder (ASD). Yet, engagement in meaningful social skills is often challenging, as this is a defining characteristic of ASD. Extant literature indicates that social skills are most successfully acquired when taught through naturalistic and embedded instruction in established routines. A commonly occurring routine in most classroom, home, and community settings is mealtime. The symposium will present findings from three studies examining the effects of implementation of Snack Talk in a self-contained preschool classroom serving children specifically diagnosed with ASD, an inclusion preschool classroom, as well as an adult academy serving individuals with ASD and other related developmental disabilities. Results indicated increases in engagement in social communication across all populations of participants, demonstrating strong functional relationship and overall acceptability of intervention as a whole. |
Instruction Level: Basic |
Keyword(s): autism, mealtimes, social skills, visual support |
Target Audience: Practitioners |
Learning Objectives: 1. Participants will gain concrete strategies for targeting social communication during meal times 2. Participants will learn about two recent studies targeting social communication 3. Participants will gain a thorough understanding of implications of this intervention on two different populations of individuals with ASD and other developmental disabilities |
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Snack Talks: Visual Supports to Increase Communication Engagement for Preschoolers With Autism |
KATHERINE BATEMAN (University of Washington), Sarah Emily Wilson (University of Virginia), Ariane Gauvreau (University of Washington), Katherine M. Matthews (The Faison Center), William Therrien (University of Virginia), Rose Nevill (University of Virginia), Micah Mazurek (University of Virginia) |
Abstract: Early childhood classrooms are dramatically changing as education systems across the country push for more settings that are inclusive. For students to meaningfully engage in inclusive settings, strong repertoires of social skills are needed. Yet, for children with autism spectrum disorder (ASD), engagement in meaningful social skills is often challenging. The purpose of this study was to investigate the effectiveness of “Snack Talk”, a visual communication support, aimed at increasing the communication engagement of five preschool children with autism. A reversal design across participants was used to analyze the relation between implementation of “Snack Talk” and social engagement. Generalization probe results demonstrated conversation engagement increased across all participants. A functional relationship was established between the teaching phase (baseline and intervention data collection phases) and generalization, demonstrating a strong generalized effect of intervention. |
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Snack Talks: Effects of a Visual Communication Support on Increasing Conversation Engagement for Adults With Autism |
SARAH EMILY WILSON (University of Virginia), Katherine Bateman (University of Washington), Einar T. Ingvarsson (Virginia Institute of Autism), William Therrien (University of Virginia), Rose Nevill (University of Virginia), Micah Mazurek (University of Virginia) |
Abstract: As rates of autism spectrum disorder (ASD) diagnoses continue to rise, adult service providers are challenged to support a growing number of adults with autism. Indeed, outcomes for adults with ASD are typically poor, with individuals reporting lower levels of social support, relationships, gainful employment, and quality of life. Although there have been strides made in identifying evidence-based social interventions for individuals with autism, the preponderance of participants within studies are children. As such, targeted social skills and social communication interventions that are aligned with the needs of adults are warranted. The purpose of this presentation is to report findings from the implementation of “Snack Talk”, a naturalistic visual communication support, with five adults with ASD and other developmental disabilities. “Snack Talk” is implemented during mealtime and is designed to expand community membership and the social networks of adults with autism through increasing conversation engagement with peers. A reversal design across participants was employed to analyze the effectiveness of the intervention. Results demonstrate that conversation engagement increased across all participants in intervention and generalization phases compared to baseline. |
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Neurobehavioral Biomarkers of Autism Spectrum Disorder |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT; Domain: Basic Research |
Chair: Tiffany Kodak (Marquette University) |
CE Instructor: Tiffany Kodak, Ph.D. |
Presenting Author: GABRIELA ROSENBLAU (George Washington University) |
Abstract: Advances in genetics, molecular biology, and cognitive neuroscience offer hope for personalized treatment and improved outcomes in those with autism spectrum disorder (ASD). However, the promise of precision medicine is limited by a lack of mechanistic models that explain phenotypic and etiological heterogeneity; instead of using such models to identify subgroups likely to respond to specific treatments, the field relies on service availability, trial-and-error, and clinical judgment to make treatment decisions. In line with the computational psychiatry objective, my research integrates mathematical models of behavior and brain activity to establish neurocognitive models that can successfully predict individual social and nonsocial learning profiles. Specifically, I am formally comparing the suitability of various computational models to capture selective deficits in social learning of individuals with ASD, as well as variability in both social and nonsocial learning across typically developing youth and those with ASD. Identifying how these model-based predictions are implemented in the brain will allow us to identify neural architecture underlying learning in therapeutically relevant contexts. The long-term goal of this research line is to apply these computational models to inform, refine, and individualize diagnosis, education, and treatment of youth with ASD. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING |
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GABRIELA ROSENBLAU (George Washington University) |
 I am an Assistant Professor of cognitive neuroscience in the Psychology department at George Washington University (GWU). I am also affiliated with the Autism and Neurodevelopmental Disorders Institute at GWU. My research combines computational and neuroscientific methods to understand the neurobiological mechanisms underlying learning in neurotypical and clinical populations, especially autism spectrum disorder. I have expertise in designing naturalistic tasks to assess social decision making in behavior and brain function, conducting longitudinal clinical studies, computational modeling and developmental cognitive neuroscience. I have recently been awarded the Bridge to Independence Award by the Simons Foundation for Autism Research to study learning in autism with a computational neuroscientific approach and its implications for treatment. |
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Comparing Methods to Maximize Teaching: Equivalence Based Instruction, Progressive and Conventional Discrete Trial Teaching |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/VBC; Domain: Translational |
Chair: Justin B. Leaf (Autism Partnership Foundation; Endicott College) |
Discussant: Mary Jane Weiss (Endicott College) |
CE Instructor: Mary Jane Weiss, Ph.D. |
Abstract: Discrete trial teaching (DTT) is a commonly used approach to teach a variety of skills for individuals diagnosed with autism spectrum disorder (ASD). Two studies will be presented within this symposium that involve comparisons of different approaches to DTT. The first study compared equivalence based instruction (EBI) to DTT using an adapted alternating treatments design with typically developing adult participants and children diagnosed with ASD. The second study utilized a group design to compare the effectiveness of conventional and progressive approaches to DTT when teaching tact relations (sometimes referred to as expressive labels) to children diagnosed with ASD. Both studies will be discussed with respect to their strengths, limitations, and potential future directions by the discussant. |
Instruction Level: Intermediate |
Keyword(s): DTT, equivalence, progressive, verbal behavior |
Target Audience: This symposium will be beneficial to all behavior analysts especially those interested in maximizing teaching methodologies for individuals diagnosed with ASD. |
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Toward Efficiency and Effectiveness: Comparing Equivalence-Based Instruction to Discrete Trial Teaching |
(Applied Research) |
JULIA FERGUSON (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Christine Milne (Autism Partnership Foundation; Endicott College), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership) |
Abstract: Research has continually found equivalence-based instruction (EBI) to be effective and efficient, with recent research extending these findings to individuals diagnosed with autism spectrum disorder (ASD). EBI has also been compared to more traditional approaches to teaching, such as traditional lectures, reading assignments, and video lectures. However, the authors are unaware of any comparisons of EBI to other similar, behavior analytic approaches such as discrete trial teaching (DTT). The purpose of this study was to compare EBI to DTT using an adapted alternating treatments design with typically developing adults and children diagnosed with ASD. The two teaching approaches were evaluated with respect to mastery of trained relations, emergence of untrained relations, and participant preferences. The results will be discussed with respect to their implications for practice and research. |
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Comparing Conventional and Progressive Approaches of Discrete Trial Teaching When Teaching Tact Relations to Children Diagnosed With Autism Spectrum Disorder |
(Applied Research) |
Christine Milne (Autism Partnership Foundation; Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Julia Ferguson (Autism Partnership Foundation), JOSEPH H. CIHON (Autism Partnership Foundation; Endicott College), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership) |
Abstract: There are a variety of recommendations or guidelines for interventionists when implementing discrete trial teaching (DTT) for individuals diagnosed with autism spectrum disorder (ASD). These guidelines typically involve a protocol being the main source of control for the interventionist’s behavior that outlines what instruction to give, reinforcer to use, and when to use and fade prompting strategies. However, recent research has demonstrated strategies in which the main sources of control for the interventionist are relevant to the learner’s behavior and involves in-the-moment assessment, or clinical judgement, when making decisions to modify variables within intervention. The purpose of this study was to compare the effectiveness of conventional and progressive approaches to DTT when teaching tact relations (sometimes referred to as expressive labels) to children diagnosed with ASD. The effectiveness and efficiency of each approach was evaluated across several dependent variables. The results of a randomized clinical trial will be discussed with respect to implications for clinical practice and future research. |
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Practical Considerations and Applications of Behavior Analysis to Working With Children in Healthcare Settings |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/CSS; Domain: Service Delivery |
CE Instructor: Alexis Constantin Pavlov, Ph.D. |
Chair: Alexis Constantin Pavlov (Marcus Autism Center; Emory School of Medicine) |
SETH B. CLARK (Marcus Autism Center) |
COLIN S. MUETHING (Marcus Autism Center; Emory School of Medicine) |
PATRICK ROMANI (University of Colorado, Anschutz Medical Campus) |
Abstract: Healthcare settings, emergency departments (ED), and inpatient units can often be associated with stressors and triggers that may ultimately lead to increased levels of challenging behavior and noncompliance with medical procedures. Problem behaviors directly produce many negative effects on the individual who exhibits them including physical harm, exclusion and stigmatization, as well as reduced access to routine/preventative care (Davis & Gavidia-Payne, 2009; Hall, Bouldin, Andresen, & Ali, 2012). Problem behaviors can also be a source of frustration for providers who deliver medical care due to lack of knowledge and training on how best to serve children with behavioral health needs. Although behavior analysts are often familiar with training other disciplines on the use of behavior intervention strategies to decrease challenging behavior, healthcare systems present unique experiences and challenges when trying to disseminate effective behavior analytic strategies. The invited panelists will present three perspectives on working with children in healthcare settings. Topics will include providing clinical care through a behavioral consultation model, transdisciplinary training approaches and policy development for crisis prevention, applying antecedent- and reinforcement-based programs appropriately to improve treatment outcomes, and challenges with establishing applied behavior analysis (ABA) within medical settings. |
Instruction Level: Intermediate |
Target Audience: Behavior analysts, healthcare providers, |
Learning Objectives: 1. Learners will discuss the potential barriers of providing behavior analytic services within healthcare settings. 2. Learners will be able to describe a trasdiscplinary approach to training for crisis management. 3. Attendees will be able to evaluate the use of antecedent- and reinforcement-based interventions for children in medical care settings. |
Keyword(s): Behavioral Consultation, Crisis Intervention, Healthcare, Training |
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Expanding the Reach of Behavior Analysis: Practicing Behavior Analysis in Health, Sports, Fitness and Nutrition |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Service Delivery |
CE Instructor: Janet Vasquez, M.S. |
Chair: Janet Vasquez (Precision Chi) |
BEVERLY KIRBY (Team ABA LLC) |
MARK BRADLEY (Brett DiNovi & Associates) |
KELLY KILLEN (KK Wellness Consulting) |
Abstract: Behavior analysts have made an enormous impact in the treatment of autism and related disabilities, but what about other areas? Behavior analysts are trained to understand behavior and the conditions under which is it governed. However, how does this repertoire position a behavior analyst to practice in other markets, such as health, sports, fitness and nutrition? This panel will explore several key questions related to entrepreneurship in health, sports and fitness; such as how to transition into new markets? What skill sets and/or certification are needed to practice? How to network and build relationships with professionals outside of behavior analysis? With a focus on building a business in health, sports, fitness and nutrition, each panelist will contribute their own unique experiences as it pertains to entrepreneurship, networking, education and self-management. |
Instruction Level: Basic |
Target Audience: Board Certified Behavior Analysts and Board Certified Assistant Behavior Analysts |
Learning Objectives: 1. Attendees will learn ways that behavior analysis can be used in health, sports and fitness 2. Attendees will learn which behavior analysis skills, as well as other professional skills, are necessary to practice in health, sports and fitness 3. Attendees will learn strategies for communicating the science of behavior analysis to individuals in other industries |
Keyword(s): entrepreneurship, health, nutrition, service delivery |
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Evaluating the Effects of Cultural Awareness and Sensitivity Within the BCBA/RBT Supervision Model |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/TBA; Domain: Translational |
CE Instructor: Mawule A. Sevon, Other |
Chair: Shawn Capell (Covenant 15:16 LLC ) |
MAWULE A. SEVON (The Key Consulting Firm, LLC) |
KIMBERLY EDWARDS (SIQS Educational Consulting, LLC) |
SHANEERIA K PERSAUD (United Behavior Analysis Inc.) |
Abstract: The field of Applied Behavior Analysis has experienced tremendous growth since its inception. According to the Behavior Analyst Certification Board®, between the years 2016 and 2018, the total number of certified behavior analysts has increased by over 30%, and the total number of registered behavior technicians® has nearly doubled. An essential component for obtaining and maintaining these certifications include supervision hours. The Behavior Analyst Certification Board® has provided task lists regarding the items and topics required for adequate supervision; however, no components of cultural responsiveness and awareness are included. With the increase of behavior analysis within culturally diverse populations, it is imperative that our field develop new and innovative ways of including cultural competency into the Board Certified Behavior Analyst® and Registered Behavior Technician® supervision experience. Many behavior analysts have reported not receiving sufficient training within the areas of diversity and cultural responsiveness and feel unprepared to serve diverse clients and communities adequately. This workshop is designed to address the gap in formal training specific to the lack of diversity and cultural responsiveness across the supervision continuum. |
Instruction Level: Basic |
Target Audience: Registered Behavior Technicians; Board Certified Assistant Behavior Analysts; Board Certified Behavior Analysts |
Learning Objectives: 1. Define cultural responsive practice 2. Understand and apply the impact of cultural responsive practice on the supervision continuum 3. Apply cultural responsive practices to the BACB Professional and Ethical Compliance Code for Behavior Analysts and Task List |
Keyword(s): Certification, Cultural Awareness, Cultural Sensitivity, Supervision |
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Child Development: Recent Advancements in Theory, Basic, and Applied Research |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/PCH; Domain: Theory |
Chair: Nicole Luke (Brock University) |
CE Instructor: Genevieve M. DeBernardis, Ph.D. |
Abstract: Behavior analysts need to understand the process of child development in order to understand the development of atypical behavior. Behavior analysis has increasingly focused on treatment of problem behavior but seldom examines the process of development itself. Behavioral systems theory (BST) is a fundamentally behavioral approach to understanding the developmental process. BST combines dynamic systems and developmental systems theories with the principles of behavior analysis. This symposium identifies recent developments in the field of behavioral development since the publication of Child and Adolescent Development: A Behavioral Systems Approach by Novak and Pelaez. The talks will review the principles of behavioral systems theory and identify new trends in behavior analysis that have emerged in recent years. The first paper will outline BST’s principles. It will present some new concepts that have emerged in both behavior analysis and developmental psychology relevant to BST. The second paper will examine basic areas of research in child development, including cognitive, social learning, communication and language development and present relevant new research in these areas. The final paper will present a behavioral systems application to problem behaviors such as Autism Spectrum Disorder and ADHD. A review of research literature relevant to these areas will be covered. |
Instruction Level: Intermediate |
Keyword(s): behavioral systems, child development, language, social learning |
Target Audience: Educators, practitioners, and researchers interested in the area of child development. |
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Behavioral Systems Theory: A Contextual Behavioral Model of Development |
GARY D. NOVAK (California State University Stanislaus) |
Abstract: In creating Child and Adolescent Development: A Behavioral Systems Theory, Novak and Pelaez fashioned a theory of child development that looked at traditional concepts in developmental psychology, such as cognition, language, social-emotional development, family dynamics, and education, but analyzed them from a contextual behavioral framework. To do this required the melding of behavioral principles with a compatible developmental perspective, which was found in dynamic systems theory and a contextualistic behavioral viewpoint that was emerging. We have called this approach Behavioral Systems Theory (BST).
This paper will provide an overview of BST as it has emerged over the past 25 years. Concepts such as multiple determination, equifinality, nonlinearity, coalescent organization, behavioral cusps, and emergence will be presented. The role of ontogenetic and phylogenetic contingencies will be discussed. As will the behavioral significance of the unravelling of the human genome. Dynamic cascades, stimulus equivalence, relational framing, and the four-term contingency will be introduced as new extensions to BST. |
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Basic Research in Understanding Child Development Phenomena |
MARTHA PELAEZ (Florida International University) |
Abstract: Pelaez examines various areas of basic behavioral research in early child development. The phenomena studied and discussed in her textbook (with Novak) from a behavior systems approach (BST) include: the development of attachment patterns between caregiver and child and the emergence of separation “anxiety”; the acquisition of young children’s fears, including fear of the dark and fear of strangers; operant-learning procedures and conjugate/synchronized reinforcement in the study of infant perception and memory; the early development of infant vocalizations via contingent motherese speech and adult vocal imitation; tacting and manding as early verbal operants required for later language development; rule-governed behavior as higher order skill that explains child’s moral development. The main focus of this presentation will be on examining the developmental progression of basic early social communication skills that include: eye contact, joint attention, social referencing, naming, and perspective taking. In this effort, the presenter will discuss the relation between the emergence of these skills and stimulus-class formation and derived-relational responding in young children. |
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A Behavioral Systems Theory Approach to The Treatment of Childhood Behavior Disorders |
GENEVIEVE M. DEBERNARDIS (University of Nevada, Reno) |
Abstract: This paper examines the emerging areas of application in child development and the critical role of a behavioral systems theory approach toward the comprehensive treatment of childhood behavior disorders. From this standpoint, behavior disorders are the result of the same developmental process as other behaviors, where genetic-constitutional, historical, physiological, environmental, and behavior dynamical interactions must be considered. In particular, common childhood behavior disorders including Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder will be discussed, with emphasis on the importance of initial diagnosis and early behavioral interventions in preventing further maladaptive behavior patterns. The relationship between the person-environment interactions and efficacy of treatment will be outlined. A review of relevant research in these areas will be covered, highlighting the critical role of certain treatments such as social skills training and early language interventions. Further, implications and opportunities to incorporate behavioral systems theory within areas of applied child development will be discussed. |
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The Influence of Social Synchrony and Social and Motor Context on Social Communication, Social Interaction, and Restricted and Repetitive Behaviors in Autism |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: EAB; Domain: Basic Research |
Chair: Karen M. Lionello-DeNolf (Assumption College) |
CE Instructor: Karen M. Lionello-DeNolf, Ph.D. |
Presenting Author: PAULA FITZPATRICK (Assumption College) |
Abstract: Autism spectrum disorder (ASD) is marked by social communication and interaction impairments and restricted and repetitive behaviors (RRBs), yet little is understood about the etiology of these impairments and there are few successful treatment interventions. The expression and severity of social impairments can vary widely across individuals, so more objective bio-behavioral markers that measure the process of how interactions unfold over time will greatly enhance our understanding and could lead to targeting of interventions to particular subgroups of patients. Engagement in restrictive and repetitive behaviors can compound the social communication and interaction difficulties, so a fuller understanding of the contextual factors that influence the expression of RRBs is also need. In this talk, I argue that social synchrony may be a useful dynamic bio-marker of social ability in children and adolescents with ASD. The relevance of social synchrony and coupled oscillator-based modeling of synchronization for understanding social impairment in ASD will be discussed and synchronization ability for spontaneous and intentional interpersonal coordination in children and adolescents with and without ASD will be compared. In addition, I will present data that evaluates the relationship between synchronization ability and more traditional clinical and social cognitive measures of social ability and evaluate the influence of social and motor context on the presentation of RRBs and language production during conversation. Finally, the promise of social synchronization ability for providing a measure with heightened resolution to identify the essential qualities of social performance in naturalistic situations and isolate underlying neural mechanisms that may be disrupted in ASD will be discussed and directions for future research and potential interventions outlined. |
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) illustrate the relevance of social synchrony and coupled oscillator-based modeling of synchronization for understanding social communication and interaction impairment in autism spectrum disorder; (2) Compare synchronization ability for spontaneous, intentional, interpersonal coordination during social-motor tasks and during conversation in children and adolescents with and without ASD using both behavioral and neural measures; (3) Explain the relationship between synchronization ability and traditional measures of social cognition; (4) Demonstrate the importance of social and motor context in influencing RRB presentation and language production and discuss its use for interventions; (5) Describe the application of social synchronization as a potential early biobehavioral marker and treatment intervention for ASD. |
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PAULA FITZPATRICK (Assumption College) |
My research focuses on understanding how bodily movement tunes psychological development by exploring the impact of motor behavior on social, cognitive, and emotional developmental outcomes from infancy through adolescence. In particular, current projects focus on understanding the relationship between motor coordination and social skills, the contribution of social coordination to social problems in autism, the factors (at the level of the child and family) that influence the development of motor skill, and the relationship between motor skill and early learning and academic success. My research derives from dynamical systems theory that emphasizes self-organizing principles of stability, instability, and behavioral transitions to understand the emergence and progression of behavior. My approach involves measuring behavior across multiple domains (motor, social, cognitive, emotional) and at a number of scales—observable behavioral coding, micro-dynamical time-series measures, and, more recently, neurobiological measures. My research employs innovative, multi-method research designs and the formation of collaborative research teams with diverse backgrounds that cut across disciplinary expertise—developmental psychology, clinical psychology, social psychology, movement science, neuroscience, and education—and has important implications for translating new knowledge about social, cognitive, and motor development into treatments and interventions to help struggling children and families. |
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Experimental and Behavioral Psychology at Harvard From William James to B. F. Skinner |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: PCH; Domain: Theory |
Chair: Darlene E. Crone-Todd (Salem State University) |
CE Instructor: Darlene E. Crone-Todd, Ph.D. |
Presenting Author: SARA SCHECHNER (Harvard University) |
Abstract: In 1892, William James brought Hugo Münsterberg from Freiburg to direct the new, Harvard Psychological Laboratory that James had created in the Philosophy Department. Münsterberg had trained under William Wundt in Leipzig, who had pioneered an experimental method to explore the relationship between mental events and physical experience. The New Psychology banished the old method of introspection. Instead, it relied on highly controlled experiments with equipment borrowed from the domains of physics and physiology. Researchers studied the psychology of the senses, the timing of mental acts, judgement, memory, and attention. Starting with these “prism, pendulum, and chronograph philosophers,” as James called them, this talk will conclude with B. F. Skinner and his experiments on operant conditioning, reinforcement, and learning. Special attention will be paid to early apparatus such as reaction keys, prototype operant chambers, cumulative recorders, and teaching machines. The apparatus, laboratory records, memoranda, and correspondence of James, Munsterberg, and Skinner survive at Harvard University and can be accessed by scholars interested in the development of their thought. |
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 the history of experimental psychology at Harvard University between 1875 and 1965; (2) list the types of research and teaching apparatus used by experimental psychologists William James, Hugo Munsterberg; BF Skinner, and others; (3) state how to gain access to historical scientific instruments and documents in the Harvard Collection of Historical Scientific Instruments and Harvard University Archives. |
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SARA SCHECHNER (Harvard University) |
 Sara Schechner, Ph.D. is the David P. Wheatland Curator of the Collection of Historical Scientific Instruments at Harvard University, where she is also on the faculty of the History of Science Department. She has served as Secretary of the Scientific Instrument Commission of the International Union of History and Philosophy of Science and Technology. She has published widely on the history of astronomy, scientific instruments, and material culture and has curated numerous exhibitions, including several on the history of psychology.
Schechner earned degrees in physics and the history and philosophy of science from Harvard and Cambridge. Before returning to Harvard, she was chief curator at the Adler Planetarium in Chicago, and curated exhibits for the Smithsonian Institution, the American Astronomical Society, and the American Physical Society. Schechner’s research, teaching, and exhibition work has earned her many awards. She is the 2019 recipient of the Paul Bunge Prize from the German Chemical Society and the German Bunsen Society for Physical Chemistry, which is regarded worldwide as the most important honor in the history of scientific instruments. She has also received the prestigious LeRoy E. Doggett Prize for Historical Astronomy from the American Astronomical Society, the Joseph H. Hazen Education Prize of the History of Science Society, and the Great Exhibitions Award of the British Society for the History of Science. |
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Behavioral Skills Training: Evaluations and Applications of Training Procedures Across Consumers |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: TBA/DDA; Domain: Applied Research |
Chair: Elizabeth J. Preas (University of Nebraska Medical Center's Munroe-Meyer Institute ) |
CE Instructor: Elizabeth J. Preas, Ph.D. |
Abstract: Previous research has demonstrated the effectiveness of behavioral skills training (BST) to train staff and caregivers to implement various behavioral interventions and to teach young children socially significant skills. Efficacious and efficient training and teaching procedures remain an essential focus of research for scientists and practitioners; especially, for special populations and complex skills. The purpose of this symposium is to discuss evaluations and applications of BST procedures across consumers of behavior analytic services. In the first presentation, Arthur assessed the effects of BST to teach safety skills to children with Williams Syndrome. The second presentation by Plattner, Van Boxel, and Proctor examined a BST protocol to train staff to implement pairing procedures with children with autism. The third paper by Preas and Mathews evaluated and compared the effects of BST versus feedback alone to train caregivers to implement activities of daily living skills teaching procedures with their child with autism. The presenters will include a discussion of future directions for research and applications of BST. |
Instruction Level: Intermediate |
Keyword(s): BST, caregiver training, staff training |
Target Audience: BCBA-D, BCBA, BCaBA, RBT, LP, LBA (researchers, clinicians, and practitioners) |
Learning Objectives: Participants will identify the components of behavioral skills training. Describe training strategies to teach staff and caregivers to implement behavioral interventions, as well as, strategies to teach children safety skills. Evaluate the implications for traditional, modified, or additional training components to BST packages to teach skills across consumers effectively. |
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Using Behavioral Skills Training to Teach Children With Williams Syndrome Safe Responding to Strangers |
SHANNON ARTHUR (Endicott College) |
Abstract: Williams syndrome (WS) is a rare genetic disorder affecting 1in 7500 to 1 in 20,000 people. A trademark characteristic of Williams syndrome is hypersociability; being overly friendly and socially disinhibited which puts this population at risk for social vulnerability, exploitation, and abuse. This is a significant concern for parents of children with WS and warrants intervention. The current study used a multiple baseline probe design across participants to evaluate the effectiveness of behavioral skills training (BST) to teach safe responding to strangers in children with WS. The study consisted of three phases: 1) baseline in situ assessments in community settings, 2) BST in the home setting, and 3) in situ assessments in the community following mastery of BST. One participant responded with all four components taught during BST and post-BST in situ assessments by the second probe. The second participant scored low during initial post-BST in situ assessments and required a booster BST session. Following the booster session, the second participant responded appropriately to lures of strangers during in situ assessments. The results suggest that BST can be an effective procedure for teaching responding to strangers with this population. |
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Use of Behavioral Skills Training to Teach Staff Effective Pairing Strategies |
CALANDRA E. PLATTNER (Endicott College), Kelsey Leigh Van Boxel (Access Family Services), Kaitlyn Proctor (Access Family Services) |
Abstract: A critical component of effective applied behavior analysis (ABA) treatment includes training staff to adequately build rapport (i.e., pairing) with clients before implementing program goals. Parsons, Rollyson, and Reid (2012) identified an evidence-based behavioral skills training (BST) protocol for training human service staff that focuses on an effective, efficient, and acceptable approach to training staff. The purpose of the current study was to use a BST protocol including video models, role-play, and on-the-job training to train staff to effectively pair with clients. Participants included five behavior technicians at a behavioral health agency providing ABA services to children with autism. Data from baseline and post-training assessments were collected from participant’s interactions with two mock clients, in addition to generalization probes, which we assessed by observing each technician pair with one of their current clients. This study identified five key components for pairing with clients, which included responding to the child’s vocalizations, describing/narrating play, providing praise, and refraining from asking questions or placing demands. Data demonstrated that the use of BST successfully trained staff to implement each key component skill of pairing with generalized and lasting effects. |
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Evaluation of Caregiver Training Procedures to Teach Activities of Daily Living Skills |
ELIZABETH J. PREAS (University of Nebraska Medical Center), Therese L. Mathews (University of Nebraska Medical Center) |
Abstract: Caregivers of children with an autism spectrum disorder are often responsible for assisting their child to complete activities of daily living skills. Effective and efficient caregiver training methods are needed to train caregivers. The present study used two concurrent multiple-baseline across participants design to evaluate the effects of real-time feedback and behavioral skills training to train 8 caregivers to implement teaching procedures for activities of daily living skills with their child. We assessed caregivers’ accuracy and correct implementation of the 6-component teaching procedure after receiving either real-time feedback or behavioral skills training. Caregivers from both groups mastered and maintained correct implementation of the teaching procedures with their child. The overall results suggest that real-time feedback and behavioral skills training are efficacious to train caregivers to implement activity of daily living skills procedures with their child, and that real-time feedback may be an efficient alternative method to train caregivers. |
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Ethical Behavior Analysis: A Guide to Being an Evidence-Based Practitioner |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/PCH; Domain: Translational |
Chair: Audrey N. Hoffmann (Northern Vermont University) |
CE Instructor: Audrey N. Hoffmann, Ph.D. |
Abstract: Evidence-based practice (EBP) is a commonly used term in the field of applied behavior analysis (ABA); however, disagreement or misunderstanding regarding what EBP is and how to engage in evidence-based decision making persist. In this symposium, we will attempt to clarify the definition of EBP in ABA and we will discuss the role that EBP plays in different domains of ABA and ethical practice. First, Dr. Bethany Contreras will discuss the definition of EBP and will offer specific suggestions on how practitioners can use EBP to guide their decision making. Next, Dr. Audrey Hoffmann will discuss how EBP may be embedded within coursework and supervision in order to improve ethical decision-making in novice behavior analysts. Finally, Dr. Shanun Kunnavatana will discuss challenges to EBP in clinical practice, and potential solutions to promote EBP. |
Instruction Level: Intermediate |
Target Audience: Practicing BCaBAs, BCBAs, supervising BCBAs, and behavior analysts involved in higher education and the training of BCBAs. |
Learning Objectives: Attendees will be able to: 1. Define Evidence Based Practice (EBP) of Applied Behavior Analysis (ABA) and describe the three components comprising EBP of ABA. 2. Identify ethical codes aligned with the EBP of ABA 3. Identify general strategies for engaging in EBP as part of ethical behavior analytic practice 4. Identify strategies for including EBP in teaching and training of novice behavior analysts 5. Identify barriers and potential solutions for engaging in EBP in clinical practice. |
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An Introduction to Engaging in Evidence-Based Practice |
(Theory) |
BETHANY P. CONTRERAS YOUNG (Middle Tennessee State University), Audrey N. Hoffmann (Northern Vermont University), Timothy A. Slocum (Utah State University) |
Abstract: Evidence-based practice of ABA has been defined as “…a decision-making process that integrates (a) the best available evidence with (b) clinical expertise and (c) client values and context” (Slocum et al, 2014; p. 44). While several articles and books discuss the importance of EBP for ABA, there is limited information on how a practicing behavior analyst can purposefully engage in EBP. In this presentation, we will discuss the definition of EBP for ABA and will offer suggestions as to behaviors practitioners can engage in to ensure that they are engaging in EBP. We will present specific suggestions for how behavior analysts can ensure that they are using the best available evidence to guide decisions, how to build and maintain clinical expertise, and how to incorporate client values and context into the ethical decision-making process that is EBP. |
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Evidence-Based Practice as a Framework for Training Novice Behavior Analysts |
(Theory) |
AUDREY N. HOFFMANN (Northern Vermont University) |
Abstract: EBP provides a useful framework for teaching decision-making skills and ethical practice to novice behavior analysts. This presentation will provide a brief introduction to EBP and go over the importance of including EBP within training programs for behavior analysts (both in higher education and in supervised practice). Suggestions for embedding EBP into course sequences and supervision practices will be provided as well as discussing potential barriers to training a complex behavioral repertoire such as ethical evidence-based decision-making. The presentation will highlight the importance of novice behavior analysts basing decisions on the best available research evidence, considering the client values and context, and improving and appropriately utilizing their clinical expertise as behavior analysts. |
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Challenges of Evidence-Based Practice in Clinical Practice |
(Service Delivery) |
S. SHANUN KUNNAVATANA (Easterseals UCP of NC & VA) |
Abstract: Ethical and effective practice requires behavior analysts to be able to make complex decisions that evaluate not only the evidence for certain interventions but also determine whether critical components of the intervention will be possible given an individual’s context and values, as well as those of other stakeholders involved. This approach requires behavior analysts to be both analytical and flexible in their decision making. Although, EBP provides a framework for navigating these decisions, the process is often perceived as daunting and not utilized to its full potential. This presentation discusses the potential reasons why EBP is not yet common in clinical practice and how individuals and organizations may overcome some of the challenges to move toward EBP and better clinical decision making. |
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Behavioral Economic Extensions to Assessments and Interventions for Individuals With Developmental Disabilities |
Monday, May 25, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/EAB; Domain: Translational |
Chair: Shawn Patrick Gilroy (Louisiana State University) |
Discussant: Christopher E. Bullock (Francis Marion University) |
CE Instructor: Shawn Patrick Gilroy, Ph.D. |
Abstract: Behavioral economic methods are increasingly applied in various disciplines and areas of human and non-human research. Although these approaches have good support across populations and disciplines, relatively few researchers have extended this approach and perspective to assessments and interventions for individuals with developmental disabilities (e.g., autism). Such extensions are both timely and warranted for Behavior Analysts, as behavioral economic approaches have been particularly suited to evaluating complex response-reinforcer relationships under complex, real-world conditions. The papers invited for this symposium have been selected to provide a broad, scoping review of the current state of applied behavioral economics in assessments and interventions developed for individuals with developmental disabilities. Particular emphasis is based on the behavioral economic concept of demand and novel extensions of token economy procedures. The behavioral economic concept of demand is presented here in the context of individualized reinforcer assessments and functional communication training undergoing schedule thinning. Novel extensions of the token economy are also reviewed, evaluating the effects of loss aversion on responding. |
Instruction Level: Basic |
Keyword(s): behavioral economics, developmental disabilities, operant demand, token economy |
Target Audience: Master's level behavior analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Explain basic behavioral economic concepts. 2. Describe elements of Behavioral Economics relevant to applied practice. 3. Describe novel extensions of Token Economies relevant to applied practice. |
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Systematic Review of Applied Behavioral Economics With Individuals With Developmental Disabilities |
(Applied Research) |
BRENT KAPLAN (University of Kentucky), Shawn Patrick Gilroy (Louisiana State University) |
Abstract: Methods for evaluating individual preference and choice are regularly included in Behavior Analytic research and practice. A variety of methods have been put forward to evaluate preference though these methods rarely evaluate choices under effortful, treatment-like conditions. A fundamental disconnect between these contexts invites the possibility that stimuli identified may not be preferred in treatment-like conditions and this can jeopardize the effectiveness of otherwise appropriate treatment. Recent attempts to address this disconnect have incorporated elements of Behavioral Economics. In this study, we systematically review the scope and range of Behavioral Economic procedures that have been formally evaluated in the literature. Studies were included in the review if Behavioral Economic elements were incorporated into assessments and interventions designed for individuals with developmental disabilities. Results indicated that the level of support for assessments and interventions incorporating Behavioral Economic elements is still emerging and additional research continues to be necessary. |
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Handling Costs Affect Preference for Accumulated and Distributed Response-Reinforcer Arrangements |
(Applied Research) |
JENNIFER N. HADDOCK (Johns Hopkins School of Medicine, Kennedy Krieger Institute) |
Abstract: Handling costs have been implicated as a determinant of preference for accumulated/distributed response-reinforcer arrangements. We evaluated three participants’ pre-session choice of accumulated vs distributed response-reinforcer arrangements. When the reinforcement parameters differed only with respect to their distribution (at the end of or during the session), all participants exhibited exclusive preference for the distributed arrangement. When a quality manipulation, in which the handling costs of reinforcer consumption in the distributed arrangement were increased, participants exhibited exclusive preference for the accumulated arrangement. These results are preliminary but suggest that increasing the handling costs associated with reinforcer consumption can produce shifts in preference. |
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Asymmetry of Token Gain and Loss in Individuals Diagnosed With Intellectual and Developmental Disabilities |
(Applied Research) |
ELISSA SPINKS (Maryland Applied Behavior Analysis), Griffin Rooker (Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Michael Kranak (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Jennifer N. Haddock (Johns Hopkins School of Medicine, Kennedy Krieger Institute), Ashley Nicole Carver (Kennedy Krieger Institute) |
Abstract: Matching (Herrnstein, 1961) has been demonstrated with appetitive and aversive stimuli, including when appetitive and aversive stimuli are simultaneously presented (Farley & Fantino, 1978). Interestingly, in contexts where a single response produces both reinforcement and punishment, some research has demonstrated that a punisher subtracted more value than a reinforcer added (Rasmussen & Newland, 2008). We assessed the purported asymmetry of reinforcement and punishment for three individuals with intellectual disabilities (ID). We established tokens as reinforcers and evaluated the effects of simultaneous token gain and loss schedule in a progressive manner. Losses gradually became denser to identify a schedule at which the individual would not respond. Finally, we demonstrated that the loss contingency was directly responsible for the cessation of responding, as responding maintained when an equal density of reinforcement was available for gain without the loss contingency. Mixed findings were obtained; however, these results suggest that an asymmetry between punishment and reinforcement is present for some individuals with ID. Suggestions for future research and implications for practitioners will be discussed. |
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Operant Demand and Reinforcer Efficacy: Incorporating the Elasticity of Demand into Behavior Analytic Evaluations of Reinforcers |
(Applied Research) |
SHAWN PATRICK GILROY (Louisiana State University), Jodie Waits (Louisiana State University) |
Abstract: Assessments of stimulus preference are regularly used to identify potentially efficacious reinforcers. Although stimuli rated highly on these assessments often function as reinforcers, the relative ranking of these stimuli offers minimal information regarding how strongly, and under what conditions, these stimuli function as reinforcers. Without a priori knowledge regarding the performance of reinforcers under real-world conditions, treatments might unintentionally rely on reinforcers that are efficacious only within a narrow window of conditions (i.e., FR1). Reinforcers that are efficacious within a narrow range limit opportunities for thinning the schedule of reinforcement and can result in more burdensome treatment packages for caregivers and educators to implement. This paper reviews an approach for evaluating reinforcers using concepts derived from Behavioral Economics, namely elasticity. We provide a review of the methods available to index the elasticity of demand for reinforcers as well as provide examples of how this approach can be used to inform which schedules of reinforcement to use in treatments (e.g., functional communication training). |
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Further Evaluation of Telehealth Services: Parent-Implemented Functional Analyses and Functional Communication Training |
Monday, May 25, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT; Domain: Applied Research |
Chair: Leslie Neely (The University of Texas at San Antonio) |
Discussant: Jennifer J. McComas (University of Minnesota) |
CE Instructor: Jennifer J. McComas, Ph.D. |
Abstract: Behavior analytic interventions delivered via telehealth have undergone a number of experimental evaluations with evidence supporting the use of telehealth to reduce problem behavior and increase functional communication. This symposium presents the results of four studies, conducted across three research groups, evaluating innovations in the assessment and treatment of problem behavior via telehealth. First, researchers will present advances in assessment including results from a brief functional analysis delivered via telehealth (Talk 1) and results from a randomized control trial comparing brief observations conducted via telehealth to functional analysis conducted via telehealth (Talk 2). Regarding functional communication treatment, researchers will present results from an intercontinental telehealth-mediated intervention with demonstrated results and acceptability (Talk 3). Researchers will also present on the generalizability of FCT beyond telehealth training contexts (Talk 4). Finally, as a leader in this area of Behavior Analysis, Dr. Jennifer McComas, will discuss the studies, findings, and implications for research and practice. |
Instruction Level: Intermediate |
Keyword(s): autism, FCT, functional analysis, telehealth |
Target Audience: Practicing BCBAs and Researchers |
Learning Objectives: 1. To identify advances in behavior assessment via telehealth 2. To identify advances in behavior intervention via telehealth. 3. To identify areas that may serve as lessons for utilization of telehealth in behavior analytic practice. |
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Conducting Brief Functional Analysis via Telehealth Technology |
STEPHANIE GEROW (Baylor University), Supriya Radhakrishnan (Baylor University) |
Abstract: Many children have do not have access to ABA services due to geographic distance from a provider. Telehealth technology can increase children’s access to effective interventions. The purpose of this study was to evaluate the use of parent-implemented brief functional analysis and function-based intervention with coaching delivered via telehealth technology. Children with autism, age birth to 17 years old, and their parents were eligible to participate in the study. Parents conducted a brief functional analysis, with coaching provided by a researcher via telehealth technology. Following the brief functional analysis, the parent implemented a function-based intervention. The efficacy of the function-based intervention was evaluated using a reversal design. Data collection is ongoing. Implications for practice and directions for future research will be discussed. |
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A Randomized Controlled Trial of Functional Analysis Procedures for Young Children With Autism |
MATTHEW O'BRIEN (The University of Iowa), Wendy K. Berg (The University of Iowa), Dorothea C. Lerman (University of Houston-Clear Lake), Nathan Call (Marcus Autism Center), Loukia Tsami (University of Houston at Clear Lake), Kelly M. Schieltz (University of Iowa), David P. Wacker (The University of Iowa), Scott D. Lindgren (The University of Iowa) |
Abstract: Randomized controlled trials (RCTs) are deemed the “gold standard” of scientific research. By contrast, research in applied behavior analysis rarely employs this type of study, which may limit the acceptance of many common and effective behavior analytic procedures. Recently, two large-N RCTs have been conducted using telehealth to provide scientific validation of both FA and FCT procedures (Lindgren & Wacker, 2011-2015; Lindgren & Wacker, 2015-2019). In the initial study, a multi-site RCT of FCT, Lindgren et al. (under review) found FCT superior to a delayed control. In the current study, an RCT of functional analysis (FA) procedures was conducted to determine whether FA procedures are superior to brief observations. A preliminary comparison of treatment outcomes suggests that treatment following an FA may not be more efficient or result in greater reduction in problem behavior than treatment following brief observations. Possible reasons for the findings, implications for practice and recommendations for future research will be discussed. |
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Treatment Acceptability and Effectiveness of Telehealth-Based Functional Communication Training in Asia |
DIEU TRUONG (University of Houston), Loukia Tsami (University of Houston- Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake) |
Abstract: Interventions combining functional analysis (FA) and functional communication training (FCT) are effective in mitigating socially maintained problem behaviors. Recent studies evaluating the effectiveness of using telehealth to train caregivers across large geographical distances in the United States (Wacker et al., 2016) and internationally (Tsami & Lerman, 2019) indicate that this modality can increase families’ accessibility to evidence-based interventions for problem behavior, such as FCT. Additionally, the telehealth model reduces service costs while maintaining caregiver procedural integrity (Ferguson et al., 2018). Providing these services to international families might decrease barriers to effective treatment and promote parental well- being (e.g., reduce stress and depression; Frantz et al., 2018). In this study, practitioners and interpreters in the United States remotely coached six caregivers of children with autism residing in two developing countries in Asia (i.e., Pakistan and Vietnam) to implement FA and FCT. All children reached the 90% reduction of problem behavior criterion and acquired the communicative response. Additionally, all caregivers indicated that the procedures were acceptable. The impact of training on levels of parenting stress, psychological distress, and self- efficacy also will be discussed. Overall, our findings suggest telehealth is a feasible modality for service delivery in Asia |
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The Generalized Effects of Functional Communication Training for Young Children With Autism |
KELLY M. SCHIELTZ (University of Iowa), Matthew O'Brien (The University of Iowa), Wendy K. Berg (The University of Iowa), Nicole Hendrix (Emory University), Dorothea C. Lerman (University of Houston-Clear Lake), Nathan Call (Marcus Autism Center), Loukia Tsami (University of Houston-Clear Lake), David P. Wacker (The University of Iowa) |
Abstract: Functional communication training (FCT) is a well-established treatment for problem behavior in young children with autism (National Autism Center, 2015; Wong et al., 2014). Parent-mediated FCT delivered in the home, but facilitated by therapists through telehealth is an effective approach that extends the treatment model into a natural context (Lindgren et al., 2016). Despite an extensive literature base supporting FCT, little is known about the generalized effects of FCT outside of the training context. In this study, generalization of treatment effects were evaluated as part of a large multi-site study on parent-delivered FCT for children with autism using telehealth. To meet this purpose, data were collected from pre- and post-treatment parent ratings of targeted and non-targeted problem behavior in settings and contexts outside of the training conditions. Results suggest that the effects of FCT may extend beyond the behaviors and contexts targeted for treatment. Possible reasons for successful generalization, implications for practice, and suggestions for future research will be discussed. |
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Putting the "ACT" in ACTion: Behavior-Analytic Efforts to Improve Applications of Acceptance and Commitment Training |
Monday, May 25, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/VBC; Domain: Translational |
Chair: Lindsey Dennis (Missouri State University) |
Discussant: Jordan Belisle (Missouri State University) |
CE Instructor: Jordan Belisle, Ph.D. |
Abstract: Recent behavior-analytic efforts to the competent dissemination of acceptance and commitment training (ACT) have dramatically increased. The current symposium seeks to add to the ways in which practicing behavior analysts may more confidently-equipped to use ACT within their practices. The first presentation investigates the extent to which coherence between values and self-management strategies may improve treatment outcomes in a college population.We then empirically explore practical applications of ACT within an ASD population. Finally, we introduce evidence of the success of ACT via the AIM curriculum with a rather unique population. Implications to the overall successes and utility of ACT in daily practices, as well as ways to increase positive outcomes, are discussed. |
Instruction Level: Intermediate |
Keyword(s): ACT, AIM, Values |
Target Audience: beginner-intermediate behavior analyst |
Learning Objectives: Attendees will be able to describe how to use ACT procedures to help children with autism engage in more adaptive behavior and less challenging behavior Attendees will be able to describe how to incorporate self-management and ACT techniques into interventions to increase values-consistent behavior. Attendees will be able to understand ACT procedures as they relate to basic behavior change interventions and how to incorporate them into regular ABA practice |
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Promoting Values-Behavior Coherence with Acceptance and Commitment Training and Self-Management Techniques |
(Applied Research) |
DANA PALILIUNAS (Missouri State University) |
Abstract: "Values" have been defined as "verbally construed global desired life consequences," meaning that they describe ways of behaving that increase the meaning, purpose, or overall quality of one's life. For this reason, values are a central component of Acceptance and Commitment Therapy/Training (ACT) (Hayes et al., 1999, p.206). Coherence between a person’s identified values (abstract categories of preferred reinforcers) and daily behavior may increase his or her contact with reinforcement, producing increases in socially important, adaptive behavior in various contexts. Methods that seek to quantify values-behavior coherence may be useful in both the design and evaluation of interventions. The development of a measure of values-behavior coherence will be described as will additional methods to assess such responding. Evaluation of behavior analytic literature suggests interventions that include various ACT and self-management techniques have demonstrated utility in increasing socially-meaningful behavior. A potential synthesis of these approaches could lead to immediately impactful interventions for improving values-consistent outcomes across populations, and the presentation will explore college students as a case example for the measurement and promotion of values-behavior coherence. |
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Acceptance and Commitment Training for Kids: Developing Practical Approaches to Implementing Acceptance and Commitment Training in Your Daily ABA Practice With Children With Autism Spectrum Disorder |
(Applied Research) |
ERIN SILVERMAN (FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: This presentation describes the development of a custom-made “ACT for Kids” workbook and the initial phases of testing its effectiveness for decreasing challenging behaviors and increasing self-management skills in children with Autism Spectrum Disorder. The study is still currently in the data collection phase and initial data suggest it is effective. In this presentation, we will describe in a practical manner the steps that were taken to transform the ACT Hexaflex and Matrix into stimuli that children with ASD would be able to consume and respond to independently. Results from the one participant completed thus far showed that the “ACT for Kids Workbook” decreased the participant’s maladaptive behaviors while consequently increasing his use of ACT-based self-management skills in his daily life. Findings from the social validity interview revealed that parents of this participant saw a significant increase in independent self-management skills across settings and environments, when ABA team members were not present. |
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AIMing to Scale Up: Efforts to Promote Psychological Flexibility and Decrease Maladaptive Behavior in a School Setting Impacts |
(Applied Research) |
MICHAEL DELAET (Arizona State University
Department of Psychology), Adam DeLine Hahs (Arizona State University) |
Abstract: The AIM curriculum (Dixon, 2017) was developed to facilitate social-emotional development in children. Given its novelty, little research of any scope has been conducted exploring the efficacy of the curriculum. To that end, the current study sought to explore the efficacy of the AIM program on student performance related to promoting psychological flexibility and increasing overall academic performance, while decreasing experiential avoidance and challenging behavior-related issues. All participants showed increased psychological flexibility, increased academic performance, and exhibited decreased maladaptive behaviors. |
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An Evaluation of Acceptance and Commitment Training on Changes in Psychological Flexibility and Language for Children With Autism Spectrum Disorders |
(Applied Research) |
JESSICA M HINMAN (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University) |
Abstract: Children diagnosed with Autism Spectrum Disorder (ASD) often struggle with language deficits and restricted or repetitive behaviors. Acceptance and Commitment Training (ACT) can prove to be a helpful intervention for children with ASD as it works to increase psychological and behavioral flexibility by promoting value-driven behaviors while working to reduce the unworkable control of language. The current aims to evaluate changes in measures of psychological flexibility as well as changes in derived relational responding for children with ASD after attending two, one-hour ACT sessions a week for 14-weeks. After 7 weeks of receiving ACT, preliminary data show that participants have reduced levels of self-reported fusion, higher levels of psychological flexibility, and parents of those children are reporting reduced levels of stress. Additionally, caregiver reports of the child’s psychological flexibility showed statistically significant increases from pre- to post-test (t(6) = 3.105, p = 0.0210) which suggests that participants are becoming more psychologically flexible as reported by their parents. Changes in post-treatment measures will provide implications for implementing ACT techniques with children with ASD to increase psychological flexibility. |
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Parent Training Across the World |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/EDC; Domain: Service Delivery |
Chair: Setareh Moslemi (University of North Texas) |
Discussant: Karen A. Toussaint (University of North Texas) |
CE Instructor: Setareh Moslemi, M.Ed. |
Abstract: Many parents of children with Autism Spectrum Disorder around the world have limited or no access to behavior analytic knowledge or services leaving them without support or guidance. Training parents with behavior analytic knowledge or skills can potentially overcome this issue. The purpose of this symposium is to present two different parent training programs designed to provide skills and knowledge that parents need to improve the quality of life for their children and families. The first presentation will discuss a program in which parents of children with Autism Spectrum Disorder learned the steps necessary to implement an early intervention program. The project was conducted in India. The second presentation will discuss four barriers that get in the way of parents’ access to behavior analytic knowledge: time, place, money, and prerequisite skills, and will introduce a web-based parent training program designed to overcome these barriers. |
Instruction Level: Basic |
Keyword(s): Autism, EIBI, Parent Education, Parent Training |
Target Audience: BACB Certificants |
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Adapting Evidence-Based Parent Mediated Early Intervention for Children With Autism Spectrum Disorder in India |
GEETIKA AGARWAL (Ball State University), Jennifer M. Gillis (Binghamton University), Svetlana Iyer (Stepping Stones Center) |
Abstract: The effectiveness of Early Intervention (EI) program is widely documented to increase the behavioural outcomes of children diagnosed with Autism. Studies have demonstrated positive outcomes for parent-implemented EI approaches for skill development. The majority of these evidence-based interventions have been conducted in the US and Europe, there is increasing interest in adapting evidence-based interventions to different cultures. The current study will share outcome data from a 6-week, ABA-based parent-implemented EI program from Bangalore, India. 81 children (range 18 mo.- 60 mo.) and their caregivers enrolled in the program. The goals were adapted from ABLLS-R and included validated instructional procedures. The parents were trained to use errorless teaching for skill acquisition and behaviour management strategies. The result of the program demonstrated significant gains across all domains, supporting the existing literature. Parents reported high levels (M = 28.2 out of 30) of social validity for the program. Further, the outcome for parents demonstrated significant gains in the acquisition of training skills . These findings have implications for cultural adaptations of evidence-based interventions. These findings are timely as there is a growing recognition of the prevalence of ASD and need for EI services in India, yet a limited number of certified behaviour analysts. |
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Removing Barriers to Parents' Access to Behavior Analytic Knowledge |
SETAREH MOSLEMI (University of North Texas), Manish Vaidya (University of North Texas) |
Abstract: Access to behavior analytic skills is limited in many parts of the world (Figure.1). Parent training could be a potential solution to fill the gap. At least four different barriers get in the way of the parents to get access to useful behavior analytic knowledge: time, place, money, and prerequisite skills (Table.1).For example, parents don’t have the time to commit to behavior analytic training programs, they cannot easily travel to training locations, can’t afford costs of the trainings, and often familiarity with English or technical vocabulary is required to make the knowledge useful. The purpose of the current project is to create a web-based program which uses non-technical language to present short (2-3 minutes) modules in order to teach parents about the basic behavioral competencies. First, using short modules will allow the parents to easily find time to practice the lessons in order to achieve a positive outcome. Second, the web-based nature of the program will remove geographical constraints. Third, the content is available for free on the devices that they already own. Fourth, the use of non-technical language will remove the need for the presence of an expert to explain any technical terms. |
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Advances in Behavioral Skills Training for Implementing Evidence-Based Practices |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Applied Research |
Chair: Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology ) |
CE Instructor: Kimberly Sloman, Ph.D. |
Abstract: This symposium presents data from three studies that used behavioral skills training (BST) to teach staff members to implement behavioral assessment and treatment. The first study, presented by Kacie McGarry, trained staff members to conduct trial-based functional analyses via Telehealth. The second study, presented by Julia Iannaccone, evaluated a video-aided BST model to train staff members to conduct function-based treatments. The third study, presented by Catherine Kishel, evaluated the effects of professional development activities and BST on staff implementation and educators' perceptions of prompting procedures. |
Instruction Level: Intermediate |
Keyword(s): BST, staff training, Telehealth, video models |
Target Audience: BCBAs |
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Training Technicians to Conduct Trial-Based Functional Analyses via Telehealth |
KACIE M MCGARRY (The Scott Center for Autism Treatment and Florida Institute of Technology), Michael E. Kelley (University of Scranton), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology), Kristin M. Albert (The Scott Center for Autism Treatment and Florida Institute of Technology), Katherine Haggerty (Florida Institute of Technology), Ronald J. Clark (Florida Institute of Technology) |
Abstract: Previous studies have supported the use of trial-based functional analysis performed by teachers in classroom settings. The purpose of this study was to determine the efficacy of training technicians to conduct trial-based functional analyses via telehealth. Telehealth-based training was effective for producing high-integrity implementation by technicians and that using Trial-Based Functional Analyses in classrooms resulted in an efficient means of conducting functional analysis in areas with limited resources. |
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Effectively and Efficiently Training Staff With Video Models and Video Critiques |
MISBAH BIBI (Queens College), Julia Iannaccone (City University of New York Graduate Center; Queens College), Emily A. Jones (Queens College, The Graduate Center, City University of New York) |
Abstract: Adults with Autism Spectrum Disorder (ASD) face significant challenges that are exacerbated by severe problematic behavior. Direct care staff are often not adequately trained to support adults with problem behavior, at least in part, due to limited funding for adult service providers. Whereas behavior analysts possess effective training tools, such as behavior skills training (BST), these training techniques can be time consuming, and thus, costly. The present study examined a video aided BST model using video models and critiques, to improve the efficiency of training without compromising effectiveness. Video models replaced the traditional live demonstration, and video critiques, in which errors were intentionally embedded, were used in combination with response cards to practice and provide feedback instead of the traditional individual role play practice. Results indicated that video aided BST effectively and efficiently trained direct care staff of adults with ASD to implement a function-based treatment of severe problem behavior with 100% accuracy following a standard, one session training lasting 1.5 hours. The current study provides evidence of an effective model of staff training when time and resources are limited. |
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Evaluating Perceptions and Adherence to Behaviorally Based Evidence Practices Amongst Staff Serving Adults With Autism Spectrum Disorders |
CATHERINE KISHEL (The University of Florida), James Maraventano (Rutgers Center for Adult Autism Services), Jenna Budge (Rutgers University), Robert LaRue (Rutgers University) |
Abstract: While research supports the use of evidence-based practices (EBPs) informed by applied behavior analysis for teaching individuals with ASD, several barriers exist towards regular implementation. EBPs are used infrequently in classrooms (Morrier, Hess, & Heflin, 2010) and are often perceived negatively by educators (Allen & Bowles, 2014). As a result, treatment integrity and adherence to EBPs in practice are adversely affected. The purpose of this study was to examine the effects of professional development (PD) activities that incorporated active learning with ongoing coaching and feedback on treatment integrity and adherence to most-to-least prompt fading strategies. Specifically, Behavioral Skills Training (BST; Parsons, Rollyson, Iverson, & Reid, 2012) and side-by-side coaching and feedback (Kretlow, Cooke, & Wood, 2012) were implemented with educators of adults with ASD. A multiple baseline across participants design was employed to evaluate the effects of BST. Further, statistical analyses (Pearson correlational coefficient, descriptive statistics) were employed to examine if educator perceptions of EBPs were affected by the proposed PD activities. Findings suggested PD activities applied in this study enhanced treatment integrity implementing most-to-least prompt fading with sustained adherence. Further, participants reported more positive perceptions of EBPs following the professional development activities. |
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Psychotropic Drug Use in Children: Prescribing and Deprescribing |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: BPN/CBM; Domain: Translational |
Chair: M. Christopher Newland (Auburn University) |
CE Instructor: M. Christopher Newland, Ph.D. |
Abstract: Children receive psychotropic medications for many reasons, including the management of hyperactivity or attention deficits and the reduction of aggressive or destructive behavior. These problems are frequently amenable to behavioral interventions. Many children seen by applied behavior analysts are on psychotropic medications. Ideally, the behavior analyst can work closely with prescribers to balance behavioral and pharmacological interventions, to the child’s benefit, and terminate medications when they are no longer warranted. Often, however, psychotropics are overused and collaborations with prescribers are difficult to forge. In this symposium, we address psychotropic medication use for behavioral problems from three perspectives. Annette Griffith will discuss the ethical and practical considerations for behavior analysts who work with clients on psychotropic medication. Jennifer Zarcone will discuss the emergence of state and national policy surrounding the use of psychotropic medication. Chris Newland will examine the practice of “deprescribing,” namely, how long a prescription lasts once it is initiated. Together, these speakers will provide an in-depth view of psychotropic drug use in children that will be of value to the practitioner who works with individual clients as well as to the researcher interested in coupling behavioral and pharmacological interventions rationally. |
Instruction Level: Intermediate |
Keyword(s): Clinical psychopharmacology, Deprescribing, Medication policy, Psychotropic medication |
Target Audience: The target audience is applied researchers and practitioners who are interested in the relative contribution of behavioral and pharmacological approaches to managing clinical syndromes. Practitioners will learn practical guidelines when working with clients on medication, their ethical obligations, and the role of state policy guidelines. Applied researchers will learn about different kinds of psychotropic medications and how they might be used. All will learn about how long prescriptions can be active once they are initiated. |
Learning Objectives: Learn practical guidelines and ethical obligations when working with clients taking psychotropic medication. Learn about the policies of governmental agencies regarding the use of psychotropic medication. Learn about deprescribing practices with different classes of psychotropic medications. |
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Psychotropic Medication Management: Ethical and Practical Considerations for Behavior Analysts |
(Service Delivery) |
ANNETTE GRIFFITH (The Chicago School of Professional Psychology), Chrystal Jansz Rieken (The Chicago School of Professional Psychology) |
Abstract: In the management of psychotropic medications, behavior analysts can contribute a unique set of skills to assist in the definition and measurement of target behavior and adverse effects. Specifically, they can develop systems to ensure data are relevant and informative, and they can present that data to physicians in clear and easy-to-interpret displays; this allows for behavioral responses to medications to be more easily identified (Zarcone, Griffith, & Jansz Reiken, 2019). Understanding behavioral effects of psychotropic treatments may reduce the likelihood that clients continue with ineffective or harmful medications and may increase the likelihood that they benefit from the medications they do take. Considering that the majority of behavior analysts, at some point in their careers, will work with individuals likely to be prescribed psychotropic medications (Association of Professional Behavior Analysts; 2014; Li & Poling, 2018), it follows that there is a need to discuss the role and possible contributions of the behavior analyst when working with such clients and their treatment teams. The current presentation will review the ethical and practical considerations required for effective interdisciplinary collaboration, with specific attention on the importance of practicing within our bounds of competence. |
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Prescription Practices: The Impact of National and State Policies |
(Service Delivery) |
JENNIFER R. ZARCONE (The May Institute), Sarah Weddle (May Institute) |
Abstract: There are many factors that influence policy at the state and national level when medication is prescribed for children and other vulnerable individuals. For these individuals, medications are often prescribed “off label” once approved by the FDA, before dosing and side effects profiles have been developed. Many professional groups have practice parameters that guide providers in their prescription practices as they relate to specific diagnoses and conditions (e.g., The Work Group on Quality Issues, American Academy of Child and Adolescent Psychiatry, 1997). Many states have begun to enact policies and regulations around prescription practices that result from legal issues. For example, Massachusetts has a policy for adults who are unable to consent to treatment called the Rogers Guardianship. The guardian can authorize “extraordinary” medical treatment for the adult, usually related to the use of antipsychotic medication. While the policy has the best of intentions, there are many factors that limit how effectively it is implemented. In this review, state and national policies related to prescription practices will be reviewed and the positive and negative impact of these policies will be discussed. |
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Psychotropic Medications: When Does a Prescription End? |
(Applied Research) |
M. CHRISTOPHER NEWLAND (Auburn University), John T. Rapp (Auburn University) |
Abstract: A clear set of criteria for initiating and terminating drug use exists for many drugs, but for psychotropic medications the criteria for “deprescribing” is poorly defined, even in children. The scientific literature surrounding deprescribing is spotty, new, and largely qualitative. Using a database of about 10,000 children in the Alabama Foster Care system, we examined the determinants of prescription duration for drugs from different classes, including non-psychotropics. The median duration of a prescription was over one year longer for some psychotropics than nonpsychotropics and was especially long for drugs used to treat ADHD (stimulants and noradrenergic agonists) and problem behavior (second-generation antipsychotics). The median prescription duration differed across age group but even young children were prescribed some psychotropics for more than a year. Prescription duration tended to be longer for males and longer for children in urban settings, though these were also relatively weak influences. The ability to quantify prescription duration can help guide policy and raises the need to articulate criteria for terminating the use of powerful psychotropic medications. |
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Addressing the Needs of Those With Traumatic Brain Injury and Post-Traumatic Stress Disorder |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Service Delivery |
Chair: Kent A. Corso (NCR Behavioral Health, LLC) |
Discussant: Kent A. Corso (NCR Behavioral Health, LLC) |
CE Instructor: Kent A. Corso, Psy.D. |
Abstract: There are four areas of primary concern to the military when meeting the needs of their personnel, especially those who have been deployed to war zones and return with various kinds of problems not acceptable in continued military life or in civilian life. Traumatic brain Injury and post-traumatic stress disorder are the two topics addressed in this symposium. Not discussed will be bodily physical injuries and suicide. The presentation will view all branches of service but primarily the Air Force, Navy, Marines, and the Army. Within the topic of traumatic brain injuries will be a review of the important literature and an overview of the problem behaviors. When investigating traumatic brain injury’s problem behaviors, both public and private events of those recovering are important and relevant targets for examination and rehabilitation work. The presentation on post-traumatic stress disorder behaviors will look at the taxonomy of those behaviors. These are usually stated behaviorally but very broadly, for example, stressors, alterations in cognition or mood, or guilt. Each of these and many more behaviors can be defined much more specifically, then examined and researched behaviorally to help ameliorate the needs of returning veterans. |
Instruction Level: Intermediate |
Keyword(s): military disabilities |
Target Audience: professionals in the field; BCBA at all levels including through BCBA-D |
Learning Objectives: 1. State why it is critical to define, analyze and develop therapy plans for the behaviors of traumatic brain injured military veterans. 2. Name three authors and studies in the area of traumatic brain injury. 3. State why it is critical to define, analyze and develop therapy plans for the behaviors of military veterans with post-traumatic stress disorders. 4. Name three definable taxonomies and at least two of the specific behaviors to work on within those three taxonomies. . |
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Review of problem behaviors in the military and veterans with traumatic brain injury (TBI) |
KOMLANTSE GOSSOU (Quebec Association for Behavior Analysis) |
Abstract: Traumatic brain injury (TBI) is an important public health matter that accounts annually for 2.5 million emergency room visits, hospitalizations, and deaths in the United States (Centers for Disease Control and Prevention, 2015). The military service members are at a significant risk for TBI, and it is estimated 4.2% of veterans from the Army, Air Force, Navy, or Marine Corps have been diagnosed with TBI. TBI is associated with other health problems including behavioral disorders. Yet, it is difficult to find an evidence-based intervention for the treatment of the problem behaviors associated with TBI in the military and the veterans. However, knowing more about the problem behaviors associated with TBI would encourage the behavioral research in the treatment of problem behaviors associated with TBI. To our knowledge, no study has summarized the problem behaviors associated with TBI. Thus, the goal of this presentation is to summarize the problem behaviors associated with TBI. |
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Taxonomy of Post-traumatic Stress Disorder Behaviors |
ABIGAIL B. CALKIN (Calkin Consulting Center) |
Abstract: The American Psychiatric Association identified post-traumatic stress disorder (PTSD) in 1980. For over 2,000 years, people came home from wars showing signs of trauma with no physical injury. Until 1980, they received little help to ameliorate these behaviors. Attitudes changed as veterans came home from Vietnam. The facts also changed and PTSD became a diagnosis. How do behavior analysts treat those with PTSD? Cognitive behavior therapy has done a much better job at this than behavior analysis. We can lend a hand here too. Given that we look at specific behaviors for autism, behavior management problems, learning, perhaps it is time we took a specific look at the specific behaviors of people with PTSD. We have categories—efforts to avoid feelings, hypervigilance, irritability and anger for a few examples. However, we need to define these behaviors as specifically as we do reading behaviors—reads letter name, reads letter sound, reads 3-letter words, etc. We must look as specifically at the precursors to and elements of a temper explosion, flashbacks, concentration difficulties, and a myriad of other behaviors. What are the antecedents? What is the specific behavior? What are the postcedents? How can we look at those behaviors as stimuli, behaviors and consequences? First, we need taxonomy. |
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ABA to the Rescue: Enhancing Implementation of Psychosocial Interventions in Medical and Educational Settings |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/EDC; Domain: Service Delivery |
Chair: Jeannie A. Golden (East Carolina University) |
CE Instructor: Jeannie A. Golden, Ph.D. |
Abstract: Psychosocial interventions have much to offer youth in medical and educational settings. Administrators need to perceive costs of time and resources being outweighed by health benefits. Being specific and operationally defining terms can aid interdisciplinary understanding and cooperation. Reinforcement can help develop and maintain positive interactions. Feasibility may be enhanced by using a group format, a cost-effective and efficient way for youth to gain information, share common experiences, and learn from each other and from professionals. The benefits of a group format would not be realized unless a psychosocial intervention were accepted by the youth participating and implemented with fidelity. They must share their own experiences and respectfully listen as others share their experiences and be open to information about how they can improve their well-being. Positive reinforcement can make the experience more rewarding and strengthen specific behaviors such as sharing, listening and participating. Group cohesiveness can be increased by establishing and reinforcing clear expectations. Reinforcement can be helpful for motivating youth to participate in every aspect of the program (role playing, completing assignments). The presenters in this symposium will discuss ways in which the addition of behavior management strategies can enhance acceptability, feasibility and fidelity of psychosocial interventions. |
Instruction Level: Intermediate |
Keyword(s): implementation strategies, psychosocial interventions, treatment acceptability, treatment fidelity |
Learning Objectives: At the completion of this symposium, participants will be able to:
- State the ways in which behavior management strategies can enhance acceptability, feasibility and fidelity of psychosocial interventions.
- Describe how behavioral strategies were used to facilitate implementation of a stress-management intervention at a camp for youth with Type 1 diabetes.
- Describe how behavioral strategies were used to facilitate implementation of a mindfulness intervention in high school physical education classes.
- Describe how behavioral strategies were used to facilitate implementation of an ACT-based intervention in high school physical education classes.
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Behavioral Strategies Facilitating Implementation of a Psychosocial Intervention in a Diabetes Camp |
ANA LEPAGE (East Carolina University) |
Abstract: Youth with type 1 diabetes (T1D) can experience significant disease-related stressors due to the intense treatment regimen and limitations that are associated with diabetes. Stress and coping interventions designed to address the unique difficulties faced by youth with T1D have proven to be efficacious and beneficial. Although a stress and coping intervention delivered in a group setting (e.g. summer camp) can provide a safe and comfortable place for peers to discuss and share similar experiences, the research is limited. The present study evaluated the feasibility and acceptability of a brief, targeted, diabetes-specific stress and coping intervention. To facilitate program participation and minimize disruption, an interdependent group contingency plan was implemented, including setting brief, objectively-defined group rules and a token economy system. The sample included 83 campers, aged 8-17 (M=12.39), 82% White and 51% female, and 23 camp staff members. The intervention was implemented with 100% fidelity based on live observations by multiple raters. Qualitative and quantitative feedback on the utility and importance of the intervention were collected and the majority (i.e., 88% or greater) of the campers and camp staff found the intervention acceptable and stated that they would like for it to be offered next year. |
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Behavioral Strategies Facilitating Implementation of Mindfulness Interventions in High School Physical Education Classes |
LEIGH CHANCEY (East Carolina University) |
Abstract: Use of behavioral techniques can maximize student engagement with social and emotional learning (SEL) programs. However, they are often not included in program curriculums. During the first few weeks of implementation of a group-administered mindfulness-based SEL intervention with whole classrooms in a public high school, off topic comments and lack of participation disrupted program delivery. To facilitate program participation, beginning in the third week of the study, students were randomly assigned to sit in teams and teams were awarded points throughout the sessions for on task behavior and active participation. At the end of each session, each member from the team with the most points won for the day and was awarded a small prize. Fidelity ratings increased after addition of behavioral strategies yielding increased access to the program content for the students. Students and school staff also rated the program with the behavioral components as acceptable and likely to be implemented again the future. This study provides evidence that mindfulness interventions can be challenging to implement with adolescents in large groups in school settings and that applied behavioral techniques are essential in practical application of these programs in these circumstances. |
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Behavioral Strategies Facilitating Implementation of Acceptance and Commitment Therapy in High School Physical Education Classes |
SAMUEL FAULKNER (Geisinger Bloomsburg Pediatrics) |
Abstract: Behavioral Strategies Facilitating Implementation of Acceptance and Commitment Therapy in High School Physical Education Classes Universal social and emotional learning curricula have demonstrated efficacy within a framework providing multi-tiered systems of support and represent promising methods for addressing youth mental health with a broad scope. Unfortunately, implementation of social emotional learning curricula presents multiple barriers to implementation and limited understanding of the processes of change, necessary procedures, relevant contextual variables, and differential impact of curricula on positive student functioning with high school students. Traditional models used to address mental health in adolescents often take a deficit-oriented approach. An emerging developmental model of behavior change incorporates principles of Acceptance and Commitment Therapy (ACT), Positive Psychology, Behaviorism, Relational Frame Theory, and Evolution Science to target functional classes of behavior and facilitate health-promoting behaviors in youth. Students (n = 118) were recruited from 6 Health/PE classes in a rural, underserved high school. Participants in the enhanced Health/PE condition received 6 weeks of a version of ACT as a universal preventive intervention targeting social and emotional learning skills, sleep hygiene, and physical activity. Behavior management strategies in the form of the Good Behavior Game were used to facilitate cooperation and participation of the high school students. The enhanced Health/PE curriculum was feasibly implemented with satisfaction from students and teachers. |
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Scaling Up Behavioral Therapy for Public Health: The Case of Acceptance and Commitment Therapy for Stopping Cigarette Smoking |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Area: CSS; Domain: Applied Research |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Presenting Author: JONATHAN BRICKER (University of Washington) |
Abstract: Despite the rise of nicotine vaping and its recent public scares, cigarette smoking remains the single most preventable cause of premature death in the USA and for many other parts of the world. Smoking kills over 7 million people a year. Smoking fits well with the principles of applied behavior analysis because it is a highly repetitious behavior maintained by its consequences. Early applications of functional analysis and conditioning led to promising treatments for helping people stop smoking but as group and individual face-to-face therapies they were hampered high intensity, cost, and low scalability. Fortunately, the rise of digital technologies and telehealth has a recreated the ability for provide behavioral therapies for smoking cessation on a broad scale at lower cost. Acceptance and Commitment Therapy (ACT), a contemporary form of clinical behavior analysis based on Skinner’s philosophy of Radical Behaviorism, is becoming a prominent therapeutic approach to digital and telehealth delivered smoking cessation. ACT teaches functional analysis, present moment awareness, and values-based living to help people cope with urges and stay committed to living smoke free. I will show how my research team translates ACT principles into concrete and highly accessible treatment programs on platforms including telephone-delivered behaviorial coaching, websites, smartphone apps, and chatbots for smoking cessation. This translational research is an iterative process of expert clinician input, user testing, and rapid prototyping. Once developed, we test each of these delivery platforms in both small and large-scale randomized controlled trials comparing the ACT program with standard cognitive behavioral programs. I will share the latest results of these trials and how our interventions have already reached over 50,000 people. I will close with highlighting the future directions of our research, including applications to treatment of obesity. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how Acceptance and Commitment Therapy (ACT) is scaled up as a broad reaching public health technology intervention; (2) apply certain ACT and contextual behavioral principles for tobacco cessation and other addictive behaviors; (3) discuss latest research findings on ACT for tobacco cessation, and their impact on Washington State-level tobacco policy. |
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JONATHAN BRICKER (University of Washington) |
 Dr. Jonathan Bricker’s passion is to scale up behavioral therapies into high reach public health intervention programs. He is an internationally recognized scientific leader in the behavioral therapy called Acceptance and Commitment Therapy (ACT). He focuses ACT on skills for self-control, particularly for quitting smoking and other addictions. His programs have been developed and tested on many platforms, including apps, chatbots, websites, and telephone coaching that reach thousands of people daily. Rather than encouraging people to ignore cravings, his approach to ACT is to focus on becoming aware of triggers for cravings and choosing not to act on them. His smoking cessation programs have achieved success rates that are double that of other programs—cutting cigarette use by 75 percent. Dr. Bricker has over 85 scientific publication and has received $14 million in US Government NIH grants, predominantly for WebQuit, iCanQuit and the TALK study of Acceptance and Commitment Therapy for smoking cessation. His research and expert testimony was instrumental in Washington State passing a law to increase the minimum age of tobacco sales to 21.
He founded and leads the Health And Behavioral Innovations in Technology lab (which goes by the apt acronym: HABIT), which is part of the Public Health Sciences Division, at the Fred Hutch Cancer Research Center in Seattle, Washington. Dr. Bricker’s expertise in his field has led him to his current role of senior editor of the journal, Addiction. His TEDx talk, “The Secret to Self-Control” has been viewed nearly 5 million times, and has been translated into ten languages. |
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Honey I Analyzed the Kids: Being Both Professionals and Parents of Neurodiverse Children |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/AUT; Domain: Service Delivery |
CE Instructor: Ann B Beirne, M.A. |
Chair: Bobby Newman (Proud Moments) |
ANN B BEIRNE (Proud Moments) |
ANDREA KOTLER (Proud Moments) |
CELIA HEYMAN (Capella University; Above and Beyond Learning Group) |
Abstract: Empathy is perhaps the most important skill that a behavior analyst can possess. Though many behavior analyst struggle with understanding families, there are many of us who have, to borrow a phrase, waled a mile in their shoes. This panel consists of participants who have been in two roles: behavior analysts and parent of neurodiverse children. We will discuss the effect that this has had on our families and professional lives, the challenges and joys of raising neurodiverse children, and how our experience has impacted us professionally. |
Instruction Level: Basic |
Target Audience: BCBAs in direct service with families |
Learning Objectives: Identify challenges of avoiding multiple relationships when parenting neurodiverse children Identify tactics for working with families Describe learning history for families of neurodiverse children |
Keyword(s): ADHD, ASD, ethics, parenting |
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Increasing Compliance With Dental Examination Procedures |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Applied Research |
Chair: Pamela L. Neidert (The University of Kansas) |
CE Instructor: Pamela L. Neidert, Ph.D. |
Abstract: Noncompliance with healthcare procedures is a widespread problem, especially for individuals with intellectual and developmental disabilities. Noncompliance and avoidant behavior during dental exams (and other healthcare procedures) is problematic because it may a) affect completion and quality of the procedure, b) limit access to necessary healthcare and lead to increased health risks, and/or c) pose risk of injury to the individual. The majority of research in this area has been single-case design studies that describe the use of treatment packages consisting of a variety of components. This symposium consists of three studies involving the use of similar treatment procedures to increase compliance with dental examinations. Two studies are large-N studies of noncompliance by adults with IDD, and one study is an analysis of the degree to which treatment effects from a simulated dental environment generalize and maintain in the actual dental setting. |
Instruction Level: Basic |
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Community Based Intervention to Increase Compliance With Dental Exams |
NATALIE BADGETT (University of Virginia), Einar T. Ingvarsson (Virginia Institute of Autism), John Will (Children’s Dentistry of Charlottesville), William Therrien (University of Virginia) |
Abstract: Individuals with intellectual and developmental disabilities, including autism spectrum disorders, experience significant barriers to medical care, including routine dental exams and procedures (e.g., x-rays). While existing research suggests several strategies for increasing patient compliance with dental exams and procedures, this body of literature is limited and provides minimal guidance for programming for generalization to dental clinics. In this presentation, we will share data from a pilot study in which we collaborated with a local dentist to evaluate the effects of a desensitization procedure with community-based probes for children diagnosed with autism in which results were mixed. We will also share findings from a recent systematic literature review investigating the effectiveness and sustainability of interventions intended to increase dental compliance. Finally, we will present considerations for conducting research related to increasing compliance to medical procedures for individuals with intellectual and developmental disabilities, as well as future directions for this work. |
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Assessment and Treatment of Noncompliance During Routine Dental Exams: Preliminary Findings of a Large-N Study With Adults With Intellectual and Developmental Disabilities |
MARISSA MATTEUCCI (University of Houston, Clear Lake), Loukia Tsami (University of Houston-Clear Lake), Dorothea Lerman (University of Houston-Clear Lake) |
Abstract: Many adults with intellectual and developmental disabilities (IDD) are noncompliant during routine dental exams. Nonetheless, the majority of research in this area has been conducted with children (Kupzyk & Allen, 2019). In this study, we report the preliminary findings of a large-N study of noncompliance among adults with IDD who had a history of receiving sedation, general anesthesia, or restraint during dental exams. First, we evaluated compliance with a mock dental exam under a baseline condition consisting of several evidence-based procedures, including praise for compliance and frequent noncontingent breaks, in the absence of escape extinction. Participants who did not comply with all steps received increasingly more complex intervention components (e.g., noncontingent access to preferred items [NCR], gradual exposure) until they complied with all steps of the exam. Participants then received an exam by a dentist using the same intervention components. Of the 24 individuals who have participated thus far, 8 (33%) did not require additional intervention components beyond the baseline condition and 5 (20%) required less than three treatment sessions with NCR. These findings suggest that a noteworthy percentage of adults with IDD are unnecessarily exposed to risky procedures during routine dental exams. |
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Treatment of Noncompliance With Healthcare Procedures in Simulated Settings: Maintenance and Generalization of Acquisition |
KELLEY L. HARRISON (The University of Kansas), Kimberley L. M. Zonneveld (Brock University), ALEC BERNSTEIN (UNIVERSITY OF KANSAS), Pamela L. Neidert (The University of Kansas) |
Abstract: Child noncompliance with healthcare routines is a widely reported problem. Recent research varies widely with respect to treatment strategies and inclusion of maintenance and generalizations strategies for increasing compliance during healthcare routines. Harrison, Zonneveld, Bernstein, and Neidert (in preparation) evaluated a reinforcement-based treatment procedure both with and without extinction in an analogue setting to increase child compliance during two healthcare routines: dental examinations and getting a haircut). Six children experienced treatment without extinction. Compliance increased for two children during baseline. Compliance increased for four children following treatment. However, treatment effects (acquisition of compliance) were slow, and the degree of overall generalization to the actual setting varied. Two children experienced treatment with extinction. Acquisition of compliance was drastically faster than those exhibited by children who experienced treatment without extinction, but the degree of overall generalization to the actual setting maintained variable. The current study involves a retrospective, more detailed examination of maintenance and generalization patterns across all participants to identify aspects of the treatment strategies that may lead to more consistent maintenance and generalization effects. Preliminary results suggest that programming for variance of steps presented, variance of order of steps, environmental specific stimuli, and removal of treatment procedures in the analogue setting may be necessary. |
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Establishing Critical Observing Responses Through Stimulus-Stimulus Pairing Procedures |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/AUT; Domain: Applied Research |
Chair: Amy J. Davies Lackey (Manhattan Childrens Center) |
Discussant: Shahad Alsharif (Teacher College, Columbia University ) |
CE Instructor: Shahad Alsharif, Ph.D. |
Abstract: The papers in this symposium involve teaching foundational verbal behavior skills to individuals with pre-speaker and pre-listener verbal levels utilizing stimulus-stimulus pairing procedures derived from Greer, Pistoljevic, Cahill, and Du (2011). The first paper will examine the role of conditioned reinforcement in learning to attend to faces and voices as well as the role of conditioned reinforcement for tracking objects in the emergence of joint attention. The second paper describes the effects of identical procedures on attending to faces and voices. The discussant highlights the developmental sequencing of these early verbal skills as well as prerequisite repertoires for early learning of communication and other more complex social skills such as perspective taking. |
Instruction Level: Intermediate |
Target Audience: Graduate students, current Master's or Doctoral level practitioners in the field of behavior analysis |
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Conditioned Reinforcement of Faces, Voices, and Object Tracking to Induce Joint Attention in Young Children With Autism |
SUDHA RAMASWAMY (Mercy College), Christine O'Rourke Lang (Mercy College) |
Abstract: Two experiments were conducted to test the effectiveness of conditioned reinforcement on inducing observing and joint attention responses in two children with autism. The dependent variables were 3 probes: 1) attending to voices and faces, 2) general observing responses in the classroom, and 3) joint attention to teacher-initiated bids. The experimenter conducted two experiments in a non-concurrent multiple probe design across participants who functioned at pre-listener/pre-speaker levels of verbal behavior. In the first experiment, all pre-probes demonstrated that the participants did not have faces, voices, object tracking or joint attending as a conditioned reinforcer. The independent variable for the first experiment was a conjugate reinforcement procedure which was a systematic replication of Greer, Pistoljevic, Cahill, and Du (2011) for faces and voices only. The results demonstrated that after the face/voice conditioning protocol was implemented, observing responses to faces and voices and general observing responses in the classroom increased for both participants but not for joint attention. A second experiment was subsequently conducted in which a conjugate reinforcement procedure was implemented to teach object tracking and induce joint attention. |
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Examining the Acquisition of Observing Responses Through Conditioned Reinforcement for Faces and Voices and the Emergence of Joint Attention |
CHRISTINE A. O'ROURKE-LANG (Mercy College), Sudha Ramaswamy (Mercy College) |
Abstract: The following study sought to investigate the prerequisite repertoires associated with the emergence of joint attention in children with autism spectrum disorder. A multiple baseline design across participants was utilized, in a replication with modifications of Greer, Pistoljevic, Cahill, and Du (2011). The experimental variables included instructional procedures designed to teach the acquisition of conditioned reinforcement of adult faces and voices. The dependent measure involved participants’ observing responses in the natural environment, which was assessed through pre and post experimental probes. Joint attention was also probed prior to, during, and following the implementation of the independent variables such that potential emergence could be examined and measured. Results showed an increase in joint attention responses in post intervention probes as compared to baseline levels for participants, suggesting that the skill may be been induced through the acquisition of conditioned reinforcement for faces, and voices. Additionally, a functional relationship was demonstrated between the increase in the emission of participants’ observing responses and the implementation of conditioning procedures for faces and voices The findings of the study provide information that can help support the development of joint attention in individuals with autism spectrum and the identification of the repertoires that may be essential in its emergence. |
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Throwing Sand in the Sandbox: Potential Conflicts Between Ethical Codes in Multidisciplinary Work |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC; Domain: Service Delivery |
CE Instructor: Jodie Soracco, M.Ed. |
Chair: Jodie Soracco (University of Nevada, Reno) |
ROSE IOVANNONE (University of South Florida/Florida Mental Health) |
CHRISTIAN SABEY (Brigham Young University) |
KACI FLEETWOOD (University of Nevada, Reno) |
Abstract: Providing tiered positive behavioral supports for students often requires working with multidisciplinary teams (Brodhead, 2015). Multidisciplinary teams include individuals with a variety of professional identities, including board-certified behavior analysts, special/general educators, speech pathologists, school psychologists, counselors and more working collectively. Most of these professions have ethical codes or guidelines that practitioners are expected to adhere to and in some cases may conflict. The panel will discuss how individuals governed by differing and potentially conflicting ethical codes can work together to provide effective behavior supports for all students. We will examine different ethical codes across various disciplines on how they are alike, and where they might conflict. Several ethical dilemmas will be addressed by presenting scenarios often faced by professionals developing and implementing behavioral supports while talking through relevant ethical codes and contextual variables that ought to be considered. Issues such as scope of competence, certification and licensure, evidence-based practice, effective treatment, philosophical differences, coaching, and more will be discussed. A web-based polling platform will be used to solicit questions/scenarios from attendees. The panel will answer questions and discuss scenarios presented by the audience by addressing the relevant ethical issues and propose possible resolutions and encourage alternative solutions from attendees. |
Instruction Level: Intermediate |
Target Audience: Individuals across disciplines that work in schools. |
Learning Objectives: 1. Attendees will consider how multidisciplinary teams with multiple theoretical perspectives and ethical codes may encounter conflicts between professions and ethical codes. 2. Attendees will work through possible resolutions to potential conflicts in a way that promotes stakeholder participation. 3. Attendees will understand how a PBIS approach that promotes flexibility with respect to scientific practices can help multidisciplinary teams achieve meaningful outcomes for all students and those who work closely with them. |
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Countering Countability Culture: A Behavioral Systems Perspective on the Replication Crisis |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: OBM; Domain: Theory |
Chair: Byron J. Wine (The Faison Center) |
CE Instructor: Donald Hantula, Ph.D. |
Presenting Author: DONALD HANTULA (Temple University) |
Abstract: In 2005 Ioannidis proclaimed “Why Most Published Research Findings Are False.” RetractionWatch has cataloged over 20,000 scientific papers that have been withdrawn since 2010. The “replication crisis” is not the result of a few bad actors but rather is a systems problem. This presentation reviews “replication crisis” from a behavioral systems analysis perspective, identifies the metatcontogencies of the “countability culture” in academia and research that maintain the problem, and proposes solutions based on open science practices, ethical standards and methodological pluralism, noting that OBM research has been a leader in this regard. |
Instruction Level: Intermediate |
Target Audience: Researchers, scholars, scientists, and graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the metacontingecies and system variables that contribute to the replication crisis; (2) create a plan for complying with Open Science recommendations in their own research; (3) identify characteristics of poorly reported behavioral research; (4) analyze published behavioral articles for signs of inappropriate reporting; (5) describe the advantages and disadvantages and ethical implications of several current online archiving tools. |
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DONALD HANTULA (Temple University) |
 Donald Hantula earned undergraduate degrees from Emory University and graduate degrees from University of Notre Dame and is currently with the Department of Psychology, Decision making Laboratory, and Interdisciplinary Program in Applied Behavior Analysis at Temple University. He has previously held academic positions in Occupational Health Promotion at the Johns Hopkins School of Medicine, Human Resource Management at King’s College and Management Information Systems at St. Joseph’s University, and also as Director of Decision, Risk and Management Sciences at the National Science Foundation. He is the immediate past editor of Perspectives on Behavior Science and presently serves as Coordinator of the ABAI Publications Board and on the ABAI VCS board. He has published over 100 articles and chapters and his research interests include finding rational explanations for seemingly irrational decisions, quantitative analysis of behavior, consumer choices for sustainable products and practices, integrating behavioral and digital technology and ethical implications of OBM. |
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Improving Safety-Related Behavior of Employees and Caregivers During Episodes of Aggression |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Applied Research |
Chair: Jennifer N. Fritz (University of Houston-Clear Lake) |
CE Instructor: Jennifer N. Fritz, Ph.D. |
Abstract: Aggressive behavior can pose serious risks, including bodily injury to others, hospitalizations, and encounters with law enforcement. Some risks can be reduced by responding in ways to keep others safe, such as wearing protective equipment or engaging in personal protective behaviors (e.g., blocking, evading, etc.). This symposium will address various strategies for improving safety-related behaviors of staff and caregivers during episodes of aggression. Specifically, employees were taught to wear protective equipment (study 1), caregivers were taught to respond in particular ways to situations in which precursors to aggression occur (study 2), and caregivers were taught personal protection skills (e.g., blocking and evading) during aggressive episodes (study 3). |
Instruction Level: Intermediate |
Keyword(s): aggression, BST, protective equipment, safety-related skills |
Target Audience: Researchers and practitioners (e.g., BCBAs) |
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Analysis and Treatment to Increase Adherence With Safety Guidelines for Employees Working in Human Services |
SHANTEL PUGLIESE (The Faison Center), Byron J. Wine (The Faison Center), Christopher Morgan (The Faison Center), Trang Doan (The Faison Center), Jody Liesfeld (The Faison Center), Nicholas Vanderburg (The Faison Center), Eli T. Newcomb (The Faison Center) |
Abstract: Employees working in human service organizations serving individuals who engage in high intensity aggression are more susceptible to sustaining injuries throughout the course of their workday. These types of organizations often require employees to adhere to safety guidelines, which may include utilizing protective equipment to minimize the severity of injuries if client-to-staff contact does occur. Despite protective equipment being prescribed in clients’ treatment plans at a private day school, employees were often observed engaging in at-risk performance by working with clients without the prescribed protective equipment. To assess the variables maintaining at-risk performance demonstrated by direct care staff, we administered the Performance Diagnostic Checklist – Safety (PDC-S) across 3 classrooms. Results from the PDC-S varied by classroom and individualized treatment packages were implemented in each classroom utilizing a multiple baseline design. Results indicated increases in the use of prescribed protective equipment and will be discussed in tandem with lagging indicators and outcomes. |
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Teaching Caregivers to Respond Safely during Precursors to Aggression |
YUHUI MICHELLE WANG (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Caitlyn Nichole Metoyer (University of Houston-Clear Lake), Justin Charles Hunt (University of Houston-Clear Lake), Victoria Fletcher (University of Houston-Clear Lake) |
Abstract: Individuals who engage in aggression often display precursors or agitated behavior, and it is important for caregivers to learn how to minimize risk of injury during these episodes in the event that aggression were to occur. In this study, behavioral skills training was used to teach caregivers of children who engage in aggression to position their body safely (shield others who enter the space and move out of reach of an aggressive individual) and prevent access to dangerous items during agitated states. All caregivers quickly learned these skills and minor feedback was necessary for all caregivers post-training following one or two sessions. |
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Personal Protection Skills Training for Caregivers during Aggressive Episodes |
NING CHEN (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Victoria Fletcher (University of Houston-Clear Lake), Alexis Marcouex (University of Houston-Clear Lake), Justin Charles Hunt (University of Houston-Clear Lake) |
Abstract: Behavioral skills training (BST) has been effective in teaching caregivers and staff members a variety of different skills. There is a paucity of behavior analytic research examining the effects of BST to teach caregivers strategies to keep themselves safe during episodes of aggression. Using a multiple baseline design, the present study examined the effects of BST on teaching three caregivers of children who engage in aggression to block and evade hits and kicks, as well as maneuver out of situations in which they are pressed into a corner of the room or against a wall. The training was effective in teaching the skills, and only one caregiver required booster trainings for the target skills. |
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Designing Effective Game-Based Instruction: A Tutorial |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Service Delivery |
PSY/BACB/NASP CE Offered. CE Instructor: Linda LeBlanc, Ph.D. |
Chair: Susan Wilczynski (Ball State University) |
Presenting Authors: : LINDA LEBLANC (LeBlanc Behavioral Consulting LLC) |
Abstract: Naturalistic teaching strategies involve incorporation of natural environments, natural change agents, and naturally occurring stimulus conditions and teaching contexts into instruction. One way to do this is to create instructional programs that are more game-like in design. These game-based programs can help to establish important social repertoires (e.g., taking turns, hiding eyes and waiting, being a good sport) as well as the primary skills that are targeted. This tutorial will review examples of game-based instruction and recommendations for modifying structured teaching to be more game-like and naturalistic. |
Instruction Level: Advanced |
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 two characteristics of naturalistic teaching strategies; (2) describe the skill targeted in the game-based examples provided in the tutorial; (3) complete an activity that guides them through designing a game-based program. |
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LINDA LEBLANC (LeBlanc Behavioral Consulting LLC) |
 Linda A. LeBlanc, Ph.D., BCBA-D, Licensed Psychologist is the President of LeBlanc Behavioral Consulting. She is the Editor in Chief of the Journal of Applied Behavior Analysis and is a former Associated Editor of Behavior Analysis in Practice, The Analysis of Verbal Behavior, and Education and Treatment of Children. She previously served as a professor at Claremont McKenna College, Western Michigan University and Auburn University and as the Executive Director of Trumpet Behavioral Health, leading the creation of large-scale systems for clinical standards, quality assurance, and research. She has over 110 publications in the areas of behavioral treatment of autism, technology-based behavioral interventions, supervision and mentorship, leadership, and systems development in human services. She is the 2016 recipient of the American Psychological Association Nathan H. Azrin Award for Distinguished Contribution in Applied Behavior Analysis. |
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The Nurture Consilience: Evolving Societies That Work for Everyone |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
BACB/PSY/QABA CE Offered. CE Instructor: Anthony Biglan, Ph.D. |
Chair: Cynthia J. Pietras (Western Michigan University) |
Presenting Authors: : ANTHONY BIGLAN (Oregon Research Institute) |
Abstract: This presentation will argue that what might be called “The Nurture Consilience” provides a framework for guiding the further evolution of our societies. E. O. Wilson describes consilience as “the linking of facts and fact-based theory across disciplines to create a common groundwork of explanation.” I will prevent evidence from evolutionary biology, behavior analysis, development, clinical, and social psychology, and medicine about the nurturing conditions that humans need to thrive and the toxic conditions that undermine wellbeing and promote the development of a constellation of psychological, behavioral, and health problems. Research has identified programs, policies, and practices that replace toxic conditions with environments that limit opportunities and influences for problem behavior, richly reinforce diverse forms of prosocial behavior, and cultivate psychological flexibility. However, advocacy for free market economics has corrupted virtually every sector of society; practices in business, health care, education, criminal justice, media, and government have been selected by their contribution to the wealth of a small segment of the population; the majority of people have been harmed. I will describe how we can evolve societies that foster general wellbeing, by creating contingencies that select practices that minimize harm and contribute to the general wellbeing. |
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) state the four key features of nurturing environments; (2) describe the consilience among the evidence from evolutionary theory and behavior analysis, including the role of selection by consequences in the development of prosocial and antisocial behavior; (3) describe at least three evidence-based school and/or family interventions that can prevent multiple psychological and behavioral problems; (4) describe the evolution of corporate practices and the way in which we might evolve a political and economic system that does a better job of ensuring the wellbeing of every person; (5) describe a public health framework for the regulation of business practices. |
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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.
Information about Dr. Biglan’s publications can be found at http://www.ori.org/scientists/anthony_biglan. |
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Training Pre-Service Behavior Analysts: A Review of Multiple Training Systems |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: TBA/OBM; Domain: Service Delivery |
Chair: Lloyd D. Peterson (Western Michigan University) |
CE Instructor: Lloyd D. Peterson, Ph.D. |
Abstract: Board Certified Behavior Analysts are credentialed through education, fieldwork, and an exam. The fieldwork portion is an opportunity to learn and utilize behavior analytic principles for future independent practice under the supervision of an already credentialed behavior analyst. Although fieldwork guidelines are provided by the Behavior Analyst Certification Board, the implementation of the fieldwork varies across organizations and behavior analysts. The latitude of implementation within the fieldwork guidelines is helpful for implementing quality pre service training in various different contexts and to meet the needs of the trainee. The purpose of this symposium is to provide a review of different organizational practices to training pre service behavior analysts. Each presentation will provide an overview of a training practice that is applicable to the entire fieldwork requirements or to a specific portion. Attention is given to training professionalism as part of the fieldwork requirements. Each presentation will also provide barriers to implementation to provide attendees complete information for evaluating context fit within their organizations or individual supervision practices. |
Instruction Level: Intermediate |
Keyword(s): Fieldwork, Supervision, Training |
Target Audience: This symposium is for practitioners supervising pre-service behavior analysts. Additionally, individuals seeking certification may benefit from learning different approaches to supervision. |
Learning Objectives: 1. Attendees will state the definitions for scope of practice and scope of competence based upon Brodhead, Quigley, and Wylczynski (2018). 2. Attendees will describe how the Confidence and Competence Checklist (Brodhead, Quigley, & Wylcznski, 2018) can support a professional in defining personal scope of competence. 3. Attendees will describe the processes and outcomes of organizational BCBA supervision project. 4. Attendees will describe how to incorporate practices for teaching professionalism into supervision. 5. Attendees will describe a process for teaching visual analysis to pre-service behavior analysts. |
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Creating an Organizational Pre Service Supervision System: A Review of Melmark's Learning Series |
JENNIFER RUANE (Melmark), Shawn P. Quigley (Melmark), Mary Jane Weiss (Endicott College) |
Abstract: Scope of practice is a range of activities authorized for an entire profession based upon a credential or license (Brodhead, Quigley, & Wilczynski, 2018). Scope of competence is a subset of practice activities defined by a professional based upon education, training, and supervised experiences BACB, 2019a). As the number of and demand for behavior analysts continues to grow (BACB, 2019b; Carr & Nosik, 2017; Deochand & Fuqua, 2016) there is an increased need for discussion regarding scope of competence and its relationship to training new behavior analysts. As stated by Carr & Nosik (2017), two-thirds of all behavior analysts have obtained the BCBA credential since 2011, even though the credential has been available since 1999. Although much experience can be obtained prior to a credential (and likewise little experience might occur post credential), the recent growth of BCBAs indicates practitioners are young, with limited breadth and depth of clinical experiences. The purpose of this presentation is to describe an organizational approach to creating a fieldwork process for pre service behavior analysts. Data for evaluating scope of competence in relation to supervising behavior analytic trainees will be shared. Barriers to implementation will also be discussed. |
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Evaluating the Softer Side of Supervision: Recommendations When Teaching and Evaluating Behavior-Analytic Professionalism |
MICHAEL KRANAK (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Natalie Andzik (Northern Illinois University) |
Abstract: One welcomed addition to the Behavior Analyst Certification Board Fifth Edition Task List and Supervisor Curriculum (2.0) is the duty of supervisors to not only teach, but also evaluate “soft skills,” or rather, behavior-analytic professionalism. With this addition, supervisors must teach and evaluate the professional skills of their trainees. However, findings from surveys of supervisors in the field indicate that supervisors do not feel it is their job to train or evaluate these skills, and that they also do not know how. The presenter will discuss a recommended training model rooted in behavior skills training. The presenter will also provide recommendations for getting buy-in, operationally define these skills, provide examples, and how to ensure trainees have adequate practice so that timely and constructive feedback can be given. |
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Teaching Graduate ABA Students to Utilize Single Subject Design in Applied Settings |
SUSAN AINSLEIGH (Bay Path University) |
Abstract: In the practice of ABA, the use of experimentation and hence, experimental analysis is often overlooked. Consequently, graduate students studying applied behavior analysis and working in applied settings have fewer opportunities to practice utilizing single subject/ single case designs during a supervised fieldwork experience. The implications for the practice of ABA are significant; less experimentation and experimental analysis results in clinical decisions that may incur more error and less effective treatments. This presentation overviews the use of behavioral skills training (BST) to teach graduate students the use of single-subject design for conducting experimental analyses. Two case examples conducted by graduate students are presented. |
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High-Contact, High-Quality Teaching Strategies for Distance Learning in Applied Behavior Analysis |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Theory |
CE Instructor: Nicole M. Davis, Ph.D. |
Chair: Nicole M. Davis (Northeastern University) |
DIPTI MUDGAL (Ball State University) |
LAURA L. DUDLEY (Northeastern University) |
VERONICA J. HOWARD (University of Alaska Anchorage) |
Abstract: It is 2020 and we are hoping to get online teaching better than 20/20! We are a team of teachers who have one common goal: put good quality behavior analysts in the field. In our own unique way, we strive to create content that is not only best practices, but also tech-friendly. It has to transcend through the opaqueness of online teaching. Our students generally are full-time applied behavior analysis professionals who are preparing for their Behavior Analysis Certification Board's certification. So, we have to utilize teaching tools that only enhance and then sharpen their behavior analysis portfolio. This panel aims to dissect various layers of teaching tools we use to reach this goal. Specifically, tools such as discussion board, open licensing, assignment, and group projects will be featured. |
Instruction Level: Intermediate |
Target Audience: Graduate students, instructors, University faculty |
Learning Objectives: 1. Audience will understand the basic setup of an online master's in ABA class. 2. Audience will learn in-depth setup of at least 3 teaching tools. 3. Audience will learn about three online programs in ABA. |
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Pushing Language Relations to the Edge: Advanced Investigations of Derived Relational Responding as a Generalized Operant |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/PCH; Domain: Translational |
Chair: Amanda Chastain (University of Southern California; FirstSteps for Kids) |
Discussant: Seth W. Whiting (Central Michigan University) |
CE Instructor: Ryan C. Speelman, Ph.D. |
Abstract: An overwhelming evidence base exists in support of derived relational responding as an overarching generalized operant. To date, however, fewer investigations of the extent to which frames of coordination serve as a foundation upon which other relational responding occurs has not been thoroughly explored. Further, the degree to which relational training approaches catalyze derived relational responding across sensory modalities, frame types, and non-linear training approaches has yet to be explored. To that end, the present symposium sought to expand the reach of derived relational responding as a generalized operant to more complex relational frames and investigates the ways in which we might both train and test for derived relational responding across sensory modalities and frame types. |
Instruction Level: Intermediate |
Keyword(s): DRR, PEAK, RFT |
Target Audience: intermediate-advanced |
Learning Objectives: Attendees will be able to describe and utilize different testing procedures within relational instruction. Define and provide examples of derived stimulus relations. Attendees will be able to better understand stimulus equivalence procedures as they relate to derived stimulus relations |
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PEAK Establishes Derived Relational Responding as an Overarching Operant |
(Applied Research) |
RYAN C. SPEELMAN (Pittsburg State University) |
Abstract: This talk explores the Promoting the Emergence of Advanced Knowledge (PEAK) curriculum’s capability in establishing derived relational responding as a generalized operant in young children. Training established frames of coordination, comparison, and distinction using non – arbitrary and arbitrary stimuli while emergent untrained mutual and combinatorial mutually entailed responses were observed within and across stimulus sets. Stimuli varied along both non-arbitrary (identity matching number of items/written numbers, identifying non-matching numbers of items/written numbers, sequencing amounts, identifying more/less given visual frequencies) and arbitrary (tacting written numbers/quantities, identifying non-matching written/spoken number combinations, matching quantities to written/spoken numbers, identifying more/less written/spoken numbers, sequencing written/spoken numbers) numerical quantitative dimensions. Preliminary results reveal acquisition of coordinated framing within a stimulus set facilitates coordinated framing in other unrelated arbitrary stimulus sets. Mastery of coordinated framing appeared to promote the emergence of more complex frames including distinction and comparison suggesting a commonality among relational frame families. The findings highlight the ubiquity of relational responding and broad potential application to math concepts and other general curriculum. |
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A Comparison of Embedded and Withheld Tests Derived Language Relations During the Acquisition Trained Relations in Children |
(Applied Research) |
CHANTAL RAINFORD (Autism Care West, LLC), Jordan Belisle (Missouri State University), Charles Marriott (Autism Care West, LLC) |
Abstract: This study sought to test the generality of previous findings that showed embedded entailed and transformation probes resulted in faster acquisition of train and test relations across a greater sample size, relational frames, sensory modalities, and a non-linear training approach. We compared the use of embedded and withheld test trials as methods of increasing relational responding in children with developmental disabilities using the PEAK-T curriculum across 16 participants. A first procedure presented test probes for combinatory entailment and transformation of function probes throughout the acquisition of directly trained relations. In the second procedure, test probes were withheld until the learner demonstrated the mastery criteria across all directly trained relations. The differential results across the participants can inform practitioners conducting PEAK or other programs emphasizing derived relational responding. Implication and results of this research are discussed specifically and broadly. |
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Behaviour Analytic Research in a School for Children and Young Adults Diagnosed With Autism and a Learning Disability |
Monday, May 25, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/EDC; Domain: Applied Research |
Chair: Mariann Szabo (Jigsaw CABAS School) |
Discussant: Mariann Szabo (Jigsaw CABAS School) |
CE Instructor: Mariann Szabo, M.Ed. |
Abstract: This symposium reviews four studies conducted in a school for children and young adults diagnosed with autism and a learning disability. Teachers within the school are encouraged to replicate research conducted in other settings (schools and clinics) and to evaluate the results of their work. They are encouraged to conduct basic research to determine the effectiveness of different tactics in the classroom and also advanced research in terms of inducing emergent behaviour. The first two studies in this symposium focused on rate of learning and observational learning. Comparisons were made between different stimuli used and teaching from peers versus teaching from teachers. The remaining two studies focused on generalised imitation and response variability during play. All studies required some level of systematic analysis of initial results with adaptations made to procedures in order to progress forwards. A school setting that encourages and reinforces research within its setting clearly results in positive outcomes for the student population. |
Instruction Level: Intermediate |
Target Audience: Postgraduates, BCBAs, teachers |
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Peer Tutoring: A Comparison of the Rate of Tact Acquisition by Pupils Diagnosed With Autism When Taught by Peers or Teachers |
ADRIANA BORZECKA (Jigsaw CABAS School), Kate Hewett (Jigsaw CABAS School) |
Abstract: The importance of high quality teaching is widely known; however many additional components will also affect the success criteria for a programme mastery; pupil’s motivation being one of them. There are many scientifically tested tactics to address it, such as increasing the ratio of reinforcement for a pupil, vicarious reinforcement or Premack Principle. However, despite pupils being so highly reinforced in ABA settings, sometimes implementation of an additional tactic such as peer tutoring can increase their motivation even further. This research tested the hypothesis that the pupils will meet objectives quicker when taught by peers than teachers due to the reinforcing aspects of peer interaction. Four participants diagnosed with autism took part in the study; the pupils were paired for the length of the research. The results showed that learning is highly individualised and many additional variables should be taken into consideration when analysing it, as peer tutoring resulted in the significant increase of tact acquisition for one pupil but not the other. After completion of the study, additional tests were conducted to determine if pupils acquired the cusp of Observational Learning. |
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The Effects of Discrimination Training of Known and Unknown Stimuli on the Acquisition of Observational Learning for Young People Diagnosed With Autism |
BERNADETTE ALICE ALLCOCK (Jigsaw CABAS School), Grant Gautreaux (Nicholls State University) |
Abstract: This study evaluated the effects of discrimination training of known and unknown stimuli on the acquisition of observational learning for young people diagnosed with autism. Extending the research of DeQuinzio, Taylor and Tomasi (2018), the objective was to determine whether the results were generalisable to young adults by replicating the study. Four participants from an independent Comprehensive Application of Behavior Analysis to Schooling (CABAS?) school for children and young people diagnosed with autism were included in the study. The participants were aged between 16 and 17 years old. The study used a multiple baseline across participants design and included an initial pre-test to identify known and unknown stimuli for each participant. The dependent variable was the percentage of correct responses during tests sessions conducted 10-minutes post baseline, training and generalisation sessions. There were four trial types included in these sessions, known reinforced trials, known feedback trials, unknown reinforced trials and unknown feedback trials. The independent variable was the discrimination training; this consisted of teaching the participants to discriminate between reinforced responses of a confederate participant from the responses of a confederate participant that were followed by feedback in the presence of both known and unknown stimuli. |
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The Play Unit: Response Variability and Verbal Operants in Play Following Learn Unit Instruction |
HAYLEY LOUISE LOCKE (Jigsaw CABAS School), Kate Hewett (Jigsaw CABAS School), Emma Hawkins (Jigsaw CABAS School) |
Abstract: It is common for children diagnosed with autism to exhibit limited pretend play skills due to delays in their social repertoire combined with the tendency to emit stereotypical and repetitive sequences. Neurotypical children learn to play and develop related verbal operants by watching and engaging with others. Children diagnosed with autism may have limited observational learning skills and if attending specialist settings may not access appropriate peer models. Previous research has evaluated video modelling, peer modelling and pivotal response training to increase play responses with varied degrees of success. The current study took place in a Comprehensive Application of Behavior Analysis to Schooling (CABAS®) setting with teaching primarily based on the learn unit; a three-term contingency used to teach skills across repertoires with generalisation and novel responding demonstrated as a result. A multiple probe design was used. Baseline observations suggested that although participants demonstrated some pretend play responses and related verbal operants, these were limited for all three participants. The study evaluated if the learn unit alone led to increased play responses and verbal operants or if a more intensive protocol was required. Implications of results are discussed with alternative approaches to further develop the impacts of the intervention highlighted. |
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Testing the Effects of Mirror Training on Generalized Imitation of Play Actions and Independent Play |
MIRIAM DUDEK (Jigsaw CABAS School), Veronica Baroni (Jigsaw CABAS School) |
Abstract: Although the mirror protocol is often used to induce generalized imitation as a developmental cusp, it is rarely used to teach play skills. Using delayed multiple baseline across participants design, this experiment implemented the mirror training protocol to test the emergence imitation of play actions and independent play in play settings. The participants were two males, 6 and 7 years old, both diagnosed with autism. The baseline data was collected prior to the intervention by testing for imitation of play actions by a model presenting 18 novel actions in play settings. Observational probe sessions were also collected prior to the intervention where data was collected on the number of intervals spent in independent play. Training sessions involved the mirror training where sets of actions were presented by a model in front of a mirror. The participants were taught to imitate the actions in blocks of 20 learn units. Probe sessions for imitation of novel actions were conducted following mastery of each training set. Post-intervention observational probes were also conducted after the sets of target actions were mastered. The results indicated the emergence of imitation of play actions and an increase of independent play in play settings. |
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Treating Dangerous Problem Behavior and Teaching Skills Without Physical Management: Enhanced Choice Model Extensions |
Monday, May 25, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: John E. Staubitz (Vanderbilt University Medical Center, TRIAD) |
Discussant: Nicole Heal (Margaret Murphy Center for Children) |
CE Instructor: Nicole Heal, M.Ed. |
Abstract: The Practical Functional Assessment and Skill-Based Treatment process has been shown to reduce problem behavior by teaching individuals functional communication, toleration of delays to reinforcement, and contextually appropriate behavior during those delays. Teaching procedures typically involved some form of escape extinction. Some settings and circumstances, however, have necessitated the development of procedures that do not rely on escape extinction for their efficacy. One promising model, called the Enhanced Choice Model (ECM, Rajaraman, et al. 2019), involves the participant having the choice to (a) participate in treatment sessions, (b) leave the treatment sessions and access reinforcers noncontingently, or (c) leaving the treatment context altogether (e.g., going back to their regular classroom). This current symposium highlights extensions of this model to a public-school setting in which three educators learned and implemented treatment components as a means of generalizing treatment outcomes. The second presentation will examine specific mands as a generalized outcome of the public school application. The third presentation describes a distance-based telehealth case in which the caregivers implemented all assessment and treatment components. The final presentation will be a literature review on the tendency for individuals to prefer contingent reinforcement, a potential factor in the efficacy of the ECM model. |
Instruction Level: Intermediate |
Keyword(s): choice, functional assessment, problem behavior |
Target Audience: The target audience for this session includes practicing behavior analysts who oversee behavior change programs that address severe problem and behavioral scientists who would like to learn more about the extent to which organisms will allocate their responding to contingent vs. non-contingent access to reinforcement when concurrent schedules of reinforcement are available. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the Enhanced Choice Model of Skill-Based Treatment (ECM-SBT), with an improved understanding of the procedures that would reduce severe problem behavior in a client without escape extinction (2) Describe and discriminate between the different training steps and techniques used to teach ECM-SBT assessment and treatment procedures for the purpose of treating severe problem behavior to caregivers without formal training in behavior analysis through teleconferencing and behavior skills training (3) Describe the outcomes of the ECM-SBT treatment with respect to trained functional communication, tolerance of denials, and engagement with contextually appropriate behavior, as well as the pre- and post-treatment prevalence of untrained function-specific mands. |
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Evaluating a Behavior Skills Training Package for School-based Implementers of Skill-Based Treatment |
MARNEY SQUIRES POLLACK (Vanderbilt University), Johanna Staubitz (Vanderbilt University), Blair Lloyd (Vanderbilt University) |
Abstract: Skill-Based Treatment (SBT) uses synthesized contingencies to teach alternative responses that will compete with problem behavior (Hanley et al., 2014). Though effectively implemented in home settings (e.g., Beaulieu et al., 2018), school-based application of these procedures has required modifications to mitigate the collateral effects of extinction (Taylor et al., 2018). One promising variation is the Enhanced Choice Model of SBT (ECM-SBT; Rajaraman et al., 2018), which involves programming two concurrently operating alternatives to problem behavior besides the trained responses. We present three school-based replications of ECM-SBT, in which the programmed alternatives include (a) entering a ‘hangout’ area where evocative conditions are suspended and the client may access all preferred items and activities as well as low-quality attention from the therapist and (b) leaving the session entirely to return to the classroom. We discuss methodological deviations from the Rajaraman study, as well as outcomes and implications of ECM-SBT in a public special day school for children who engage in severe and persistent problem behavior. |
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Specific Mands as a Generalized Outcome of an Enhanced Choice Model of Skill-Based Treatment |
JOHANNA STAUBITZ (Vanderbilt University), John E. Staubitz (Vanderbilt University Medical Center, TRIAD), Michelle Mahoney Hopton (Vanderbilt University Medical Center, TRIAD), William P Martin (Vanderbilt University Medical Center, TRIAD) |
Abstract: Skill-based treatment (SBT) is a promising intervention package in which alternative responses to problem behavior, including an ‘omnibus’ mand (e.g., “excuse me, may I please have my way?”), are evoked and reinforced using synthesized contingencies (Hanley et al., 2014). A critical component of synthesized reinforcement in SBT is therapist compliance with (i.e., reinforcement of) all reasonable client mands. Thus, although specific mands are not explicitly trained via SBT, they may be strengthened as a byproduct of procedures for reinforcing explicitly taught alternatives to problem behavior. In this two-part study, 6 elementary students with emotional/behavioral disorders participated in an Enhanced Choice Model of SBT (Rajaraman et al., 2018). Novel therapists conducted specific mand assessments at baseline and post-treatment time points to evaluate the extent to which students emitted specific mands and problem behavior when single-contingency establishing operations were presented and the first response observed (i.e., specific mand or problem behavior) was reinforced. Results indicated problem behavior was more likely at baseline, while specific mands were more likely post-treatment. These preliminary data suggest specific mands may emerge or be strengthened over the course of ECM-SBT. Assessment and treatment procedures, proximal and generalized student outcomes, and implications for practice will be discussed. |
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Distance-Based Collaborations for Assessing and Treating Problem Behavior |
RACHEL METRAS (Western New England University; FTF Behavioral Consulting), Gregory P. Hanley (Western New England University; FTF Behavioral Consulting) |
Abstract: Santiago, Hanley, Moore, and Jin (2016) showed that the interview-informed synthesized contingency analysis (IISCA; see Hanley, Jin, Vanselow, & Hanratty, 2014) and skill-based treatment process can result in socially validated outcomes when caregivers serve as interventionists during treatment sessions. However, many families who would benefit from receiving similar functional analytic services do not have access to professionals trained to implement functional analyses or function-based treatments. Advancements in teleconferencing technology may allow families without access to local professional support to receive functional analytic services. For example, Suess et al. (2016) demonstrated that when a BCBA provides implementation support via teleconference, parents can assess and treat their children’s problem behavior in their homes. We taught parents of children with autism to implement the IISCA and skill-based treatment process in their homes exclusively through teleconference support. To address additional safety concerns in the home setting, the enhanced choice model of treatment (Rajaraman et al., 2019) was used with one participant. Parents achieved differentiated functional analyses and a 100% reduction in problem behavior relative to baseline. |
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On the Generality and Implications of the Tendency to Prefer the Contingent Aspect of Reinforcement |
HOLLY GOVER (Western New England University; FTF Behavioral Consulting), Gregory P. Hanley (Western New England University; FTF Behavioral Consulting) |
Abstract: Reinforcing events can be experienced either following responding (contingently) or independent of any particular response (noncontingently) in both the laboratory and in nature. Both human and non-human animals tend to prefer contexts involving contingent reinforcement, but the generality of this phenomenon and its implications have not yet been articulated. The purpose of this review is to summarize studies that have evaluated relative preference for contingent versus noncontingent reinforcement to provide a summary of the outcomes and then to (a) provide the details on the experimental subjects, reinforcer types, response topographies, and contexts included in these particular preference analyses, present implications for cross-disciplinary concerns regarding the use of reinforcement, (b) discuss the outcomes of the Enhanced Choice Model in light of the present studies, and (c) discuss implications of outcomes related to expanding behavior analyst’s ability to design preferred contexts involving programmed reinforcement. |
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Automatic or Undifferentiated Functional Analysis Results for Individuals With Challenging Behavior: Digging Deeper |
Monday, May 25, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Translational |
Chair: David R Donnelly (In Private Practice; Webster University) |
Discussant: David R Donnelly (In Private Practice; Webster University) |
CE Instructor: David R Donnelly, Ph.D. |
Abstract: Abstract: Since first published (Iwata et al., 1982), the process of Functional Analysis (FA) has profoundly changed the process and effectiveness of Applied Behavior Analytical (ABA) treatment for individuals with challenging behaviors. Across ages and diagnoses, ABA has provided empirically validated evidence based treatment for behaviors maintained by attention, escape from demand, or tangibles. Yet in the years that have followed, the identification of automatic (assumed to be sensory) or undifferentiated findings has not kept pace, and this has left Behavior Analysts without a clear approach to treatment. This often results in needing to rely on default technologies that are often controversial, and less effective. In this symposium, we will discuss the potential significance of behavioral history on understanding the individual’s idiosyncratic function(s) of behavior; Looking at biological variables as potential motivating operations in further clarification of the function(s) of behavior; and working toward moving to more environmentally mediated variables informed by fine grained analysis of automatic reinforcement maintaining the behavior. Practical suggestions regarding more effective practice and research to address challenging behavior will be included. |
Instruction Level: Intermediate |
Target Audience: BCBAs and BCBA-Ds |
Learning Objectives: Participants will: 1) increase awareness of biological antecedents of challenging behavior; 2) explore the contribution biological and physiological data to functional analysis; 3) become familiar with the application of Matching Law to development of treatment strategies for challenging behavior |
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What Does Toward a Functional Analysis of Problem Behavior Look Like Today? |
(Service Delivery) |
ELIZABETH ANDRESEN (Autism Learning Partners), David R Donnelly (In Private Practice; Webster University) |
Abstract: The field of Applied Behavior Analysis (ABA) was dramatically influenced by Iwata and colleagues (1982/1994) when they established a systematic method to analyze and understand challenging behavior through standard functional analysis (FA). In the years that followed, the field of ABA has greatly progressed. With the hundreds of published studies demonstrating the value of FA in developing function-based treatment, has also come clarification of limitations and areas where the FA process as initially described was not as effective. Rather than an end in-and-of itself, FA as originally described was intended as a starting point. Dr. Michael Dorsey (2018) reminded us that the purpose of their seminal work was to go toward a functional analysis of self-injury, indicating that additional revision and contribution would be expected. Unfortunately, some behavior analysts have elevated the standard FA as the only and final method for assessing and treating challenging behaviors; the “gold standard”. As the field has progressed, FA results leading to inconclusive results, or not effectively conceptualizing establishing idiosyncratic evocative events in the individual’s natural environment have been identified. Additionally, despite a significant literature base supporting biological components of complex behaviors, little behavioral research has been done in this area in recent years, and little has been incorporated into functional analysis methodologies. This presentation will propose the synthesis of biological and environmental variables when analyzing function. Possible methods of incorporating diagnostic characteristics of developmental disorders and physiological correlates of problem behavior into the functional analysis process will be discussed. |
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Functional Analysis, Treatment Analysis, and Physiological Measures to Investigate the Role of Positive and Negative Automatic Reinforcement in the Treatment of Problem Behavior |
(Applied Research) |
NANCY I. SALINAS (Harmony Behavioral Health) |
Abstract: The diagnostic severity of ASD is partly based on restrictive and repetitive patterns of behaviors, interests, and activities (APA, 2013). Automatic reinforcement function accounts for 16.9% of restrictive and repetitive behaviors and 25% of self-injurious behaviors (SIB) based on functional analyses (Beavers, Iwata, and Lerman, 2013; Hagopian, 2015). The types of behaviors within this category include 1) stereotyped or restrictive motor movements or vocalizations, 2) insistence in sameness, inflexibilities with routines, ritualized vocal or non-vocal behavior, 3) highly restricted/fixated interests, and 4) hyper-/hypo-reactivity to sensory factors (APA, 2013; CDC, 2013). Due to the nature of automatically reinforced behaviors, it is recommended that physiological assessments be used to determine relationships between physiological events and behavior (Romanczyk and Gillis, 2006). Tools that are sensitive to biological activity may help to discern sources of automatic reinforcement. The current investigation is a continuation of the utilization of functional analysis, treatment analysis, and physiological measures to investigate the role that positive and negative automatic reinforcement play in the treatment of problem behaviors. The results show an association between non-socially mediated behaviors and physiological events and adds to the empirical basis for differentiating operant psychology principles for operant and respondent conditioning. |
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A Habituation Protocol for Increasing Tolerance for Measuring Physiological Responses |
(Applied Research) |
SHAWN E. HAPPE (Harmony Behavioral Health) |
Abstract: Some individuals with Autism Spectrum Disorder (ASD) manifest hyper- or hypo-reactivity to sensory input (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition [DSM-V], 2013). Due to this, physiological measures that require contact with the skin may present problems for individuals with atypical responses to tactile stimulation. In order to address this concern, a habituation protocol was used to assess participants’ tolerance to wearing a vest for the collection of physiological measures. Specifically, a repeated presentation procedure was conducted to decrease possible sensitivity to a vest (Thompson & Spencer, 1966). The results indicated that all six participants in this study successfully completed the habituation protocol and none required a lengthy fade in protocol for wearing the vest. Based on these results, apparatus using these types of physiological measures are feasible for conducting research. These findings should encourage other researchers interested in assessing physiological responses with individuals with possible sensory sensitivities. |
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Rethinking Automatic Reinforcement: Matching Law Contribution to Developing Effective Treatment |
(Service Delivery) |
ZHICHUN ZHOU (Webster University) |
Abstract: The lack of immediate external socially-mediated consequences has led people to use cognitive structures or other mental processes in explaining complex behavior (e.g., self-injurious behavior, pica, rumination) observed in clinics, schools and/or homes. But how can behavior analysts not be compelled to accept hypothetical constructs as explanations? B.F. Skinner’s extensive use of automatic reinforcement and the perplexing undifferentiated result derived from functional analysis (FA) have provided good enough justifications for us to take a closer look at the concept of automatic reinforcement. Indeed, the concept of automatic reinforcement can provide us a parsimonious explanation to complex behavior. The current presentation discusses the parsimony featured in automatic reinforcement from an angle that has not yet been explored in the field of applied behavior analysis. That is, the matching law. More specifically, the presentation provides a nuanced understanding of the concept of matching law and explores how it can be integrated to the development of interventions for behavior that is maintained by automatic reinforcement. The presentation further examines how to program the schedule of socially-mediated reinforcement to compete and wane the effects of the schedule of automatic reinforcement produced by certain behavior. |
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Reading Interventions for Struggling Readers: Training and Instructional Procedures |
Monday, May 25, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/TBA; Domain: Applied Research |
Chair: Ariana D'Arms (Western Michigan University) |
Discussant: Denise Ross (Western Michigan University ) |
CE Instructor: Denise Ross, Ph.D. |
Abstract: Nationally, approximately 60% of fourth grade and eighth grade students read at or below a basic level (U.S. Department of Education, 2019), which places them at a greater risk for negative social and academic outcomes both during school and after completing school (Hernandez, 2012). The studies in this symposium present four interventions to improve reading outcomes for older students with reading delays and to deliver training procedures to the teachers who instruct struggling readers. Interventions include: 1) book conditioning procedures to increase the value of reading for middle school students, 2) self-monitoring procedures to increase reading comprehension for elementary school students, 3) video-observation procedures to train graduate student tutors to implement reading curricula , and 4) behavioral skills training to train adult education tutors to teach parents with low literacy. Results of each intervention are discussed in terms of their practical implications for reading instruction for struggling readers. |
Instruction Level: Basic |
Target Audience: Graduate students, supervisors, teachers, BCBAs |
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The Effectiveness of Oral Retelling as a Reading Comprehension Strategy for Elementary Students With Reading Delays |
BRANDI FONTENOT (Community Living Options Transitions of Kalamazoo) |
Abstract: Comprehension is an essential component of reading proficiency that produces long-term gains for learners. However, many upper elementary school-age children struggle with reading comprehension. The purpose of the current study was to evaluate the effects of a self-monitoring intervention on reading comprehension for three elementary school-age children with reading delays. Two studies were conducted. In Study 1, behavioral skills training was used to teach participants the elements of a story retell and how-to self-monitor their own story retells. In Study 2, a multiple baseline design across participants was used to evaluate the effects of self-monitoring on four dependent variables: a) oral retell accuracy, b) oral retell fluency, c) oral reading fluency, and d) responses to comprehension questions. Results of Study 1 suggest that behavioral skills training was used to effectively teach the elements of a story retell and self-monitoring to all three participants. Results of Study 2 suggest that self-monitoring increased oral retelling fluency, oral retelling accuracy, and reading comprehension. Few differences were observed for oral reading fluency. Results, limitations, and implications for reading instruction are discussed. |
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A Comparison of the Effects of Sustained Silent Reading and Reciprocal Reading on Reading Motivation for Middle School Students With Reading Delays |
MARGARET UWAYO (First Leap Pediatric Therapy) |
Abstract: Research suggests that secondary students with reading delays may lack reading motivation, which can be defined as the temporal reinforcement value of texts for an individual. However, reading motivation may be a critical component of their acquisition of reading proficiency. The purpose of the current study was to compare the effects of two research-based reading interventions - sustained silent reading and modified reciprocal reading - on the reading motivation of middle school students with reading delays. Participants were four 6th-grade students who were grouped into dyads in a reading intervention classroom. The primary dependent variable was book engagement under pairing and test conditions. Book engagement was defined as the percentage of time during which participants contacted or manipulated pages of books, made eye movements from left to right and top to bottom on pages of books, flipped pages, and talked about books. The secondary dependent variable was the number of correct responses on a written comprehension check. Reading interventions were 10 minutes of sustained silent reading and 10 minutes of a modified reciprocal reading procedure that included stimulus-stimulus pairing, a yoked contingency, and feedback from a teacher. An alternating treatment design with baseline and a final treatment phase was used to evaluate the effects of the two treatments. Results indicated that sustained silent reading increased reading engagement for two participants and that reciprocal reading increased reading engagement for two participants. Results are discussed in terms of existing research and extensions to reading instruction for middle school students with reading delays. |
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Behavioral Skills Training and Literacy: Supporting Reading Instructors in Adult Education Centers |
MYA HERNANDEZ (Lake Michigan College) |
Abstract: The present study evaluated the effects of a behavioral skills training package (BST) on training adult literacy tutors to implement the steps of BST when teaching parents with low literacy. Four adult literacy tutors participated in the study along with one parent with low literacy. The primary dependent variable was the percentage of steps of the BST package implemented correctly during tutor training probe measures. Secondary measures were taken on the parents’ performance of each step of the literacy activities on which they were trained. In baseline, all tutors were provided with instructions for performing two literacy activities and tutors demonstrated how they would train each literacy activity with a parent or confederate researcher at their literacy site. During the BST session, tutors were trained on how to implement the BST package when training a parent on performing an Interactive Read Aloud literacy activity. Following the BST session, tutors again demonstrated how they would train each literacy activity as a maintenance measure. Their performance was probed in session with a parent when possible. Results suggested that following the BST session, tutor performance improved in implementing the steps of the BST package with parents and parent confederates during maintenance probes. Acceptability measures showed high approval ratings with the training package. Results are discussed with regard to practical considerations when training various populations. |
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The Effects of Self-Observation on Implementation of Direct Instruction Reading Curricula |
KATHERINE MAHAFFY (Association for Behavior Analysis International) |
Abstract: The current study evaluates the effects of structured self-observations to record rate and accuracy of learn units on the participants’ subsequent implementation of reading curricula. Four graduate student participants were trained to implement reading curricula using instruction, modeling, and access to the written instructions accompanying each of the reading curricula. The dependent variables were the accuracy and rate of antecedents, consequences, and total learn units for the lesson. A secondary dependent variable was the rate of social praise and token delivery contingent on student behavior during the lesson aligned with the four rules established each session. During intervention, participants were trained to record learn units using the Teacher Performance Rate and Accuracy Scale (TPRA) and observed videos of their own reading sessions to score accuracy and rate of learn unit delivery. Following each observation, teachers presented a reading lesson and the dependent variables of accuracy and rate of learn units as well as token delivery were measured without feedback. Results suggest that structured self-observations of learn units improved the accuracy of consequences and total learn units as all four participants averaged a higher accuracy of both antecedents and consequences in intervention than baseline, with two participants showing significant improvement upon intervention. The rate of correct learn units also improved for two of the four participants during structured self-observation intervention. Implications of these findings for training teachers to use behavioral reading curricula are discussed as well as how these findings relate to existing research on structured self-observations and teaching training. |
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Cultural Responsiveness, Social Justice, and Behavior Analysis |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: DEI/CSS; Domain: Service Delivery |
Chair: Carol Pilgrim (University of North Carolina Wilmington) |
CE Instructor: Shahla Ala'i, Ph.D. |
Presenting Author: SHAHLA ALA'I (University of North Texas) |
Abstract: The voice and inclusion of people of diverse cultural identities is expanding within the world and within our discipline. This expansion presents both tensions and possibilities. Ideally, applied behavior analysts should be developing increasingly more cultural responsiveness in all aspects of research and practice. That is not the case. Cultural responsiveness is closely yoked with lived experience, social justice, and the kyriarchy. The purpose of this presentation is to explore worldviews in the context of coloniality and to then relate this to our disciplinary and personal responses to power and efforts to contribute to a more socially just world. This includes consideration of global trends, the aims and history of our discipline, womanist and determinist worldviews, and ethics. The presentation will close with a discussion of pathways to cultural responsiveness and social justice. |
Instruction Level: Advanced |
Target Audience: Behavior analysts interested in culture, social justice, applied research, practice |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the critical features of cultural responsiveness; (2) briefly identify the context for cultural responsiveness (global trends, coloniality, aims and history of our discipline, womanist and determinist worldviews, and ethics); (3) discuss pathways for advancement of cultural responsiveness in behavior analytic research and practice. |
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SHAHLA ALA'I (University of North Texas) |
Shahla Ala’i received her B.S. from Southern Illinois University and her M.A. and Ph.D. from the University of Kansas. She is an Associate Professor in the Department of Behavior Analysis at the University of North Texas (UNT) and the director of the North Texas Autism Project (NTAP). NTAP is a service, training and research program working in cooperation with several global partners, with applied anthropologists, and with Easter Seals North Texas. Shahla is also a member of a social justice collective at UNT. This is an interdisciplinary effort designed to create a space for applied research and activism in social justice and includes faculty and students from Woman’s and Gender Studies, Applied Anthropology and Behavior Analysis. Shahla teaches classes on ethics, autism intervention, parent training, applied research methods, and behavior change techniques. Shahla served on the governing board of the Behavior Analysis Certification Board (BACB) and as a subject matter expert on supervision and on ethics. Shahla currently serves on the ABAI Practice Board and the APBA Diversity Ad Hoc Task Force. She has published and presented research on ethics in early intervention, play and social skills, family harmony, change agent training, and evidence-based practice. Her research is applied and grounded in a commitment to love and science. She has trained hundreds of master’s level behavior analysts who have gone on to serve families and communities with honor. Shahla has over four decades of experience working with families, particularly those from non-dominant cultural backgrounds. She travels and presents her work nationally and internationally to both professional and lay audiences. She was awarded an Onassis Foundation Fellowship for her work with families, was the recipient of UNT’s prestigious student selected “Fessor Graham" teaching award, and received the Texas Association for Behavior Analysis Career Contributions Award in 2019. |
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Novel Applications of Functional Analysis: Topographies, Twins, and Telemedicine |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Eileen M. Roscoe (The New England Center for Children) |
CE Instructor: Eileen M. Roscoe, Ph.D. |
Abstract: Functional analysis (FA; Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) advanced the field of applied behavior analysis by offering a technology for identifying behavioral function, allowing for the development of individualized and effective interventions. The generality of FA has been demonstrated in hundreds of replications across various clinical populations, forms of problem behavior, and settings. In the current symposium, three papers will be presented that offer refinements or novel applications of FA methodology. The presenter of the first paper will describe a modified FA to address a problematic form of vocal behavior, immediate echolalia, exhibited by individuals with autism. The presenter of the second paper will describe refinements of a trial-based FA conducted with multiples (i.e., twins). The presenter of the third paper will describe use of a telemedicine model to conduct a trial-based FA of problem behavior exhibited by individuals with a rare condition (SYGNAP1-related intellectual disability). |
Instruction Level: Intermediate |
Target Audience: Individuals who have familiarity with functional analysis and wish to learn more about procedural refinements and novel applications of this approach. |
Learning Objectives: 1. Audience members will be able to describe how to modify a functional analysis to assess the function of immediate echolalia, a problematic form of vocal behavior exhibited by individuals with autism. 2. Audience members will be able to describe refinements of a trial-based FA for assessing problem behavior of multiples (i.e., twins). 3. Audience members will be able to describe how to use a telemedicine model to conduct a trial-based FA of problem behavior exhibited by individuals with a rare condition (SYGNAP1-related intellectual disability). |
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A Functional Analysis of Immediate Echolalia |
ZOE NEWMAN (The New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children; Western New England University), Sarah Lundstrom (New England Center for Children; Western New England University) |
Abstract: Immediate echolalia is a type of vocal stereotypy that involves noncontextual repetition of auditory stimuli that has just been spoken. Immediate echolalia is prevalent among individuals with autism (Charlop, 1992) and has been found to hinder acquisition of verbal behavior (McMorrow, Foxx, Faw, & Bittle, 1987). The purpose of the present study was to conduct a sequential test versus control functional analysis of immediate echolalia for three individuals with autism. It can be difficult to identify the function of this behavior because it requires additional controls during a functional analysis. For example, in the current study, a script of comments or questions was presented over a speaker or read by a therapist during all conditions to ensure equal opportunity for responding. Although functional analysis results for all participants suggested that immediate echolalia was likely maintained by automatic reinforcement, different patterns of responding were observed. The implications of the findings for conducting functional analysis and treatment of immediate echolalia will be discussed. Interobersever agreement was collected for 34.4% of sessions and averaged 95.9%. |
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Trial-Based Functional Analyses With Multiples With Autism Spectrum Disorder |
MEGHAN DESHAIS (Caldwell University), Timothy R. Vollmer (University of Florida), Eliana M. Pizarro (University of Florida), Brandon C. Perez (University of Florida) |
Abstract: Research on the assessment of problem behavior in multiples (i.e., twins, triplets, etc.) has been limited. The primary aim of this study was to report trial-based functional analysis outcomes for two sets of multiples with autism spectrum disorder who are participating in an ongoing, longitudinal study that our research group is conducting. Within each pair of multiples, we found considerable similarity in terms of behavioral sensitivity to specific stimuli. A secondary aim of this study was to present a novel method for graphing and analyzing trial-based functional analysis outcomes. Rather than graphing occurrence/nonoccurrence data in bar graphs as is traditional in trial-based functional analyses, we measured participants’ latency to respond during trials and graphed those data in line graphs. This method revealed across- and within-trial patterns of responding that were useful in our analysis. The current study extends previous research on the assessment of problem behavior in multiples and extends trial-based functional analysis research by presenting an alternative method for graphing and analyzing results. |
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Trial-Based TeleFunctional Analysis for Individuals With SYNGAP1-Related Intellectual Disability |
GRIFFIN ROOKER (Kennedy Krieger Institute), Constance Smith-Hicks (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Molly K McNulty (Kennedy Krieger), Michael Kranak (Kennedy Krieger Institute, Johns Hopkins University School of Medicine) |
Abstract: Functional behavioral phenotyping (FBP) involves the cataloguing the behaviors and determining the reasons why these behaviors occur in specific genetic disorders and psychological conditions. This manner of phenotyping offers great promise in the area of intellectual and developmental disabilities, as understanding a FBP may lead to the discovery of generalized response patterns (ways of responding that are characteristic) present in a population. The development of a FBP for a population would have immediate practical significance in clinical assessment and treatment. However, when a disorder or condition is rare, it may be very difficult to develop a FBP for that population. The current study offers a potential solution to this barrier, by using a telemedicine model to assess the problem behavior of individuals with SYNGAP1-related intellectual disability (a rare condition). Further, the current study offers a proof-of-concept demonstration for how the data required for a FBP may be gathered in a time- and resource-sensitive manner by conducting caregiver-implemented, trial-based functional analyses with three individuals diagnosed with SYNGAP1-related intellectual disability. Implications of this demonstration will be discussed. |
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Investigations of Higher Order Verbal Behavior: Modifications to Relational Training Procedures to Promote Derived Relational Responding |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/PCH; Domain: Translational |
Chair: Daniel Howell (Arizona State University
Department of Psychology) |
CE Instructor: Becky Barron, M.S. |
Abstract: Derived relational responding (DRR) has a seat at the operant table. The present symposium seeks to extend the reach of DRR and relational training procedures to populations not often targeted using methods not often implemented. First, we explore relational training efforts within an elderly population and discuss implications of DRR as it relates to neuroplasticity. Second, we discuss the novel ocular observing responses and their relation to DRR. Finally, we take an inside look to PEAK-Life by exploring both basic and applied implications of its pending release. |
Instruction Level: Intermediate |
Keyword(s): DRR, Gerontology, PEAK, Relational Training |
Target Audience: intermediate-advanced |
Learning Objectives: -attendees will be able to explain derived relational responding as it relates to ocular responding -attendees will be able to explain derived relational responding in the context of gerontology and DRR implications to dementia -attendees will understand the overarching nature of derived relational responding across age ranges as evidenced by basic and applied research |
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Evaluating the Effects of Relational Training Procedures on Dementia Severity and Memory in Older Adults |
(Applied Research) |
AYLA SCHMICK (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: As the Baby Boomer Generation ages, the number of individuals affected by dementia and cognitive decline will increase dramatically.As these rates climb and no cure in site, interventions are needed to help aid in the wide-ranging impact dementia will have.Relational Frame Theory (RFT), a contemporary behavior-analytic account of complex human language and cognition, offers an avenue to develop interventions designed to strengthen behaviors conventionally regarded as memory.The current study aimed to evaluate the effect of a set of procedures based on RFT for dementia severity and memory. Experimenters obtained pre-training and post-training performances by administering the M-ACE and WISC-IV memory tests to a control group and an intervention group. Following pre-training assessment, the intervention group was exposed to a series of relational training phases, in which the participants were required to respond in accordance with arbitrarily applicable relational responding across a series of relational tasks. Following training the participants in the intervention group showed improvement in memory and a decrease in dementia severity, whereas those in the control group did not. This studyaddsto the growing literature supporting the use of RFT-based interventions to address those areas of concern for individuals affected by dementia and cognitive decline. |
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The relationship between ocular observing responses and relational training procedures for children with autism spectrum disorder |
(Applied Research) |
BECKY BARRON (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: Current research has shown differences in eye gaze, or ocular observing responses amongst individuals with autism spectrum disorder compared with their typically developing counterparts. Eye gaze is currently studied as a predictor for ASD diagnoses or potential level of social deficits for individuals already diagnosed. Deficits in language and communication are also studied as risk factors and are often attributed to social deficits in ASD. Previous research has shown improvements in accurate eye gaze during the development of stimulus equivalence classes for typically developing adults (Hansen & Arntzen, 2018). Relational training procedures that promote derived stimulus relations have also been shown to improve language repertoires for children with ASD. By combining the technology available for understanding complex language processes and eye gaze behaviors, behavior analysts may be able to better understand how to target specific behaviors in treatment that may indirectly improve eye gaze, and in turn also improve behaviors related to social interaction and attention. The current study investigated the relationship between accurate eye gaze towards stimuli during task demands and relational repertoires with children with ASD, as well as the impact that relational training has on accurate eye gaze when presented with social stimuli. Preliminary results from the current study suggest a strong relationship between appropriate eye gaze and derived relational abilities that may have implication for treatment choices for behavior analysts. |
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From Basic Research to Applied Intervention: A Pilot Study on PEAK Life |
(Applied Research) |
ZHIHUI YI (Southern Illinois University), Ayla Schmick (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Kwadwo O. Britwum (Southern Illinois University), Kait Matson (ABA of Illinois), Imran A. Khan (ABA of Illinois) |
Abstract: Behavioral goals or objectives in applied settings often include tasks that are composed of behavior chains consisting of a sequence of complex stimulus-response chains. Many teaching strategies available, however, do not always reliably foster effective skill acquisition of those steps that are particularly challenging in these behavior chains. The current study first investigated the effect of relational training on these steps, using a randomized controlled trial design with 30 typical-developing participants in an analog 6-step stimuli discrimination task. Results showed that relational training could effectively improve participants’ performance. Building upon this finding, we investigated the utility of the relational-training based life skill assessment and treatment program – PEAK Life. 43 participants with Autism completed the Vocational and Functional Skill Assessment. Results indicated that the assessment outlined in PEAK Life was able to detect skill deficits among all participants. Three participants from study two was exposed to further life skill trainings. After probing their mastery levels, relational trainings were conducted on those steps that they could not complete independently. Results showed that all participants showed significant improvement on behavior chains following the relational training. The implication and limitation will be discussed. |
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Providing Culturally Competent Services to Families of Diverse Backgrounds |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/AUT; Domain: Service Delivery |
Chair: Anna Garcia (Rightpath Research and Innovation Center; University of South Florida) |
Discussant: Sarah E. Bloom (University of South Florida) |
CE Instructor: Anna Garcia, Ph.D. |
Abstract: The purpose of this symposium is to discuss steps clinicians can take to better serve clients of diverse cultural backgrounds. The first presenter will define cultural reciprocity, discuss its role in the evidence-based practice of Applied Behavior Analysis (ABA), and describe how it can culturally enhance services. The second presenter will talk about the effectiveness of using Fotonovelas, a culturally and linguistically appropriate intervention, to teach behavior change procedures to Hispanic families. The third presenter will discuss the importance of readability of behavior plans and present data on readability assessments conducted on behavior plan samples gathered from around the U.S. The last presenter will talk about using Prevent-Teach-Reinforce for Families (PTR-F) with Hispanic families of young children with ASD. |
Instruction Level: Basic |
Target Audience: BCaBA BCBA BCBA-D |
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Cultural Reciprocity in Behavior Analytic Services: Why Does it Matter? |
ANNA GARCIA (Rightpath Research and Innovation Center; University of South Florida) |
Abstract: The importance of providing culturally competent services in Applied Behavior Analysis (ABA) is ever more important given the diverse population in the United States (US). Therefore, it is important to identify ways that behavior analysts can ensure they are providing services that adhere to each client’s cultural characteristics, believes, preferences, and values. However, this becomes difficult when analysts take into account that there are a large number of ethnically and diverse cultural groups in the US and that differences among these groups also exist. During this presentation, the presenter will propose Cultural Reciprocity as a process to ensure that each families’ culture is integrated throughout services. How this process contributes to the evidenced-based practice of behavior analysis will also be discussed. |
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Readability of Behavior Treatment Plans Written by Behavior Analysts |
VALERIA MACUARE (University of South Florida), Anna Garcia (University of South Florida) |
Abstract: Behavior treatment plans are designed to provide a blueprint of interventions that should be implemented to reduce problem behavior and increase adaptive skills. Master- or doctoral- level behavior analysts typically writes them. Caregivers and behavior therapist are asked to read and understand the plans and implement the recommendations with fidelity. However, they may not be able to understand the behavior plans as they may not have the same level of education as the behavior analysts who write them. Additionally, the treatment plans maybe lengthy, written in a passive tense, and contain technical jargon. Therefore, the purpose of this study was to assess the readability of behavior plans that were written by behavior analysts. Sample behavior plans were collected across agencies that provide in-home services across the United States. The results of the assessments and implications for caregiver collaboration and treatment implementation will be discussed. |
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Using the Prevent-Teach-Reinforce for Families With Hispanic Families of Young Children With Autism Spectrum Disorder |
RACHEL ELIZABETH AYRES (University of South Florida), Melissa Santiago (University of South Florida), Kwang-Sun Cho Blair (University of South Florida) |
Abstract: This study assessed the feasibility of the newly manualized Prevent Teach Reinforce for Families (PTR-F) for use with Hispanic families of young children with autism spectrum disorders (ASD) who have difficulty adjusting to family routine. The study involved three families of children with ASD ages 3 to 6 years old who participated in the 5-step PTR-F process and who implemented the PTR intervention plan during naturally occurring family routines. A multiple-baseline across participants design was employed to examine the preliminary evidence of the efficacy of using the PTR-F for children with ASD. The results indicated that Hispanic parents successfully implemented intervention strategies with the help of a facilitator using the PTR-F manual. All children’s alternate desirable behavior increased and problem behavior reduced a significant amount when the PTR-F intervention was implemented by the parents. The parents reported high social validity when implementing the PTR-F intervention. |
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Using Fotonovelas to Teach Reinforcement Procedures to Hispanic Parents |
SARA GARCIA (University of South Florida), Anna Garcia (University of South Florida), Vanessa Morejon-Campos (University of South Florida), Trina Spencer (University of South Florida) |
Abstract: Training parents to implement behavior management procedures is an integral part of ensuring the effects of behavior analytic treatment maintain and generalize to different settings. More recently, there has been a push to adapt this training to the cultural backgrounds of the clients and their families in an attempt to decrease the treatment disparities that exist in services among individuals diagnosed with developmental disabilities. The Fotonovela is an example of a cultural and linguistically appropriate tool that can be used to train Hispanic parents to implement behavior management procedures. Fotonovelas are small booklets that use pictures and captions to depict a dramatic story; they are a popular form of entertainment among the Hispanic population. A multiple baseline across parents was conducted to assess the effectiveness of using Fotonovelas to teach reinforcement procedures. In-situ assessments were conducted to assess generalization of the procedures with each parent's child with autism. The results of the study and its implications will be discussed, as well as future research directions. |
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Examining Racial and Implicit Bias Within the Field of Applied Behavior Analysis |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Service Delivery |
CE Instructor: Denisha Gingles, M.S. |
Chair: Vanessa Bethea-Miller (Bethea-Miller Behavioral Consulting) |
DENISHA GINGLES (Signature Behavior Analytic Services) |
SHAWN CAPELL (Covenant 15:16 LLC) |
KRISTEN CSIZMADIA (Bethea-Miller Behavioral Consulting) |
Abstract: Implicit bias refers to "actions or judgments that are under the control of automatically activated evaluation, without the performer's awareness of that causation" (Greenwald, McGhee, & Schwartz, 1998, p. 1464). Related professionals, such as education, mental health, and medical experts, are working to address the topic of racial and ethnic bias, as well as the impact on the communities in which they serve. Though this is the case in surrounding fields, this topic continues to be a less discussed area within behavior analysis. Mental health researchers have shown consequences of racial bias leads to various negative outcomes for diverse consumers. Implicit bias research has also been well studied in the educational field related to its overuse of punishment procedures. Lastly, medical field professionals have discovered the connection between implicit bias and medical intervention used for certain racial groups. Given the amount of pre-existing research, behavior analysts can take advantage of the existing knowledge base to better serve stakeholders of the field, our clients. This panel will discuss methods for behavior analysts to examine their own biases with the purpose of rendering culturally and socially valid services. |
Instruction Level: Basic |
Target Audience: BCBA, BCBA-D |
Learning Objectives: Attendees will evaluate their own biases related to race and ethnicity. Attendees will identify the impact of biases on their work as a behavior analyst. Attendees will ascertain behavior analytic practices that can be implemented to address implicit bias. Attendees will determine how to address issues of implicit bias across multiple professional settings and identify solutions to these concerns. |
Keyword(s): Bias, culture, diversity, race |
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Hello! I Am Your Student, Have You Noticed Me? |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA; Domain: Service Delivery |
CE Instructor: Shelby Gundling, M.Ed. |
Chair: Shelby Gundling (Central Reach) |
MEGAN MILLER (#dobetter Pod) |
JENNIFER LAMARCA (Applied Behavior Center for Autism) |
KRISTINA ZACCARIA (CLM Center of Excellence) |
Abstract: Behavior analysts frequently say "the rat is always right" or "the learner is always right" but do not always focus their attention on the behavior and responding of the student in the moment to determine how to apply the science of behavior analysis. Members of this panel will discuss how behavior analysts can encourage more responsive teaching with their learners by developing more flexible protocols, attending to learner behavior, developing creative protocols for teaching receptive language skills, and how to respond to data using the Standard Celeration Chart to adjust teaching procedures. The panel will concluded by providing ttendees with the opportunity to ask the panel questions relating to attending to learner responding. |
Instruction Level: Intermediate |
Target Audience: This panel is intended for individuals with at least 2 years of certification experience who are responsible for making decisions about their clients in the moment and training others to do the same. |
Learning Objectives: Participants will be able to explain at least 1 reason why it is important to respond to students in the moment of intervention Participants will be able to explain at least 1 way to teach non behavior analysts how to respond to a learner in the moment Participants will be able to describe how the standard celeration chart can be used within session to make decisions about intervention |
Keyword(s): flexible teaching, learning barriers, progressive, responsive teaching |
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Behavior-Based Safety Driving: Improve Your Driving With the B-BS Protocol |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM; Domain: Applied Research |
Chair: Nicole Gravina (University of Florida) |
CE Instructor: Fabio Tosolin, Ph.D. |
Presenting Author: FABIO TOSOLIN (A.A.R.B.A. - Association for the Advancement of Radical Behavior Analysis) |
Abstract: In recent years technological progress has made it possible to design more and more modern vehicles that satisfy new safety standards required by society and law. Despite this and the many awareness-raising campaigns aimed at promoting safer driving in line with contemporary society values, the number of driving accidents has been far from zero. One reason is surely because very few have so far considered the matter from a behavioral point of view. The development of an app to deliver consequences to drivers is an essential but small part of a wide-ranging project that must necessarily involve all the relevant stakeholders, if we really want to impact our driving habits. |
Instruction Level: Intermediate |
Target Audience: OBMers, entrepreneurs with truck-fleets, HSE and logistics managers |
Learning Objectives: PENDING |
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FABIO TOSOLIN (A.A.R.B.A. - Association for the Advancement of Radical Behavior Analysis) |
Fabio Tosolin is the behavior analyst and consultant that since the 1980s has been introducing, spreading and applying Behavior Analysis and Organizational Behavior Management (OBM) principles both in Italy and Europe. In 1985, he founded his own consulting company, FT&A, that is specialized in Performance Management, Learning Technologies and Behavior-Based Safety (B-BS), for the last of which he’s also a referent of European level. His company counts hundreds of PM and B-BS processes implemented in plants and construction sites in Italy and around the world. He is currently professor of Human Factor in HSEQ Management at the Safety Engineering Master’s Degree course, Faculty of Industrial Processes, at Polytechnic of Milano and president of the Italian Associate Chapter of ABAI, made of both the oldest and largest Italian Behavior Analysis Scientific Societies (AARBA and AIAMC). Since 2003 he’s also chair of the European Scientific Conference on OBM, PM & B-BS, held by AARBA. In 2019 he received the SABA Award for his significant contribution to the international dissemination/development of Behavior Analysis. |
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Teaching and Supporting Professional Behavior in Academic and Clinical Settings |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/AUT; Domain: Translational |
CE Instructor: Danielle L. Gureghian, Ph.D. |
Chair: Danielle L. Gureghian (Garden Academy) |
LAURA L. GROW (Garden Academy) |
TIFFANY KODAK (Marquette University) |
SARAH A. LECHAGO (University of Houston-Clear Lake) |
Abstract: There are a number of applied studies demonstrating how to effectively supervise and teach clinical skills in autism service provision such as data collection, behavioral assessment, and intervention (e.g., behavioral skills training). However, there is a paucity of research on how to teach professional behavior such as communicating effectively to different audiences, establishing healthy boundaries, and prioritizing time-sensitive tasks. As professors and clinical supervisors in the area of autism spectrum disorder, we use principles of behavior analysis and applications from organizational behavior management to teach our supervisees clinical and professional skills. A panel of faculty from academic programs and directors from an autism service provider will discuss the following topics: (1) the critical skills and behaviors of supervisors and supervisees used to support professional behavior, (2) how applications from organizational behavior management can be used to establish effective supervisory systems and processes, and (3) how the panelists have established, evaluated, and maintained effective supervisory systems in their own organizations. |
Instruction Level: Intermediate |
Target Audience: Practitioners in autism service provision, professors in academic settings, leaders of organizations providing autism services |
Learning Objectives: At the end of the panel, the audience will be able to: 1- Describe critical professional skills in the area of autism research and service provision 2- Describe the systems and processes that supervisors can use to support professional behavior 3- Identify strategies for implementing, evaluating, and maintaining systems that support professional behavior |
Keyword(s): Organizational behavior, Professional behavior, Supervision |
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Skill Acquisition Learning Arrangements: How the Little Things Can Make a Big Difference |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA; Domain: Applied Research |
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
CE Instructor: Daniel Fienup, Ph.D. |
Presenting Author: DANIEL FIENUP (Teachers College, Columbia University) |
Abstract: This talk will discuss learning arrangements – or the combination of instructional components that affect skill acquisition. Often, skill acquisition programming is developed and evaluated by comparing some instructional package to no instructional package (baseline responding). This is useful toward developing technologies that are likely to produce the intended outcomes. Many years of such research has produced a large “toolbox” of applied behavior analysis intervention approaches. But, for an instructor working with a specific learner, what combination of instructional components should the instructor choose? This talk will discuss the comparative effectiveness of different learning arrangements and instructional components that promote both effective and efficient learning. Research that will be discussed includes components such as trial arrangements and mastery criterioa and how these components differentially affect skill acquisition. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING |
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DANIEL FIENUP (Teachers College, Columbia University) |
 Daniel M. Fienup is an Associate Professor of Applied Behavior Analysis at Teachers College, Columbia University. He received his Master’s in Applied Behavior Analysis from Southern Illinois University and his Ph.D. in School Psychology from Illinois State University. Dr. Fienup and his students conduct research on instructional design and educational performance. Dr. Fienup is an Associate Editor for the Journal of Behavioral Education and The Analysis of Verbal Behavior. He also serves on the editorial board for Behavior Analysis in Practice, the Psychological Record, Behavior Analysis: Research and Practice, Journal of Developmental and Physical Disabilities, and Behavior Development. He serves on the Licensed Behavior Analyst New York state board and is a past board member of the New York State Association for Behavior Analysis. |
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Everyone Eats: Behavior Analysis Applied to Eating and Meal-Related Behaviors |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: TBA; Domain: Translational |
Chair: Margaret Pavone Dannevik (Lindenwood University) |
CE Instructor: Margaret Pavone Dannevik, Ph.D. |
Abstract: This symposium presents three applications of the science of human behavior to the improvement of eating and health-related behaviors. First, a social media-based group contingency related to meal preparation will be discussed, followed by a conceptually-systematic model of how to use online video to change meal preparation behaviors. Finally, the presenters will demonstrate how supervisors can adapt the 5th edition BACB task list to help supervisees serve individuals with ineffective eating and activity repertoires. |
Instruction Level: Intermediate |
Keyword(s): Eating, Health, Nutrition |
Target Audience: The target audience for this event is advanced practitioners, supervisors, and teachers of behavior analysis. |
Learning Objectives: 1. Attendees will learn how to adapt the 5th edition task list to supervise students accruing behavior analytic experience with learners who struggle with eating and activity-related behaviors 2. Attendees will discuss eating and activity-related topics in behavior analytic terms and be able to disseminate them to appropriate audiences 3. Attendees will consider the ethical guidelines of the field as they relate to the provision of supervision and instruction for individuals struggling to engage in healthy eating behaviors |
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Utilizing an Online Video Series to Increase Frequency of Home Cooking |
(Service Delivery) |
TONY CHAMBERS (Special School District St. Louis MO), Margaret Pavone Dannevik (Lindenwood University) |
Abstract: Taking the time to prepare and cook meals at home, regardless of diet plan or restrictions, has shown to better your overall health (Wolfsen & Bleich, 2014). People who eat meals at home with friends and loved ones report an overall happier and healthier life than those who do not (Harbec et al., 2018). Established interventions such as video modeling (Kellems et al., 2016,), chaining (Shrestha et al., 2013) and task analyses (Kanfush & Jaffe, 2019) are conducive to teaching multi-step processes of preparing and cooking food (Cooper et al., 2007). The growth of social media and individual devices such as cell phones and tablets has allowed the author created a video dissemination system to combine behavior analytic methods and teach individuals how to cook at home regardless of their current skill level. The proposed model includes videos which will teach detailed steps through modeling, task analyses, chaining, and verbal instruction. Approaching culinary education by teaching the selection of individual ingredients, preparation skills, and cooking methods rather than following a single short demonstration or written recipe for one dish will allow for more opportunities to access tangible, primary reinforcement increasing the likelihood of meal preparation in the future. |
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Why Do Behavior Analysts Eat What They Eat? |
(Applied Research) |
CLINT EVANS (Behavior Therapy Specialists of Illinois and Missouri), Margaret Pavone Dannevik (Lindenwood University) |
Abstract: Using social media, connection to other professionals in the field of Applied Behavior Analysis is a click away. A social media group was created to solely discuss the dietary needs and habits of professionals in Applied Behavior Analysis. A poll was taken of 100 participants in the group to get a small cross section of the dietary habits of professionals that directly work in the field of Applied Behavior Analysis. The results revealed that most professionals in the field neglect or overlook their own dietary needs. A protocol was created using this information as a basis for self-monitoring of tracking one’s eating habits and an attempt to increase value-based dietary habits to enhance a healthy lifestyle within the ABA community and possibly beyond. The survey and subsequent group contingency served to replicate the findings of other socially mediated contingency management such as Kurti, & Dallery, (2013), and Meredith, Grabinski, & Dallery, (2011). |
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Everybody Eats! A Model for Supervisors Assisting Students in Acquiring Experience Working With Problematic Eating and Activity-Related Behaviors |
(Theory) |
MARGARET PAVONE DANNEVIK (Lindenwood University), Nicole Vaux (Lindenwood University) |
Abstract: The number of students enrolled in behavior analysis programs has been increasing exponentially over the past ten years. As part of the educational preparation for the BCBA exam and certification, these students must accrue supervised experiences in which they apply their classroom-based skills to real world behavior change. As previously noted (Luke, Carr, & Wilder, 2018), many instructors and students have mistakenly interpreted the supervised experience requirements to be specific to the field of Autism service provision. This paper presents a model of how supervision of fieldwork and concentrated fieldwork could include experiences that address problematic eating and activity-related health behaviors in neurotypical populations. The model is intended to assist supervisors of behavior analysis students by giving specific suggestions for how students could accrue supervised experience in this growing subspecialty (Behavior Analysis in Health and Fitness, 2019; Normand, Dallery, & Ong, 2015). |
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PDS: I Graduated and Now I’m a Supervisor: How do I Manage My Time Effectively and Become an Awesome Supervisor? |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/OBM; Domain: Service Delivery |
CE Instructor: Shawn P. Quigley, Ph.D. |
Chair: Avner Fraidlin (Western Michigan University) |
JENNIFER N. FRITZ (University of Houston-Clear Lake) |
SHAWN P. QUIGLEY (Melmark) |
KATHY FOX (Haugland Learning Center) |
Abstract: Students in graduate level training programs for behavior analysis may be required to serve in supervisory roles as soon as they graduate and become certified as BCBAs. To date, university that provide graduate level training programs in behavior analysis include limited opportunities for students to practice behaviors that are essential to building their supervisory skill set. These skills may include delivering effective feedback, assessing and monitoring supervisees’ progress, modeling effective professional, interpersonal and ethical behaviors, the ability to manage time effectively, plan a head and organize their own and their supervisees’ schedules to name a few. Students who graduate from programs for behavior analysis may find themselves overwhelmed by the workload and ill-equipped to handle the supervisory responsibilities that often are an integral part of becoming a BCBA. This panel seeks to provide behavior analysis graduate students and current supervisors in the field the opportunity to listen to experts share their experience and learn from them how they manage their time effectively while providing high quality supervision for a team of supervisees. The audience is invited to ask the panelists about their strategies and systems they have developed over the years to support their work as supervisors. |
Instruction Level: Intermediate |
Target Audience: Graduate students in programs for behavior analysis and behavior analysts who serve as supervisors in the field |
Learning Objectives: The audience will be able to describe the responsibilities of supervisors in the field of behavior analysis The audience will be able to apply strategies for effective supervision as described by the panelists The audience will be able to apply strategies for effective time management as described by the panelists |
Keyword(s): Supervision, Time management, Training |
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Expanding the Summit: Advancements in PEAK Relational Training System Applications |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/EDC; Domain: Translational |
Chair: Ryan C. Speelman (Pittsburg State University) |
CE Instructor: Ryan C. Speelman, Ph.D. |
Abstract: The current symposium is a synthesis of efforts at various points in the Relational Training System assessment and curriculum. The first talk provides a conceptualization as to how we might make better-informed decisions relative to program selection and intervention approaches in the context of PEAK using a case conceptualization tool. The second talk investigates relationships between derived relational responding and executive processing deficits in children. Finally, we highlight pre-post change scores relative to the PEAK Comprehensive Assessment for children diagnosed with autism given exposure to PEAK in a special education context. Implications and utility of these findings are discussed. |
Instruction Level: Intermediate |
Keyword(s): DRR, PEAK, RFT |
Target Audience: beginning-intermediate behavior analysts |
Learning Objectives: Describe how single-case experimental designs can be embedded within applied work. Discuss the relationship between derived relational responding and executive processing deficits in children Define a case conceptualization model to increase implementer self-efficacy during PEAK. |
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Pre-Post PEAK-CA Changes Following Three Months of Instruction in a Special Education Setting |
(Applied Research) |
LINDSEY DENNIS (Missouri State University), Jordan Belisle (Missouri State University) |
Abstract: The PEAK Relational Training System contains a comprehensive assessment and curriculum designed to target global language and cognitive skills in children with autism and related disabilities. Although research on PEAK has grown considerably, more research is needed within applied contexts in which this tool is likely to be utilized. We conducted PEAK at a special education school over the course of 3 months with 5 children with autism. PEAK instructions was systematically embedded within their school day for up-to 2 hours, supplementing other instructional strategies. The efficacy of PEAK instruction was evaluated using a multiple baseline across skills experimental design, replicated across the 5 children. We overview how this design can be embedded within any applied setting, allowing for the on-going experimental analysis of behavior within sacrificing assurance that children are receiving on-going effective education. In addition, we conducted the PEAK Comprehensive Assessment at the onset of the study and following 3 moths of training, where the PCA provides an estimate of global repertiores across direct training, generalization, equivalence, and relational learning skill sets. Results suggested a significant increase in PCA scores across all participants. |
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Executive Functioning and Construct Validity of the PEAK-CA |
(Applied Research) |
TAYLOR MARIE LAUER (Missouri State University), Jordan Belisle (Missouri State University) |
Abstract: Advances in Relational Frame Theory have begun to allow Applied Behavior Analytic treatments for children with autism to focus on higher-order or global repertiores of behavior. Executive functioning deficits are common in children with autism that can severely impact quality of life in several domains. We review three studies that speak to the importance of targeting executive functioning deficits in children with autism using relational training and testing procedure. The first study provides a comprehensive literature review comparing functional neurological activity when completing traditional executive functioning tasks and when deriving combinatorially entailed relations. Results suggest that common neurological processes are involved in the completion of both tasks. The second study provides another systematic review that shows an exponentiation of research utilizing derived relational responding technologies to teach new skills to children with autism within the major behavior analytic journals. The third study empirically evaluates the construct validity of the PEAK Comprehensive Assessment (PCA) as a tool to measure verbal operants and relational operants that may be related to executive functioning processes. Convergent and divergent components of the PCA are discussed in the context of developing treatments for children with autism from a Relational Frame Theory account. |
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PEAK Case Conceptualization Tool |
(Applied Research) |
MARY GRACE CAVALIERE (Saint Louis University), Alyssa N. Wilson (Saint Louis University), Keyana Cooke (Saint Louis University) |
Abstract: Promoting Emergence of Advanced Knowledge Relational Training System (PEAK) is a four-volume curriculum targeting Direct Training, Generalization, Equivalence, and Transformation. Research to date has shown behavioral skills training (BST) to be effective at training staff to implement PEAK. While timely, little is known about the extent to which staff’s self-efficacy (or verbal behavior about one’s competency) influences implementation of PEAK. Therefore, the purpose of the current study was to determine if a thorough case conceptualization model (CCM) can increase implementer self-efficacy. The CCM was developed to establish problem solving opportunities for implementers and supervisors to use during feedback sessions. Three implementer-child dyads were subjected to a multiple-baseline design wherein implementers were first trained how to implement PEAK before starting treatment as usual (baseline). Next, participants were handed the CCM tool during the instruction phase but were not given any specific feedback on how to use it. Finally, during the feedback phase, all implementers were instructed on how to use the CCM and how to derive feedback from it. Throughout all phases, client PEAK scores, implementation scores from staff, and self-reported self-efficacy Likert rating scale was assessed. Overall, all participants showed increase self-efficacy scores following CCM feedback. Implications will be discussed. |
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Emergent Responding: Recent Advances and Future Directions |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/VBC; Domain: Applied Research |
Chair: Kathleen Emily Marano (Caldwell University) |
Discussant: Caio F. Miguel (California State University, Sacramento) |
CE Instructor: Caio F. Miguel, M.A. |
Abstract: The current symposium provides a discussion of research studies aimed at producing generative responding, including evaluations of multiple exemplar training, instructive feedback, and matrix training. The first paper will present a study that compared the efficacy and efficiency of serial multiple exemplar training, concurrent multiple exemplar training, and instructive feedback for producing generalization of tacts of various stimuli types with individuals with autism spectrum disorder. The second paper will present a study that assessed recombinative generalization with novel combinations of abstract stimuli by programming specific training histories for undergraduate students during matrix training. The third paper will present a study that taught who, what, and where intraverbal-tacts using matrix training, and evaluated the efficacy of matrix training across two matrices. The fourth paper will present a study that evaluated the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder to label objects and adjectives. |
Instruction Level: Intermediate |
Keyword(s): generative responding, instructive feedback, matrix training, multiple exemplars |
Target Audience: The target audience is professionals and researchers in behavior analysis. |
Learning Objectives: Attendees will be able to describe a variety of methods for producing generative responding. Attendees will be able to describe how to use matrix training to produce emergent responding. Attendees will be able to describe how to use multiple exemplar training to produce emergent responding. Attendees will be able to describe how to use instructive feedback to produce emergent responding. |
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Teaching Who, What, and Where Using Matrix Training |
MARIA CLARA CORDEIRO (Marquette University), Mary Halbur (Marquette University), Tiffany Kodak (Marquette University), Gabriella Rachal Van Den Elzen (University of Nebraska Medical Center Munroe-Meyer Institute), Jessi Reidy (Marquette University) |
Abstract: Teaching alternating Wh- questions consists of training conditional discriminations
under multiple sources of control which may lead to response errors (Sundberg &
Sundberg, 2011). The purpose of the current study was to teach who, what, and where intraverbal-tacts in the presence of 2D stimuli. Additionally, we wanted to determine the efficacy of matrix training across two 5x5x5 matrices. Matrix training consists of teaching two or more responses in the presence of a single stimulus comprised of multiple stimulus components (Pauwels, Ahearn, & Cohen, 2015). Two children diagnosed with autism spectrum disorder (ASD) first learned to tact individual components (e.g., “towel” in the presence of a towel on a white background). We then implemented non-overlap training of diagonal 1 from Matrix 1. After training, participant one demonstrated stimulus generalization in Matrix 1 and stimulus generalization to novel stimuli in Matrix 2. The second participant is still in data collection. Results suggest that training who, what, and where in the presence of compound stimuli from one diagonal in one matrix (i.e., 15 intraverbal-tacts) may to lead to intraverbal-tacts across novel stimuli combinations (i.e., recombinative generalization) and in the presence of entirely novel stimuli (i.e., response generalization). |
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Matrix Training With and Without Instructive Feedback |
ALEXANDRA MARIE CAMPANARO (Caldwell University), Bryan Rickoski (Caldwell University), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University), Danielle L. Gureghian (Garden Academy) |
Abstract: The current study examined the efficacy and efficiency of incorporating the use of instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common objects and adjectives. The study was conducted in a private school providing educational services to students with ASD based on the principles of applied behavior analysis. We taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching
methods were effective and all trained and untrained responses were acquired. Additionally, results will be discussed across different measures of efficiency, including training sessions and training time to mastery. Our findings will be discussed in light of the extant matrix training and instructive feedback literatures. Additionally, we will provide directions for future research. |
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The Effects of Varying Matrix Training Arrangements on Recombinative Generalization |
REBECCA DURHAM (University of North Texas), Samantha Bergmann (University of North Texas), Karen A. Toussaint (University of North Texas) |
Abstract: Recombinative generalization is a stimulus control process that involves responding to novel stimulus combinations, and it can be facilitated through an instructional approach, matrix training. A learner’s history with constituent stimuli and the arrangement of combination stimuli within the instructional matrix may affect
the likelihood of recombinative generalization. To investigate this further, the current project assessed recombinative generalization with novel combinations of abstract stimuli by programming specific training histories for undergraduate student participants. The matrix training conditions were: (a) overlap with known
(i.e., previously acquired) constituents, (b) overlap with unknown (i.e., not previously acquired) constituents, (c) nonoverlap with known constituents, and (d) nonoverlap with unknown constituents. We evaluated whether and the extent to which recombinative generalization occurred in each matrix training condition in comparison to a condition that included teaching the constituents and providing a word-order rule. Finally, we compared the total training trials to a condition in which we directly trained all constituents and combinations. The results
suggested both overlap conditions and the nonoverlap with known constituents condition produced recombinative generalization, and the nonoverlap with known constituents condition was the most efficient. These results could inform the training order and stimulus arrangements practitioners employ to program for
recombinative generalization. |
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Comparing the Efficacy and Efficiency of Tact Training Procedures for Generalization With Children With Autism Spectrum Disorder |
GABRIELLA RACHAL VAN DEN ELZEN (University of Nebraska Medical Center's Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute) |
Abstract: Programming for generalization is a critical component of applied behavior analysis. Previous research has evaluated several procedures for achieving stimulus generalization in the context of tact training with children with autism spectrum disorder, including serial multiple exemplar training (S-MET), concurrent multiple exemplar training (C-MET), and instructive feedback (IF). Although previous research has compared some or all of these procedures, results have been mixed. In the present study, we used an adapted alternating treatments design to directly compare the efficacy and efficiency of S-MET, C-MET, and IF for producing generalization of tacts of various types of stimuli (e.g., color photographs, black and white outlines, colored drawings) with four males with autism spectrum disorder. For most participants, C-MET led to generalization in the fewest training sessions, followed by IF. These results suggest that S-MET is unlikely to lead to generalization more efficiently than other conditions, but that the ideal training arrangement may be idiosyncratic. |
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Issues Related to Assessment and Treatment of Problem Behavior from a Variety of Perspectives |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT; Domain: Applied Research |
Chair: Jennifer Rebecca Weyman (University of Missouri) |
Discussant: Megan A. Boyle (Missouri State University) |
CE Instructor: Jennifer Rebecca Weyman, Ph.D. |
Abstract: The functional analysis is used to identify the function of problem behavior (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994), which in-turn, is used to develop a function-based treatment to decrease the problem behavior (Hanley, Iwata, & McCord, 2003). The purpose of the current symposium is to present four studies that investigate a variety questions related to the functional analysis and function-based treatments. The first presentation will examine the effects of the functional analysis on problem behavior outside of session. The second will be on the evaluation of the trial-based functional analysis to assess problem behavior evoked by ritual interruption. The third will be on the utilization of an indirect assessment to systematically individualize the initial component durations used during schedule thinning following functional communication training. The fourth will use a translational approach to examine whether the history of reinforcement affects resurgence. Dr. Megan Boyle of Missouri State University will then provide a discussion on each study and provide insight on how research and practice on functional analysis and function-based treatments continue to evolve. |
Instruction Level: Intermediate |
Keyword(s): "function-based treatment", "functional analysis" |
Target Audience: Clinicians and individuals in academia |
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Some Effects of Functional Analysis on Problem Behavior Outside of Session |
KARIE JOHN (University of South Florida), Sarah E. Bloom (University of South Florida), Andrew L. Samaha (University of South Florida), Marlesha Bell (University of South Florida), Paige Talhelm (University of South Florida) |
Abstract: Conducting a functional analysis (FA) is the most empirically supported method of determining problem behavior, yet clinicians report various barriers to conducting FAs. A common concern associated with conducting FAs is that by reinforcing problem behavior during assessment, problem behavior may increase outside of the assessment context (Hanley, 2012). However, little research has validated this concern. In fact, behavioral contrast research suggests the opposite may be more likely. Behavioral contrast can best be described as a change in behavior in one context as a result of the rate of reinforcement of the behavior in another context (Reynolds, 1961). The purpose of the current study was to evaluate problem behavior outside of the FA context. Response-stimulus sequences were observed through descriptive analysis across days as well as immediately preceding and following-FA sessions to examine temporal relations and the extent to which caregivers may influence behavior prior-to and post-FA. Our results suggest that problem behavior rate during an FA, reinforcement schedule, and time spent in the relevant establishing operation do not lead to increases in problem behavior outside of session. However, a change in caregiver behavior was observed for some subjects between pre-FA and post-FA observations. |
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An Application of the Trial-Based Functional Analysis to Assess Problem Behavior Evoked by Ritual Interruption |
JENNIFER REBECCA WEYMAN (University of Missouri), Sarah E. Bloom (University of South Florida), Claudia Campos (Florida Institute of Technology), Anna Garcia (University of South Florida) |
Abstract: Restricted and repetitive behavior is one of the diagnostic criteria for autism spectrum disorder. Restricted and repetitive behavior can severely interfere with the daily lives of children with autism spectrum disorder and their families as they are correlated with caregiver stress, may hinder skill acquisition, and may evoke severe problem behavior when they are interrupted. The trial-based functional analysis may be an effective method of identifying problem behavior evoked by ritual (i.e., complex restricted and repetitive behavior) interruption. Modifying the trial-based functional analysis to assess this function of problem behavior may help mitigate some risks associated with the traditional functional analysis, allow therapists and teachers with limited resources (e.g., time, space) to evaluate this function of problem behavior, and it may allow therapists and teachers to assess complex rituals that typically only occur in the natural environment. Thus, the purpose of the current study was to evaluate the use of the trial-based functional analysis to assess problem behavior associated with ritual interruption. |
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Development and Validation of the Waiting Assessment Interview Tool and Evaluation of Individualized Waiting Durations in Signaled Reinforcement |
CLAUDIA CAMPOS (Florida Institute of Technology), Sarah E. Bloom (University of South Florida), Jennifer Rebecca Weyman (University of Missouri), Anna Garcia (University of South Florida) |
Abstract: Indirect assessments are widely used in the development of behavior interventions. To date, there are no indirect assessments that can be used to evaluate the extent to which children who engage in problem behavior wait to receive reinforcement. However, there are effective behavior interventions to increase waiting. Functional communication training (FCT) and schedule thinning have been identified as effective interventions to increase waiting in children who engage in problem behavior maintained by social contingencies. Therefore, we conducted three studies to evaluate the use of an indirect assessment to increase waiting within an FCT and schedule treatment package in children with developmental disabilities. The purpose of the study was to develop the Waiting Assessment Interview Tool (WAIT) and to use the WAIT completed by informants to systematically individualize the initial component durations used during the schedule thinning procedure. A secondary purpose was to use the informants’ preferred waiting times as final waiting targets for all subjects. |
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Translational Evaluation of History Effects on Resurgence |
PAIGE TALHELM (University of South Florida), Sarah E. Bloom (University of South Florida), Anthony Concepcion (University of South Florida), Andrew L. Samaha (University of South Florida) |
Abstract: Resurgence is the reappearance of an extinguished operant response when an alternative behavior is subsequently treated with extinction (Podlesnik & Shahan, 2009). Behavior analysts typically encounter problem behavior with longer reinforcement history and alternative responses with shorter reinforcement histories. Because resurgence can be common and problematic, a potential solution to this problem is training multiple alternative responses. In the present study, undergraduate students were trained to engage in an arbitrary response analogous to problem behavior and two alternative responses. Each response was reinforced for three different durations to establish different reinforcement histories and then tested under conditions of resurgence. The purpose of the present study was to evaluate the duration of exposure to reinforcement contingencies on resurgence when multiple alternative responses have been taught. Three subjects engaged in the target response most often, five subjects engaged in alternative responses most often, and one subject engaged in all response equally during resurgence. |
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Value Based Care and Behavior Analysis |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT; Domain: Translational |
Chair: Steven Merahn (Union In Action, Inc.) |
Discussant: Steven Merahn (Union In Action, Inc.) |
CE Instructor: Kerri L. Milyko, Ph.D. |
Abstract: Value-based healthcare or value-based care (VBC) represents a healthcare delivery model where providers receive payment based on outcomes. With VBC agreements, providers in the healthcare space are preferentially rewarded and compensated for helping clients improve their health, decrease the incidence and effects of chronic disease, and live healthier lives with evidence-based approaches. When applied to behavior analysis, VBC means providers in the behavioral healthcare space will be preferentially rewarded and compensated for helping clients improve their behavioral outcomes, decrease the incidence of chronic challenging behaviors, and live more productive lives with evidence-based approaches derived from the science of behavior. VBC has not yet arrived in behavior analysis but when it does, it will fundamentally shift the relationship between service provision and reimbursement. Providers will achieve greater efficiencies by spending more time on new, prevention-based services, thus leading to a reduction with time devoted mainly to chronic challenging behavior. The following symposium will offer different presentations each approaching VBC and how it can impact behavior analysis. |
Instruction Level: Intermediate |
Keyword(s): insurance, Value-Based Care |
Target Audience: BCBAs, BCBA-Ds, clinical directors |
Learning Objectives: - list 3 options for meta-deta - define value-based care and benefits to improving quality of service - list 3 benefits to collecting outcome data |
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Value-Based Care and Research: A Comparison of Behavior Analysis and Behavior Analysis Plus Precision Teaching |
(Applied Research) |
RICHARD M. KUBINA (Penn State; CentralReach) |
Abstract: Value-based healthcare (VBC) will change the way behavior analysts provide care. New delivery models will stress a team-oriented approach to client care and the sharing of data with an emphasis on coordinated care and easily measured outcomes. The present study builds VBC by examining whether Precision Teaching (PT) would enhance the quality of care already demonstrated by behavior analysis (BA). The study examined the following: (1) Pinpointing behavior - using a standard framework for precisely labeling target behaviors; (2) Element-compound analysis - analyzing constituent behavioral elements for a behavioral compound and applying the analysis to existing curricula and other data targets; (3) Dimensional measurement - applying universal and absolute metrics that quantify behavioral measures; and (4) Standard visual display - implementing a graph that quantifies behavior change, maintains visual consistency from analyst to analyst, reduces interpretative errors, facilitates pattern recognition, and offers the most accurate model for present data. Decision making data comparing the two groups indicated a marked increase in decisions made in the BA + PT group. Furthermore, when examined outcome measures for the BA + PT, the Vineland and Autism Treatment Evaluation Checklist showed substantial gains. Also, social validity scores also point to satisfaction with the experimental procedures of PT added to BA. |
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Implementing a Precision Measurement System to Deliver a Value Based Care Model of ABA Services |
(Service Delivery) |
BRIAN LOPEZ (JumpStart Autism Center), Allison Bartsch (JumpStart Autism Center) |
Abstract: Value Based Healthcare (VBH) has been a model within the medical field for the past decade. Due to the complexities of measuring behavioral health outcomes, however, VBH is only now moving into the behavioral health field. Health Resource Services Administration is starting to connect behavioral health providers reimbursements to their ability to deliver quality services through an efficient treatment model. ABA providers will need to overcome idiosyncratic approaches to measuring outcomes in order to qualify for preferred reimbursement within the expanding VBH model. This paper will review outcome data from an ABA treatment model using a precision measurement system aimed at accelerate client outcomes. This model includes training RBTs to make data-based decisions, teaching foundational skills to fluency to ensure skills are retained and generalized, and by implementing an instructional curriculum that allows for new skills to be learned without direct training. Finally, discussion will include how insurance companies have responded to our approach to solve the VBH application to ABA services for children with ASD. |
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Medial and Distal Progress Monitoring to Measure Care |
(Service Delivery) |
KERRI L. MILYKO (CentralReach) |
Abstract: Behavior analysts are experts at collecting clinical data. Progress on daily treatment programs are continually evaluated via time series graphs. However, without proper systems and supports, medial assessment data and metadata are not as often collected. When these data are not collected, overall progress about the case as related to higher-order treatment goals cannot be evaluated. Further, the development of flexibility and agility of the learner cannot be analyzed. However, when these data are collected continuously, growth towards a goal or benchmark can be assessed or even projected when it will be achieved. Further, assessment mastery, such as completion of the Verbal Behavior, Milestones Assessment and Placement Program, can be estimated (e.g., pinpointing a specific month given past progress), when collecting, measuring, and analyzing data in this fashion. This presentation will provide a justification for collecting meta and macro-level data and using the Standard Celeration Chart (SCC) to track ongoing progress evaluation at a medial and distal level. These data will serve as an initial launchpad for using behavior analytic intervention data to determine value-based care. |
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The Need for Technology in Defining Value-Based Reimbursement Measures for ABA Therapy |
(Service Delivery) |
DAVID STEVENS (CentralReach) |
Abstract: As downward payor pressure affecting reimbursement rates and hours continues to build, behavior analysts must precisely and objectively quantify value delivered as a function of time invested. Behavior analysts have at their disposal varying degrees and dimensions of clinical data with which to describe value. These include but are not limited to the number of learning opportunities, goals attained, decisions made, percent growth per pinpointed skill or percent reduction in targeted maladaptive behaviors, change in variance over time, a projected time window of when goals may be met, percent of skills that return to maintenance or intervention post mastery, and how well skills have generalized into the home, school, and community environments. Access to and inclusion of the aforementioned methods of describing value per function of time varies based on three facets of clinical service delivery: 1) the sophistication of the clinical service delivery model including supervisorial rigor; 2) the tooling deployed to assist the clinician in the collection and analysis of data; and 3) the educational and experiential histories of the clinician and supporting care team. This presentation will explore how present day and near-term future technologies may assist in each of the three facets to automate, standardize, and reliably document, analyze, and communicate value in a multidimensional quantitative model. |
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Current Directions in Behavioral Economic Approaches to Demand |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: BPN/EAB; Domain: Basic Research |
Chair: Bethany R. Raiff (Rowan University) |
Discussant: Gregory J. Madden (Utah State University) |
CE Instructor: Gregory J. Madden, Ph.D. |
Abstract: This symposium will address how economic demand can be used to understand a variety of issues, with a focus on substance use disorders such as smoking, alcohol use, and non-prescription stimulant use. Results generated using hypothetical, as well as laboratory-based, demand tasks will be described. Although these methods can, and have, been applied to a broad range of topics, some potential limitations will also be explored. The symposium will end with a discussion about the implications of the research presented. |
Instruction Level: Intermediate |
Keyword(s): addiction, behavioral economics, hypothetical demand, laboratory methods |
Target Audience: Individuals interested in behavioral economics and how it can be applied to a variety of topics, including substance use disorders. |
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A Behavioral Economic Swiss-Army Knife: Flexible Applications of the Commodity Purchase Task in Behavior Analysis |
JUSTIN CHARLES STRICKLAND (Johns Hopkins University School of Medicine) |
Abstract: Behavioral economic demand analyses are multi-faceted methods for evaluating commodity valuation and characterizing how the availability of specific commodities influence the valuation of others. Practical, ethical, and regulatory challenges, however, limit the extent that traditional demand techniques may be used to understand certain health behaviors. The commodity purchase task is a procedure that allows for assessment of behavioral economic demand in an effective and efficient manner. This presentation will highlight the flexibility of the commodity purchase task for varied notoriously difficult-to-study research contexts and participant populations. Data will be presented from adult participants recruited for laboratory studies, inpatient protocols, and web-based survey or intervention settings to emphasize the diverse contexts in which purchase tasks may be applied. Findings from purchase tasks involving varied commodities, including drugs of abuse, condoms, and social interaction, will be presented. This overview of data-driven findings will emphasize that commodity purchase tasks allow for evaluation of: 1) vulnerable population for whom traditional protocols like drug self-administration are not ethically feasible (e.g., treatment-seeking individuals), 2) commodities for which experimental manipulations are not achievable (e.g., engagement in protected sexual intercourse), and 3) research in remote contexts for which typical methods are not practically possible. |
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Delay Discounting and Behavioral Economic Demand for Alcohol in a Census-Matched National Sample of Adults |
MIKHAIL KOFFARNUS (Department of Family and Community Medicine
University of Kentucky College of Medicine), Brent Kaplan (University of Kentucky) |
Abstract: Behavioral economic measures of delay discounting and commodity demand have become popular ways to quantify aspects of reward valuation. These tasks have shown: utility in differentiating groups with healthier behavior patterns from groups with unhealthier behavior (e.g., substance misusers vs. nonusers, obese vs. healthy-weight adults); to correlate with severity or degree of unhealthy behavior; to predict success with behavior change interventions; and to reflect positive behavior change. Despite this wealth of research, the use of convenience samples in research and variability in task modality and format have made it difficult to judge if a specific delay discounting rate or demand metric collected in a single individual is ‘normal’, ‘high’, or ‘low’. As behavioral economic measures move into the clinical realm, such individual-subject judgements will be of increasing value. In the present experiment, we commissioned a large national sample of over 1000 adults recruited to match United States census data for age, gender, income, and race; and to match epidemiolocal data for levels of alcohol and cigarette use. Results include a replication of the discounting magnitude effect (p<.001). I will discuss the utility of these ‘normal’ behavioral economic measures for clinicians and researchers and the limitations of our sample. |
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Reduced-Nicotine Cigarettes: Behavioral Economics of Operant Reinforcement |
MATTHEW W. JOHNSON (Johns Hopkins University School of Medicine), Sean Dolan (Johns Hopkins University School of Medicine), David Cox (Johns Hopkins University School of Medicine), Justin Charles Strickland (Johns Hopkins University School of Medicine), Meredith Steele Berry (University of Florida) |
Abstract: The FDA has authority to regulate cigarette nicotine content. Reducing nicotine might reduce smoking. In an ongoing study, smokers (n=30) completed operant sessions. Participants worked for cigarette puffs across a range of fixed-ratio requirements (Lindsley plunger; FR-10 to FR-10,000 for 3-puffs), with full- (14.8 mg/g) and reduced-nicotine (4.8, 2.2, or 1.3 mg/g across participants) cigarettes available alone and concurrently. Following initial demand sessions, participants were given reduced-nicotine cigarettes to smoke over a three-week exposure period. Participants returned to the laboratory to repeat demand sessions. Demand did not differ between full-nicotine and reduced-nicotine cigarettes. Similarly, as full-nicotine FR increased, concurrently-available reduced-nicotine cigarette consumption increased. There was a reduction in demand for full- and reduced-nicotine content cigarettes following the exposure period in the single-item but not concurrent demand procedures. Data suggest similar demand across nicotine content; that prolonged nicotine-reduction might decrease cigarette demand; and that reduced-nicotine cigarettes may substitute for full-nicotine cigarettes. |
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Examining the Utility of a Functional Purchase Task to Measure Motives for Non-Medical Prescription Stimulant Use |
MATTHEW J DWYER (Rowan University), Connor Andrew Burrows (Rowan University), Bethany R. Raiff (Rowan University) |
Abstract: The hypothetical purchase task (HPT) has been explored as a generalizable approach to assessing reinforcer value and demand for substances such as alcohol and cigarettes, and has more recently been used to measure demand for non-medical prescription stimulant use (NMPSU) among college students. However, this work has yet to be replicated, and questions remain regarding the extension of a traditional HPT format for this population. The purpose of the current study is to replicate the use of an HPT for college student NMPSU in samples from three different universities (n= 112). Results will be compared on both the aggregate and individual levels to provide a basis for discussing the ecological validity and utility of applying the traditional HPT approach to NMPSU. Additionally, limitations for how well analysis of data obtained from an HPT reflects high reinforcing value among college students will be evaluated. To help answer this question, data from a modified functional stimulant purchase task that assesses differential demand based on preference for specific drug effects will be introduced as one approach to expanding the HPT paradigm. Finally, possible applied implications will be proposed for how this functional assessment approach to demand analysis may inform intervention and prevention efforts. |
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Recent Advancements in the Treatment of Pediatric Feeding Disorders |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Applied Research |
Chair: Connor Sheehan (Center for Pediatric Behavioral Health; University of North Carolina Wilmington) |
Discussant: Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine) |
CE Instructor: Valerie M. Volkert, M.A. |
Abstract: Children are diagnosed with a feeding disorder when they do not eat an adequate quantity or variety of foods, sustain an appropriate weight, or grow (Palmer & Horn, 1978; Piazza & Carroll-Hernandez, 2004). Applied behavior analytic interventions have proven effective in the treatment of pediatric feeding disorders (Volkert & Piazza, 2012). Preference for flavors develop in a variety of ways in typical eating individuals (Capaldi, 1996), however, if and how preference occurs for individuals with feeding disorders is less known. The current symposium includes two studies that evaluated preference for nonpreferred foods and examined shifts in preference before, during, and after applied behavior analytic intervention in children with feeding disorders. An additional study used preferred foods during treatment involving a high-probability sequence with and without escape extinction to increase consumption of healthy, nonpreferred foods. The effectiveness of applied behavior analytic interventions to treat feedings problems may be influenced by treatment integrity. The final study examines various components of behavior skills training in isolation and in combination to increase correct implementation of feeding protocols. |
Instruction Level: Intermediate |
Keyword(s): caregiver training, feeding disorders, high-probability, preference |
Target Audience: Board Certified Behavior Analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify assessments commonly used to evaluate preference within a feeding context; (2) describe a high-probability instructional sequence as treatment for pediatric feeding disorders; and (3) identify commonly used behavioral skills training components when training caregivers on feeding protocols. |
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Evaluation of Preference Shifts Following Treatment for Picky Eaters |
JESSICA FOSTER JUANICO (University of Kansas), Claudia L. Dozier (The University of Kansas) |
Abstract: Picky eating is defined as the consumption of a limited number of foods from each food group (Food Selectivity, 2018). There are various challenges associated with picky eating including a restricted diet and challenging mealtime behavior (Bandini et al., 2010; Penrod, Gardella, & Fernand, 2012). We were interested in identifying whether there were any shifts in preference for nonpreferred foods following treatment. Therefore, prior to and following treatment (i.e., differential reinforcement of alternative behavior with and without nonremoval of the spoon) with eight children, we conducted paired stimulus preference assessments (Fisher et al., 1992) with high-preferred and nonpreferred foods to determine whether there were shifts in preference or if there were selections of previously nonpreferred foods. Results demonstrated that five children selected and consumed at least one previously nonpreferred food and three children selected and consumed at least one previously nonpreferred food at a higher level than at least one preferred food. |
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A Replication of an Examination of Food Preferences Before and After Treatment for a Pediatric Feeding Disorder |
JASON R. ZELENY (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Rutgers University), Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine), Vivian F Ibanez (University of Florida), Jaime Crowley (May Institute), Caitlin A. Kirkwood (Center for Pediatric Behavioral Health, University of North Carolina Wilmington) |
Abstract: Exposure to noxious stimuli in the context of eating results in avoidance behavior in nonhuman animals (Garcia & Kellog, 1966), which may be the same mechanism by which feeding disorders can develop in some children. For example, if a child were to experience pain, discomfort, or excessive emesis shortly following mealtimes, he or she may be more likely to avoid certain foods, flavors, textures, or mealtime altogether in the future. However, little is known about the development of food preferences for children with feeding disorders. The goal of our investigation primarily focused on identifying whether intervention for the feeding disorder resulted in preference changes for foods as a function of exposure. In the current investigation, we replicated an earlier study (Zeleny et al., 2019) with additional participants and evaluated whether food preferences of children with feeding disorders changed over the course of intervention. We conducted repeated free- and random-choice preference assessments with foods to which we either exposed or did not expose children with a feeding disorder during clinical treatment. We observed a shift in preference following exposure to exposed foods throughout the preference assessments, suggesting that preferences for foods may have changed due to exposure during treatment. |
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Comparing High-Probability Demands With and Without Food to Increase the Consumption of Healthy Food in Picky Eaters |
LAURA TARDI (Brock University), Kimberley L. M. Zonneveld (Brock University) |
Abstract: The high-probability (high-p) instructional sequence is a non-intrusive procedure that involves the presentation of a series of high-p requests followed by 1 low-probability request. To date, only 9 studies have examined its effectiveness to treat food selectivity in children, and results of these studies have been mixed. In the current study, we used a multielement design to compare the effectiveness and efficiency of 2 iterations of the high-p sequence to increase the consumption of healthy food in picky eaters. One iteration of the high-p instructional sequence consisted of the researcher presenting 3 bites of a preferred food on a spoon to the child and the other consisted of the researcher presenting 3 bites of an empty spoon to the child. Preliminary results show that nonremoval of the spoon may be necessary to increase consumption for some children. We will discuss the results within the context of treatment implications, limitations, and suggestions for future research. |
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Evaluating Staff and Caregiver Training Within Pediatric Feeding |
RONALD J. CLARK (Florida Institute of Technology), Corina Jimenez-Gomez (Auburn University), Christopher A. Podlesnik (Auburn University) |
Abstract: Pediatric feeding problems are present in approximately 50% of the general population and 90% of children with autism spectrum disorder. Much research has been conducted to evaluate behavioral interventions aimed at addressing these problems. In research and clinical protocols, it’s reported that trained staff implement the treatments. However, it’s unclear how much of the variability observed in the results of behavioral interventions for feeding is a result of differences in the therapist's ability to implement the treatment reliably. This study evaluated different training packages containing all of or some of the following components: written instructions, verbal instructions, video modeling, rehearsal, feedback, and task clarification. Three groups were evaluated across staff members and two groups were evaluated across caregivers. It is expected that the use of these treatment components will increase protocol adherences across novel staff and caregivers with varying levels of acquisition conditional to the group they are exposed to. |
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Implementation of Teacher Consultation in Public Schools |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC; Domain: Applied Research |
Chair: Trevor Maxfield (University of South Florida) |
Discussant: Rocky Haynes (University of South Florida - Tampa) |
CE Instructor: Rocky Haynes, Ph.D. |
Abstract: Classrooms are complex environments that require teachers to implement a variety of classroom management strategies to minimize problem behavior and maximize learning time. Given the difficulty of implementing behavioral interventions in the school setting, there is a need for teacher training and support. This symposium presents school-based intervention studies focused on teacher consultation to assist public school teachers in creating a classroom context where they use positive, proactive behavior management strategies to foster success for students with behavioral difficulties. Study 1 promoted equity in teachers' use of behavior-specific praise through self-monitoring and performance feedback. Studies 2 and 3 used the Prevent-Teach-Reinforce consultation model to improve classroom behavior of students with behavioral difficulties. Study 4 focused on promoting positive teacher interactions with students and decreasing student off-task behavior through teacher training on using differential reinforcement of other behaviors (DRO) and response cost token economy as a class-wide intervention. |
Instruction Level: Intermediate |
Keyword(s): behavior intervention, classroom management, implementation fidelity, Teacher consultation |
Target Audience: Practitioners |
Learning Objectives: By the end of this session, participants will be able to: Describe how behavior analysts can work with classroom teachers during consultation to promote positive classroom ecology Explain evidence-based interventions used in the presented studies to prevent and address problem behavior in students Describe challenges that behavior analysts may encounter during teacher consultation in public schools |
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Promoting Equity in Teachers' Use of Behavior Specific Praise With Self-Monitoring and Performance Feedback |
ASHLEY ELIZABETH KNOCHEL (University of South Florida), Kwang-Sun Cho Blair (University of South Florida) |
Abstract: This presentation introduces the results of a study that examined the impact of equity-focused teacher self-monitoring and performance feedback on establishing proportionate praise and discipline practices across students in four elementary school classrooms. A multiple-baseline design across participants was used to demonstrate that training teachers to practice self-monitoring and providing equity-focused performance feedback increased all participating teachers’ delivery of proportionate behavior-specific praise and decrease negative feedback given to diverse students. |
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Using the Prevent-Teach-Reinforce for Secondary Model for High School Students With Autism Spectrum Disorders |
Deanna Deenihan (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), DANIELLE ANN RUSSO (University of South Florida) |
Abstract: The Prevent-Teach-Reinforce (PTR) model presents a useful teacher consultation tool to disseminate evidence-based practices into the classroom setting for teachers to create behavioral changes of students with behavioral challenges. This presentation outlines the impact of using the PTR model on three students with autism spectrum disorders in secondary school classrooms. A multiple-baseline across participants design was employed to demonstrate positive outcomes of using PTR in increasing appropriate classroom behavior and reducing problem behavior of the target students. Social validity assessments indicated both groups of students and teachers were highly satisfied with the process and outcomes of using the PTR model. |
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Implementation of the Prevent-Teach-Reinforce Model Within Multi-Tiered Systems of Support for Elementary School Students With Problem Behavior |
Sofia Reyes (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), NICOLE MARIE HARRIS (University of South Florida) |
Abstract: This paper presents the outcomes of implementing PTR within the multi-tiered systems of support for three students engaging in high levels of problem behavior served in three classrooms at two public elementary schools. A multiple baseline across participants design was used to evaluate the impact of using the prevent-teach-reinforce (PTR) model on student problem and replacement behaviors. Findings indicated that the classroom teachers effectively participated in the PTR assessment and intervention process, implementing the PTR intervention with fidelity, which resulted in decreases in problem behavior and increases in replacement behavior for all three participating students in both target and generalization academic times. |
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Using Differential Reinforcement of Other Behaviorsand Response Cost as a Class-Wide Intervention to Improve Student and Teacher Behaviors |
Monika Bardzilauskaite (University of South Florida), RACHEL SCALZO (University of South Florida), Kwang-Sun Cho Blair (University of South Florida) |
Abstract: The presentation describes the outcomes of using differential reinforcement of other behaviors (DRO) and response cost as a class-wide intervention in implementing a token economy in one kindergarten and one 1st-grade classrooms. Using an alternating treatments design with an additional baseline phase, the study compared the impact of using DRO versus response cost on student off-task behavior and teacher positive and negative statements. Results indicated that while both DRO and response cost were effective in decreasing all six target students’ off-task behavior, three students engaged in lower levels of off-task behavior during DRO. One teacher's negative statements slightly decreased during implementation of both procedures. |
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Building Independence and Complex Social Play in Children With Autism Spectrum Disorders Using Photographic Activity Schedules and Social Scripts |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Service Delivery |
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Thomas Higbee, Ph.D. |
Chair: Sarah Frampton (May Institute, Inc. ) |
Presenting Authors: : THOMAS HIGBEE (Utah State University) |
Abstract: Many students with autism and other developmental disabilities have difficulty sequencing their own behavior during free-choice situations. Rather, they rely on adults to prompt them to engage in particular activities. Many do not interact appropriately with play materials or may select one activity and engage in it for an extended period of time. Photographic activity schedules have been shown to be an effective tool to teach children to sequence their own behavior and transition smoothly between multiple activities. Children learn to follow the visual cues in the activity schedule to make transitions instead of relying on adult-provided prompts. Activity schedules also provide a context for teaching basic and complex choice-making behavior. As children develop verbal behavior, social scripts can also be added and then later faded to promote social interaction. Activity schedules have been used successfully in a variety of settings with both children and adults with various disabilities. They are easy to use and can be adapted to most environments. In the present tutorial, participants will learn how to use activity schedules with clients/students as well as learn about recent research on using these techniques to promote complex social play. |
Instruction Level: Intermediate |
Target Audience: Practitioners and applied researchers. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the prerequisite skills for using photographic activity schedules; (2) describe how to use photographic activity schedules to promote independent behavior; (3) describe how to use photographic activity schedules to promote choice making; (4) describe how to use social scripting and script fading to promote spontaneous language; (5) describe how to use photographic activity schedules and script fading to promote complex social play. |
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THOMAS HIGBEE (Utah State University) |
 Dr. Thomas S. Higbee is a Professor and Interim Department Head in the Department of Special Education and Rehabilitation at Utah State University and Executive Director of the Autism Support Services: Education, Research, and Training (ASSERT) program, an early intensive behavioral intervention program for children with autism that he founded in 2003. He is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and a Licensed Behavior Analyst in the state of Utah. He is also chair of the Disability Disciplines doctoral program at Utah State University. His research focuses on the development of effective educational and behavioral interventions for children with autism spectrum disorders and related disabilities as well as the development of effective training strategies for teaching parents and professionals to implement effective interventions. He is a former associate editor for the Journal of Applied Behavior Analysis (JABA) and the European Journal of Behavior Analysis. Dr. Higbee is committed to the dissemination of effective behavioral interventions and has helped to create intensive behavior analytic preschool and school programs for children with autism and related disorders in Brazil, Russia, Portugal, and throughout his home state of Utah. He is the past president of the Utah Association for Behavior Analysis (UtABA) and has served as a member of the Practice Board of the Association for Behavior Analysis International (ABAI) and the Psychologist Licensing Board of the state of Utah. |
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Management of Well-Being in Organizations and Beyond |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: DEI; Domain: Service Delivery |
Chair: Carol Pilgrim (University of North Carolina Wilmington) |
CE Instructor: Ramona Houmanfar, Ph.D. |
Presenting Author: RAMONA HOUMANFAR (University of Nevada, Reno) |
Abstract: A growing body of scientific evidence suggests implicit biases influence ways our actions may affect others to the extent that may favor some and detract from others. Biases can be deleterious and throw decisions off course just enough to harm others (e.g., women and minorities) or unjustifiably protect special interests. Moreover, the numerous examples of ways diversity can promote organizational success and quality of healthcare have generated interests of organizational leadership in relation to bias and diversity across industries. In many ways, leaders’ communication and decision-making shape the interlocking behavioral contingencies, aggregate products (i.e. metacontingency), and the behavior topographies of consumers (i.e., cultural practices). Simply stated, leaders’ design and implementation of contingencies can bear positive or negative influences on the wellbeing of the organizational members plus the external environment (including the physical and social environment). This presentation provides an overview of ways behavior science can contribute to the design of healthy environments that promote well-being of workers and consumers in human service industry. |
Instruction Level: Basic |
Target Audience: Leaders, managers, organizational members, and consumers in human service industry. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the foundation (concepts, principles, methodology) underlying contingency analysis at the cultural level of selection; (2) discuss the behavior analytic account of implicit bias as related to emerging socio-cultural issues; (3) list behaviors and associated outcomes that align with a behavior analytic discussion of wellbeing. |
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RAMONA HOUMANFAR (University of Nevada, Reno) |
Dr. Ramona A. Houmanfar is Professor of Psychology and the Director of the Behavior Analysis Program at the University of Nevada, Reno (UNR). She currently serves as the trustee of the Cambridge Center for Behavioral Studies, Chair of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies, and editorial board members of the Journal of Organizational Behavior Management, and Behavior & Social Issues. Dr. Houmanfar recently completed her seven-year term as the editor of Journal of Organizational Behavior Management. She has served as the former senior co-chair of the Association for Behavior Analysis International, Director of the Organizational Behavior Management Network and President of the Nevada Association for Behavior Analysis.
Dr. Houmanfar has published over seventy peer reviewed articles and chapters, delivered more than 100 presentations at regional, national, and international conferences in the areas of behavioral systems analysis, cultural behavior analysis, leadership in organizations, rule governance, communication networks, instructional design, and bilingual repertoire analysis and learning. Her expertise in behavioral systems analysis and cultural behavior analysis have also guided her research associated with implicit bias, cooperation, situational awareness, decision making, and value based governance. Dr. Houmanfar has published three co-edited books titled “Organizational Change” (Context Press), "Understanding Complexity in Organizations", and “Leadership & Cultural Change (Taylor & Francis Group). |
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Utilizing Pairing Procedures to Decrease Challenging Behaviors in Preschoolers With Autism |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Applied Research |
Chair: Rachel McIntosh (Southwest Autism Research and Resource Center) |
CE Instructor: Rachel McIntosh, M.A. |
Abstract: Current literature suggests most pairing procedures are used to teach the acquisition of skill, while few studies aim to decrease challenging behaviors through the use of stimulus or verbal pairing procedures. The presentations in this symposium will examine the use of pairing in the form of visual stimuli, as well as pairing specific verbal cues, to target a decrease in challenging behaviors surrounding restricted, repetitive interests and compliance, in preschool-age children with autism spectrum disorder (ASD). The first presentation will include research on the use of green and red 2D visuals to decrease the presence of inappropriate train behavior and sounds, in a three-year-old male with autism. The second presentation will examine an intervention focused on increasing compliance and flexible responding within a classroom setting for three males with ASD, by pairing specific verbal cues for each expected response. The third presentation will include research on decreasing the frequency of inappropriate door-related behaviors demonstrated by three, three-year-old males with ASD, through the use of 2D visuals located on the doors and specific rules delivered to each participant. Results from all three interventions suggest that using stimulus and/or verbal pairing procedures, along with systematic fading techniques and schedules of reinforcement, are effective in increasing the opportunities for learning by decreasing challenging and repetitive behaviors. |
Instruction Level: Intermediate |
Keyword(s): compliance, inclusive preschool, restricted interests, stimulus pairing |
Target Audience: The target audience for this symposium is practicing behavior analysts. |
Learning Objectives: At the conclusion of the presentation, participants will be able to define and identify interventions utilizing various methods of pairing procedures, how to address restricted, repetitive behaviors that inhibit learning, and how to teach compliance with a self-advocacy component to preschool-age children. |
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Decreasing Fixated Interest Behaviors During Play-Based Activities Using a Stimulus Pairing Procedure |
AMANDA M. SUMNEY (Southwest Autism Research) |
Abstract: Engaging in highly restricted play or having fixated interests that are abnormal in intensity, is a core symptom associated with an Autism Spectrum Disorder (ASD) diagnosis (DSM-V). This may result in excessive amounts of time spent engaging with, or talking about, items of a specific theme. In the current study, a stimulus pairing intervention was utilized to decrease the presence of train-related fixated interest behaviors as demonstrated by a four-year-old male with autism. Teaching phases included systematically increasing the amount of time the participant was required to refrain from engaging in train-related behaviors or sounds in the presence of a red 2-D picture card. Train-related fixated interest behaviors were encouraged during optional, designated breaks within a specified space, as identified by a green 2-D picture card. This space encouraged cooperative play between the participant and clinician, with train materials present. Results suggest this intervention produced an effective way to decrease the presence of fixated interest behaviors, and to increase engagement with a variety of age-appropriate activities. |
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Using Stimulus Control to Teach Compliant and Flexible Responding With Children With Autism Spectrum Disorder |
KATHRYN ANN HOYLE (SARRC) |
Abstract: For individuals with autism spectrum disorder (ASD), learning to discriminate between stimuli can influence the ability to respond to multiple cues across varying contexts. These foundational skills can lead to larger gains in the generalization of skills, which supports an overall greater flexibility for individuals with ASD. By learning to increase flexibility when responding to multiple cues, individuals can learn to discriminate when inflexibility is acceptable. The goal of the present study was to use discrimination training to teach three children with ASD to comply with negotiable versus non-negotiable demands in a classroom setting, along with the reduction of stereotyped responses. Compliant responses to both non-negotiable and negotiable demands were reinforced on a fixed-ratio schedule. The participants received tokens for compliant responses, and the reinforcement schedule was thinned as each participant’s compliant behavior improved. Non-compliance to negotiable demands was also reinforced by allowing escape from the demand. During instances of non-compliance to non-negotiable demands, researchers utilized escape extinction. Results demonstrate improvement in each child’s compliant behavior to non-negotiable demands, as well as increased compliance with negotiable demands. In addition, data reveal a reduction in stereotyped and/or defiant behaviors for all children compared to baseline levels, for both types of demands. |
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Utilizing a Stimulus Pairing Procedure to Decrease Restrictive Behaviors Within School Settings |
MARY MAKENNA HILL (SARRC) |
Abstract: Individuals with a diagnosis of Autism Spectrum Disorder (ASD) commonly engage in high rates of and high intensity restrictive or repetitive behaviors (DSM-V). These may lead to stigmatization, decreased opportunities to learn from the environment, and in extreme cases, may put an individual at risk for injury or even death. The current study examined the use of a stimulus pairing intervention to decrease the frequency of door-related restrictive behaviors as demonstrated by three, three-year-old males with autism. Colored cards were introduced and paired with specific rules to teach the individuals when a door was and was not accessible, and an error correction procedure was put in place. Door-related restrictive behaviors were encouraged with designated doors that did not affect the safety of the individual, as identified by a green 2-D picture card. Results suggest this intervention produced an effective way to decrease the presence of door-related behaviors for all participants. Future research includes determining effective training techniques to allow caregivers to implement similar stimulus pairing procedures in order to promote maintenance and generalization of the learned skill. |
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Staff Training in Adult Services |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT; Domain: Service Delivery |
Chair: Jenna Darcy (Endicott College) |
Discussant: Samantha Volpe (Endicott College/ Elwyn NJ ) |
CE Instructor: Samantha Volpe, Ph.D. |
Abstract: Although there has been systematic gains and strides to serving children with autism, the fact still exists that the majority of individuals with autism spectrum disorder will require some degree of supportive services into adulthood (Howlin et al, 2004). There continues to be an ongoing crisis in terms of available services for adults with ASD, after they leave the entitled world of children's services (Gerhardt & Lanier, 2011). As such, clinicians working within the adult service model must have a strong focus on training and supervision to work within their resources to bring the best possible clinical care to adults with ASD. The projects included in this symposium focus on training and supervision with an emphasis on social validity of staff working with adult learners. |
Instruction Level: Intermediate |
Keyword(s): adult services, autism, staff supervision, staff training |
Target Audience: BCBAs, BCaBAs, RBTs |
Learning Objectives: 1. Attendees will analyze the effectiveness of pyramidal teaching as an alternative to traditional staff training 2. Attendees will gain understanding of indices of happiness and how they relate to staff performance 3. Attendees will recognize limitations of adult services and learn creative solutions to such limitations |
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Training Staff in PECS Implementation: A Pyramidal Approach |
BRIDGET KEOUGH (Elwyn), Samantha Volpe (Endicott College / Elwyn NJ) |
Abstract: The pyramidal teaching model saves resources, time and money by allowing the expert to train a small number of staff to proficiency (Tier I staff), and then having Tier I staff train the remainder of staff (Tier II staff) on a skill. This shortens the amount of time required by the content expert to deliver direct training. One evidence based staff training procedure that can be used in conjunction with pyramidal teaching is behavioral sills training ( Parsons & Rollyson, 2013). The purpose of the current study is to determine the effects of a pyramidal teaching model on staff acquisition of the implementation of Phase IIIB of the Picture Exchange Communication System (PECS). This study, utilizing a multiple baseline design, used lead direct support professionals (Tier I staff) to accurately train other direct support professionals (Tier II staff) in Phase IIIB of PECS. |
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Increasing Staff Performance and Professionalism through Individual Supervision |
SARAH LOGAN (Elwyn NJ), Alexandra Held (Elwyn NJ), Samantha Volpe (Endicott College / Elwyn NJ) |
Abstract: Organizational studies have long focused on values and happiness in employees as it relates to job performance, longevity, and productivity. There are various operational definitions of happiness that range anywhere from a lack of emotional exhaustion to the demonstration of a positive affect to scales and ratings of job satisfaction. Unequivocally, research has demonstrated that there is a disproportionate focus on negative aspects of well being in the work place compared to positive interactions (Cropanzano, 2001). The current study evaluated the use of individual supervision as a potential reinforcer for direct care staff in an adult services population. |
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An Evaluation of Prompting and Error Correction Procedures |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT; Domain: Service Delivery |
Chair: Julia Ferguson (Autism Partnership Foundation) |
Discussant: Ronald Leaf (Autism Partnership) |
CE Instructor: Ronald Leaf, Ph.D. |
Abstract: Prompting and error correction are two common components of discrete trial teaching. Given their documented effectiveness, clinicians may have difficulty selecting which prompting or error correction procedure to select under varying conditions. This symposium includes two studies which compared different prompting or error correction procedures to teach language skills for individuals diagnosed with autism spectrum disorder. These comparisons may help to identify the conditions under which different approaches may be more effective or preferred. Practical implications and future research will be discussed. The discussant will provide further considerations on how this research can be used in clinical settings and what is needed in future research. |
Instruction Level: Intermediate |
Keyword(s): autism, DTT, error correction, prompting |
Target Audience: Any persons involved in comprehensive behavioral intervention for individuals diagnosed with autism spectrum disorder. |
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Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder |
WAFA A. ALJOHANI (Endicott College; Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Asim Javed (Endicott College; Autism Partnership Foundation), Christine Milne (Autism Partnership Foundation; Endicott College), Julia Ferguson (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
Abstract: This study compared simultaneous prompting to an error correction procedure for teaching three children with Autism Spectrum Disorder expressive labels. Using a parallel treatment design nested into a multiple probe design, each participant was taught how to expressively label six pictures of sports teams or cartoon characters with the simultaneous prompting procedure and six pictures of another different sports teams or cartoon characters with the error correction. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. |
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A cComparison of Least-to-Most Prompting and Flexible Prompt Fading to Teach Sight Words to Children Diagnosed With Autism Spectrum Disorder |
Kristel Eddington (Autism Partnership Foundation), MADDISON J MAJESKI (Autism Partnership Foundation), Julia Ferguson (Autism Partnership Foundation), Christine Milne (Autism Partnership Foundation; Endicott College), John James McEachin (Autism Partnership), Ronald Leaf (Autism Partnership), Justin B. Leaf (Autism Partnership Foundation; Endicott College) |
Abstract: Many prompting systems have been evaluated to effectively and efficiently teach individuals to read sight words. Comparative studies on prompting systems provide information about the strengths and weaknesses of different prompting systems. Information gathered from comparative studies can be beneficial when selecting a prompting system that may work best for each learner. This study compared the relative effectiveness and efficiency of least-to-most prompting and flexible prompt fading to teach sight words for three children diagnosed with autism spectrum disorder. An adapted alternating treatment design was used to compare the two prompting systems. Practical implications and future research will be discussed. |
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PDS: Networking and Making Connections: Advice From Experts on How to do it Right! |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: CSS; Domain: Service Delivery |
CE Instructor: Jonathan C. Baker, Ph.D. |
Chair: Adrienne Jade Bohlen (Western Michigan University) |
DENISE ROSS (University of Wisconsin Milwaukee) |
JONATHAN C. BAKER (Western Michigan University) |
P. RAYMOND JOSLYN (Utah State University) |
Abstract: The panel session will provide ABAI student members pivotal perspectives from three professionals in navigating and communicating with the professional world of applied behavior analysis (ABA). This 50-minute panel session will allow ABAI members to interact with professionals in a conversation-like format. As well as ask questions regarding effective networking styles. The three professionals, Dr. Ross, Dr. Baker, and Dr. Joslyn, come from diverse backgrounds of ABA, including areas such as special education in PK-12 schools, behavioral gerontology, and crime and delinquency. The panel will address topics such as why networking is an important skill to acquire, how to make a great first impression with big names in the field, and tips and tricks on how to develop and improve one’s skill set. Discussions of interactions will not be limited to interacting with professionals in the field of ABA but also prospective mentors, employers, and clients. This panel intends to address questions we may have when networking with professionals. The panel seeks to aid students in learning how to make strong connections to increase their success as professionals in the field of ABA. |
Instruction Level: Basic |
Target Audience: ABAI members, graduate students, and other individuals who want to learn how to network and communicate with other professionals in the field effectively. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) state the essential elements of networking with various individuals in the field of ABA, (2) identify different networking opportunities, (3) describe possible outcomes of networking and communicating with professionals. |
Keyword(s): Communication, Networking, Professionalism |
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Advances in Function-Based Treatment for Problem Behavior |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Applied Research |
Chair: Joseph D. Dracobly (University of North Texas) |
CE Instructor: Joseph D. Dracobly, Ph.D. |
Abstract: Shortly after the development of robust methods to analyze the function of problem behavior, researchers and clinicians began using this information to design function-based interventions. Some of the earliest interventions began with reinforcing appropriate, alternative behavior and providing the reinforcer that maintains problem behavior on a time-based schedule. As these procedures advanced, researchers and clinicians began bringing function-based treatment under stimulus control. The effects of function-based intervention are robust and sustainable. Additionally, function-based intervention allows for a wide-range of adaptations, based on an individual's problem behavior and the current context. More recently, researchers have begun evaluating these adaptations in the context of promoting long-term change for individuals in their everyday environment. In this symposium, presenters will focus on some of the adaptations, including stimulus fading during Functional Communication Training, schedule thinning using chained and multiple schedules, and using differential reinforcement of low rates to increase the time between emission of mands. |
Instruction Level: Intermediate |
Target Audience: BCBAs and Applied Researchers |
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Stimulus Fading and Functional Communication Training to Reduce Challenging Behavior Associated with an Aversive Stimulus |
GABBY RIVERA (Baylor University), Stephanie Gerow (Baylor University), Suzy Avery (Baylor University) |
Abstract: Stimulus fading has previously been used to increase compliance with an aversive activity or routine. However, there is limited data to support its use to decrease challenging behavior associated with an activity or routine. In this study, the authors investigated the use of parent-implemented functional communication training with stimulus fading to reduce challenging behavior associated with a home routine. One 6-year-old male diagnosed with autism participated in this study. The functional analysis indicated he engaged in challenging behavior to terminate the routine of throwing trash away. The authors then conducted a treatment evaluation to assess the efficacy of functional communication training with stimulus fading in reducing challenging behavior. Results indicated that functional communication training and stimulus fading was effective in decreasing challenging behavior and increasing socially appropriate communication. We plan to conduct the procedures with one to two additional participants. Implications for practice and directions for future research will be discussed. |
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Evaluating Schedule Thinning in Functional Communication Training Using Chained Schedules and Multiple Schedules |
MADELINE MARIE ASARO (Brock University), Kimberley L. M. Zonneveld (Brock University), Laura Tardi (Brock University) |
Abstract: Functional communication training is designed to decrease problem behavior while increasing a functionally equivalent alternative communicative response (FCR; Carr & Durand, 1985; Durand & Carr, 1991). Although effective, this procedure tends to produce high rates of the FCR that may not be manageable for parents or teachers (Fisher et al., 1998; Lalli, Casey, & Kates, 1995). The purpose of this evaluation was to evaluate the effectiveness of two common strategies (chained schedules and multiple schedules) to thin the schedule of reinforcement for the FCR with a young child with autism spectrum disorder whose problem behavior was multiply controlled. Functional communication training produced an immediate decrease in problem behavior in both contexts. We successfully thinned the schedule of reinforcement in both contexts and combined them into a singular-session format to match a typical therapy session. Results will be discussed within the context of troubleshooting, improving the practicality of this intervention for parents and teachers, and future research. |
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Adapting Functional Communication Training: An Evaluation of DRL to Decrease the Rate of Mands |
SARA BAAK (University of North Texas), Joseph D. Dracobly (University of North Texas), Ashton Corinne Tinney (University of North Texas) |
Abstract: In common applications of functional-communication training (FCT; Carr & Durand, 1985; Hagopian et al., 1998; Rooker et al., 2013), the functional communication response (FCR) is reinforced on a continuous schedule. Additionally, as FCT progresses, the FCR is often brought under stimulus control and the schedule of reinforcement is thinned, typically in a multiple-schedule arrangement (e.g., Greer et al., 2016). The goal is to require reinforcement of the FCR only during specified intervals. However, in some environments, continuous reinforcement of mands during a specified interval may not be possible (e.g., residential treatment environments). Therefore, the purpose of this study was to evaluate the use of differential reinforcement of low rates (DRL) to reduce the overall rate of the FCR. During the function analysis of each participant's problem behavior, we observed mands to be a reliable precursor. During the initial treatment, we reinforced mands on an continuous basis. Following suppression of problem behavior, we implemented DRL to increase the time between mands while also maintaining suppression of problem behavior. We will discuss these results in the context of sustainability of intervention in the everyday environment and integrating this procedure with other common FCT procedures. |
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Innovations in Functional Analysis and Function-Based Treatment of Problem Behavior: The Role of Transitions, Synthesized Contingencies, and Treatment Integrity in Addressing Problem Behavior |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Jessica L. Thomason-Sassi (New England Center for Children) |
CE Instructor: Jessica L. Thomason-Sassi, Ph.D. |
Abstract: Functional analysis (FA) methodology and function-based treatment is a constantly evolving science informed by both issues encountered in practice and recent scientific literature. This symposium includes studies on the role of activity transitions, synthesized contingencies, and treatment integrity in the assessment and treatment of problem behavior. The first study illustrates the role of transitions across activities of varying preferences in the maintenance of escape-maintained problem behavior for individuals with developmental disabilities and offers a model for assessing and developing a reinforcement-based treatment. The second study compares outcomes of isolated and synthesized contingency FAs and functional communication training (FCT) based on the outcomes of each FA. In a final phase, experimenters evaluated participant preference for treatment. The third study evaluates the effects of reduced treatment integrity on problem behavior treated with FCT, and then illustrates the use of a booster-style intervention designed to mitigate the effects of reduced treatment integrity during FCT under a multiple schedule arrangement. |
Instruction Level: Intermediate |
Keyword(s): synthesized contingencies, transitions, treatment integrity |
Target Audience: Researchers and clinicians working on functional analysis and function-based treatment of problem behavior |
Learning Objectives: 1. Attendees will be able to discuss the potential role of activity preference on transitions and treatment of escape-maintained behavior 2. Attendees will be able to discuss the role of synthesized contingencies in the assessment and treatment of problem behavior 3. Attendees will be able to discuss the effects of reduced treatment integrity and an intervention that may mitigate the effects of reduced integrity |
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The Establishing Effects of Task Preference on Escape-Maintained Destructive Behavior |
ANDREW C BONNER (University of Florida), Nathalie Fernandez (University of Florida), Kissel Joseph Goldman (University of Florida), Iser Guillermo DeLeon (University of Florida) |
Abstract: Transitions among activities are a contributing factor to escape-maintained problem behavior. The current study examined relations among activity preferences, escape-maintained behavior, and the strength of interventions required to reduce problem behavior in this context. The activity preferences of three individuals with developmental disabilities were determined using paired stimulus preference assessments. Rates of problem behavior were then compared during transitions among high-, moderate-, or low- preference activities when problem behavior produced access to the start task. For all participants, problem behavior was observed primarily when transitioning from higher to lower preference activities. However, zero or low rates of problem behavior were observed when transitions from lower to higher preference activities. During treatment, reinforced compliance (i.e., completing the transition without escape extinction) was sufficient to reduce problem behavior during transitions from high to moderate preference tasks, but differential reinforcement of alternative behavior was required to reduce problem behavior during transitions to the lowest preference tasks. |
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A Comparison of Interview-Informed Isolated and Synthesized Contingency Functional Analyses and Functional Communication Training |
CASEY MCKOY IRWIN (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington) |
Abstract: Research using typical functional analysis (FA) procedures suggests that problem behavior is sensitive to the independent effects of isolated contingencies (e.g., Iwata, Dorsey, Slifer, Bauman, & Rachlin, 1994), whereas research employing the IISCA suggests interactive effects of combined contingencies (e.g., Hanley, Jin, Vanselow, and Hanrattay, 2014). The purpose of the current study was to compare the outcomes of isolated and synthesized contingency FAs with three participants, and to evaluate functional communications training (FCT) with isolated (functional) and synthesized (functional and arbitrary) reinforcers. Both FAs were informed by an open-ended interview with caregivers and a structured descriptive assessment. Problem behavior for all three participants was maintained by one or two isolated reinforcers, with no additional evidence of interactive effects in the synthesized contingency phases. For one participant, a second isolated reinforcer was identified following the synthesized analysis, indicating possible iatrogenic effects. FCT treatments were equally effective at reducing problem behavior and maintaining FCRs for all three participants. Participant preference for treatment procedures was evaluated. Two participants preferred the synthesized FCT treatment, which included arbitrary consequences. One participant preferred an isolated FCT treatment, possibly as a result of a recent learning history with the reinforcer. |
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Evaluation and Mitigation of the Effects of Treatment Integrity Failures |
AIMEE COURTEMANCHE (New England Center for Children), Jessica L. Thomason-Sassi (New England Center for Children) |
Abstract: Differential reinforcement of alternative behavior (DRA) is widely used and has been shown to be a robust and effective intervention. However, previous studies suggest that reduced treatment integrity can result in the re-emergence of challenging behavior. The current study evaluated the effects of treatment integrity failure on DRA interventions and the use of booster sessions to increase the persistence of a functional communication alternative in the context of integrity failure. Experiment 1 determined the integrity level at which detrimental effects are observed when treatment integrity errors are applied to a continuous DRA intervention. Mands decreased at integrity levels of 50% reinforcement or less for 2 of 3 participants. Experiment 2 evaluated the effect of varying ratios of interspersed full-integrity sessions among reduced-integrity sessions. A history of frequent and infrequent full-integrity sessions increased mand persistence for 2 participants. Experiment 3 evaluated the efficacy of the booster intervention on a DRA treatment faded with a multiple schedule and exposed to reduced treatment integrity. Treatment integrity data were collected in 75% of sessions and averaged 100%. Interobserver agreement data were collected in 36% of sessions and averaged 99.2%. |
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Procedural Variations for the establishment of stimulus control and the formation of equivalence classes |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 1/2 |
Area: EAB/AUT; Domain: Translational |
Chair: Danielle LaFrance (H.O.P.E. Consulting, LLC and Endicott College) |
CE Instructor: Danielle LaFrance, M.S. |
Abstract: This symposium includes three talks describing procedural variations for the establishment of stimulus control and equivalence classes. The first talk describes an applied go/no-go procedure to establish simple discriminative control over selection responses in two children with autism. The second study describes an alternative method for the establishment of conditional relations between auditory-visual stimuli involving a go/no-go procedure with successive matching. Finally, the third study explored a specific parameter of matching-to-sample training in which the incorrect trial was repeated, suggesting that such procedure enhances maintenance of skills. Overall, these data have directly implications for both basic research and clinical practice |
Instruction Level: Intermediate |
Keyword(s): Stimulus Control, Stimulus Equivalence |
Target Audience: Researchers and clinicians |
Learning Objectives: 1. Participants will learn how to implement and go/no go procedure to establish simple discriminations 2. Participants will learn about the effects of repeating the incorrect trial during establishment and maintenance of equivalence classes 3. Participants will learn how conditional relations may be established via successive MTS |
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Using a Go/No-Go Procedure to Teach Simple Discrimination to Learners With Autism |
(Service Delivery) |
JOYCE TU (Easterseals of Southern California), Vanessa Yip (Easterseals of Southern California) |
Abstract: The current study investigated the conditions necessary for stimulus to acquire control of skill acquisition. Two learners diagnosed with autism, ages 7 and 9, both with long history of little to zero rate of skill acquisition in their ABA programs. Skinner’s (1938) successive method, “Go and no-go” stimulus control training was used to teach pre-mand training with the Picture Exchange Communication System (PECS). The successive method was then followed by “Go-right/go-left successive procedure” developed by Harrison (1984), and then Go-right/go-left with simultaneous stimulus presentation (Harlow, 1950). The results show that participants acquired initial discrimination of PECS icons in approximately 88 sessions and maintained the skills 3 months after the introduction of first discrimination method. |
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An Evaluation of Successive Matching-to-Sample in the Establishment of Emergent Stimulus Relations |
(Basic Research) |
ROBBIE HANSON (Endicott College), Karina Zhelezoglo (California State University, Sacramento), Jillian Christine Sordello (California State University, Sacramento), Vanessa Lee (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: Conditional discrimination and the ability to respond conditionally to both auditory and visual stimuli are important prerequisites for a variety of skills. Matching-to-sample (MTS) procedures have been commonly used to teach conditional relations among stimuli and test for the emergence of equivalence classes. However, some individuals may lack necessary prerequisite skills to be successful with these procedures. An effective alternative is the successive matching-to-sample (S-MTS) that includes the presentation of a sample stimulus, followed by one comparison stimulus in the sample’s place. Participants are required to either touch or refrain from touching related and unrelated comparisons. Previous research has shown success with S-MTS procedures utilizing a “go” and “no-go” response requirement for visual-visual conditional relations only. In our study, eight college students learned conditional relations between auditory-visual stimuli and passed equivalence classes via S-MTS using a multiple-baseline across participants design. Participants are currently being assessed on auditory relations only. These results validate the utility of the procedure for both research and practice. |
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Effects of Repeating or Not Repeating a Trial When Errors Occur During Training of Equivalence Classes in Adults of Typical Development |
(Basic Research) |
DANIELLE MARCECA (Caldwell University), Kenneth F. Reeve (Caldwell University), Christopher R Colasurdo (Caldwell University), Sharon A. Reeve (Caldwell University), Meghan Deshais (Caldwell University) |
Abstract: To train baseline relations during equivalence class formation, match-to-sample (MTS) is commonly used. When an error occurs during training, feedback is provided but an opportunity to immediately respond a second time to the same trial following an error is typically not provided in studies with advanced learners. Although some equivalence studies within the literature incorporated the procedure of immediately repeating an incorrect trial during baseline, none has compared this to not repeating a trial when an error occurs. The present study made such a comparison. Two different sets of two 4-member equivalence classes of abstract stimuli were established with adults of typical development. Results showed that classes were established with similar accuracy, duration, and number of trials regardless of whether incorrect trials were repeated immediately following an error or not repeated. However, maintenance tests showed that the classes from the repeating a trial condition maintained at higher levels than those from the not repeating a trial condition. A social validity survey indicated that participants strongly preferred the repeating a trial condition. The implications of these results may provide clinicians with an alternative way to use stimulus equivalence-based instruction to facilitate maintenance of classes. |
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Evaluations of Behavior Analytic Self-Control Training in Natural Settings |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC; Domain: Applied Research |
Chair: Jaclyn Pickering (Florida Tech) |
Discussant: Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology ) |
CE Instructor: Michael Passage, M.Ed. |
Abstract: In this symposium, the authors will present research on self-control training (SCT) in natural settings. The first presenter will review the literature on self-control training procedures that aim to instruct individuals to make more optimal choices that produce delayed results. To evaluate the effectiveness of SCT, we conducted a quantitative analysis of articles published between 1998 and 2019 across peer-reviewed journals. Findings from the literature review revealed that the four most utilized intervention components are (a) delay fading, (b) intervening activities, (c) rules, and (d) signals. Overall, these four treatment components have been shown to be most effective. The second presenter will discuss her study that evaluated both the presentation of rules and providing a task demand to complete, concurrent with the delay to the larger reinforcer. This study evaluates both of these interventions singly as well as in a combined package intervention. Results indicated that while both concurrent activities and rules had an effect on the majority of children, the package intervention was the most consistent and effective intervention. |
Instruction Level: Intermediate |
Target Audience: The current symposium serves participants interested in learning treatment for impulsive responding. |
Learning Objectives: 1. Attendees will gain knowledge about clinically relevant self-control training procedures. 2. Define delay discounting and explain its clinical relevance when providing ABA services to children 3. Describe the basic procedural steps for using a concurrent activity to promote self-controlled choice making |
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An Evaluation of Self-Control Training Procedures in Applied Behavior Analysis |
MICHAEL PASSAGE (Florida Institute of Technology), Katie Nicholson (Florida Institute of Technology) |
Abstract: Self-control training (SCT) procedures have been studied in applied behavior analysis to address problems with impulsivity since the initial study by Schweitzer & Sulzer-Azaroff (1988). Impulsivity in behavior analysis is often conceptualized in terms of delay discounting or responding that produces an immediate and less valued consequence, rather than a delayed and more valued outcome (Ainslie, 1974). Studies evaluating SCT aim to instruct individuals to make more optimal choices that produce delayed results. To evaluate the effectiveness of SCT, we conducted a quantitative analysis of articles published between 1998 and 2019 across peer-reviewed journals. Findings from the current study reveal that the four most utilized intervention components are (a) delay fading, (b) intervening activities, (c) rules, and (d) signals. Overall, these four treatment components have been shown to be mostly effective. Delay fading and intervening activities appear most effective, especially when combined. In addition, researchers employ a wide-range of assessments, some that are more effective than others at evaluating baseline performance of the dependent variable, thus presenting limitations of their results. The presented results could inform future research, thus leading to more clinical applications. |
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A Treatment Component Analysis for Impulsivity in Typically Developing Schoolchildren |
KAITLYNN GOKEY (Florida Institute of Technology), Adam Thornton Brewer (Western Connecticut State University), Ada C. Harvey (Florida Institute of Technology), Jaclyn Pickering (Florida Tech), Joshua K. Pritchard (Southern Illinois University) |
Abstract: Impulsivity is defined behaviorally as the excessive preference for a smaller, immediate reinforcer at the expense of a larger, delayed reinforcer. This preference for ‘immediate gratification’ correlates with numerous barriers, including obesity, problem behavior, and lower academic performance. Two common interventions include the presentation of a rule before or after a choice is made and providing a task demand to complete concurrent with the delay to the larger reinforcer. The present study evaluates both of these interventions singly as well as in a combined package intervention via a multiple baseline across participants design. The study also features a novel population: typically developing children between 5 and 10 years old. Results indicated that while both concurrent activities and rules had an effect with the majority of children, the package intervention was the most consistent and effective intervention. In addition, interventions that included the concurrent activity were consistently rated as most helpful and desired by the participants. |
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Understanding Process Behavior Using Lean Six Sigma Techniques |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM; Domain: Service Delivery |
Chair: Byron J. Wine (The Faison Center) |
CE Instructor: Byron J. Wine, Ph.D. |
Presenting Author: JENNIFER HOOKS (Medical University of South Carolina) |
Abstract: Behavior can be defined as anything a person does. Understanding everyday processes and why we do things the way we do is often not analyzed but is taken for granted as this is just how we do it. Lean Six Sigma can be intimidating to those who are just learning about the concept due to the overwhelming amount of information on this topic. But it doesn’t have to be! Lean Six Sigma is a process improvement methodology designed to eliminate problems, remove waste and inefficiency, and improve working conditions to provide a better response to customers' needs. Currently healthcare, finance, manufacturing, IT and other field are using Lean Six Sigma. Even complete strangers to Lean Six Sigma can gain a working knowledge of how the methodology works. They need only develop a basic Lean Six Sigma literacy by becoming acquainted with the fundamentals. This session will help start your journey towards becoming successful using Lean Six Sigma with easy-to-understand methods and tools that can be applied to behavior analytic principles for overall business process improvement, quality management and healthy behavior change. |
Instruction Level: Basic |
Target Audience: Anyone interested in learning about Lean Six Sigma and how to apply it to their practice. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define Lean principles; (2) identify the eight wastes in work processes; (3) discuss the five-step DMAIC model as a framework to organize process improvement activities. |
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JENNIFER HOOKS (Medical University of South Carolina) |
 Jennifer is the Director of the Performance Improvement Department at the Medical University of South Carolina and a retired Air Force E9 Chief Master Sergeant with 32 years of clinical, administrative, and performance improvement experience in hospital, ambulatory care, and dental facilities in a variety of settings worldwide.
Jennifer is an accomplished trainer and her practical experience has taken her into many types of industries including healthcare, supply chain, service organizations, aerospace, and manufacturing. She is an invited speaker to numerous conferences, webinars, and symposiums.
She supports MUSC’s executive leadership in the deployment of Lean Six Sigma throughout the organization. Jennifer manages Six Sigma Black and Green Belts, develops and teaches curriculum for Lean Six Sigma education, drives system-wide projects, and customizes Lean Six Sigma methodology to best suit MUSC’s needs.
She is an adjunct faculty member in MUSC College of Health Professions and College of Nursing.
She has an MBA in Human Resources and BS in Occupational Education Health Administration. Jennifer is a certified Six Sigma Master Black Belt and also holds a LEAN Sensei Certification from Villanova University. Jennifer is a member of the American Society for Quality (ASQ), the Institute of Industrial and System Engineers (IISE), Society of Health Systems (SHS), Institute for Healthcare Improvement (IHI) and Project Management Institute (PMI). She also serves on the American Quality Institute Green Belt International Standard Technical Committee. |
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Behavioral Systems Approaches to Staff Training: Effective Orientation, Onboarding, and Training Systems |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Translational |
Chair: Ivy M Chong (May Institute) |
CE Instructor: Ivy M Chong, Ph.D. |
Abstract: Behavior analysts work in diverse settings including clinics, centers, schools, hospitals, and other large, community-based "systems". Behavior analysts also work with a diverse population of clients (e.g., those with developmental disabilities, mental health disorders, comorbid diagnoses) and employees (e.g., direct care staff, nurses, doctors, teachers, behavior technicians, behavior analysts, administrators). Providing high-quality orientation, onboarding, and training experiences to employees with diverse experience and education requires significant development, implementation, and evaluation of these "staff training" systems to ensure the best outcomes for clients and their staff. Using a behavioral systems approach, each of the authors in this symposium will describe the orientation, onboarding, and/or training systems within their large systems while discussing the evaluation required to further inform system development. |
Instruction Level: Intermediate |
Keyword(s): onboarding, orientation, staff training |
Target Audience: Behavior Analysts, Supervisors, Administrators |
Learning Objectives: See Abstract and LOs on day of presentation |
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Evaluation of An Agency-Wide Training System to Enhance Functional Behavior
Assessment Skills by Clinicians |
(Applied Research) |
SARAH M. DUNKEL-JACKSON (Centria Autism Services), Jessica Hynes (Centria Autism Services) |
Abstract: Functional Behavior Assessment is an evidence-based practice used within high-quality ABA therapy programs to assess and help treat challenging behaviors exhibited by individuals. The specific pinpoints associated with performing these skills require training and supervision of clinicians, especially in large agencies providing geographically diverse applied behavior analysis services. Several effective staff training formats exist including behavioral skills training, video modeling, and performance feedback. The efficiency with which large agencies (and even educational institutions with geographically diverse learners) provide effective staff training opportunities is of great importance to our field and the clients we serve. Using a group experimental design, the current study will explore the effectiveness of various staff training formats on the functional behavior assessment skills of clinicians who provide ABA therapy to individuals with ASD. Results will include changes in observed performance of FBA skills across indirect assessments, descriptive assessments, functional analyses, data summarization and analysis, and reporting. Clinician feedback on preference for training formats and client data will also be discussed. |
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A Systems Evaluation of Staff On-Boarding: Efficiency, Outcomes, and Design |
(Applied Research) |
AMY KENZER (Southwest Autism Research & Resource Center), Alexis N. Boglio (Southwest Autism Research and Resource Center), Sienna VanGelder (Southwest Autism Research & Resource Center) |
Abstract: Organizational growth can reveal under-developed and inadequate systems that functioned effectively when very few individuals were involved but pose challenges with larger teams. Within the applied realm, the combined need for continued growth and high turnover results in increasing demand for an
effective and efficient staff on-boarding and training process. Specifically, the implementation of clear systems, staff structure, and implementation support can have a meaningful impact on the success of new employee training plans. Furthermore, when staff are introduced into an organization in a structured way and adequately trained long-term retention is increased. This presentation will provide an overview of the design and implementation of a service delivery model for conducting new staff on-boarding from the initial interview to completion of their first 90-days of employment as a Registered Behavior Technician. Following a Behavioral Systems Analysis approach, the staff on-boarding and training process was evaluated for coordination across Clinical and Human Resources departments, including feedback loops to maintain process compliance and inform further system development, and evaluation of staff performance and organizational fit to drive retention. |
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Melding Approaches: A Staff Training Model for Orienting Psychiatric Nursing and Support Staff to the Role of Applied Behavior Analysis on an Acute Inpatient Child and Adolescent Psychiatric Unit |
JAMES W. JACKSON (University of Michigan Michigan Medicine) |
Abstract: While much of the early research in Applied Behavior Analysis (ABA) focused on individuals with mental health disorders and individuals with developmental disabilities, more recent history in ABA with individuals with developmental disabilities has flourished while its active role with those with mental health diagnoses has diminished. Additionally, there is a proliferation of comorbid diagnosis of mental health conditions for individuals with developmental disabilities such as ASD. There is also a focus on utilizing psychotropic medication as either a primary or supplementary treatment component for behavioral excesses. The current paper describes an in-service staff training model aimed at orienting psychiatric nursing and support staff to the field of Applied Behavior Analysis, and how ABA can be an integral part of a multidisciplinary approach to assessment and treatment in an acute in-patient psychiatric unit for children and adolescents. Melding a psychiatric nursing model aimed at both acute behavioral stabilization and medication assessment and management with a functional behavioral approach and the resulting barriers to integration will be discussed. |
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Emotions: Is It really Possible to Teach Those With Autism Spectrum Disorder or Other Learners to Tact Inners? |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/CBM; Domain: Translational |
Chair: T. V. Joe Layng (Generategy, LLC) |
Discussant: Richard T. Codd (Cognitive-Behavioral Therapy Center of WNC, PA) |
CE Instructor: Richard T. Codd, Ph.D. |
Abstract: Being sensitive and understanding one’s emotions and the emotions of others is considered critical to social behavior. Some may fail to adequately develop such sensitivity and understanding without direct intervention. One such intervention is to help a learner to tact private stimuli arising from their body as a particular emotion. Such training relies upon inferring what stimuli might be accompanying certain “emotional behavior.” This approach assumes that there are readily identifiable unique private stimuli associated with such behavior. The task is to help a learner identify and name (tact) these stimuli. Another approach is to help children to identify emotions that others are experiencing based upon facial expression. It is assumed that there are readily identifiable facial expressions linked to consistent private emotions. Analysis of data from hundreds of neuroscience studies and thousands of subjects suggest both of these approaches may be flawed. This symposium will first present neuroscience data which challenge the assumption that there are unique private stimuli or brain circuitry associated with emotion, and that suggests there is no evidence that facial expressions reflect emotion. It will then suggest a formulation and interventions consistent with both these data and a consequential contingency analysis. |
Instruction Level: Intermediate |
Keyword(s): Emotions, Neuroscience |
Target Audience: Professional involved in the teaching or behavioral intervention with those who may be developmentally challenged, and those involved with clinical behavioral intervention. |
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How Neuroscience Informs a Behavioral Approach to Understanding Emotions |
(Theory) |
AWAB ABDEL-JALIL (University of North Texas) |
Abstract: There are several assumptions about emotions: emotions have a neuronal fingerprint, emotions are expressed similarly across different people, emotions can be read on people’s faces, emotion circuits exist in the brain, neurons are triggered leading to an emotion felt, and people can be taught to tact their private emotions. A recent book by Lisa Feldman Barrett, “How Emotions are Made” (2017) addressed these assumptions and more. She cites numerous studies and large meta-analyses that found no specific or consistent neural or physiological “fingerprints” for emotions in the body. In other words, there is no consistent bodily response for individual emotions, and the same bodily response can occur across emotions. She points out that brain areas that have been demonstrated to be important for emotions are not sufficient or necessary for emotions. Emotions do not reside in the brain and they are not simply internal responses. Facial electromyography studies reveal that there is little support for facial expressions reflecting emotions. Accordingly, It may be futile to teach tacting private events, or to recognize emotions in faces. |
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Teaching the Identification of Emotions: A Consequential Contingency Analysis Approach |
(Service Delivery) |
NOLAN WILLIAMS (Leonville Elementary School, Leonville, LA), T. V. Joe Layng (Generategy, LLC) |
Abstract: Given the neuroscience data that suggest there are no unique private stimuli associated with human emotions, and no unique brain circuitry or neural “finger prints,” how can we account for the emotions we feel and our ability to infer what others may be feeling? Recently, Layng 2006; 2016; 2017) has elaborated on an approach to understanding emotions first articulated by Israel Goldiamond (1979) that is consistent with modern neuroscience data. In this approach emotions arise not as respondent behavior or as internal stimuli or states, but as descriptors of consequential contingencies, that is, they describe the contingency context in which one participates. The physiological changes take their “meaning” from this context. The same private stimuli and neural pattern may be part of separate “felt” emotions as contingencies change. Excitement under one condition may be physiologically nearly the same as anxiety or glee under another. What is “felt” is a function of the consequential contingencies. We can learn to be sensitive to our and others’ emotions by becoming sensitive to the contingencies they describe. This formulation suggests emotions can be understood, and changed, as contingencies are changed. |
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Applied Ethics: A Discussion of Rural Practice, International Dissemination, and Employee Reported Ethical Situations |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/CSS; Domain: Translational |
Chair: Jeffrey Michael Chan (Northern Illinois University) |
CE Instructor: Jeffrey Michael Chan, Ph.D. |
Abstract: Credentialed behavior analysts are expected to follow the Professional and Ethical Compliance Code (BACB, 2014). The Code itself provides general and specific guidance on acceptable behavior. As the practice of behavior analysis continues to expand (i.e., number of credentialed behavior analysts, breadth of applications of the science, and depth of application within a practice area), discussion of how the Code applies to various situations and variables is important. An area of need is understanding how credentialed behavior analysts and support personnel (e.g., finance, human resource) perceive the application of the Code in practice. Understanding these perceptions can guide the profession, organizations, and individual practitioners in developing preventive and responsive ethical practices. Additionally, current practice situations (i.e., rural practice and international dissemination) warrant specific discussion and relevance to specific Codes. The purpose of this symposium is to share survey data of employees from a mid-sized human service agency regarding ethical perceptions, discuss practice of behavior analysis in rural areas, and the ethical international dissemination of behavior analysis. |
Instruction Level: Intermediate |
Keyword(s): Ethics, International Dissemination, Rural Practice |
Target Audience: Practice organization administration, practitioners, university personnel responsible for training behavior analysts, supervisors of students completing fieldwork requirements, and students. |
Learning Objectives: 1. Attendees will describe employees' main concerns of adhering to the Code when practicing. 2. Attendees will discuss considerations of disseminating behavior analysis internationally. 3. Attendees will discuss considerations of practicing in rural areas. |
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Evaluations of Ethical Perceptions in Applied Behavior Analysis |
(Service Delivery) |
David Cox (John Hopkins University School of Medicine), SHAWN P. QUIGLEY (Melmark), Matthew T. Brodhead (Michigan State University) |
Abstract: Teaching and monitoring ethical behavior is an important aspect of training professionals and supporting practicing professionals (e.g., Brodhead, Cox, & Quigley, 2018). One method for improving the training and supports is to understand areas of concern experienced by trainees and professionals. This knowledge allows for refined training and support in areas of most need. The purpose of this study was to evaluate the perceptions of people, who work in the field of Applied Behavior Analysis, have about Applied Behavior Analysis. In general, investigators sought to understand the needs of people working in the field of Applied Behavior Analysis in order to develop new training practices, or to improve upon current training practices. |
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Ethics in Rural Settings: Special Considerations and Implications |
(Service Delivery) |
R. NICOLLE NICOLLE CARR (University of Oklahoma) |
Abstract: The practice of Applied Behavior Analysis in rural communities provides ample fodder for unique situations and ethical code violations. Surveys were sent to Board Certified Behavior Analysts (BCBAs) in the state of Oklahoma, a state with only 103 certified individuals, regarding ethical codes most observed to be violated. In addition to few practitioners in the state, almost 80% of Oklahoma’s certificants live within a 20 mile radius from two main hubs of service delivery. This leaves a small number to provide services for the rest of the state's mostly rural areas. Results of the survey indicate multiple relationships, poor supervision and boundary of competence as the greatest areas of concern. Aside from the short supply of supervisors putting a strain on the supervisee: supervisor ratio, other possible variables that contribute to these violations include a lack of resources within the schools, physical distance to other BCBAs for referrals, working in tight knit communities, and within a culture that defaults to the use of punishment procedures. Knowing the most violated codes within a particular community allows preventative strategies to be implemented. In this case, having a network of mentors, holiday gift reminders, and strict practices for social media are a few of those suggested for our rural practioners. |
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Ethics Internationally: The Need for Responsible and Sustainable Dissemination |
(Service Delivery) |
JACOB SADAVOY (PENDING) |
Abstract: As of December 2018, 94.8% of Board Certified Behavior Analysts (BCBAs) and Board Certified Assistant Behavior Analysts (BCaBAs) lived in North America according to the Behavior Analysis Certification Board (BACB) Registry. 95.3% of the world population is outside North America and the prevalence of Autism internationally is 1 in 160 (WHO, 2018). Here lies the challenge of disseminating the science internationally when the vast majority of credentialed clinicians, research, and course sequences are available to those living in North America. The challenge is further compounded in countries in which English is not widely spoken. Effective dissemination in foreign countries provides a unique challenge with respects to adhering to our ethical code with careful consideration to many implications such as: scope of competence, cultural humility, an effective and sustainable supervisory service model, resource limitations, stakeholder engagement and solicitation of clients, and conforming to a different set of laws and regulations. With access to pseudoscientific “treatments” online coupled with anecdotal information condemning Applied Behavior Analysis (ABA) on the rise, sustainable dissemination of ABA internationally is of crucial importance for prospective clients seeking evidence-based treatment. |
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Starting an Applied Behavior Analysis Practice |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/OBM; Domain: Service Delivery |
CE Instructor: Theodore A. Hoch, Ed.D. |
Chair: Theodore A. Hoch (George Mason University) |
REBECCA GONZALES (ABC Behavior; Hi-5 ABA, Inc.) |
DAVID MADDOX (ABC Behavior; Hi-5 ABA, Inc.) |
STEPHANIE MADDOX (ABC Behavior; Hi-5 ABA) |
Abstract: Preface. A Board Certified Behavior Analyst (BCBA) holds the minimum credential necessary to offer Applied Behavior Analysis (ABA) services within the certificant’s scope of experience/expertise. A BCBA wishing to offer services in their own name, by starting a private practice, faces substantial considerations beyond basic clinical competence. Ethical Considerations. Section 1.02 of the Behavior Analyst Certification Board (BACB) Ethics Code provides that BCBAs only offer services within the boundaries of available competence. In addition to basic clinical competence, operating a private ABA practice requires expertise in various administrative areas including: insurance contracts and procedure, personnel management, billing and collections, business law, accounting and payroll, cashflow management, and general business administration. Personal/Market Surveys. To evaluate the practicality of establishing a practice, the prospective entrepreneur should survey: (1) personal resources and existing responsibilities, and (2) the ABA business conditions existing in the prospective geographic market (demand for services, competition, funding sources, population density, traffic, technician availability, pay rates, etc.). Business Plan. A business plan typically reflects: specific goals/expectations, timelines, key personnel, defined target market(s), pro-forma budgets, cost-analyses, detailed consideration of in-house vs. outsourcing of administrative functions, personnel recruitment and training plans, definition and assignment of specific management team functions, policy/procedural documentation, and clinical/administrative quality control. |
Instruction Level: Intermediate |
Target Audience: BCBAs interested in starting or participating in the opening and/or operations of an ABA practice constitute the target audience. |
Learning Objectives: 1. How BACB Ethics Rules impact clinical considerations in the operation and oversight of an ABA practice. 2. How BACB Ethics Rules impact administrative considerations in the operation and oversight of an ABA practice. 3. Supervisory considerations relating to both clinical and administrative concerns in the planning and structure of an ABA practice. |
Keyword(s): Entrepreneurship, Franchise, Ownership, Start-up |
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Effective, Streamlined, and Low Supervisor Response Cost Mentor Programs for Companies With BACB Students |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/CSS; Domain: Service Delivery |
CE Instructor: Hana Jurgens, M.A. |
Chair: Hana Jurgens (Positive Behavior Supports) |
PATRICK O'LEARY (Positive Behavior Supports Corp.) |
SHANNON O'LEARY (Positive Behavior Supports, Corp.) |
BEVERLY WATSON POLINTAN (Positive Behavior Supports, Corp.) |
Abstract: First impressions and experiences are everything to BCBAs, and their experience starts when they sign that first contract at a fieldwork or practicum site. When BACB students look for places of both current and future employment, it begins with their practicums and independent fieldwork experience outcomes, which ultimately shape them as an analyst. The response cost (both physical and financial) on a company of taking a student in and training them is high. When those students leave for employment elsewhere once they reach that pivotal point of credentialing, the reinforcement of taking in students is diminished across the company and the supervising BCBA. So, how do we get them to stay? If students feel supported, engaged, challenged academically and practically, and that they have the opportunity to flourish during their student experiences, they are more likely to stay and begin their analytic career at the sites that they do their fieldwork hours. We seek to discuss our current mentor program, both content and structure, and to assess its ability to produce competent, critical thinking, driven, and ethical future BCBAs, and the rate at which those BCBAs ultimately remain to begin employment with our company. |
Instruction Level: Intermediate |
Target Audience: This event targets BCBAs who supervise or are interested in becoming supervisors. |
Learning Objectives: 1. Participants will learn easy and effective systems for quantifying and tracking for quality supervision. 2. Participants will learn how to reduce response cost and increase quality of their BCBA's who provide supervision to students. 3. Participants will learn how to identify immediate structural components to enhance supervisory experiences at their worksites. |
Keyword(s): OBM, Students, Supervision, Sustainability |
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System-Wide Data Analysis as a Measure of Efficiency of Developmental Treatments |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DEV; Domain: Service Delivery |
CE Instructor: Lin Du, Ph.D. |
Abstract: Much attention in our field has been focused on examining the effectiveness of possible interventions in facilitating students' learning or improving their performance. In this symposium, we'd like to discuss the importance of evaluating the efficiency of behavioral interventions. We will present weekly system-wide data from three different centers in three different countries (Italy, Korea and US). Our goals is to identify the key elements in efficient learning and teaching for young children with developmental delays. We hope our studies could shed some light on cost-effective interventions for program supervisors and school directors. |
Instruction Level: Basic |
Keyword(s): behavioral interventions, cost-effective, efficient |
Target Audience: Audience with basic understanding of ABA intervention, trials, and short term objectives. |
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CABAS Based Model of Interventions in Italy and How We Measure Effectiveness Versus Efficiency |
ELISA GALANTI (University of Parma), Fabiola Casarini (Scuola delle Stelle), Sandra Sesenna (Cortile Cooperative; Kirikù Project), Gianluca Amato (VitaLab Educational Centre) |
Abstract: In many European Countries, including Italy, governments are struggling to provide children with ASD with early and intensive behavioral interventions within the free Public Health and Education System. While access to early diagnosis is improving, the lack of criteria in ABA effectiveness is hindering the direct application of the science. With the aim to measure treatment effectiveness and efficiency and share the results with national parents’ Associations and the Health Department, we tested the effects of implementing a CABAS® based educational model for 18 young kids, all enrolled in a learning and research centre in Italy. We collected monthly data on total number of Learn Units and learning objectives achieved by each Participant. Centre-wide data on rate of response opportunities to criterion were also analyzed and compared with those registered for a control group of 24 children with ASD of the same age, who were receiving free behavioral interventions for four hours a week only. Data suggest that the CABAS® model can be successfully adapted for different welfare systems and can provide Public Services’ leaders with easy-to-read data on how intensivity of early intervention could be individualized. Further research should compare different treatment’s intensivity packages and add norm-based data. |
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Education for Children With Autism Spectrum Disorder in South Korea: A Case Study |
HYE-SUK LEE PARK (KAVBA ABA Research Center), Lin Du (Teachers College, Columbia University), Jinhyeok Choi (Pusan National University) |
Abstract: In South Korea, the number of the prevalence of children with ASD is comparable to that of the USA, now climbed up to 1 in 38. Our presentation will report data collected from KAVBA center in Seoul, South Korea, as a direct replication of the CABAS model. Pre and post data of 11 students aged 3 to 5 years olds who enrolled in the year of 03/2017-02/2018 were reported. PEP-R were used for pre and post assessments. With the intervention, the mean developmental gain across 11 children was 27.6 months with an average from 16 months to 50 months. More than half of them showed more than a whole year’s developmental gain. A comprehensive curriculum, and staff training and daily based supervision utilizing TPRA and Decision Analysis Protocol were critical elements for bringing above mentioned outcomes. Data from the one- year intensive behavior intervention in this one year time provided for discussion on effective and cost-efficient service for children with ASD in South Korea. |
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Do You Get What You Pay For? An Evaluation of Efficiency of Behavioral Intervention in a Center-Based Model |
LIN DU (Teachers College, Columbia University), JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University) |
Abstract: Fred S. Keller School is a behavior analytic early intervention and preschool program for children with and without developmental disabilities from 18 mon to 5 years old. Keller school is the oldest Comprehensive Application of Behavior Analysis to Schooling (CABAS) accredited programs. At Keller school, we strive to increase daily instruction students receive (measured by number of learn units) and decrease the number of instructional trials required to meet an objective (measured by the learn units to criterion). At a micro level, the learn units to criterion show how fast a student learns and how efficient a teacher teaches. At the macro level, it shows how efficient and cost-effective an educational model is. We are going to present the center-wide data on the number of learn units to criterion, cost per learn unit and cost per short term objective over the past 3 years. We propose the relatively low and stable level of all three measures was a function of an evidence-based decision algorithm, system-wide teacher training, verbal behavior development protocol interventions, among others. |
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Expanding Our Competence and Collaborations: Behavior Analysis in Mental and Medical Health |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Translational |
CE Instructor: Teresa Camille Kolu, Ph.D. |
Chair: Evelyn Gould (McLean Hospital, Harvard Medical School; FirstSteps for Kids, Inc.) |
TERESA CAMILLE KOLU (Cusp Emergence) |
JEFF KUPFER (University of Colorado Denver) |
KEN WINN (Firefly Autism) |
Abstract: Behavior analysis can bring together multidisciplinary teams responsible for effective programming for diverse clients with concurrent mental health and medical diagnoses. Even so, the early experiences of many ABA program participants and supervisees are characterized by exposure to only a small slice of the many client populations who could benefit from ABA. This panel assembles professionals, professors, and practitioners spanning community practice, medical and university environments to address audience questions on the intersection between behavior analysis and treatment of behavior related to mental health. Discussion points will include answers to recent questions posed by community members and students to university professors and those disseminating behavior analysis on social media, including: What ethical considerations are involved as I treat behavior in a person with concurrent mental health diagnoses? How do we form effective collaborations in mental health and medical hospital settings? How does behavior analysis look in an interdisciplinary environment, and how can I expand my boundaries of competence related to more diverse settings? |
Instruction Level: Intermediate |
Target Audience: Intermediate skill behavior analysis level |
Learning Objectives: 1. Participants will state actions that behavior analysts can take to collaborate more effectively in multidisciplinary contexts 2. Audience members will give examples of ways behavior analysis applies to supervision settings where mental health diagnoses interact with behavioral health 3. Participants will state ways to expand boundaries of competence in practicing in mental and medical health settings |
Keyword(s): competence boundaries, medical health, mental health |
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There’s a Time and a Place for Everything |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: EAB; Domain: Basic Research |
Chair: Karen M. Lionello-DeNolf (Assumption College) |
CE Instructor: Sarah Cowie, Ph.D. |
Presenting Author: SARAH COWIE (University of Auckland, New Zealand) |
Abstract: When the environment around us changes with regularity, certain events come to predict others; the sign at the café tells me coffee will be forthcoming, whereas the line of people outside the café suggests coffee will not occur in the immediate future. These signpost events come to exert control over behavior, at least when they point to currently important events: In the morning, we follow signposts to coffee, but at dinnertime, we follow signposts to food. In a complex world, signposts are crucial for adaptation to our environment, and for choice of a future that might contain maximal pleasure and minimal pain—that is, signposts help us to behave appropriately. Yet some signposts fail to control our behavior, even when they predict favorable future conditions more reliably than do other signposts. Why do some events come to exert stimulus control over behavior, while others do not? This talk explores basic research that highlights the importance of experience, affordances—the ability to discriminate order, time, and location—and dispositions—the wants and needs of the organism that may be satisfied by the environment—in the development of effective signposts. We discuss how imperfect discrimination causes signposts lose predictive power, and exert weaker control over behavior. Finally, we turn to misbehavior and bad habits, and consider how these basic research findings might help us to understand—and perhaps even change—apparently surprising, sometimes maladaptive control by signposts in the natural world. |
Instruction Level: Basic |
Target Audience: Basic and applied behavior analysts with an interest in stimulus control. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the impact of discrimination and generalization processes and the degree to which current environmental events exert stimulus control over behavior; (2) discuss hypotheses about how phylogenetic and personal history determine the degree to which stimuli exert control over behavior; (3) understand how the likely future, as extrapolated from the past, determines the division of control among signposts. |
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SARAH COWIE (University of Auckland, New Zealand) |
Sarah Cowie obtained her Ph.D. in 2014 at the University of Auckland, under the supervision of Professor Michael Davison and Professor Doug Elliffe. Sarah’s research explores how our behavior depends on past, present, and potential events. |
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Gilbert Goes to School: Applying a Systems Analysis to Education |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/OBM; Domain: Service Delivery |
Chair: Ronnie Detrich (Utah State University) |
Discussant: Cloyd Hyten (ADI) |
CE Instructor: Sarah E. Pinkelman, Ph.D. |
Abstract: For years there have been many efforts to reform the American educational system. These efforts have not been successful. The reform efforts have generally focused on specific educational innovations to the neglect of a systems analysis necessary to achieve the benefits of the innovation. Tom Gilbert’s seminal book, Human Competence: Engineering Worthy Performance (1978) provides a comprehensive systems analysis. In this session, we will present Gilbert’s Behavior Engineering Model and consider how it can be productively applied to the education system to improve student outcomes. Teachers are the focus in this session because they are primarily responsible for influencing student outcomes; however, for them to succeed, the educational system must create the necessary conditions for them to be effective. The Behavioral Engineering Model offers six conditions for competent performance. The first three describe environmental supports necessary. The second three conditions describe what is necessary to assure that the individual performer has the necessary repertoires to effectively educate students. In this session one of the presenters will describe the environmental conditions necessary and the other presenter will describe the personal repertoires and the responsibility of the system to assure they are present |
Instruction Level: Basic |
Keyword(s): Behavioral Engineering,, Education Reform, Gilbert, Human Competence |
Target Audience: The target audience for this symposium are BCBAs that work in public schools, individuals that are engaged in systems change, and anyone interested in educational reform. |
Learning Objectives: 1) Participants will be able to describe the six boxes of Gilbert's Behavioral Engineering Model. 2) Participants will be able to provide examples of system supports for each of the six boxes in the Behavioral Engineering Model 3) Participants will be able to describe the logic of the progression across the six boxes of the Behavioral Engineering Model in the process of systems change. |
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Gilbert’s Environmental Supports and Education: Creating Optimal Conditions for Student Achievement |
SARAH E. PINKELMAN (Utah State University) |
Abstract: In his book, Human Competence: Engineering Worthy Performance, Tom Gilbert (1978) outlines his Behavior Engineering Model, and this model provides a powerful framework for analyzing the educational system in the United States. Gilbert’s model includes aspects of behavior engineering related to a performer’s repertoire and the environment in which the individual is expected to perform. In this session, the environmental supports of Gilbert’s Behavior Engineering Model will be examined as they relate to the educational system in the United States. The environmental supports in Gilbert’s model include information (data), instrumentation (instruments), and motivation (incentives). Each of these supports will be described and mapped on to the U.S. educational system. From this analysis, it becomes clear that necessary environmental supports are absent or inadequate, and it is no surprise that the educational system continues to struggle in producing socially significant student outcomes. Following a discussion of this analysis, future directions for a comprehensive approach to educational reform that is informed by Gilbert’s Behavior Engineering Model will be explored. |
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Gilbert’s Behavioral Repertoire and Education: Maximizing the Repertoire |
RONNIE DETRICH (Utah State University) |
Abstract: This talk focuses on the second component, the individual’s repertoire, of the Behavioral Engineering Model. The individual repertoire is divided into three categories, knowledge, capacity, and motivation. Rather than focus on what the individual brings to the task, the focus is on developing the necessary repertoire so the individual can competently perform the tasks related to worthy accomplishments. In this conceptualization, there is an emphasis on scientifically based training to assure the individual knows what to do (knowledge). Developing job aides, adapting the work so the individual can perform the task, and a well-developed selection process to assure as close of a match as possible between the requirements of the task and the skills of the individual are subsumed under the category capacity. The motives of the individual are considered but only after all other components of the Behavior Engineering Model have been addressed. In this talk, examples of how these categories can be applied to the education system to improve outcomes for students. These recommended practices will be compared to the common current practices in education. By comparing current practices to practices recommended by Gilbert, it should provide a roadmap for increasing competent by those working in education. |
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Running Low on Time? Practical Strategies for Training School Staff |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/OBM; Domain: Translational |
Discussant: Morten Haugland (Haugland Learning Center) |
CE Instructor: Morten Haugland, Ph.D. |
Abstract: Novice teachers and unlicensed classroom staff (aides or paraprofessionals) may not have sufficient training in evidence based practices to instruct, assess, and engage diverse learners. High teacher and staff turn-over negatively effects students and is costly to schools across the country. There is a high cost associated with finding, hiring, and training a new staff (Milanowski & Odden, 2007). School districts need to identify evidence-based strategies and provide effective training to keep novice teachers in the classroom. Teacher preparation programs provide limited instruction on classroom management strategies and school districts are left with the challenge of providing thorough and on-going professional development. Additionally, there is often limited time or opportunity for paraprofessionals to receive training in evidence based teaching and behavior reduction strategies, which puts time at a premium for any training which paraprofessionals do receive (Giangrecco, Suter, & Doyle, 2010). Schools need efficient and effective means to train classroom staff in evidence based practices. This presentation provides 3 examples of effective and efficient procedures for training school staff novel skills. First, we will review data from a study that used Behavior Skills Training (BST) and alternating methods of objective and evaluative feedback to increase the rate of behavior specific praise with novice teachers. The next presenter will examine the effects of BST for paraprofessionals on prompting and contriving communication exchanges with students who use augmentative and alternative communication devices. Finally, we will share the results of a workshop that included lecture, a card game, and video modeling to teach paraprofessionals how to conduct three conditions of a functional analysis. |
Instruction Level: Intermediate |
Keyword(s): BST, novice teacher, paraprofessional, staff training |
Target Audience: Practitioners, graduate students, and teachers |
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Comparative Effects of Feedback Before and After Instruction to Increase Novice Teacher’s Specific Praise and Student Behavior |
(Applied Research) |
CAITLIN CRISS (Ohio State University), Sheila R. Alber-Morgan (The Ohio State University), Moira Konrad (The Ohio State University) |
Abstract: Classroom management is a significant challenge for teachers, especially novice teachers who report classroom management as their greatest need for professional development. This challenge may lead to high teacher turn-over which negatively impacts student achievement and school culture. Teacher preparation programs provide limited instruction on classroom management strategies and school districts are left with the challenge of providing thorough and on-going professional development. Behavior skills training (BST) is an empirically based method for training new skills that uses the principles of applied behavior analysis. Additionally, researchers have well documented that behavior specific praise is an effective classroom management strategy. The present study used BST to increase the rate of behavior specific praise with novice teachers. Once trained, teachers received objective and evaluative feedback on their rate of specific praise in the classroom setting. Additionally, students’ on-task behavior was measured to determine if a functional relationship exists between an increase in behavior specific praise by the teacher and student on-task behavior. An alternating treatments design measured the effectiveness of the feedback when it was provided prior to a teaching performance or immediately after a lesson. |
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Behavior Skills Training for Paraprofessionals Prompting Students with Complex Communication Needs to use Augmentative and Alternative Communication Devices |
(Applied Research) |
ERIC ANDERSON (Ohio State University) |
Abstract: Communication is a fundamental right and is crucial to full participation in daily life. For students with developmental and intellectual disabilities with complex communication needs (CCN), communication opportunities can be hindered by skill deficits and competing challenging behaviors. These same students are often further isolated from communication opportunities with placement in restrictive 1:1 settings. These 1:1 settings do; however, provide an opportunity to practice communication skills, which can serve to decrease deficits, and simultaneously decrease challenging behavior. In this study, we used a multiple probe design to test the effects of Behavior Skills Training (BST) for paraprofessionals increasing the opportunities to initiate and respond to communication for their students with CCN who used augmentative and alternative communication (AAC) devices. Further, we trained paraprofessionals to use least-to-most prompting strategies to increase students’ fluency with AAC devices and measured the effects of increased student communication on challenging behavior. Results and recommendations for staff training, are discussed. |
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Teaching Paraprofessionals to Conduct Functional Analysis Conditions |
(Service Delivery) |
RON DEMUESY (Dublin City Schools), Kimberly Jones (Dublin City Schools) |
Abstract: The present project examined methods for training five paraprofessionals to conduct functional analysis conditions. First, the participants were given written instructions on how to complete the conditions. Second, they participated in a ninety-minute workshop that included a brief lecture, a functional analysis card game and a video of simulated conditions. Results indicated that all participants met the established treatment criterion. In addition, two participants meet the treatment criterion based on data probes while they conducted the conditions with actual students. Implications for training paraprofessionals in an applied setting in high level skills are discussed. |
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Expanding the Use of Assessment Tools: Clinical Applications to OBM and OBM to Health Behaviors |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/CSS; Domain: Translational |
Chair: Jonpaul D. Moschella (California State University, Fresno) |
Discussant: Denys Brand (California State University, Sacramento) |
CE Instructor: Marianne L. Jackson, Ph.D. |
Abstract: Many assessment tools have been developed to assess a specific range of behaviors with specific populations. In addition, they often have a substantial body of research supporting their effectiveness to do so. Two examples of this are Functional Analysis (FA) methodology and the Performance Diagnostic Checklist (PDC), with the former most commonly used with individuals with intellectual and developmental disabilities to assess significant behavioral excesses, and the latter most commonly used with adults in organizations to assess barriers to effective work performance. Such tools may have greater utility outside of these immediate areas and this symposium will present two examples of such expansion. The first presentation will discuss the use of FA procedures with 10 individuals on a simple data-entry task. Results suggest that the various antecedent and consequence variables presented were not differentially effective and that goal setting and rule-governed behavior may be responsible for the maintenance of behavior. The second presentation will discuss the use of the PDC to improve the health behaviors of four athletes. The resulting interventions produced some mixed results and the implications and future directions will be discussed. The symposium will conclude with some comments and thoughts from our esteemed discussant. |
Instruction Level: Intermediate |
Keyword(s): Assessment, Feedback, Functional analysis, Health behaviors |
Target Audience: Practicing BCBAs, BCBAs who are administrators or supervise others, BCBAs practicing in areas of health behaviors or in the areas of sports performance |
Learning Objectives: 1) Attendees will be able to describe the uses and variations of feedback 2) Attendees will be able to describe the use of a functional analysis to examine behaviors other than problem behavior 3) Attendees will be able to describe how the PDC can be used to assess the function of performance problems in athlete executive health behaviors |
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WTF(F): What’s the Function of Feedback? |
(Applied Research) |
MARIANNE L. JACKSON (California State University, Fresno), Jonpaul D. Moschella (California State University, Fresno), Vanessa Gowett (California State University, Fresno), Alexis Barajas (California State University, Fresno) |
Abstract: Feedback is a widely used, but poorly understood, intervention in behavior analysis. Current research has noted a lack of clarity in how feedback is defined in terms of basic principles and a need to examine it in terms of the functions it serves. The current study utilized a functional analysis methodology to examine the effects of feedback on a simple data-entry task. This occurred as positive reinforcement, in the form of brief praise and/or money on gift cards, negative reinforcement in the form of escape from mild reprimands, and nonsocial forms of reinforcement. Participants were 10 undergraduate students, aged 20-33, and the effects were examined using a multielement design. Data suggest that the various forms of feedback did not have differential effects on performance, with all participants performing similarly across all conditions. This suggests that possible rule governance, specifically goal setting, alone may have been responsible for performance, regardless of the direct contingencies arranged by the experimenters. |
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Extending the Performance Diagnostic Checklist to Assessing Health Behaviors in Athletes |
(Applied Research) |
ISABELLA MARIA CAMELLO TAN (University of Southern California
FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Applied behavior analysis methods have often been used in the field of sports. Intervention packages have been created to facilitate acquisition of new skills, improve techniques for existing skills, and promote better practice and competition behaviors. Though the efficacy of ABA techniques has been demonstrated multiple times, there is a paucity of research regarding assessment in sports. The Performance Diagnostic Checklist (PDC) is an assessment tool often used in organizational settings to identify barriers to efficient performance. This study aims to determine the utility of the PDC for improving health behaviors among athletes. Using a multiple baseline design, interventions based on the PDC are being evaluated with individuals who play sports. The interventions are expected to increase engagement in the target behavior chosen by the participants. Four people are participating in the study – two currently in the intervention phase, and two in the baseline phase. The intervention has produced mixed results thus far. Implications and future directions will be discussed. |
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Using Virtual Reality for Hiring and Training RBTs |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM/AUT; Domain: Translational |
CE Instructor: Annie Elisa Escalante, M.S. |
Chair: Annie Elisa Escalante (BehaviorMe) |
ANDRES CHAVEZ (BehaviorMe) |
KIMBERLEY ANDREA ENLOE (Easterseals Southern California) |
ALYSSA KAVNER (Easterseals Southern California) |
Abstract: Behavior Analytic therapy centers use the assistance of hiring directors and recruiters more and more to find Registered Behavior Technicians to provide medically necessary treatment to individuals with Autism. The use of these positions are becoming more ubiquitous as our field continues to scale. Although helpful, recruiters and hiring directors have little to no experience with the day to day tasks of an RBT. This session will discuss the use of Virtual Reality exposure simulations in the use of disseminating what ABA treatment is, who this therapy can assist (e.g., individuals with target behaviors for reduction) and what are some of the expected soft and technical skills needed for this position. Also, this technology can be used as a training tool for new RBT recruits. Virtual reality allows for training directors to test and train new RBT recruits on the technical and soft skills used within a therapy setting, prior to placing said RBT on a case. The panel will also discuss the ethical ramifications when using this technology during the training and recruitment process and provide suggestions for future simulation creation and future case uses of this emerging technology within a clinical setting. |
Instruction Level: Basic |
Target Audience: BCBAs, BCaBAs |
Learning Objectives: After this session, Learners will be able to 1) describe the use of emerging technology in the dissemination of Behavior Analysis, 2) describe the multidisciplinary approach used when Behavior Analysts work within a growing company and 3) describe the strategies used when assessing and training new RBT recruits within a Virtual Reality environment. |
Keyword(s): Dissemination, Service Delivery, Training, Virtual Reality |
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Complex Invariance: Translation, Paraphrase, and the Precision of Technical Language |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH; Domain: Theory |
CE Instructor: Christina M. Peters, M.Ed. |
Chair: Christina M. Peters (University of Nevada, Reno) |
PHILIP N. HINELINE (Temple University - Emeritus) |
MARTHA COSTA HÜBNER (University of São Paulo) |
PER HOLTH (OsloMet -- Oslo Metropolitan University) |
Abstract: International dissemination of behavior science is important for the continued growth of our field. The spread of behavior analysis potentiates the amelioration of much suffering around the world through enhanced educational practices, environmental conservation efforts and enhanced treatment for those with special needs. However, issues related to technical language have thwarted dissemination of behavior science. Matters such as agency and the tri-polar nature of behavior analytic accounts have made dissemination difficult even amongst native English speakers. This panel will explore the challenges of translating technical language from English into different languages, the impact that various approaches to translation have had on dissemination efforts and advice for best practices going forward. |
Instruction Level: Basic |
Target Audience: Behavior analysts interested in international dissemination. |
Learning Objectives: 1. By the end of this discussion, participants will be able to identify the importance of using precise technical language when disseminating behavior analysis. 2. By the end of this discussion, participants will be able to identify barriers to successful translation of behavior analytic texts across languages. 3. By the end of this discussion, participants will be able to understand what role careful translation of technical terms plays in successful dissemination of behavior analysis. |
Keyword(s): dissemination, international dissemination, technical language |
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Training and Treating Wholeheartedly: Identifying a Role for Compassion Practices in the Profession of Behavior Analysis |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Applied Research |
BACB CE Offered. CE Instructor: Bridget Taylor, Psy.D. |
Chair: David Bicard (Great Leaps Learning Center) |
Presenting Authors: : BRIDGET TAYLOR (Alpine Learning Group) |
Abstract: Within certain areas of healthcare, it has been documented that treating patients with compassion and empathy can have important benefits, such as increasing patient satisfaction, enhancing adherence to treatment, and improving clinical outcomes (e.g., Beach, et al., 2006; Hojat et al., 2011; Weiss et al., 2017). Treating oneself and others with compassion is also believed to promote individual wellbeing and improve mental health (e.g. McClelland, et al., 2018; Neff, 2011; Scarlet et al., 2017). While current empirical support for these outcomes is mixed (Kirby, Tellegen & Steindl, 2017), there is increasing scientific interest in the benefits of compassion. That broad-based interest notwithstanding, the data-driven field of behavior analysis has only recently begun to advocate for the importance of relationship variables that could positively impact our work (e.g., Taylor, LeBlanc & Nosik, 2018; Leblanc, Taylor & Marchese, 2019). This presentation reviews survey data documenting parent perception of compassionate care by behavior analysts, as well as behavior analysts’ impressions of training in this area. Behavioral responses that may comprise compassionate care will be presented, along with considerations for how compassionate care of our clients and ourselves can enhance our work as behavior analysts and potentially improve clinical outcomes. |
Instruction Level: Intermediate |
Target Audience: BCBAs, BCBA-Ds, BCaBAs, supervisors and trainers of behavior analysts, autism specialists. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the empirical research documenting the effects of compassionate care responses in other health disciplines; (2) identify relationship variables relevant to our work with family members; (3) identify current behavioral conceptualization of empathy and perspective taking; (4) identify components of the BACB ethical code related to relationship variables. |
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BRIDGET TAYLOR (Alpine Learning Group) |
Dr. Bridget A. Taylor is co-founder and CEO of Alpine Learning Group and is Senior Clinical Advisor for Rethink. She holds a Doctorate of Psychology from Rutgers University, and received her Master’s degree in Early Childhood Special Education from Columbia University. She is a Board Certified Behavior Analyst and a Licensed Psychologist. Dr. Taylor is President of the Behavior Analyst Certification Board and serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies. She is past Associate Editor for the Journal of Applied Behavior Analysis. She also serves on the editorial board of Behavioral Interventions. Active in the autism research community, Dr. Taylor has published numerous peer-reviewed articles and book chapters on effective interventions for autism. She is a national and international presenter and serves in an advisory capacity for autism education and treatment programs both locally and abroad. Dr. Taylor was recently recognized by the Association for Applied Behavior Analysis International for her outstanding contributions to behavior analysis and was given ABAI’s Fellow designation. |
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How Do We Ensure Treatment Integrity in International Markets With Less Than 4,000 BCBAs Attempting to Serve the Needs of Nearly 20 Million People With Autism Spectrum Disorder? |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/CSS; Domain: Translational |
CE Instructor: Jennifer M. Gillis, M.A. |
Chair: Karen Chung (Special Learning, Inc. ) |
KIM MADAR KLEMEK (Global Autism Project) |
JENNIFER M. GILLIS (Binghamton University) |
SVETLANA IYER (Stepping Stones Center, Bangalore, India) |
Abstract: According to the World Health Organization (WHO), approximately 1 in 160 (0.6%) children around the world has Autism. Based upon prevalence rates published by a small number of countries around the world, Centers for Disease Control and Prevention (CDC) estimates that the autism prevalence rate for international markets may range from 1% to 2%. Applying the conservative WHO estimate of 1 in 160 to the 2.2 Billion children in the world (per Unicef), there are nearly 14 million children in the world with autism. Adding adolescents and adults to that figure may be as high as 20 to 30 million people in the world living with autism. Applied Behavior Analysis (ABA) is the globally agreed-upon gold standard for autism intervention. There are less than 40,000 Board Certified Behavior Analysts (BCBA), who are experts in implementing behavior analysis in applied settings in the world. According to the Behavior Analyst Certification Board (BACB), the international credentialing body that governs practitioners of Applied Behavior Analysis -- BCBAs (including BCBA-D and BCaBA) and RBTs -- less than 10% of BCBAs (et al.) practice outside the U.S. The current reality is that there are less than 4,000 BCBAs available to serve the needs of nearly 18 to 19 million people with autism living outside the United States. Faced with these seemingly insurmountable numbers, it would be very easy for international BCBAs to throw treatment integrity out the window. However, a great majority of international BCBAs are committed to preserving the integrity and efficacy of ABA services. International BCBAs with a dual objective of maintaining treatment integrity while helping the masses are faced with a herculean task, some of which can be tackled with a scalable Global Supervision Framework. During this panel discussion, we will introduce the Global Supervision Framework, the foundation of which relies on a group supervision model designed to maximize existing resources to scale while maintaining treatment integrity. The panel, comprised of BCBAs whose primary practice is located in India; a BCBA who builds sustainable clinical capacity with fifteen pre-existing centres in thirteen different countries as well as two international verified course sequences;; and a faculty member whose primary body of work includes providing support to BCBA practitioners who support individuals with autism across the lifespan. As part of the discussion, we will present results of a research study conducted in partnership with Stepping Stones Center and Bingham University on the positive impacts of systematically incorporating structured journal assignments (i.e. Journal Club) in group supervision settings with behavior technicians / RBTs as a means to increase clinical competency. We will close the discussion by presenting examples of group supervision models with demonstrated efficacy in center-based (in-person) and remote (telehealth) settings. Upon the conclusion of this panel discussion, learners will be able to: (1) Explain the demand for ABA services in international markets; (2) Discuss 3 to 5 key challenges to maintaining treatment integrity when providing ABA services in international markets; (3) Discuss 3 to 5 key barriers to providing effective supervision in international markets; (4) Explain the Global Supervision Framework; (5) Discuss the benefits of incorporating a Journal Club to group supervision; (6) Become familiar with effective group supervision models used in international markets for both in-person supervision and telehealth supervision. |
Instruction Level: Intermediate |
Target Audience: BCaBA, BCBA, BCBA-D |
Learning Objectives: (1) Explain the demand for ABA services in international markets; (2) Discuss 3 to 5 key challenges to maintaining treatment integrity when providing ABA services in international markets; (3) Discuss 3 to 5 key barriers to providing effective supervision in international markets; (4) Explain the Global Supervision Framework; (5) Discuss the benefits of incorporating a Journal Club to group supervision; (6) Become familiar with effective group supervision models used in international markets for both in-person supervision and telehealth supervision. |
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Behavior Analysis Around the World: Examples of Poland, Ecuador and Armenia |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/AUT; Domain: Translational |
Chair: M. Fernanda Welsh (InTouch Behavioral Services) |
CE Instructor: Lusineh Gharapetian, Ph.D. |
Abstract: Behavior Analysis is a fast growing field, not only in the US, where it originated, but also around the world. The Behavior Analyst Certification Board (BACB) has become a widely accepted certification body both within the US and in many other countries. This not only creates opportunities for Board Certified Behavior Analysts (BCBAs) to find employment in various parts of the world, but also for professional organizations from around the world to standardize basic requirements for individuals who practice behavior analysis. The increasing acceptance of the BCBA certification abroad is reflected in the growing number of BCBAs practicing outside of the US as well as in the fact that the BCBA exam is now offered in an increasing number of languages. In addition to the BCBA certification, there are many other professional organizations who regulate the practice of behavior analysts in countries other than the United States. The profession of Behavior Analysts in various countries is shaped by variables such as local laws, licensure or certification processes, and funding sources. This panel will provide an overview of the field in Poland, Ecuador and Armenia. |
Instruction Level: Intermediate |
Keyword(s): behavior analysis, certification, international dissemination, staff training |
Target Audience: BCBAs, BCaBAs, and other certified or licensed professionals |
Learning Objectives: 1. Participants will describe three differences in acquiring, maintaining and providing supervision for the Board Certified Behavior Analyst certification and the Polish Behavioral Therapist Certification. 2. Participants will describe three strategies to increase effectiveness when implementing a behavioral skills training approach in a different country. 3. Participants will describe three factors for consideration regarding the barriers to dissemination of applied behavior analysis in developing countries. 4. Participants will describe three strategies for raising awareness about developmental disabilities. 5. Participants will describe three strategies for dissemination of ABA-based practices in a different country. 6. Participants will describe three ethical and practical considerations in the dissemination of ABA-based practices in different countries. |
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Behavior Analysis in Poland |
(Service Delivery) |
KINGA WOLOS-ZACHMEIER (The ABRITE Organization), Przemyslaw Babel (Jagiellonian University) |
Abstract: The history of Behavior Analysis in Poland reaches as far back as the early 1930s, when studies on operant and respondent conditioning were being conducted at Polish Universities. With the exception of World War Two, the science of behavior continued to advance in Poland throughout the decades. However, many early studies are not available to the broader behavioral analytic community due to lack of translations. In recent years, the field has experienced rapid growth, just as in the United States. While very few individuals hold certification granted by the Behavior Analyst Certification Board, hundreds practice Behavior Analysis and hold the Polish Behavioral Therapist Certification. The presentation will summarize the development of Behavior Analysis in Poland, highlighting the most significant events, and will draw a picture the current state of the field. Additionally, a comparison between the credentials of Board Certified Behavior Analyst and Polish Behavioral Therapist Certification, including differences in requirements and maintenance, will be presented. Areas of practice and demographics of customers served by Behavior Analysts in Poland will be discussed and compared to certificant data published by the Behavior Analyst Certification Board. |
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Ecuador and Autism: An Overview of Current Services and Next Steps |
(Service Delivery) |
M. FERNANDA WELSH (InTouch Behavioral Services), Maria Chang (Centro Enigma) |
Abstract: The diagnosis of autism spectrum disorder in Ecuador is increasing; however, services and resources available for those in need are far and few in between. The field of behavior analysis has grown at a rapid rate in the United States in recent decades. Unfortunately, its growth has not yet reached many countries in South America, such as Ecuador. Applied Behavior Analysis (ABA) is accepted as a research-based treatment across many different fields, more saliently in treating individuals with Autism Spectrum Disorder (ASD). While there are over 60 years of research to support the efficacy of ABA treatment, Ecuador still relies in non-evidence based methods to treat individuals with ASD. Furthermore, the acceptance of an autism diagnosis or identification of early signs of autism is very limited. This presentation will discuss a consultation model in behavioral skills training with a local ABA agency in Ecuador, Centro Enigma. Effective strategies, areas of need, ethical guidelines and addressing cultural differences will be at the core of this presentation that seeks to bring awareness and acceptance to an underrepresented population in Ecuador. |
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Applied Behavior Analysis, Autism, and Armenia: Issues in Dissemination in a Developing County |
(Service Delivery) |
LUSINEH GHARAPETIAN (Pepperdine University) |
Abstract: The tactics derived from Applied Behavior Analysis have widely been used to improve behavioral health outcomes of individuals with autism and developmental disabilities in the United States and Europe. As the field grows, it is necessary to expand our reach to disseminate the science of behavior to developing countries. One such country is Armenia, who gained its independence in 1991. Armenia does not currently have an affiliated ABAI chapter, and it does not have any graduate behavior analytic training programs. Resources for those with autism and behavioral disorders are minimal, with disorders often going undiagnosed due to stigmatization and lack of information. This presentation will describe the state of mental and behavioral health practices in the country, issues related to the accessibility of appropriate evidence-based services, and factors that have impacted their development, including the lack of education and financial resources. Current pathways for dissemination of ABA in Armenia, including practical and ethical factors, will be described. Recommendations will be made for wide-spread dissemination, including considerations for ensuring quality training and ethical application of ABA-based procedures in Armenia. The presentation will conclude with considerations for wide-scale application for other countries facing similar challenges with dissemination. |
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Bidirectional Naming and Problem Solving |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: VBC; Domain: Basic Research |
Chair: Sarah A. Lechago (University of Houston-Clear Lake) |
CE Instructor: Caio F. Miguel, Ph.D. |
Presenting Author: CAIO F. MIGUEL (California State University, Sacramento) |
Abstract: We often solve problems by engaging in mediating strategies such as talking to ourselves. In order to accurately use and respond to these strategies, we must understand what we are saying. The term bidirectional naming (BiN) has been used to describe the integration of both listener and speaker behaviors that leads to speaking with understanding. In this talk, I will describe a series of studies showing that in the absence of either speaker or listener behaviors, participants often fail to solve problems in the form of matching-to-sample and categorization tasks. These results suggest that to solve complex tasks participants must be verbal. Thus, I will propose that the BiN repertoire is one of the most important skills learned during language development and must be prioritized in early intensive behavioral intervention. |
Instruction Level: Basic |
Target Audience: Basic and applied researchers, clinicians. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) distinguish between tasting and naming; (2) explain how bidirectional naming is developed through typical child-caregiver interaction; (3) discuss how derived stimulus relations research conducted with adults may be influenced by BiN. |
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CAIO F. MIGUEL (California State University, Sacramento) |
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Verbal Behavior: From Private to Public |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC; Domain: Translational |
Chair: Sandhya Rajagopal (Florida Institute of Technology) |
CE Instructor: Sandhya Rajagopal, M.S. |
Abstract: In this symposium, the authors will discuss topics related to both private and public verbal behavior. The first presenter compared skill acquisition rates across two different conditions: similar versus different response topographies across operants. Results showed that the participants acquired skills in fewer trials during the similar-responses teaching condition when compared to the different-responses teaching condition. The second presenter will discuss a literature review examining three types of private events--emotions, non-pain sensations, and pain--studied in six behavior analytic journals. Studies were coded according to the publishing journal, a decade of publication, population, dependent and independent variables, nature of privacy, and data collection methods used. The final presenter will discuss mnemonic recognition from a behavior analytic perspective. He will argue that the relevant response is covert, more specifically a discriminated sensory/perceptual response, and that such responses can acquire divergent stimulus functions, both 1) functioning as a reinforcer and 2) changing the probability of emission of subsequent responses. |
Instruction Level: Intermediate |
Target Audience: Clinicians interested in Verbal Behavior |
Learning Objectives: 1. Audience members will be able to describe multiple operant training. 2. Audience members will be able to describe the three types of private events studies in behavior analytic journals. 3. Audience members will be to describe the behavior analytic perspective of mnemonic recognition. |
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Effects of Multiple Operant Training Across Similar and Different Response Topographies |
(Applied Research) |
ASHLEY FELDE (Florida Tech), Katie Nicholson (Florida Institute of Technology), Michael Passage (Florida Institute of Technology) |
Abstract: This study compared skill acquisition rates across two different conditions in children with Autism Spectrum Disorder (ASD). The first condition presented similar response topographies across different operants, including tacts, intraverbals, and listener selection responses (e.g., “chocolate” taught as a tact, intraverbal, and listener selection response). The second condition presented different response topographies across the operants (e.g., “tea” taught as a tact, “milk” taught as an intraverbal and “sugar” taught as a listener selection response). Secondary measures included functional independence of the operant classes and children’s teaching condition preference. We used an adapted alternating treatment design embedded in a nonconcurrent multiple baseline across participants to examine rates of skill acquisition. Results showed that the participants acquired skills in fewer trials during the similar-responses teaching condition when compared to the different-responses teaching condition. The participants did not show generalization across the operants, supporting prior research on the functional independence of the operants. The participants showed idiosyncratic preferences for the two teaching conditions. |
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Private Events in Behavior Analysis: A Review |
(Theory) |
KATIE NICHOLSON (Florida Institute of Technology), Sandhya Rajagopal (Florida Institute of Technology) |
Abstract: Private events have been defined as verbal responses involving private stimuli, covert responses, or both. Although there has been debate over whether private events belong in a science of behavior due to fundamental inaccessibility, behavior analysts have conducted experimental studies involving private events and their public correlates. Understanding variables influencing emission of language related to private events becomes especially important when considering special populations, such as individuals with autism spectrum disorder. The present literature review examined three types of private events--emotions, non-pain sensations, and pain--studied in six behavior analytic journals. Studies were coded according to the publishing journal, decade of publication, population, dependent and independent variables, nature of privacy, and data collection methods used. Additionally, studies were grouped by contribution to components culminating in teaching tacts of private events, including definition, measurement, discrimination, emitting collateral responses, and tacting private events. Areas of need as well as future directions are discussed. |
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Mnemonic Recognition and the Defective Contingency |
(Theory) |
DANIELE ORTU (University of North Texas) |
Abstract: Mnemonic recognition can be puzzling from a behavior analytic perspective. What appears to be a simple exposure to a visual stimulus now, may allow a person to differentially respond to that same stimulus a week later, compared to a set of newly presented stimuli. The repertoire appears to be very sensitive to changes in stimulus control, in the absence of the emission of an overt response. More specifically, in the example described above, the antecedent part of the three-term contingency is clearly identifiable, while the response and the consequence are not. We argue here that the response is covert, more specifically a discriminated sensory/perceptual response, and that such response can acquire divergent stimulus functions: e.g., both 1) functioning as a reinforcer and 2) changing the probability of the emission of subsequent responses. The provided behavioral interpretation is discussed in light of neuroanatomical considerations and Palmer's concept of the repertoire (2009). |
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Application of Behavior Analytic Approaches to Increase Sport Skills |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: CSS/CBM; Domain: Applied Research |
Chair: Annette Griffith (The Chicago School of Professional Psychology) |
Discussant: Raymond G. Miltenberger (University of South Florida) |
CE Instructor: Robin Arnall, Ph.D. |
Abstract: Behavior analytic procedures have been effective at improving various sport skill topographies across many sports (e.g., golf, yoga, football). This symposium will examine four studies which utilize different procedures across sports involving TAGteach and vocal contingencies (dance), a treatment package combining TAGteach with precision teaching and vocal contingencies (dance), a component analysis of behavioral coaching utilizing video modeling with feedback (hockey), and a treatment package including public posting, goal setting with feedback, and text messaging to decrease head injuries (football). Implications for practice will be discussed. |
Instruction Level: Intermediate |
Keyword(s): public posting, sports, TAGteach, video modeling |
Target Audience: Individuals who are wanting to use behavior analytic strategies in the area of health, sports, or fitness. |
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Comparing randomized vocal consequences to TAGteach™ to teach novel dance movements to adults |
ROBIN ARNALL (The Sage Colleges, The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Kathryn L. Kalafut (The Chicago School of Professional Psychology), Jack Spear (The Chicago School of Professional Psychology), Laurie Bonavita (Bay Path University) |
Abstract: In the Behavior Analytic literature, TAGteach™ methods of instruction have been applied to various sports-related topographies (e.g., football pass blocking, golf swing). For this study, TAGteach was used for two participants to teach inexperienced (i.e., no dance training prior), neurotypical adults aged 28-43 novel dance movements. Results indicated that for both participants TAGteach was more effective than randomized vocal contingencies (e.g., “great,” “not quite”) for increasing skill acquisition of the targeted movements across a multiple baseline of behaviors (movements). At two week and four week maintenance follow ups, both participants maintained higher percentages of correct dance movement step demonstration than were displayed during baseline or the vocal contingency phase. |
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Comparing TAGteach™ and precision teaching to vocal contingencies to teach novel dance movements to adults |
Robin Arnall (The Sage Colleges, The Chicago School of Professional Psychology), MARIAH MUSSETTER (University of Kansas), Annette Griffith (The Chicago School of Professional Psychology), Kathryn L. Kalafut (The Chicago School of Professional Psychology), Jack Spear (The Chicago School of Professional Psychology), Laurie Bonavita (Bay Path University) |
Abstract: In the Behavior Analytic literature, TAGteach™ methods of instruction have been used in many sports (e.g., yoga, martial arts, football, etc.), while precision teaching has been mostly overlooked. For this study, a treatment package combining TAGteach and precision teaching was used for two participants (neurotypical adults aged 31-42) to teach novel dance movements. Results indicated that for both participants the treatment package was more effective than randomized vocal contingencies (e.g., “great,” “not quite”) for increasing skill acquisition of the targeted movements across a multiple baseline of behaviors (movements). At two week and four week maintenance probes, both participants maintained higher percentages of correct dance movement step demonstration than were displayed during baseline or the vocal contingency phase. |
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Component Analysis of a Behavioral Coaching Package on Hockey Skating Skills |
LAURIE BONAVITA (TCSPP), Kathryn L. Kalafut (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology), Nicole Barton (AZABA) |
Abstract: Using a multiple treatment design, this study evaluated the components of video modeling, praise specific feedback, and video modeling and praise specific feedback on the performance of 3 experienced hockey skaters. Also assessed was whether the behavioral changes in practice sessions generalized to game play. The dependent variables were skater performance on three components considered necessary in technically correct hockey skating form. The components of technically correct skating form included, the push angle of the legs, the position of the arms, and the angle at which the skate blade contacted the ice. The results show that interventions including video modeling were effective in improving player performance; however, those improvements did not consistently maintain in practice sessions. These changes did however generalize to game play. Social validity indicated that each participant identified the dependent variable that produced the most effective results as preferred. |
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Decreasing Severe Head Collisions in American Football With a Behavioral Coaching Treatment Package |
BRANDON LOGAN (Bay Path University), Laurie Bonavita (Bay Path University, The Chicago School of Professional Psychology), Melissa Hunsinger Harris (Bay Path University), Susan Ainsleigh (Bay Path University) |
Abstract: This study employs tactics proven effective with multiple sports, derived from the science of applied behavior analysis, to decrease severe head collision in American Football. The study included members of a high school football team that play specifically on the defensive side of the ball. Defenders are specifically targeted as they are 4 times more likely to endure a head injury, compared to their offensive counterparts (Sobue et al., 2018), as tackling results in 67% of the concussion in football (Gessel et al., 2007). Data collection occurred on the team’s designated practice field. The dependent variable in the current study is the percentage of correct tackles exhibited, measured from a predetermined performance criterion. A combination of a multiple baseline and changing criterion design, following a baseline condition visually demonstrate the results of the study. The independent variable was a treatment package consisting of public posting, goal setting and feedback and text messaging to provide additional feedback to participants. |
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Recent Advancements in Training Procedures to Teach Safety Skills |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Applied Research |
Chair: Alexandra Marie Campanaro (Caldwell University ) |
Discussant: Timothy D. Ludwig (Appalachian State University) |
CE Instructor: Timothy D. Ludwig, M.A. |
Abstract: The current symposium includes four papers broadly focused on teaching safety skills. The first paper will present on the use of interactive computerized training to teach educators how to respond during an active shooter event. They found that after the interactive computerized training, all participants met treatment fidelity criterion, which maintained after a 2-week follow up. The second paper will present comparing in-person behavior skills training, computer-based training, and video modeling to teach safety skills to sidewalkers at equine-assisted therapies. They found participants in the in-vivo BST and interactive computer training conditions completed more steps correctly in a post-training role-play than the participants in the video model condition. The third paper will present using behavior skills training to teach generalized responding of safe sleeping positions of infants to adults. They found behavior skills training significantly improved appropriate arrangement of a safe sleep environment for infants. The final paper will present using behavior skills training to teach swim skills to children with autism. They found behavior skills training showed some improvements in learning swim skills. |
Instruction Level: Intermediate |
Keyword(s): BST, safety skills, staff training |
Target Audience: BCBA's, BCBA-D's |
Learning Objectives: Attendees will be able to describe how to implement behavior skills training to produce emergent responding. Attendees will be able to describe the use of interactive computerized training to produce emergent responding. Attendees will be able to describe how to teach safety skills to individuals with developmental disabilities to produce emergent responding. |
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An Interactive Computerized Training to Teach Educators How to Respond During an Active Shooter Situation |
LORRAINE A BECERRA (University of Missouri), Thomas S. Higbee (Utah State University), Annie Galizio (Utah State University), Stephanie Mattson (Utah State University), Juliana Aguilar (Utah State University), Kassidy Reinert (Utah State University) |
Abstract: Educators are in a unique position during active shooter events as they must decide to prioritize actions that will protect their students. Depending on the situation, the educator should engage in a Run, Hide, or Fight response. Issues related to a student’s disability may create barriers to these already challenging emergency situations. Interactive computerized training is a successful training method to teach educators to implement instruction to individuals with autism spectrum disorder. The purpose of this study was to extend the literature on interactive computerized training by investigating its effects on teaching educators how to respond during an active shooter event. After completing the interactive computerized training, all participants met criterion of 90% fidelity within the Run and Hide checklists. Participants met criterion at a 2-week follow up. Furthermore, all participants indicated that they enjoyed the interactive computerized training materials. Potential limitations and future directions related to interactive computerized training and safety skills training are discussed. |
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Comparing Behavioral Skills Training, Video Modeling, and Interactive Computer Training to Teach Sidewalker Safety Skills |
SARAH BRADTKE (West Virginia University), Claire C. St. Peter (West Virginia University), Emily K. Hull (West Virginia University), Natalie Ruth Shuler (West Virginia University), Stephanie Jones (West Virginia University), Sijin Wen (West Virginia University), Bethany Smiley (On Eagles' Wings), Carol Petitto (On Eagles' Wings) |
Abstract: Few studies have investigated effective and efficient volunteer training methods, despite the importance of volunteers in many human-service organizations. Effective training procedures are particularly critical for organizations whose volunteers are responsible for safety. For example, sidewalker volunteers at equine-assisted activities and therapies facilities help to maintain the safety of mounted riders with disabilities. It is thus imperative that sidewalkers acquire safety skills and perform them proficiently. The current practice of using in-person behavioral skills training, although effective, limits the number of sidewalkers who can be trained because of constraints on trainer time and resources. Therefore, we compared two efficient training methods, a standard video model (in which participants watched a video without responding to questions) and interactive computer training (in which participants watched the same videos in modules, with embedded active responding questions), to in-person training (behavioral skills training) in the context of training new volunteers at an equine-assisted activities and therapies facility. |
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Sleeping Beauties: Teaching Adults to Arrange Safe Infant Sleep Environments |
JACQUELINE CARROW (Caldwell University), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University), April N. Kisamore (Hunter College) |
Abstract: The Centers for Disease Control and Prevention state that there are approximately 3,607 sleep related infant deaths each year in the United States. Attempts to teach medical personnel and parents safe infant sleep practices in the infant sleep training literature have demonstrated mixed results. Thus, strategies to teach arrangements of safe infant sleep environments warrants further investigation. Behavioral skills training is an evidenced-based teaching strategy shown to successfully teach various safety skills to children and adults. Additionally, the use of behavioral skills training in training practices have also shown more robust outcomes compared to traditional educational approaches. The current study evaluated the effectiveness of behavioral skills training to teach safe infant sleep practices to adults of typical development. Specifically, differential responding was assessed across multiple environmental arrangements typical to contexts parents may be exposed to when putting an infant to sleep. Results demonstrated behavioral skills training to significantly improve appropriate arrangement of a safe sleep environment for infants for all eight participants. |
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Teaching Water Safety Skills to Children With Autism Using a Train-the-Trainer Model |
ROSE NEVILL (University of Virginia), Einar T. Ingvarsson (Virginia Institute of Autism), Amber Hardin (University of Virginia), Emily Meltzer (University of Virginia), Wendy Byun (University of Virginia), Lauren Haskins (Virginia Institute of Autism) |
Abstract: Drowning is a leading cause of death in individuals with autism (Guan & Li, 2017a, Guan & Li, 2017b). In this study, swim instructors were instructed in behavioral skills training as a method for teaching water safety to children with autism. Targeted skills were a) safely exiting a body of water; b) rolling from front to back while in water; and c) floating while yelling for help. This study is an extension of Tucker & Ingvarsson (2017), in which three children with autism were taught the same skills by a swim instructor who also had background in behavior analysis. We aimed to evaluate whether swim instructors with no background in behavior analysis could be trained to effectively teach water safety to children to a larger sample. Data from our first three participants (males, ages 6, 8, 10) showed variable improvement in skills in the behavioral skills training phase for all skills. We will present the model of training, outcome data across participants, and data from generalization and maintenance probes. Conclusions regarding the utility of this training protocol, the social acceptability to parents, and recommendations for future water safety training programs will be shared. |
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Positive Punishment of Severe Problem Behaviors |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA; Domain: Applied Research |
Chair: Nathan Blenkush (Judge Rotenberg Educational Center) |
Discussant: W. Joseph Wyatt (Marshall University) |
CE Instructor: Nathan Blenkush, Ph.D. |
Abstract: We conducted an empirical analysis of contingent skin-shock in the treatment of severe problem behaviors in 191 individual cases between 2002 and 2018. Overall, a 95% reduction was observed in the frequency of severe aggression and health dangerous (e.g., self-injurious) behaviors across a wide variety of psychological diagnoses. Findings provide support for the supplemental use of contingent skin-shock in conjunction with differential reinforcement of alternative and other appropriate behaviors. We present novel findings from (a) the largest clinical sample in the skin-shock literature, (b) planned versus unplanned fading of treatment, (c) reversal of treatment effects, and (d) follow-up data spanning 16 years. The evidence provides support for the assertion that contingent skin-shock is the least intrusive, most effective, efficient, and ethical treatment available for the severe problem behavior of some individuals. |
Instruction Level: Intermediate |
Keyword(s): aversive, punishment, severe behavior, skin-shock |
Target Audience: Graduate students and practicing professionals interested in punishment procedures (e.g., BCaBA, BCBA, BCBA-D). |
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Positive Punishment of Severe Problem Behaviors: A Review of 191 Clinical Cases |
JOHN O'NEILL (Judge Rotenberg Educational Center), Nathan Blenkush (Judge Rotenberg Educational Center) |
Abstract: We conducted an empirical analysis of contingent skin-shock in the treatment of severe problem behaviors in 191 individual cases between 2002 and 2018. Overall, a 95% reduction was observed in the frequency of severe aggression and health dangerous (e.g., self-injurious) behaviors across a wide variety of psychological diagnoses. Findings provide support for the supplemental use of contingent skin-shock in conjunction with differential reinforcement of alternative and other appropriate behaviors. We present novel findings from (a) the largest clinical sample in the skin-shock literature, (b) planned versus unplanned fading of treatment, and (c) follow-up data spanning 16 years. The evidence provides support for the assertion that contingent skin-shock is the least intrusive, most effective, efficient, and ethical treatment available for the severe problem behavior of some individuals. |
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Positive Punishment to Treat Self-Injurious Behaviors of an Individual With Arnold Chiari Malformation |
ELIZABETH A. FITTER (Judge Rotenberg Educational Center), John O'Neill (Judge Rotenberg Educational Center), Nathan Blenkush (Judge Rotenberg Educational Center) |
Abstract: In this study, the use of positive punishment was examined with an individual diagnosed with Arnold Chiari Malformation (Type I), autism spectrum disorder, intellectual disability, and personality change due to Viral Meningitis who displayed severe forms of self-injurious, destructive, and aggressive behaviors. Reports indicated the participant had a history of unsuccessful behavioral and psychiatric treatments of their problem behavior. The use of a positive punishment procedure involved a court-approved contingent skin shock in combination with differential reinforcement of alternative, incompatible, and other replacements behaviors. Treatment as usual was compared to treatment plus positive punishment. Results demonstrated clinically significant improvements in quality of life through substantial decreases in the monthly frequency of problem behaviors when positive punishment was in place. The evidence provides support for contingent skin-shock as the least intrusive, most effective, efficient, and ethical treatment available for the severe problem behavior of this individual. |
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Positive Punishment of Severe Problem Behaviors Associated With Anti-Social Personality Disorder |
DYLAN PALMER (Judge Rotenberg Educational Center and Simmons University), John O'Neill (Judge Rotenberg Educational Center), Nathan Blenkush (Judge Rotenberg Educational Center) |
Abstract: In an effort to decrease severe and persistent problem behaviors that substantially impeded the quality of life in an eighteen year old male, diagnosed with mood disorder not otherwise specified and anti-social personality disorder. The participant had a documented history of unsuccessful treatments (i.e., multiple psychotropic medications, changes of treatment locations, programs utilizing differential reinforcement, and antecedent manipulations) of their problem behaviors (i.e., aggression and self-injury that put their quality of life in jeopardy). A positive punishment treatment plan involved court-approved contingent skin shock in conjunction with differential reinforcement of alternative, incompatible, and other replacement behaviors. Through the course of treatment, a reversal design was implemented over a duration of 11 months and demonstrated the effect of the same treatment plan with and without the positive punishment component. Overall, the treatment demonstrated a substantial reduction of all targeted problem behaviors. When punishment was removed, the monthly frequency increased to pre-treatment equivalent levels. The evidence provides support for contingent skin-shock as the least intrusive, most effective, efficient, and ethical treatment available for the severe problem behavior of this individual. |
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Evaluating Risks and Benefits for Patients With Severe Behavior Disorders in the Present Day |
NATHAN BLENKUSH (Judge Rotenberg Educational Center) |
Abstract: A severe behavior disorder is an umbrella term used to describe constellations of problem behaviors that are characterized by several factors such as the frequency, intensity, form, and treatment refractory nature. The effects of a severe behavior disorder are absolutely devastating. Severe self-injury can cause blindness (because of repeated head hitting, head banging, or eye gouging), deformation (because of biting, abrasions), bone fractures, hematomas, head injuries, infection (because of chronic open wounds), and death. Aggressive behaviors result in harm to caregivers, law enforcement involvement, emergency hospitalization, and can be a primary factor in placing a child outside of their natural home. The continued occurrence of such behaviors have devastating effects on quality of life. Thus, professional to consumer, professional to professional, and other statements about treatment efficacy are of tremendous importance. Here, the presentation of such information in science, government, and media are described. In addition, systematic methods to evaluate various statements about risk and benefit are reviewed. |
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An Examination of Technology-Based Interventions Designed to Help Adolescents and Adults With Autism Spectrum Disorders and Severe Developmental Disabilities |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Sheila R. Alber-Morgan (The Ohio State University) |
Discussant: Marjorie H. Charlop (Claremont McKenna College) |
CE Instructor: Sheila R. Alber-Morgan, Ph.D. |
Abstract: Adolescents with autism and severe developmental disabilities may encounter a wide range of challenges that affect their quality of life and safety as they transition to adulthood. Interventionists and behavior change agents are responsible for helping individuals with disabilities enhance their quality of life by increasing their daily living, functional, and vocational skills as well as helping them remain safe. The four data-based presentations in this symposium examine the use of various technology-based interventions for improving outcomes of adolescents and adults with significant disabilities. Two of the research studies examine the comparative effects of picture and video prompting to teach vocational skills to young adults with ASD in the first presentation and to adolescents with severe intellectual and developmental disabilities in the second presentation. The third presentation examines the effectiveness of a computer-based transition skills program, Teachtown®, on functional and daily living skills for adolescents with severe intellectual disability. The fourth presentation examines the effectiveness of using virtual reality technology to train law enforcement to recognize and effectively deescalate challenging behavior of individuals with autism. |
Instruction Level: Intermediate |
Keyword(s): functional skills, technology-based interventions, transition skills, vocational skills |
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Evaluating the Effects of a Picture Activity Schedule to Video Prompting on Vocational Skills to Young Adults With Autism Spectrum Disorder |
ANA C. ALBAN (Caldwell University), Ruth M. DeBar (Caldwell University), Meghan Deshais (Caldwell University), Dawn B. Townsend (Institute for Educational Achievement) |
Abstract: Teaching a wide range of skills to individuals with autism spectrum disorder (ASD) during the early years is critical as those skills will promote a successful transition to adult life. Instructional strategies including video prompting and activity schedules have been shown to be effective in teaching various skills to individuals with developmental disabilities. However, the comparative effectiveness of these interventions on teaching vocational skills remains unknown. Therefore, the purpose of the study was to assess the comparative effects of a picture activity schedule and video prompting when teaching vocational skills to young adults diagnosed with ASD. Additionally, efficiency of these interventions across number of sessions to mastery and the number of prompts provided was investigated. Generalized responding across a novel task was also assessed. Video prompting was found to be slightly more effective than picture activity schedule for three participants in completing a task independently. Meanwhile, picture activity schedule was effective for one participant. |
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Comparison of Picture and Video Prompting to Teach Vocational Skills to Students With Severe Intellectual and Developmental Disabilities |
MARY BARCZAK (The Ohio State University) |
Abstract: Students with severe disabilities deserve evidence-based instruction in marketable job skills that prepare them for employment. Current literature supports the use of both video prompts and picture prompts to teach job skills to this population. Questions remain, however, about which prompt type is more effective for teaching job skills. This study compares the effects of video prompts and picture prompts on the performance of vocational tasks by students with severe disabilities to determine which prompt type is more effective and efficient. Additionally, students’ preference for picture or video prompts are assessed to determine whether their preference corresponds to the most effective prompt type. |
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Effects of TeachTown on Functional Skills of Students With Disabilities |
MEGHAN MAIRE O'NEAL (The Ohio State University), Lindsey Miller (The Ohio State University), Christina Rouse-Billman (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University), Moira Konrad (The Ohio State University) |
Abstract: The Individuals with Disabilities Education Act (IDEA) mandates that students with an individualized education program (IEP) have transition services in effect by the time the student turns 16 years old. The computer-based program, TeachTown Transition to Adulthood, uses evidence-based practices to teach a wide range of skills, including daily living and functional skills, to students with disabilities. The program combines video modeling, computer-based lessons, visual task analyses, prompting, data collection, and a variety of visual supports. This study examines the effectiveness of TeachTown Transition to Adulthood on transition skills for six high school students with severe developmental disabilities. A multiple baseline across skills design demonstrated the TeachTown curriculum was functionally related to participants’ improvement and mastery of individualized functional skills. |
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Examining the Efficacy of Using Virtual Reality as a Stimulus Prompt to Aid Law Enforcement |
CHATURI EDRISINHA (Oakland University), Zexin Ma (Oakland University), Karoline Kenville (Oakland University), Madeline Morgan (Oakland University) |
Abstract: Recent development in immersive media technologies allow stories to be produced with sensory-rich digital details, such as virtual reality (VR) and Oculus 360. These technologies have the potential of affecting story and character involvement through its immersive features. In particular, an immersive story can create the illusion of being there, which allows the viewer to experience the events and situations as if they were in the midst of the events. This study focuses on the influence of two features of VR videos: VR and interactivity, in increasing the efficacy of a police training video vignette specifically aimed at training police officers to make a correct response in quickly identifying and de-escalating a scenario with mock civilians who exhibits characteristics of Autism Spectrum Disorders (ASD). The VR intervention was implemented in a multiple probe across participants design. Preliminary data collected on the percentage of correct responses made by officers show that the training program was more effective among participants who engaged with the vignette in VR headsets (vs. laptops). This study will have important practical implications for developing effective law enforcement training programs to promote safe interactions with individuals with ASD. |
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Using Behavior Analysis to Promote Early Social Repertoires in Infants and Children With Developmental Disabilities |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Applied Research |
Chair: Martha Pelaez (Florida International University) |
Discussant: Javier Virues Ortega (The University of Auckland) |
CE Instructor: Javier Virues Ortega, Ph.D. |
Abstract: Early reciprocal interactions with caregivers seem to be critical for later development. Identification of milestones missed during the first year of life and early intervention can mitigate developmental delays. The authors of Study 1 evaluated the effect of a computer-based training program to teach first-time mothers to play a vocal imitation learning game with their 8- and 9-month-old infants. The authors will discuss the role of contingency-learning in early caregiver training. Study 2 will review existing procedures for training joint attention and social referencing. The authors will propose an acquisition model for early social repertoires among children at-risk of autism spectrum disorder and Fragile X syndrome. The authors of Study 3 evaluated the efficacy of an intervention to establish social referencing in young children with autism using multiple exemplar training, prompting and contingent reinforcement. The authors will discuss the interaction between the joint attention and social referencing repertoires in their participants. Study 4 will evaluate the use of social stories to teach social skills in the classroom. The authors will also review evidence-based treatments to teach classroom competence to children. Finally, Javier Virues-Ortega will discuss these studies in relation to the interaction between early social skills. |
Instruction Level: Intermediate |
Keyword(s): contingent reinforcement, joint attention, social referencing, social stories |
Target Audience: Practicing behavior analysts |
Learning Objectives: 1. Participants will operationally define a minimum of three early social behaviors that develop towards the end of the first year of life. 2. Participants will describe teaching strategies to address these social communication skills in children with a developmental disability 3. Participants will learn about the next steps for research on these early skills. |
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Teaching First-Time Mothers to Play a Vocal Imitation Game With Their Infant Using an Interactive Computer Training That Included Embedded Observer Effect Activities |
KERRY ABIGAIL SHEA (Utah State University), Tyra Paige Sellers (Behavior Analyst Certification Board), Sandra Smith (Utah State University), Andrea Bullock (Box Elder School District) |
Abstract: Infants begin to learn important skills, such as contingency learning, social referencing, and joint attention through the everyday interactions with their environment. Contingency awareness is a pivotal behavior in infant development, associated with benefits across developmental domains. When infants learn that their behavior produces a change in the behavior, concomitant changes in infant behavior manifest, including increased smiling and sustained engagement. Maternal contingent responses to infant behavior support infant contingency learning by their infant with experiences of cause and effect. The current investigation evaluated the effect of a computer-based training that aimed at teaching three first-time mothers to play a vocal imitation contingency learning game with their infant (8- & 9-months old) during a face-to-face interaction. The training included observer effect methodology, meaning the mothers engaged in observation and evaluation of other mothers engaging in vocal imitation, but did not include any direct coaching or feedback. All mothers completed the training during one session in less than one hour. Results indicated that all mothers increased their use of vocal imitation and maintained their performance at a 2-week follow-up. We will present training components including embedded observer effect methodology. Considerations for incorporating contingency-learning into early caregiver training will also be discussed. |
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Training Parents to Establish Joint Attention and Social Referencing Repertoires in Toddlers With Developmental Disorders |
KATERINA MONLUX (Stanford University/Oslo Met), Martha Pelaez (Florida International University), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Deficits in social engagement are among the main developmental problems observed among children with autism spectrum disorders (ASD). In particular, joint attention and social referencing skills are critical for the development of more complex social interactions. The use of behavioral techniques and brief parent-infant engagement training has shown to be successful in promoting these social skills. We present new data that built on our programmatic agenda that by targeting joint attention and social referencing skills in the natural environment and by using caregivers as therapists we can potentially mitigate and prevent the development of later onset behavior language problems commonly associated with ASD. The current presentation reviews and extends previously published procedures for the training of joint attention and social referencing modeled after Pelaez and colleagues’ (2012) operant learning paradigm with data from toddlers with or at risk of a developmental disorder. Further, a model for expanding previous findings to the natural environment with a population at-risk of developing ASD and Fragile X syndrome is proposed where joint attending skills can be taught first to aid in the acquisition of social referencing. While very similar social behavior chains, joint attention and social referencing have functional differences, which will be explained. |
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Using Multiple Exemplar Training to Establish Social Referencing in Young Children With Autism |
MAITHRI SIVARAMAN (Ghent University), Javier Virues Ortega (The University of Auckland), Herbert Roeyers (Ghent University) |
Abstract: Social referencing is characterized as a chain of behaviors which starts when an infant is confronted with an ambiguous object or event. Although demonstrated by typically developing infants as young as 10 months of age, social referencing is absent or impaired in children with autism. The purpose of the present study is to evaluate the efficacy of an intervention to establish a social referencing repertoire in three young children with autism using multiple exemplar training, prompting and contingent reinforcement. The intervention was comprised of teaching trials involving multiple exemplars of standard and ambiguous task materials drawn from experimenter-defined categories of stimuli (e.g., food, art material, toys). Results were evaluated using a multiple baseline across participants design and show a systematic increase in referencing responses with the introduction of treatment for all three participants. We will also present preliminary findings of a randomized control trial with 30 participants evaluating a brief version of the intervention protocol. Pre- and post-training measures of joint attention obtained from all participants will be discussed in the context of the social referencing data obtained herein. The empirical evidence in support of strategies for teaching early social repertoires will be discussed. |
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An Evaluation of Social Stories to Teach Classroom Social Skills to Children With Various Disabilities |
ANJELICE PIPER (Caldwell University), Sharon A. Reeve (Caldwell University), Meghan Deshais (Caldwell University), Eileen Mary Milata (Caldwell University), Anjalee Nirgudkar (Behavior Analysts of NJ, LLC) |
Abstract: Children diagnosed with various developmental and learning disabilities have persistent social deficits in communication and social interactions. These social deficits interfere with classroom social skills and may result in difficulty forming positive relationships with peers and adults. Therefore, it is important to identify evidence-based treatments to teach classroom competence to children diagnosed with various disabilities. The study used Social Stories™ to teach classroom social skills to children in a self-contained setting. A multiple baseline across participants was used to assess changes in classroom social skills. A total of four response categories were taught including please, thank you, pushing in chair, and offering assistance. Generalization probes were conducted using a novel competence scenario for each category. Follow-up data were collected 1-week, 2-weeks, and 4-weeks following the completion of the study to evaluate participants’ maintenance of classroom competence skills. |
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Reasoning Skills: In the Clinic, Lab, Classroom, and Business Venture With Talk Aloud Problem Solving |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/OBM; Domain: Service Delivery |
Chair: Joanne K. Robbins (Morningside Academy) |
Discussant: Paul Thomas Andronis (Northern Michigan University) |
CE Instructor: Paul Thomas Andronis, Ph.D. |
Abstract: TAPS (Talk Aloud Problem Solving) has evolved from Bloom’s critical observations of student thinking and reasoning skills at a top American university (1950) to Whimbey’s Cognitive Therapy (1970) that provided exercises to address the wide-ranging needs of students from elementary age to college preparation. Whimbey and Lochhead (1979) observed how great thinkers reasoned through their professional world and published a wide-range of exercises leading to graduate school success and notable medical school admission rates. Whether the “problem solver” is a scholar, a scientist, an artist, a writer, a child, a parent, or an entrepreneur, certain qualities are required to successfully tackle the problem solving environment. The repertoires have been named Problem Solver, Active Listener, and Observer (Robbins, 2011) and require talking aloud to reason through problems that otherwise may not have been solved. This process is akin to what Skinner (1969) described as an “inspection of reinforcement contingencies” such that behavior can be described that meets contingency requirements without direct contingency shaping or rules. This symposium shares recent modifications and new applications of TAPS instruction in a clinical setting, a behavior analysis research lab, teacher training sessions, and a business venture. |
Instruction Level: Basic |
Keyword(s): entrepreneur, Observational Learning, scientist-practitioner, TAPS autism |
Target Audience: Educators, entrepreneurs, those working with children with autism |
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From Pilot to Takeoff: Exploring a Talk Aloud Problem Solving Approach |
LILLY ALEJANDRA FLORES-FIUMARA (Chicago School of Professional Psychology), Eric Carlson (The Chicago School of Professional Psychology), Joanne K. Robbins (Morningside Academy) |
Abstract: Many lessons are learned while navigating from behavior analyst to scientist-practitioner. The presenter will discuss the purpose, process, and utility of a conducting a pilot in the context of performing an empirical study on Learn to Reason with TAPS: A Talk Aloud Problem Solving Approach (Robbins, 2015) The program was run with two typically developing 3rd-grade students in an after school extracurricular program. The two repertoires, Problem Solver and Active Listener were taught using a scripted teacher program with student workbook and initially lead to children able to solve content-free logic problems. Analyzing and determining accuracy criteria as these repertoires developed was of particular value. The design of a pilot study will be reviewed and outline actionable steps for takeoff for future studies. In addition to those interested in TAPS, this talk hopes to inspire, and provide a framework for students and practicing behavior analysts to take flight and develop scientist-practitioner skills. |
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Teaching Problem Solving Skills to Children With Autism through Talk Aloud Problem Solving in One-On-One Settings |
EMILY NORDLUND (South Sound Behavior Therapy), Naomie Branson (South Sound Behavior Therapy) |
Abstract: Individuals require problem solving skills to navigate their environments. Academics, daily living skills, and social skills are just a few areas that require constant problem solving. Children with autism are taught verbal behavior skills specific to their deficits. The VBMAPP (Sundberg, 2014) and the ABLLS-R (Partington, 2010) are tools for assessing language skills in early learners and serve as curriculum guides for practitioners. Once learners progress beyond these assessments, complex language skills such as problem solving need to be assessed then systematically taught. The Early Behavioral Intervention curriculum (EBIC) (Degli Espinosa, 2011) measures the presence or absence of a variety of skills for advanced learners, such as problem solving, and may demonstrate if a learner needs explicit instruction in various content areas. Developed from problem solving pioneers, Talk Aloud Problem Solving (TAPS), is a program that promotes problem solving, analytical thinking, and reasoning skills. TAPS has been effective in teaching students in classroom settings (Robbins, 2011). Therefore, this presentation will discuss the procedures involved in assessing and systematically teaching problem solving to learners with autism diagnoses. Due to the nature of autism service delivery, some adaptations to the TAPS program were made to be applied in one-on-one settings. |
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Observe: The Training of TAPS Teachers |
SEAN MICHAEL WILL (Florida Institute of Technology), Joanne K. Robbins (Morningside Academy) |
Abstract: Before we can teach our learners how to reason, we need to become strong analytical thinkers ourselves. We need to be able to identify the qualities present and absent from a learner’s repertoire. This presentation will describe the role of the Observer required when teaching the TAPS (Talk Aloud Problem Solving) strategy. Various distinctions of observational learning as (Deguchi,1984; Greer, Dudek-Singer, Gautreaux, 2006) were analyzed to improve the instruction for teacher trainers. Observational skills that tact the qualities of the Problem Solver (PS) and Active Listener (AL) can be shaped with explicit instruction. One procedure employed is the use of Active Response Cards (Heward, 1994). A group response of an observation can demonstrate that participants can match the criteria set by the instructor. However, we know that group responses sometimes have “skaters” (Sudak et al, 2016), that is, a brief pause or hesitation occurs and a student imitates other members of the group. Whereas initially, imitation leads to correct responding, TAPS instruction, which occurs in phases, requires more complex observational learning. As TAPS phases change, the conditions are presented that expand the observational repertoire and require more complex forms of observational learning that lead to self-observation. |
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Case Study: Applying Talk Aloud Problem Solving With the Business Canvas Model |
ELIZABETH A. LANG (Smart Spot Educational Services) |
Abstract: Are you thinking about starting a business in the field of ABA? The journey breathes excitement into your every cell and exhales all of your overwhelming thoughts for each moment you are planning this vision. Behavior Analysis has a tool for these novel situations and complex problems you will face, Talk Aloud Problem Solving (TAPS). Robbins’ (1996) instruction is based upon Bloom’s (1950) and Whimbey’s (1975) analyses of the covert behavior of problem solving. The component skills that expert problem solvers engage in to develop this systematic technology are made explicit. Learn about the steps to designing a business plan while integrating and leveraging TAPS. Specifically, the Business Canvas Model by Strategyzer serves as an excellent tool to break business planning into functional yet cohesive and comprehensive elements. At the same time, the steps of TAPS will be overlaid at each element of the Business Canvas Model to illustrate its power. My personal entrepreneurial experience will be used as your model while sharing tips of successful actions and lessons learned. |
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Cover Your Bases: A Compliance Framework to Help ABA Providers Ethically Navigate the Requirements of the Healthcare System |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/OBM; Domain: Service Delivery |
CE Instructor: Kristine Rodriguez, M.A. |
Chair: Kristine Rodriguez (Autism Learning Partners) |
DAN MATAS (Autism Learning Partners) |
JENNIFER J JOHNSTON (Easter Seals of Southern California) |
TYRA PAIGE SELLERS (Behavior Analyst Certification Board) |
Abstract: Compliance programs were formally introduced into the healthcare space only 30 years ago. Historically, the focus of these programs has been mainly on hospitals, insurance providers, and nursing facilities; however, attention is rapidly turning to Applied Behavioral Analysis providers. As the incidence rate of Autism Spectrum Disorder rises, the cost of treatment by insurance companies, state programs, and federal funding sources increases exponentially. The government has several programs in place to monitor fraud, waste, and abuse, and maintains acute interest in those who are misusing funds. Applied Behavioral Analysis providers have recently come under scrutiny in matters of fraud, waste, and abuse; these allegations bring stigma for the industry and necessitate a call to action. Further, as funders become increasingly concerned with assessing value against costs, providers will need to develop increasingly robust systems in order to ensure proper documentation and outcomes-driven processes, in order to avoid devastating payment recoveries. This panel presents a full range perspective, bringing together both providers and funders to discuss healthcare compliance from multiple vantages, in order to provide participants with a path forward to ensuring quality care and upholding ethical standards. |
Instruction Level: Basic |
Target Audience: The target audience are providers, funders, and industries associated with the delivery of Applied Behavioral Analysis treatment. |
Learning Objectives: 1) Participants will gain general knowledge of what Fraud, Waste and Abuse looks like in the Applied Behavioral Analysis industry 2) Participants will define 5 steps that attendees can use to initiate/improve upon a compliance program designed to protect clients, drive quality outcomes, and meet funder regulations 3) Participants will identify relevant items of the Professional and Ethical Compliance Code for Behavior Analysts, as it pertains to personal responsibility for delivering care that is effective, efficient, and well-documented |
Keyword(s): Ethics, Healthcare Compliance |
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Behavioral Medicine SIG of ABAI Presents: Pain and Wellness Research in Behavioral Medicine |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Translational |
Chair: Gretchen A. Dittrich (Simmons University) |
Discussant: Kylan S. Turner (Simmons University) |
CE Instructor: Kylan S. Turner, Ph.D. |
Abstract: Behavioral medicine is an area of research that integrates behavior analysis and biomedical sciences to change behaviors associated with health and disease states. Behavioral medicine targets may focus on disease prevention, treatment to improve health and disease states, programming to facilitate maintenance of health behavior change, and treatments targeting adherence to medical regimes. As experts in functional analysis and behavior change, behavior analysts are well-equipped to work in the area of behavioral medicine. However, only a small percentage of articles published in behavior analytic journals focus on behavioral medicine research. There is a need for behavior analysts to produce more research in the area of behavioral medicine. One of the goals of the Behavioral Medicine Special Interest Group of ABAI is to provide opportunities for students to disseminate research. The purpose of the current symposium is twofold. First, research in two different areas of behavioral medicine (i.e., increasing physical activity in sedentary adults and improving sitting posture in adults with reported low back pain) will be presented to demonstrate how doctoral students and other researchers may effectively contribute innovative applications of behavior analysis to the field to address behaviors related to pain and wellness. Secondly, a discussion will follow, which will specifically address how to begin doctoral work in behavioral medicine, and provide suggestions and guidelines for future or current students who are interested in working in the area of behavioral medicine. |
Instruction Level: Intermediate |
Keyword(s): Behavioral Medicine, Pain, Physical Activity, Posture |
Target Audience: BCBA BCBA-D licensed behavior analysts |
Learning Objectives: 1. describe the effects of feedback schedules on health behavior 2. identify variables that affect treatment adherence in physical activity research 3. describe the effects of vibrotactile feedback on sitting posture |
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Effects of Behavioral Coaching on Exercise Behavior and Adherence |
(Applied Research) |
JESSICA R. MIAS (Simmons University), Gretchen A. Dittrich (Simmons University), Russell W. Maguire (Simmons University) |
Abstract: b. Optimal health outcomes are positively correlated with regular exercise, yet nearly one-quarter of adults in the United States reportedly do not participate in physical activity during their free time. The purpose of the current study was to evaluate the effects of gradually faded behavioral coaching for increasing physical activity frequency and duration during the study and once the intervention ended. Participants were divided into two groups and matched according to age and body mass index. The Faded Coaching group received behavioral coaching sessions once per week for the duration of the intervention, and the other group participated in gradual fading of behavioral coaching over the course of the intervention. Results for Continuous Coaching group showed increased duration and frequency of physical activity from baseline to end of intervention. During maintenance for the Continuous Coaching group, frequency and duration of exercise decreased. Results from the Faded Coaching group showed participants increased duration and frequency of exercise while they experienced weekly coaching calls, with less of a decrease in duration and frequency of exercise when coaching sessions were faded. Interobserver agreement data were collected on weekly duration goals set during coaching sessions. |
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The Effects of Vibrotactile Feedback Schedules on the Acquisition and Maintenance of Proper Sitting Posture |
(Applied Research) |
BRIAN JADRO (Simmons University), Gretchen A. Dittrich (Simmons University), Ronald F. Allen (Simmons University) |
Abstract: According to a National Centers for Health Statistics (2016) report, the most commonly reported pain is low back pain (LBP), with over 29% of Americans having reported experiencing this type of pain within the past three months. Despite such a large number of Americans reporting this type of pain, there are few behavior analytic studies aimed at decreasing potential pain causing variables such as poor posture. In the first experiment, aimed at measuring reliability, posture devices using accelerometers were shown to have an average reliability of 91.66%. The purpose of the current study is to examine the effectiveness of vibrotactile feedback fading procedure on the acquisition and maintenance of correct sitting posture. Initial and ongoing data for two participants, collected using the Upright Go 2 device, has shown an increase in correct sitting posture for two participants. Participant 1 showed an increase of 87.7% from baseline at the end of the 3s delay condition, and Participant 2 showed an increase of 39.1% from baseline to a 30s terminal delay probe. Additional data summarizing both a sequential and non-sequential feedback fading procedure is forthcoming. |
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Put Your Own Oxygen Mask On First: Incorporating Self-Care into Applied Behavior Analysis |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/OBM; Domain: Service Delivery |
CE Instructor: Joe Kendorski, M.Ed. |
Chair: Kate Harrison (Brett DiNovi & Associates) |
JOE KENDORSKI (Brett DiNovi and Associates, LLC) |
JANET VASQUEZ (Precision Chi) |
KELLEY ROSE HOAG (Root to Rise Health) |
Abstract: You matter, too. It is far too easy to put yourself last, especially when your career is spent putting the needs of others first. Letting this become a pattern can lead to stress, anxiety, depression, or an overall lack of fulfillment in life. Behavior analysts have a unique set of tools to help identify behavioral patterns, hypothesize the function of such behaviors, and determine replacements that produce meaningful change. The purpose of this panel is to foster a discussion surrounding the rationale for self-care, how to engage colleagues and organizations in a self-care practice, and the role behavior analysts can play in this process. By learning essential self-care strategies, not only will you find greater satisfaction in your own life, you will be a greater asset to your field, your organization, and the communities you serve. As the author Dodinsky says, “be there for others, but never leave yourself behind.” |
Instruction Level: Basic |
Target Audience: BCBAs, BCaBAs, BCBA-Ds, RBTs |
Learning Objectives: Participants will: 1) Identify at least one personal and/or organizational barrier to self-care and/or employee wellness 3) Generate at least three actions that can be taken to prioritize self-care 3) List different contributions behavior analysts have made to their communities |
Keyword(s): Health, Organizational Wellness, Self-Care, Wellness |
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Advancements in Staff Training Practices via Progressive Behavior-Analytic Approaches |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM/VBC; Domain: Applied Research |
Chair: Arianna Charos (Arizona State University
Department of Psychology) |
Discussant: Adam DeLine Hahs (Arizona State University) |
CE Instructor: Adam DeLine Hahs, Ph.D. |
Abstract: A long-standing focus has been afforded to improving staff performance given the fiscal implications to organizations. To date, however, ABA-based approaches have remained relatively static in the use and conceptualization of behavioral skills training (BST) across myriad performance-based areas. Efforts to improve and increase the efficiency of training is and will remain a significant focus of organizations. To that end, the current symposium seeks to advance staff training practices by including modern behavior-analytic approaches to catalyze increased performance of services providers. The results and implications for said approaches are discussed. |
Instruction Level: Basic |
Keyword(s): ACT, BST, Staff Training |
Target Audience: beginning-intermediate |
Learning Objectives: Attendees will be able to describe how to use ACT to support staff trainers in using BST more frequently Identify effectiveness of feedback on ACT implementation accuracy. Attendees will be better able to understand various models of staff training and increasing performance feedback |
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Using Acceptance and Commitment Training To Enhance the Effectiveness of Behavioral Skills Training |
Alexandra Little (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids), ERIN SILVERMAN (FirstSteps for Kids) |
Abstract: The purpose of this study is to investigate the use of acceptance and commitment training (ACT) to increase the percent per opportunity of behavioral skills training (BST) use in a train the trainer model within an ABA clinic. Acceptance and commitment training exercises are modeled off of the six processes for change consisting of values, present moment attention, acceptance, defusion, self as context, and committed action. This study included three participants, all of whom were RBT trained and had been working in the field for at least 6 months. This study utilized an ABC design embedded within a multiple baseline across participants. Each participant engaged in an initial BST instruction in which behavior skills training was used to teach senior staff how to train using BST. Data were then taken on the percent per opportunity of BST used with new staff in session. ACT training was conducted for all of the participants after BST alone did not produce sufficient results. The addition of ACT was found to be effective in increasing the percent per opportunity of BST used by senior therapists to train new staff, the results generalized to trainees who were not present during ACT training, and maintained after ACT training was terminated. |
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Feedback Makes Everyone Better: Effects of Feedback on Acceptance and Commitment Therapy Implementation and Client Outcomes |
SHANNON ROSE HUNYADI (Saint Louis University), Victoria Diane Hutchinson (Saint Louis University), Joshua Jimison (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Acceptance and Commitment Therapy (ACT) has been demonstrated as an effective strategy for improving pro-social behaviors including on-task behaviors, social skills, and value-directed behaviors. However, barriers to implementation is access to training in ACT strategies, specifically for behavior analysts. One strategy used by the Learning ACT book (Luoma, Hayes, & Walser, 2007) is the use of videos, which include commentary on therapist actions during role-played sessions. Long and Hayes (2018) utilized these videos to evaluate participant’s application of knowledge gained following training. The purpose of this research was to extend that study to explore the effects of feedback on the quality of ACT sessions, measuring therapist implementation scores and client-specific outcomes. Researchers watched videos of ACT sessions and scored therapist ACT-consistency on a Likert scale. Client-specific outcomes were determined based on their current curriculum (e.g. mindfulness; compliance within the session; challenging behavior), and researchers scored client outcomes accordingly. During baseline, no feedback was provided to the therapist, and ACT sessions were completed as usual. During training, feedback was provided to the therapist specific to the therapist score only, to explore effects of feedback on client measures. Implications for the use of feedback for implementer and client outcomes will be discussed. |
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Using Organizational Behavior Management in ABA-Based Service Delivery Agencies |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/DEV; Domain: Applied Research |
Chair: Lauri Simchoni (Halo Behavioral Health) |
CE Instructor: Lauri Simchoni, M.S. |
Abstract: Organizational behavior management research has collectively documented that feedback is critical to creating behavior change in staff performance that drives organizational effectiveness (Daniels & Daniels, 2017). Moreover, self-management strategies help structure the work environment, increase self-motivation, and facilitate behaviors that contribute to the achievement of performance standards (Breevaart, Bakker, & Damerouti 2014). Furthermore, an emphasis on improving staff performance may contribute to their overall satisfaction, which is critical, as the effects of staff turnover include variability and decreased consistency for the consumers, perceived threats to company culture, and the financial costs inherent in recruiting and replacing lost staff. Fortunately, previous research has reported that satisfaction with training, supervision, and pay predicted the employees’ intent to turnover (Kazemi & colleagues, 2015). This symposium presents recent research related to the use of organizational behavior management within ABA-based agencies in an effort to improve their performance and satisfaction. The first paper analyzes the effects of a performance development system on the acquisition of direct intervention staff goals using a multiple baseline across behaviors design. The second paper analyzes the effects of a self-management intervention utilizing rules and self-monitoring on work-related organizational and planning skills using a multiple baseline across behaviors design. The third paper analyzes the effects of an intervention on self-reported staff satisfaction, relative to baseline reports, using a multiple baseline across service locations, within the same organization, design that additionally differentiates mediating variables (e.g., employee position and rank, weekly supervision, goal setting). |
Instruction Level: Basic |
Keyword(s): OBM, Self-Management, Staff Performance, Staff Satisfaction |
Target Audience: Individuals working in community-based ABA-agencies who provide supervision to direct intervention service delivery staff, as well as all direct service delivery staff themselves. |
Learning Objectives: Learning Objective One: Participants will be able to identify and describe a performance development plan that states staff performance strengths, improvement goals, and current progress directly related to BACB® “BCBA / BCaBA Task List (5th ed.)” items and / or the “Professional and Ethical Compliance Code for Behavior Analysts,” across supervisory sessions wherein feedback is delivered in a collaborative fashion. Learning Objective Two: Participants will be able to identify and describe how to integrate the benefits of self-management procedures in individualized staff improvement goals related to pre-planning and organization (e.g., latency in minutes for getting on task, desk organization, arriving to work on time). Learning Objective Three: Participants will be able to describe how to measure employee satisfaction and state the specific variables that may affect reported satisfaction. |
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Collaborative Staff Performance Improvement |
LAURI SIMCHONI (Halo Behavioral Health), Megan Michelle St. Clair (Halo Behavioral Health), Adel C. Najdowski (Pepperdine University; Halo Behavioral Health), Victoria Daniela Castillo (Endicott College; Halo Behavioral Health), Peter Farag (Halo Behavioral Health), Bryan Acuña (Halo Behavioral Health; Pepperdine University) |
Abstract: Organizational behavior management research has collectively documented that feedback is critical for creating behavior change in staff performance that drives organizational effectiveness (Daniels & Daniels, 2017). However, often feedback is dictated, rather than collaboratively determined. Additionally, direct intervention staff performance is critical to maximizing the quality of services provided. Typically, the more the intervention implementation integrity, the more effective and efficient overall outcomes are likely to be. As such, exceptional supervision entails the application of performance development plans (PDPs) strategically designed to collaboratively (i.e., supervising BCBA and RBT together) identify performance strengths, improvement goals, and current progress, across each supervisory session. A concurrent multiple baseline across behaviors design is being utilized to evaluate the effects of individualized PDPs on the acquisition of direct intervention staff goals. Current data represent baseline performance across six goals, with the initiation of intervention for the first four. Given the significant change in level across goals, data thus far indicates that the PDP effectively increased staff acquisition of performance improvement comparative to baseline. Future data will be collected to determine if intervention continues to yield such promising acquisition via stability across active goals and consistent change in level, increasing trend, and limited variability across novel goals to be introduced. Moreover, two additional goals have been generated, are currently in the baseline phase, may soon be introduced. Finally, any mastered goals are to be monitored in a maintenance phase to follow the PDP intervention. |
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Using Self-Management Procedures to Improve Staff Performance in an ABA-Based Service Agency |
BRYAN ACUÑA (Halo Behavioral Health; Pepperdine University), Victoria Daniela Castillo (Endicott College; Halo Behavioral Health), Adel C. Najdowski (Pepperdine University; Halo Behavioral Health), Lauri Simchoni (Halo Behavioral Health) |
Abstract: Self-management strategies help structure the work environment, increase self-motivation, and facilitate behaviors that contribute to the achievement of appropriate performance standards (Breevaart, Bakker, & Damerouti 2014). Moreover, it is an empirically-based intervention that has widely been shown to be effective in remediating a variety of skill deficits. Specifically, this study uses a multiple baseline across behaviors design to evaluate the effects of a self-management treatment package using rules, self-monitoring, self-recording, and contingent performance-based feedback on work-related organizational and planning skills of staff in a community-based service delivery agency. Current data represent baseline performance for one participant across three behaviors: (1) latency in minutes to getting on task, (2) percentage of desk cluttered, and (3) minutes late arriving to work. Intervention has been initiated on the first goal of latency in minutes to getting on task and initial data demonstrate an immediate decrease in level, with limited variability, relative to baseline performance. Future data will be collected in order to determine if the intervention continues to yield a decreasing trend. Finally, future data will display the effects of intervention on the desk clutter and punctuality to work. |
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A Closer Look at Employee Satisfaction Within a Behavior Analytic Service Organization |
GINGER R. RAABE (The ABRITE Organization), Janice Frederick (The ABRITE Organization), Valerie R. Rogers (The ABRITE Organization) |
Abstract: Employee turnover has many side effects within a service organization. Some likely effects of turnover include variability and decreased consistency for the consumers, perceived threats to company culture and the financial costs inherent in recruiting and training replacements. In the presence of such effects, examination of the factors that decrease employee turnover is an important investigation. It is a logical extension that highly satisfied employees remain and thus organizations with high levels of reported satisfaction are likely organizations with decreased levels of employee turnover. Previous research has reported that satisfaction with training, supervision and pay predicted the employees’ intent to turnover (Kazemi & colleagues, 2015). This presentation will discuss the results of employee reported satisfaction on the aforementioned variables, measured throughout implementation of specific interventions aimed to increase satisfaction. Data were collected on satisfaction throughout baseline and intervention phases and intervention was evaluated with the use of a multiple baseline across service locations within the same organization. Our data will be discussed in the presence of observed trends and position specific variables. For example, this investigation highlighted the need to separate out the data based on clinical position as the highest dissatisfaction was reported by those in the behavior interventionist (BI) position and the highest satisfaction was reported by more senior team members. These results will be discussed in detail while discussing other data that were collected on other measures of interest, such as weekly supervision and goal setting. Future directions for those examining employee satisfaction will also be detailed. |
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Breaking bad in behaviour analysis: The value of rebels to our field |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M1, Georgetown |
Area: PCH/TBA; Domain: Service Delivery |
CE Instructor: Myra-Jade Lui, Ph.D. |
Chair: Myra-Jade Lui (QcABA) |
CHERICE R. CARDWELL (ACCELERATE BEHAVIOR INTERNATIONAL) |
MERRILL WINSTON (Professional Crisis Management, Inc.) |
RYAN LEE O'DONNELL (RYANO, LLC) |
Abstract: The term ‘rebel talent’ was coined by behavioral scientist and author Francesca Gino in 2018. Rebel talents are those who walk the line between expertise and experimentation and who, in the right conditions, can lead the way to innovation and creativity in any given field. Applied behavior analysis is a field that has produced powerful technologies, capable of significantly improving the lives of even the most vulnerable in our society. Yet, the field still lacks mainstream relevance. It may be, therefore, time for behavior analysts to consider novel strategies such as those employed by rebel talent in order to further the field towards innovation and achieving recognition in the mainstream. This panel discussion will bring together three behaviour analysts who are familiar with non-conformity and who will discuss walking that line between thinking-outside-the-box, abiding by the guidelines for ethical practice, and why B.F. Skinner might have been the original rebel talent of the field. |
Instruction Level: Intermediate |
Target Audience: Primarily BCBAs |
Learning Objectives: Following this panel discussion, the participants will be able to: 1) Describe an event from Skinner’s career that revolutionized the way people thought about human behaviour and how this challenged the traditional perspectives of the time. 2) Identify the productive aspects of thinking-outside-the-box and contrast this to potential destructive aspects in the dissemination of applied behaviour analysis. 3) Outline how they might teach supervisees to practice in ways that can be considered both ethical and innovative. 4) Provide a framework for approaching rules and the various types of rule-governed behavior in ethical practice, including tracking contingency relations and dogmatic rule-following. |
Keyword(s): dissemination, Ethics, rule-governed behaviour |
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Training Moral Reasoning: A Behavior Analytic Approach |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/DEV; Domain: Theory |
CE Instructor: Luisa F. Canon, Psy.D. |
Chair: MaKensey Sanders (University of Louisiana at Lafayette) |
LUISA F. CANON (Institute for Effective Behavioral Interventions (IEBI)) |
MEGAN MICHELLE ST. CLAIR (Halo Behavioral Health) |
MATT WILLIAMS (Autism Center of North Mississippi) |
Abstract: Most people encounter moral dilemmas, or situations in which multiple courses of action seem to be indicated as “moral,” throughout their lives beginning in early childhood. Moral reasoning involves consideration of consequences of possible responses to a moral dilemmas. Without training in moral reasoning, many faced with moral dilemmas fall victim to applying a solution based on generalized, universal principles called moral heuristics to a difficult and unique problem. In this way, moral heuristics often involve faulty judgement and action due to insensitivity to direct contingencies. Considering moral heuristics from a behavioral perspective (e.g., in terms of maladaptive, rule-governed behavior) may foster improved understanding of the manipulable conditions under which maladaptive choices are made. This panel will discuss what specific behaviors are involved in moral reasoning independent of moral heuristics, how ABA currently addresses moral reasoning, and the barriers we face in doing so. |
Instruction Level: Basic |
Target Audience: Service providers, behavior analysts, clinicians, higher education instructors, school professionals, teachers, people interested in philosophical issues |
Learning Objectives: 1. Define moral reasoning in terms of behavior analysis 2. Identify behaviors relevant to training moral reasoning 2. Identify barriers practitioners face in training moral reasoning and how to approach them |
Keyword(s): derived insensitivity, maladaptive behavior, moral reasoning, rule-governed behavior |
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Climate Change Demands Behavioral Change: Giving the Future a Chance |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
Chair: Cynthia J. Pietras (Western Michigan University) |
CE Instructor: Cynthia J. Pietras, Ph.D. |
Presenting Author: ELKE WEBER (Princeton University) |
Abstract: Bounded rationality and finite processing capacity result in homo sapiens focusing attention first on the here and now. But many individual and social problems require attention to future costs and benefits, with climate change the most urgent challenge for decisions that fully and justly weigh immediate and certain costs and benefits of business-as-usual or greenhouse gas mitigation efforts against delayed, risky, and often disputed costs and benefits. Psychological theories from prospect theory to hyperbolic discounting and query theory predict that future costs of business-as-usual and future benefits of GHG mitigation efforts will typically get short thrift in such decisions. I present data for three interventions that focus greater attention on future consequences and thus provide entry points for choices that better balance short- and long-term goals and objectives. (1) In trade-offs between immediate and delayed consumption, discounting of future consequences is reduced when choice options with future benefits are made the default and when decision makers are prompted to consider arguments for such choices first (Weber et al., 2007). (2) Individual and country-level data show that citizens may use perceptions of their country’s age to predict its future continuation, with longer pasts predicting longer futures, and longer futures justifying greater investments into sustainability. Thus, framing a country as a long-standing entity can promote pro-environmental behavior (Hershfield, Bang, & Weber, 2014). (3) Finally, individuals’ motivation to leave a positive legacy can be leveraged to increase engagement with climate change and other environmental problems (Zaval, Markowitz & Weber, 2015). |
Instruction Level: Intermediate |
Target Audience: Anyone interested in behavior and behavior change. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define the concept of status-quo bias and provide examples of it; (2) identify at least one cognitive and one motivational reason for status-quo bias; (3) create ways of helping decision makers overcome their status-quo bias in a specific situation. |
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ELKE WEBER (Princeton University) |
 Elke Weber is the Gerhard R. Andlinger Professor in Energy and the Environment and Professor of Psychology and Public Affairs at Princeton University. Her research models decision-making under uncertainty and time delay in financial and environmental contexts from a psychological and neuroscience perspective. Her expertise in the behavioral decision sciences has been sought out by advisory committees of the National Academy of Sciences on Human Dimensions in Global Change, an American Psychological Association Task Force that issued a report on the Interface between Psychology and Global Climate Change, and Working Group III for the 5th and 6th Assessment Report of the U.N. Intergovernmental Panel on Climate Change (IPCC). She is past president of the Society for Neuroeconomics, the Society for Judgment and Decision Making, and the Society for Mathematical Psychology. She is a fellow of the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the American Psychological Association, the Association for Psychological Science, the Society for Risk Analysis, the Society for Experimental Psychology. She received the Distinguished Scientific Contribution Award from the Society for Risk Analysis and was also elected to the German National Academy of Sciences. |
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PDS: Peer Review is Still Better Than Facebook: An Introduction to Peer Review and Some Cautions, Concerns, and Recommendations for the Consumer of Behavior Science and Behavior Analysis Information |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Translational |
CE Instructor: Mitch Fryling, Ph.D. |
Chair: Donald A. Hantula (Temple University) |
MARK R. DIXON (Southern Illinois University) |
MITCH FRYLING (California State University, Los Angeles) |
JONATHAN J. TARBOX (University of Southern California; FirstSteps for Kids) |
Abstract: This PDS features the editors of ABAI journals discussing the peer review process, its importance in science in general, and for consumers of scientific information. Panelists will describe the peer review process from article submission to addressing reviewer comments and understanding editorial decisions. The protections against misinformation that peer review offers are emphasized in this PDS. |
Instruction Level: Basic |
Target Audience: All individuals interested in the publication process. |
Learning Objectives: 1. Participants will describe the peer review process 2. Participants will identify reasons why peer review is more reliable than testimonials and social media endorsements 3. Participants will describe the roles of authors, reviewers and editors in the peer review process |
Keyword(s): Peer review, Publication process, Publicaton |
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PDS: The Supervision Experience: Utilizing Acceptance and Commitment Therapy and Relational Frame Theory Approaches to Create Effective Dialogue Within the Supervisor-Supervisee Relationship |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/AUT; Domain: Service Delivery |
CE Instructor: Jessica M Hinman, M.S. |
Chair: Jessica M Hinman (Southern Illinois University, Carbondale) |
DANA PALILIUNAS (Missouri State University) |
BECKY BARRON (Southern Illinois University) |
ZHIHUI YI (Southern Illinois University) |
Abstract: The relationship between a supervisor and supervisee is complex and dynamic and plays an important role in the training of behavior analysts. Supervision provides students with the opportunity to develop their skills as a behavior analyst with the support of someone with experience and expertise. While the supervision relationship is intended to be one of support and guidance, the imbalance in knowledge and experience can create a power differential between the supervisor and supervisee. This power imbalance can lead to an inauthentic relationship and the supervisee disregarding supervisor feedback. In an attempt to address these potential issues within the supervision relationship, supervisors can create a flexible context for supervision by making space for effective dialogue using Acceptance and Commitment Therapy (ACT) and Relational Frame Theory (RFT) approaches. By noticing and allowing space for the differences, biases, and experiences that exist between the supervisor and supervisee, the supervisor can foster a bidirectional learning experience which allows the supervisor and supervisee to learn from one another. The panelists in this talk will speak to their supervision experiences and discuss how they have been able to integrate ACT and RFT approaches within supervision. Speakers will also answer questions about how supervisors can begin integrating these approaches in their own supervision. |
Instruction Level: Intermediate |
Target Audience: Graduate students, BCBAs, BCaBAs |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) have a better understanding of how to create an effective supervision dialogue; (2) be able to create meaningful supervision relationships; (3) apply ACT and RFT approaches within supervision. |
Keyword(s): ACT, RFT, Supervision |
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Small Steps Toward a Complex and Integrated Reading and Writing Repertoire |
Monday, May 25, 2020 |
4:00 PM–4:50 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: DEISY DE SOUZA (Universidade Federal de São Carlos) |
Abstract: Reading and writing skills refer to a network of equivalence relations between stimuli (e.g., printed words, dictated words, and pictures) and between stimuli and responses (e.g., picture naming, textual responding, writing, etc.). This conceptual framework has served as a foundation to the development of assessment tools and teaching procedures. Concerning the assessment of repertoires, this presentation will describe empirical data on the network of S-S and R-S relations, as measured by an online instrument, comprised of 15 tasks assessing auditory-visual and visual-visual matching-to-sample, picture naming, reading and writing skills. The goal was to characterize the performance of beginning readers. The instrument was administered to approximately 2300 students (6- to 12-year-olds), and results suggest that the matching skills were significantly correlated with textual behavior and dictation-taking. An "integration" index showed, as predicted by the stimulus equivalence paradigm, that accuracy increased as the entire repertoire developed. The integration index may be a useful tool for the prediction and evaluation of the effects of teaching programs for establishing this repertoire in non-readers. The presentation will also summarize the main results of two procedures designed to teach arbitrary relations between dictated words and printed words, namely, the exclusion procedure and the stimulus-pairing with orientation response procedure. Both procedures can be easily implemented via computers, and the results have shown that they can be effectively used for the systematic teaching of a large set of the target relations. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING |
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DEISY DE SOUZA (Universidade Federal de São Carlos) |
 Deisy de Souza is Full Professor at the Psychology Department, Universidade Federal de São Carlos (UFSCar), Brazil, where she teaches behavior analysis in graduate and undergraduate courses in Psychology, and in Special Education. She obtained her Ph.D. in experimental psychology at Universidade de São Paulo (USP), under the direction of Carolina Bori, and held a post-doctoral position at the University of Maryland Baltimore County, working with Charlie Catania. She has published articles and book chapters on non-human and human relational learning, including studies applying the stimulus equivalence paradigm to investigate the acquisition of symbolic relations involved in reading and writing, and in developing curricula to teach those skills. She is past-Editor of the Brazilian Journal of Behavior Analysis (BJBA), past-Associate Editor of Acta Comportamentalia, and she is currently a member of the Board of Editors of JEAB. She was designated as ABAI Fellow (2018) and is the recipient of the 2015 Award for Distinguished Contributions to the Experimental Analysis of Human Behavior by the Experimental Analysis of Human Behavior Special Interest Group. |
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Introduction to a Behavioral Analysis of Cognitive Loss and Functional Decline |
Monday, May 25, 2020 |
4:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: PRA; Domain: Service Delivery |
BACB/PSY/QABA CE Offered. CE Instructor: Claudia Drossel, Ph.D. |
Chair: Cynthia M. Anderson (May Institute) |
Presenting Authors: : CLAUDIA DROSSEL (Eastern Michigan University) |
Abstract: Cognitive loss and associated functional decline can reflect many different physiological processes, some of which are progressive and neurodegenerative, others stable or even reversible. Behavior analysts, through their measurement-based practice, are uniquely positioned to detect fluctuations in proficiencies and skill levels that are potentially indicative of decline, and to implement assessment and intervention. The goals of this tutorial are twofold: (1) to provide an overview of neurocognitive disorders, such as those from Alzheimer’s, Lewy body disease, or stroke, and prominent risk factors, such as age and an already compromised nervous system due to prior traumatic brain injury, chronic disease, lifestyle factors, or particular preexisting neurodevelopmental disorders; and (2) to offer a practical step-by-step guide to ruling out reversible conditions, ascertain the appropriate level of social and physical support, and address potential behavioral and emotional changes. Video and audio examples will be provided for training purposes, to illustrate the heterogeneity of individuals’ reactions to functional decline, the difficulties of family members to follow behavioral plans or adapt to their loved one’s loss of skills or repertoires, and the need for medical care navigation. The tutorial will introduce cognitive loss and functional decline as a high-need specialty practice area, amenable to workforce development in behavior analysis. |
Instruction Level: Basic |
Target Audience: Students; behavior analysts interested in an introduction to the specialty area or in expanding their practice; behavior analysts encountering individuals with neurodevelopmental disorders and decline; and family care partners. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) differentiate major neurocognitive disorders and their characteristics; (2) list two risk factors for the development of neurocognitive disorders; (3) broadly conceptualize behavioral changes in the context of cognitive decline from a behavior analytic perspective; (4) name one document that describes training benchmarks; (5) list three general steps involved in best practices for the assessment and management of behavioral changes and preventing/reducing excess disability. |
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CLAUDIA DROSSEL (Eastern Michigan University) |
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Training the Trainers: Success and Challenges of Different Parent Training Modes |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Fan Yu Lin, Ph.D. |
Chair: Fan Yu Lin (ALSOLIFE) |
FAN YU LIN (ALSOLIFE) |
DOROTHY XUAN ZHANG (The Chicago School of Professional Psychology; George Mason University; ABA Professional Committee of China Association of Rehabilitation of Disabled Persons (ABA-CARDP)) |
XIAOHAN CHEN (Duquesne University) |
Abstract: Research has shown that parent-mediated treatment results in consistent enhancement of parent-child interaction. It also has great potential to improve child communication and behaviors. However, given a wide range of sources, treatment options, and technical procedures, parents may find the decision making and execution rather challenging. Parent training sessions, conducted by professionals in Applied Behavior Analysis, can lead to efficient use of resources and an increase of parental knowledge and practice in evidence based intervention. Participants on the panel include ABA professionals working closely with parents/families of children with ASD in various formats. Included in this panel discussion are three distinct parent-training styles: (1) one-on-one home based consultation in which the professional has designed individualized instruction for the target parent and the child, (2) large group face-to-face training which adapted workshop style, addressing general topics in behavioral treatments, and (3) web-based self-paced classes, supplementary with parental support groups. Success will be shared while challenges unique to training content, parental knowledge, family characteristics, and cross-cultural preferences will be discussed. |
Instruction Level: Intermediate |
Target Audience: Professionals who are currently or consider providing parent training services, particularly those who work with diverse population. |
Learning Objectives: 1. Articulating the positive outcomes and potential challenges of parent-mediated treatments for children with autism. 2. Identifying the scientific responsibilities and ethical practices of professionals in parent training services. 3. Describing effective strategies and tools for providing parent training. |
Keyword(s): Asia, China, Cross-Culture, Parent training |
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Non-Compete Agreements in Applied Behavior Analysis: Prevalence, Impact, and Ethical Considerations |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/DDA; Domain: Translational |
CE Instructor: Stephen Ray Flora, Ph.D. |
Chair: Stephen Ray Flora (Youngstown State University; Progressive ABA Therapy Group) |
KRIS BROWN (Youngstown State University) |
MARY BROWN (Youngstown State University) |
STEPHEN RAY FLORA (Youngstown State University; Progressive ABA Therapy Group) |
Abstract: With its growth, the field of applied behavior analysis (ABA) is encountering practice issues ranging from negotiating insurance reimbursement, developing formal treatment guidelines, and gaining the trust of consumers. One controversial practice issue is the use of non-compete clauses (NCC’s) in employment contracts. NCC’s have the potential impact how, when, and who practitioners can serve. NCC's are used in some fields and banned in others (i.e., law practice, some human services/medical fields in some states). Although widely used in ABA businesses, to our knowledge no discussion of NCC's has occurred in our own field. Results of a recent survey and personal experiences of the panelists and audience will be used to engage the attendees in discussing practical and ethical issues related to the use of NCC's in ABA. |
Instruction Level: Intermediate |
Target Audience: All BACB certificants (RBT's, BCaBA's, BCBA's, BCBA-D's), individuals who work in agencies services individuals with autism or other developmental disabilities, and owners of businesses providing services to individuals with disabilities. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) state what a non-compete clause is; 2) state potential ethical implications involved with the use of non-compete clauses in ABA; 3) state potential practical/business implications of the use of non-compete clauses in ABA. |
Keyword(s): employment practices, ethics, non-compete clause, professional practice |
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Operant Conditioning to Address Poverty and Substance Use Disorders |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: BPN; Domain: Applied Research |
Chair: Sally L. Huskinson (University of Mississippi Medical Center) |
CE Instructor: August Holtyn, Ph.D. |
Presenting Author: AUGUST HOLTYN (Johns Hopkins University School of Medicine) |
Abstract: Substance use disorders, like many health problems, are concentrated in people who live in poverty. This presentation will review research on the application of operant conditioning to address the interrelated problems of poverty and substance use disorders. Our research has clearly shown that operant reinforcement using financial incentives can promote abstinence from heroin and cocaine in low-income adults with substance use disorders. The use of operant conditioning to reduce poverty is less well-established. However, our research on an employment-based intervention called the therapeutic workplace suggests that operant conditioning could promote behaviors that may facilitate the transition out of poverty. In the therapeutic workplace, unemployed adults with substance use disorders are paid to work but must provide drug-negative urine samples or take prescribed medication to maximize pay. The therapeutic workplace offers a job-skills training phase and an employment phase through which participants progress sequentially. Our research has shown that employment-based reinforcement within the therapeutic workplace can promote drug abstinence, medication adherence, job seeking, and employment. The therapeutic workplace could provide an effective framework for broader anti-poverty programs, but more research is needed to determine whether such interventions consistently reduce poverty, and how best to implement these at scale. |
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 how operant conditioning can be used to promote drug abstinence and adherence to medications; (2) describe the main features of the therapeutic workplace; (3) describe how the therapeutic workplace uses contingent access to employment (i.e., employment-based reinforcement) to promote drug abstinence, medication adherence, job seeking, and work. |
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AUGUST HOLTYN (Johns Hopkins University School of Medicine) |
August Holtyn is an Assistant Professor in the Department of Psychiatry and Behavioral Sciences and Associate Director of the Center for Learning and Health at the Johns Hopkins University School of Medicine. Dr. Holtyn earned her master’s and doctoral degrees in psychology at West Virginia University under the mentorship of Dr. Michael Perone. In 2015, she joined the faculty in the Johns Hopkins University School of Medicine after completing a post-doctoral fellowship there in behavioral pharmacology under the mentorship of Dr. Kenneth Silverman. Dr. Holtyn’s work is focused on the development of contingency management interventions for the treatment of opioid, cocaine, and alcohol use disorders. Her primary lines of research have focused on development and evaluation of remotely-delivered financial incentive interventions to promote drug abstinence and medication adherence in substance use disorder treatment, and the therapeutic workplace intervention to promote drug abstinence and employment in adults living in poverty. Her work has been funded by the National Institutes of Health, the Centers for Disease Control and Prevention, and the Patient-Centered Outcomes Research Institute. |
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Public Health and Behavior Analysis: Careers and Applications |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/CSS; Domain: Service Delivery |
CE Instructor: Catalina Rey, Ph.D. |
Chair: Catalina Rey (University of Vermont; Vermont Center on Behavior and Health) |
TYLER NIGHBOR (University of Vermont) |
SHRINIDHI SUBRAMANIAM (California State University, Stanislaus) |
ANTHONY OLIVER (University of Vermont; Vermont Center on Behavior and Health) |
Abstract: A disproportionate majority of behavior analysts work in the area of treatment of individuals with intellectual disabilities and autism. Though behavior analysis can be applied to many different domains, behavior analysts often struggle to find alternate career paths. A number of other career paths, particularly those targeting problems of social significance within the domain of public health, have proved fruitful for the field and are ripe for those with backgrounds in behavior analysis. This panel will serve as an introduction to several applications of behavior analysis to problems of public health interest. Each speaker will discuss their background and professional experiences in the field of behavior analysis, including the populations with which they work, the types of services they provide for their clients, how they found their current positions, and advice on dissemination of behavior analysis. After the panelists share their experiences, the remainder of the panel session will open to an audience-driven question and answer format regarding careers in behavior analysis. |
Instruction Level: Intermediate |
Target Audience: Graduate students and practitioners |
Learning Objectives: 1) The audience will be able to describe different career paths and applications of ABA in the area of public health 2) The audience will be able to describe a contingency management treatment procedure 3) The audience will be able to define measures of abuse liability |
Keyword(s): ABA applications, Alternate careers, Public health |
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Addressing the Needs of Neighborhoods of Concentrated Disadvantage: A Research and Policy Agenda |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/CBM; Domain: Translational |
Chair: Anthony Biglan (Oregon Research Institute) |
CE Instructor: Anthony Biglan, Ph.D. |
Abstract: The 2019 report of the National Academy of Medicine, Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda, calls for a mobilization of the research and practice communities to address the problems of neighborhoods of concentrated disadvantage. The report documents the fact that urban and rural neighborhoods of concentrated poverty have multiple problems that contribute to high levels of inter-generational poverty. The report recognizes that efforts to promote healthy development of children and youth in the U.S. will be limited if we do not address the multitude of problems in these neighborhoods. This symposium is intended to advance efforts to study how conditions in these neighborhoods can be addressed both through more interdisciplinary research and through the adoption of policies that foster more nurturing conditions in these neighborhoods. We will describe the nature of these neighborhoods, he state of research on these neighborhoods, and the public policy needed to advance research and practice on this problem. |
Instruction Level: Intermediate |
Keyword(s): Community Interventions, Disadvantaged Communities, Disadvantaged Neighborhoods, Intergenerational Poverty |
Target Audience: Researchers |
Learning Objectives: 1. Audience members will understand the nature of neighborhoods and communities of concentrated disadvantage and why it is important to assist them in reducing poverty and social stress and promoting healthy development. 2. Audience members will be able to describe evidence-based interventions that are appropriate for neighborhoods and communities of concentrated disadvantage. 3. Audience members will understand the recommendations that the National Academy of Sciences Engineering and Medicine has made for assisting neighborhoods and communities of concentrated disadvantage and the work that the Coalition of Behavioral Science Organizations is doing to advance those recommendations. |
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The Nature and Needs of Neighborhoods of Concentrated Disadvantage |
(Theory) |
KELLY KELLEHER (Nationwide Children's Hospital
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Abstract: This paper will summarize the evidence on the proximal and distal influences that undermine successful development in neighborhoods and communities of concentrated disadvantage. These neighborhoods are characterized by high levels of poverty and single parenting and low levels of cohesion. Inter-generational poverty is common. The presentation will discuss criteria for designating a neighborhood as having concentrated disadvantage and propose a census to identify all such neighborhoods in the U.S. It will then describe the proximal and distal conditions in these neighborhoods that undermine well being. distal influences include poverty, discrimination, neighborhood disorder. The conditions increase the likelihood of stressful social interactions in families, schools, and the neighborhood. Such interactions, in turn, contribute to higher rates of psychological and behavioral problems and ultimately higher rates of premature death. The presentation will also provide a brief history of the policies and practices that led to the creation of these neighborhoods. In particular, these neighborhoods exist because of discriminatory practices such as red lining to prevent minority group members from moving into better neighborhoods. |
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The State of Research in Neighborhoods of Concentrated Disadvantage |
(Theory) |
TAMAR MENDELSON (Department of Mental Health / Department of Population, Family and Reproductive Health
Johns Hopkins Bloomberg School of Public Health
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Abstract: This paper will summarize the state of research on the amelioration of stressful conditions in neighborhoods and communities of concentrated disadvantage. Research to improve conditions in these areas has generally involved one of two strategies. The first strategy focuses on economic development in an effort to reduce poverty and increase employment. This might include tax incentives for investing in the neighborhood, job training, refurbishing the housing stock. The other focuses on providing programs to strengthen child and family supports for successful development. There are some efforts that combine these approaches, but they are more rare. Strategies also vary in the degree to which they help the neighborhood to develop cohesion and leadership. The presentation will highlight examples of progress being made. It will describe the potential of existing prevention and treatment programs to improve well being in these neighborhoods. It will also describe methodological and other challenges in measuring community conditions and evaluating the impact of developmental strategies. |
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Public Policy Needed to Advance Research and Practice in Neighborhoods and Communities of Concentrated Disadvantage |
(Theory) |
ANTHONY BIGLAN (Oregon Research Institute) |
Abstract: This paper will present the recommendations of the National Academy of Science, Engineering and Medicine committee regarding the research that is needed to ameliorate problems in neighborhoods of concentrated disadvantage. In its recent report, Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth, it called attention to the fact that mental, emotional, and behavioral disorders are concentrated in neighborhoods and communities of concentrated disadvantage. Efforts to reduce the high levels of child poverty and the academic and social failure that are associated with it will fail if we do not increase our efforts to ameliorate the conditions that undermine child and adolescent development in these urban and rural areas of disadvantage. The Coalition of Behavioral Science Organizations had decided to see if it can contribute to the aims of the NASEM report. The coalition consists of the Association for Behavior Analysis International, the Association for Contextual Behavioral Science, the Association for Positive Behavior Support, the Evolution Institute, the National Prevention Science Coalition, and the Society for Behavioral Medicine. This presentation will report on the steps being taken and planned to get policies adopted which increase support for research and evidence-based efforts to assist these neighborhoods and communities of concentrated disadvantage improving the wellbeing of all members of the community. |
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Isms: Why We Hate and What To Do About It |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Theory |
CE Instructor: Natalie A. Parks, Ph.D. |
Chair: Beverly Kirby (Team ABA LLC) |
NATALIE A. PARKS (Behavior Leader) |
MARK WILKERSON (Team ABA, LLC) |
Abstract: Webster’s Dictionary states the suffix “-ism” is a neutral term used to describe philosophies, theories, religions, social movements, and behaviors; however, it is used to identify that one is in opposition of such practices in the United States since the mid-nineteenth century. Currently words such as racism, sexism, classism, and heterosexism are used to describe the perceived negative ideologies and behaviors of one person(s) towards another. Hate crimes are crimes motivated by a negative bias towards another person(s) based on a general characteristic. Although hate crimes reached an all time low in 2014, they have been on a sharp rise, reaching a high in over 10 years in 2017 (FBI, 2018). Usually “-isms” are discussed individually; however, the behavioral underpinnings of how “-isms” develop and are maintained over time are similar. As behavior analysts, we have solutions to move this world towards a more accepting and inviting place for all. This panel will explore the theory behind and behavioral mechanism in place for “-isms” to develop and what we, as individuals and as behavior analysts, can do to change it. |
Instruction Level: Intermediate |
Target Audience: BCBAs, BCaBAs, BCBA-Ds |
Learning Objectives: 1. State the behavioral mechanisms responsible for the development of -isms 2. Identify what behavior mechanisms are in place for at least two different -isms 3. Identify at least 2 environmental variables can be manipulated to change the development and maintenance of -isms |
Keyword(s): diversity, inclusion, racism, sexism |
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Recent Research in Skill Acquisition |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Allison Rose Bickelman (Autism Behavior Intervention; Pepperdine University; Endicott College) |
CE Instructor: Allison Bickelman, Ph.D. |
Abstract: Three data-based papers will be presented on recent research on skill acquisition for children diagnosed with autism and other developmental disabilities. Paper one discusses a treatment package consisting of rules, feedback and multiple exemplar training to teach the emission of disguised mands. Paper two discusses a treatment package to teach children on the autism spectrum to tact past items and events. Paper three discusses percentile schedules of reinforcement to teach children with developmental disabilities to be on task. Applications of the research and recommendations for future research in these areas will be discussed. |
Instruction Level: Basic |
Keyword(s): autism, developmental disabilities, disguised mands, on task |
Target Audience: BCBAs, clinicians |
Learning Objectives: NA for BACB |
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The Use of Multiple Exemplar Training and Rules to Teach Disguised Mands to Kids Diagnosed With Autism |
Allison Bickelman (Autism Behavior Intervention; Pepperdine University; Endicott College), Marla Saltzman (Autism Behavior Intervention, Inc.), AZIZULL KAUR DHADWAL (Pepperdine University) |
Abstract: This study employed a nonconcurrent multiple baseline across participants design to teach three children diagnosed with autism to emit disguised mands. The intervention utilized was a combination of rules and multiple exemplar training, with direct in-vivo feedback. Results indicate the success of the intervention for all participants in emitting and reinforcing disguised mands, though generalization and maintenance results varied. Social validity data taken with participants’ parents and service providers demonstrate favorability of the intervention and its results. Suggestions for future research on complex verbal behavior and social skills are discussed. |
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Evaluation of a Treatment Package to Teach Children With Autism Spectrum Disorder to Tact Past Events |
CARRIE ZUCKERMAN (Auburn University), Sacha T. Pence (Auburn University; Drake University) |
Abstract: Speaking about past events is an important part of a functional verbal repertoire. Social interactions, personal safety, and academic success may be enhanced by learning to speak about past events. Unfortunately, children with language delays may demonstrate deficiencies in speaking about past events. Despite the importance of this skill, few studies have evaluated how to teach children to speak about past events. Experiment 1 evaluated the effectiveness of a treatment package to teach tacts of previously seen items with three children with autism spectrum disorder. The treatment package consisted of differential reinforcement, intraverbal and stimulus prompt fading, and an increasing delay between seeing an item and being asked “What was in the box?" All three participants reached mastery at a delay of 64 min. Two participants demonstrated generalization to novel items and locations. Experiment 2 evaluated components of the treatment package. The add-in component analysis found that differential reinforcement was not sufficient to teach delayed tacts. Two of the three participants in Experiment 2 met mastery criterion and demonstrated generalization after all of the components of the treatment package were implemented. The treatment package in this study provides a potential model for clinicians interested in teaching tacts of past events. |
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Using Percentile Schedules of Reinforcement to Increase On-Task Behavior |
DANIEL KWAK (Pepperdine University, Center for Applied Behavior Analysis) |
Abstract: Percentile schedules of reinforcement provide a systematic way of specifying successive criteria, tailoring the criteria based on an individual’s current levels of responding (Galbicka, 1994). This paper examined the effectiveness of percentile schedules of reinforcement, with feedback and application of lower limits to change in criteria, in increasing on-task behavior in children with developmental disabilities. Data using a nonconcurrent multiple baseline across participants design revealed that the intervention increased on-task behaviors of participants with tasks involving writing and coloring. In conclusion, this study provides initial evidence that percentile schedules can be used to effectively increase on-task behaviors of individuals with developmental disabilities. General findings, limitations, and directions for future research are discussed. |
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Permission to Communicate: Skill Acquisition Errors and Prompt Maintained Behavior |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/EDC; Domain: Translational |
CE Instructor: Ken Winn, M.S. |
Chair: Ken Winn (Firefly Autism) |
KAYLA ANN MOORE (Firefly Autism) |
SAMANTHA SHEEHAN (Firefly Autism) |
ELBERT BLAKELY (Quest) |
Abstract: t has long been hypothesized that some individuals with developmental delays exhibit signs of prompt dependency. That is, they will engage in behaviors to be prompted or are reluctant to move on in skill training when prompts are faded. One hypothesis is that prompts, which are often described as antecedent stimuli, are , in fact, consequent stimuli in that they are contingent on errors or behaviors that are maintained by prompts. However, there little research has been done exploring prompts acting as reinforcers. By assessing for prompt-maintained behavior, our research has shown that prompts act as positive reinforcers for errors in skill acquisition programing. This research project replicated a previous study done by the authors and expanded the research to include more participants than in the original study. This study also expanded on the previous one by including different skill acquisition programs, rather than simple functional communication training. |
Instruction Level: Intermediate |
Target Audience: This panel discussion is for practicing behavior analysts who wish to enhace the effectiveness of their services by understanding the role of prompts in maintaining errors and other similar response classes of behavior |
Learning Objectives: 1) Participants will demonstrate an understanding that prompts have the potential to act as reinforcers for errors in skill acquisition. 2) Participants will demonstrate an understanding of the use of different types of experimental designs to determine if prompts act as reinforcers. 3) Participants will be able to demonstrate understanding of the relationship between prompts and their reinforcing qualities. |
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Recent Advances in Research With Adults With Acquired and Developmental Disabilities |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/VBC; Domain: Translational |
Chair: Nicole Pantano (Caldwell University) |
CE Instructor: Michael P. Mozzoni, M.A. |
Abstract: This symposium will cover two data-based presentations teaching to adults with acquired and developmental disabilities. The first study evaluated the effects of a video prompting strategy to teach adult women to shave their legs. All participants acquired and maintained the skill. The second study replicated and extended Gross, Fuqua, and Merritt's Verbal Behavior Assessment Battery (2013). They piloted this function-based assessment to guide language programming for adults with acquired brain injury (ABI). This population differs from the original population of adults with dementia as adults with ABI may experience complex changes in their verbal behavior. Following revisions to the assessment, the authors completed the study with five participants with ABI and five matched control participants. |
Instruction Level: Intermediate |
Keyword(s): adults, brain injury, language assessment, self-help skills |
Target Audience: BCBAs, practitioners, graduate students, and researchers interested in or working with individuals with Acquired Brain Injury or other |
Learning Objectives: 1. Audience members will be able to identify a tool and teaching strategy to teach leg shaving. 2. Audience members will become familiar with the Verbal Behavior Assessment Battery and how it can be used with individuals with acquired brain injury. 3. Audience members will identify additional considerations and refinement for future clinical use of the Verbal Behavior Assessment Battery. |
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Teaching Leg Shaving with Finishing Touch Flawless Legs™ to Women with Disabilities |
(Applied Research) |
Natalie Folgia (Caldwell University), Tina Sidener (Caldwell University), Sharon A. Reeve (Caldwell University), Ruth M. DeBar (Caldwell University), PRIYA P PATIL (Caldwell University) |
Abstract: Teaching independence with shaving can provide individuals with privacy and comfort, increase quality of life, and reduce effort of caregivers. Unfortunately, no previous studies have provided clinicians with procedures for teaching leg shaving. The current study evaluated the effects of a video prompting teaching package on leg shaving skills using a concurrent multiple baseline design across participants. Participants included three women ages 22 to 56, each with a different diagnosis (i.e., paraplegia, Down Syndrome, and cognitive impairment with Schizoaffective Disorder). The Finishing Touch Flawless Legs™ shaver was selected because a) it can be used without water or shaving cream, b) individuals with fine motor deficits can handle the device, c) the device will not cut or nick the user, and d) it is rechargeable and does not require batteries. All participants learned to shave their legs at the mastery criterion of 100% independent, correct steps within a mean of 7.33 teaching sessions. These levels were maintained at 2-week probes and during generalization probes. On the Treatment Acceptability Rating Form - Revised, scores indicated high social validity of the procedures of this treatment package. |
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Piloting a Function-Based Language Assessment for Adults with Neurocognitive Disorder |
(Applied Research) |
Dani Leigh Buckley (California State University, Sacramento), Megan R. Heinicke (California State University, Sacramento), Jonathan C. Baker (Western Michigan University), AMANDA N JONES (California State University, Sacramento), Shelby Marie Bryeans (California State University, Sacramento) |
Abstract: Language deficits are common following neurocognitive disorder (NCD), yet behavior analysts serving this growing population do not have a validated, function-based assessment to guide language programming. Gross, Fuqua, and Merritt (2013) developed and piloted the Verbal Behavior Assessment Battery (VBAB) to evaluate language deficits for older adults with dementia, but researchers have yet to replicate this study or evaluate this tool for adults following acquired brain injury (ABI). We expanded the VBAB to better capture the complex changes that may occur following ABI. We conducted the revised assessment with five adults with severe ABI and matched control participants and found 1) varying deficits across ABI participants, 2) significant differences between the performance of ABI and control participants, 3) acceptable test-retest reliability, and 4) evidence for both functional independence and interdependence of verbal operants. Our discussion will focus on methodological considerations and potential refinement of the assessment for future clinical use. |
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Ready, Set, GOAL! Applications of Goal Setting and Performance Feedback Across Populations, Behaviors, and Settings |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/DDA; Domain: Translational |
Chair: Janice Frederick (The ABRITE Organization) |
CE Instructor: Janice Frederick, Ph.D. |
Abstract: Goal setting has utilized across populations and settings to promote behavior change. An extensive literature documents the effectiveness of goal setting to increase a myriad of desirable behaviors including physical activity, academic responding, vocational task completion and beyond. Relatively fewer studies have involved the use of goal setting to decrease or eliminate responding. Performance feedback has been demonstrated to enhance the effects of goal setting. The current symposium examines utilization of goal setting and performance feedback with varied populations and target behaviors. First, a study examining the impact of goal setting and text message feedback on daily step counts of participants employed by a behavioral health organization will be presented. Next, the outcomes obtained for general education students exposed to a treatment package involving goal setting and daily feedback will be discussed. Finally, an analysis of the effectiveness of goal-setting combined with performance feedback and differential reinforcement of diminishing rates of behavior for decreasing challenging behavior exhibited by students with autism in a school setting will be discussed. |
Instruction Level: Basic |
Keyword(s): DRD, Goal Setting, Performance Feedback |
Target Audience: Behavior Analysts and students |
Learning Objectives: 1. Attendees will be able to describe components of behavioral intervention package designed to improve students’ academic performance. 2. Attendees will be able to describe the effects of vocal, written, and/or visual performance feedback methods methods on student goal performance. 3. Attendees will be able to list key elements of intervention based on Differential Reinforcement of Diminishing Rates. |
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Decreasing Challenging Behavior in School Setting with a Combination of Goal-Setting, Performance Feedback, and Differential Reinforcement of Diminishing Rates of Behavior Without Extinction |
(Applied Research) |
Kinga Wolos-Zachmeier (The ABRITE Organization), SAM GARCIA (The ABRITE Organization) |
Abstract: A growing body of research has demonstrated the effectiveness of goal-setting and performance feedback for increasing various desirable behaviors.
The purpose of the current study is to determine the effectiveness of goal-setting combined with performance feedback and differential reinforcement of diminishing rates of behavior for decreasing challenging behavior in a school setting. A nonconcurrent multiple baseline across participants design was employed.
Participants 1 and 2, both 11 years old and diagnosed with Autism Spectrum Disorder, were both fully included in general education classrooms in two public schools. Participant 3, 17 years old, was attending a non-public school. All participants had engaged in disruptive behaviors throughout the school day. The intervention was effective in significantly decreasing the rate of challenging behavior for all three participants. Challenges specific to delivering ABA services in a school setting will be discussed along with limitations of this study and possible future directions. |
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The Present, Positive, Participant Project: Outcomes for General Education Students Exposed to a Behavior Analytic Intervention Package |
(Applied Research) |
Janice Frederick (The ABRITE Organization), CAITLIN ELIZABETH MANNING (The ABRITE Organization), Marlena Jacobson (The ABRITE Organization) |
Abstract: This study examined the effectiveness of goals setting, behavioral contracting, performance feedback, and a reinforcement contingency on goal mastery for general education students ranging from the elementary to high school levels. Each of the 13 participants had ended the preceding school year with a failing grade in one more core academic subjects. In addition to a failing grade, participants were identified by school site team administrators as students of ‘concern’ due to poor attendance, limited classroom engagement, and/or failure to complete homework. During the initial intervention phase, participants worked with a ‘coach’ to set a goal related to performance in a specific core academic subject. Participants received daily feedback related to their goal via paper, email, or text message depending on grade level and each attended a brief weekly meeting with a ‘coach’ during which they received feedback via a graph of their performance relate to their goals. Goal specific measures included percentage of weekly assignments submitted, percentage scores on homework submitted, and overall grade percentages. A component analysis was initiated with 3 of the final participants to examine the effects of each component of the intervention package. Overall results indicate that this relatively low-cost and minimally invasive intervention was effective in increasing student performance on goal related tasks. |
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The Effects of Goal Setting and Daily Feedback from a Coach on Number of Steps Taken by Users of Activity Trackers |
(Applied Research) |
Kinga Wolos-Zachmeier (The ABRITE Organization), SEAN GALE KOTZMAN (The ABRITE Organization), Caitlin Elizabeth Manning (The ABRITE Organization), Kellie Bohlke (The ABRITE Organization), Agueda Maria Flores Silva (The ABRITE Organization) |
Abstract: Sedentary lifestyle has been linked to multiple health problems. Use of activity trackers is increasing, however research has shown that wearing an activity tracker alone is not always effective in increasing physical activity. The current study employed a concurrent multiple baseline across participants design to determine whether daily goal setting and feedback delivered via text message from an anonymous coach would increase participants’ daily step counts. The three participants, who had already used an activity tracker, were recruited from employees of The ABRITE Organization. The results suggest that the intervention was effective in increasing average daily steps for all three participants. However, the increase in steps from baseline to intervention varied between participants and between days of the week. Possible explanation of the results, the limitations of the current study, and implications for future research will be discussed. |
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Enhancing Behavior Science in K-12 Schools |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/OBM; Domain: Translational |
Chair: Kaci Fleetwood (University of Nevada, Reno) |
Discussant: Kathryn M. Roose (University of Nevada, Reno) |
CE Instructor: Kathryn M. Roose, M.Ed. |
Abstract: This symposium will feature two presentations; Evaluating Access and Outcomes of Advanced Tier Supports in Schools and Using OBM to Maximize Effectiveness of Educational Coaches & Consultants. Behavior analysts have a significant role to assist schools with the implementation of the Multi-Tiered Systems of Support (MTSS) framework for both academic and behavioral interventions. However, behavior analysts often lack the training and experience in systems development to be as effective as possible. This symposium will address how to utilize school-level data sources to evaluate dis/proportionality across the tiers, with specific emphasis on a) access and outcomes, b) overlooked subgroups, and b) advanced tier interventions. Additionally, for individuals who oversee educational trainers/coaches/consultants who facilitate interventions within and across school settings, a Total Performance System (Abernathy, 2000) that has been implemented state-wide for over 5 years will be presented, highlighting how OBM can be successfully implemented with public education employees. The success of this TPS system in conjunction with training educational professionals who have diverse professional backgrounds and varying licenses/endorsements to work efficaciously to achieve common goals will be shared. |
Instruction Level: Intermediate |
Keyword(s): MTSS, PBIS, PBS, TPS |
Target Audience: Behavior Analysts, School Psychologists, Licensed Education Professionals who work, consult, or provide services in K-12 school settings |
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Evaluating Access and Outcomes of Advanced Tier Supports in Schools |
(Service Delivery) |
JODIE SORACCO (UNR) |
Abstract: To comply with the most recent federal legislation on public education, Every Student Succeeds Act (ESSA) encourages K-12 schools to use Multi-Tiered Systems of Support (MTSS) to increase student achievement and provide interventions to youth in need. Behavior Analysts have a significant role to assist and support with this framework but often lack the training and experience in systems development to be as effective and efficient as possible. This presentation will focus on how to utilize systems-level data sources to evaluate dis/proportionality across the tiers, with specific emphasis on a) access and outcomes, b) overlooked subgroups, and b) advanced tier interventions. |
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Using OBM to Maximize Effectiveness of Educational Coaches and Consultants |
(Service Delivery) |
SHARI DAISY (University of Nevada, Reno) |
Abstract: As accountability of school policies and practices rise, schools in the United States are focusing on educational reform. However, there is little research focusing on coaches who engage in implementation strategies geared towards school reform (Mayer et al., 2015). This presentation will showcase the technology and outcomes utilized over the past 5 years in schools to help district-level consultants/coaches supports school sites in training, intervention implementation, and evaluation. The coaching system is a method of employee management based on Abernathy’s (2000) Total Performance System (TPS). The highlighted TPS structure includes (1) observable, measurable strategic objectives are cascaded throughout the organization, (2) personal scorecards with specific measures and goals drive the organizational strategy, (3) assistance in pinpointing improvement opportunities and designing improvement plans, (4) employees share in the organization’s success. The success of this TPS system in conjunction with training educational professionals who have diverse professional backgrounds and varying licenses/endorsements to work efficaciously to achieve common goals will be shared. |
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Further Examination of Training and Supervision Strategies to Promote Staff Performance in Applied Settings |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/AUT; Domain: Applied Research |
Chair: Jill Harper (Melmark New England) |
Discussant: Helena L. Maguire (Melmark New England) |
CE Instructor: Helena L. Maguire, Ph.D. |
Abstract: The identification and implementation of best, evidence-based practices around staff training and performance management is a priority for human service settings. Staff performance directly impacts client outcomes. Thus, organizations must ensure that the highest standards of staff performance are initially achieved and maintained throughout employment. This symposium will provide an overview of two applied studies conducted to inform organizational practices around staff training and performance management. The first presentation will review the outcomes of a comparative study on different training modalities during the onboarding process. Results will be discussed across both knowledge and performance competencies. The second presentation will focus on performance management and monitoring to maintain integrity of an organizational system. Results as a staff performance protocol to increase educational program compliance will be outlined. The symposium will close with a general discussion on staff training and performance management practices as they relate to organizational and the specific studies presented. |
Instruction Level: Advanced |
Keyword(s): Performance Management, Supervision, Training |
Target Audience: Masters students studying BCBA, BCBA and BCBA-D responsible for staff training and/or ongoing supervision |
Learning Objectives: 1. Participants will be able to define and compare/contrast three types of staff training modalities 2. Participants will be able to outline measures of knowledge and performance competencies 3. Participants will be able to provide two examples of organizational systems to promote integrity of staff performance |
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Comparing the Effects of Three Training Modalities on Staff Performance across Increasingly Complex Skills |
JULIYA KRASNOPOLSKY (Melmark New England), Jill Harper (Melmark New England) |
Abstract: Effective staff training modalities have been investigated across a variety of skills and settings in previous studies (Dempsey, Iwata, Fritz, & Rolider, 2012; Macurik, O’Kane, Malanga, & Reid, 2008; Pollard, Higbee, Akers, & Brodhead, 2014; Schnell, Sidener, DeBar, Vladescu, & Kahng, 2018), yet minimal information exists on comparing the effects of training modalities on staff performance to determine efficiency of training, specific components that lead to best outcomes, and effects on skills of increasing difficulty. The purpose of this study was to compare of the effects of three modalities – in-vivo, video, and computer training – on staff performance across nine skills that increase in complexity. In addition to measuring performance- and knowledge-based competencies, effects of various formats of behavioral skills training and active responding were measured, and a comprehensive analysis of cost and time, similar to the analysis conducted by Hanley, Jin, Vanselow, and Hanratty, 2014, of the training was incorporated in this study. |
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Effective management of staff performance: Self-monitoring Coupled with Supervisory Checks |
KINSLEY E WILLIS (Melmark New England), Julia Hrdina (Melmark New England) |
Abstract: Within the human services field, staff are required to do a variety of tasks while still caring for children. High levels of fidelity across tasks is essential to student outcomes. Self-monitoring coupled with supervision has been effective in managing staff performance (Richmond, Riordan, Reiss, Pyles, and Baily, 1988). The current study examined the impact of self-monitoring and supervisory checks on the completion of IEP objectives across two classrooms. During baseline, focus sheets were provided to staff in the absence of self-monitoring or supervisory checks. Moderate levels of completion were observed across both classrooms. During intervention, staff were required to record completed IEP objectives on a focus sheet across each student. Staff then computed the percentage of completed programs over the week period and turned in focus sheets to the supervisor. Results of the intervention indicated that self-monitoring and supervisory checks are adequate to improve and maintain high rates of IEP completion. Levels of completion again dropped during a reversal phase. Interobserver agreement was conducted across 71% of sessions and averaged 100%. Future investigations might include a component analysis to see if self-monitoring alone or systematic fading of supervisory checks would maintain high levels of completion. |
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Recruiting the Next Generation: Teaching Behavior Analysis to Undergraduate and High School Students |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: TBA; Domain: Service Delivery |
CE Instructor: Rocio Rosales, Ph.D. |
Chair: Rocio Rosales (University of Massachusetts Lowell) |
TRACI M. CIHON (University of North Texas) |
BENJAMIN N. WITTS (St. Cloud State University) |
KEVIN P. KLATT (University of Wisconsin-Eau Claire) |
Abstract: If a student decides to pursue graduate education in Behavior Analysis, they have a wide range of options. According to the Association for Behavior Analysis International Verified Course Sequence Directory, there are over 200 graduate programs across 45 states in the US, and an additional 77 programs worldwide that offer coursework to prepare students for the Behavior Analyst Certification Board (BACB) exam. By comparison, 56 programs offer preparation for the BCaBA credential in the US, while 45 programs offer coursework at the bachelor’s level across the globe. Beyond the BACB credentials, university programs across the country have developed undergraduate degree programs, tracks, and concentrations in Behavior Analysis. The purpose of this panel is to discuss and highlight the importance of an undergraduate education in Behavior Analysis; and we will review emerging efforts to extend recruitment of behavior analysts to high school students. Panelists will provide a brief overview of their university’s program(s), share strategies for the development of similar programs, and offer insights on how best to maximize time with students early in their formal education. |
Instruction Level: Basic |
Target Audience: behavior analysts working in academic settings that do not currently offer undergraduate training in behavior analysis; graduate students or post-docs preparing for a career in academia |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe both common and unique elements of undergraduate programs that have a focus in behavior analysis; 2. Identify possible barriers to implementing programs at the undergraduate level and ways to address these barriers; and 3. Discuss the many advantages of offering coursework in behavior analysis to undergraduate and high school students. |
Keyword(s): behavior analysis, high school, teaching, undergraduate students |
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Don’t Pigeonhole Me Inside a Hexagon! Acceptance and Commitment Training is Behavior Analysis |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA; Domain: Translational |
CE Instructor: Michael DeLaet, Ph.D. |
Chair: Michael DeLaet (PENDING) |
ADAM DELINE HAHS (Arizona State University) |
EMILY SANDOZ (University of Louisiana Lafayette) |
ALYSSA N. WILSON (Saint Louis University) |
Abstract: The ways in which Acceptance and Commitment Training (ACT) is made accessible for individuals within mainstream ABA are predominantly couched in the ACT "hexaflex". The current panel discussion will highlight other, potentially viable conceptualizations of facilitating competence regarding ACT's core processes for practicing behavior analysts. Further, we aim to tether objective process and outcome measures to the core processes such that practitioners may be better equipped to confidently use ACT within their efforts to promote habilitation in the individuals with whom they work. Finally, we seek to demystify stigma around ACT as being unethical in behavior analysis. |
Instruction Level: Intermediate |
Target Audience: Beginning-Advanced BACBs/behavior analysts; graduate students of behavior-analytic programs |
Learning Objectives: 1. Attendees will be able to describe the ethical importance of remaining conceptually systematic in ABA, even when working with typically developing adult verbal behavior 2. Attendees will be able to describe how practical procedures from the ACT literature work in terms of behavioral principles 3. Attendees will be able to give practical examples of how intervening upon typically developing adults’ verbal behavior in the moment can affect that person’s socially meaningful overt behaviors outside of that session |
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Train-the-Trainer: Achieve Best Training Outcomes Using Evidence-Based Procedures for Staff Training and Supervision |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA; Domain: Service Delivery |
Chair: Maria Brown (Skillometry Inc.) |
CE Instructor: Yendri Diaz, M.A. |
Abstract: Building and maintaining an ethical training company or training department is paramount to the effectiveness and success of any Applied Behavior Analysis (ABA) practice. Trainers are responsible for training staff to fluency and mastery and ensuring readiness to work in the field. Supervisors are responsible for ensuring generalization of such skills in the natural environment and maintaining skills repertoires. In this talk, we will discuss the development and growth of a train the trainer program, best training practices such as Behavioral Skills Training (BST), Precision Teaching, acoustical guidance (clicker training), and digital technologies to train and supervise, trainers and Applied Behavior Analysis (ABA) staff. |
Instruction Level: Intermediate |
Keyword(s): Clicker Training, Digital Technology, Staff Training, Supervision |
Target Audience: Behavior analysts conducting supervision of applied behavior analysis services and staff training. |
Learning Objectives: 1. Identify and define evidence-based training and supervision strategies. 2. Identify technologies to reinforce appropriate responses during session without interrupting learner outcomes. 3. Identify how to measure quality and effectiveness of training and supervision. 4. Identify the importance of staff training and increase effectiveness of train-the-trainer programs. |
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Implementation of Behavioral Skills Training in Train-the-Trainer Programs |
ZUHE C ARNESEN (Skillometry Inc.) |
Abstract: In this talk, we will discuss the development and growth of a train the trainer program, starting from recruitment of trainers, to edit the development of trainer skills, behavioral skills training, ongoing supervision, adherence to BACB standards. Also, implementation of evidence-based training methodologies, providing continuous training for all trainers across different levels or credentials, utilizing technology to achieve training goals, and implementing the train-the trainer- program across different agencies. |
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Evaluating the Use of Acoustical Guidance as an Immediate Method of Reinforcement for Staff Training |
MARIA BROWN (Skillometry Inc.) |
Abstract: Behavioral Skills Training (BST) is a treatment package used to teach a variety of skills to different populations. Feedback is an essential component of BST. When conducting a training, during the rehearsal component of BST, delivery of feedback can interrupt sessions or cause confusion. During in vivo training of staff, acoustical guidance can be used to provide reinforcement for correct responses without interrupting session or confusing the learner. We will discuss the results of using acoustical guidance on staff training in a classroom setting with 'Lead Trainers' training 'Assistant Trainers', and 'assistant trainers' training 'trainees', and its effect on 'assistant trainer' procedural fidelity. |
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Utilizing Digital Technology to Train and Supervise Staff |
YENDRI DIAZ (Skillometry Inc.) |
Abstract: The talk will cover training and supervision in an online platform and in-person environments. It will include instructional design segment where attendees will learn how to create an evidenced-based training program and supervise staff utilizing a unique blend of Behavioral Skills Training, Precision Teaching, and digital technology. |
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Presidential Address: Compassionate Behaviorism |
Monday, May 25, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Instruction Level: Intermediate |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
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Presidential Address: Compassionate Behaviorism |
Abstract: Many are concerned about the state of the world. The effects of climate change, political polarization, and backlash to social movements that cultivate equality threaten our future. Even outside and within our own discipline, conflict continues. Many of us joined ABAI because we support the vision that the problems of the world can be solved through the principles of behavior analysis. Can they?
Perhaps. Many of the answers to the world’s problems still reside within the discipline; indeed, our own community of behavior scientists and behavior analysts have continued to generate some of the solutions. However, seeking perspective outside of the discipline to understand the complex contingencies of social groups, networks, and organizations is also critical. An integration of these viewpoints is the foundation for a compassionate behaviorism—a philosophy that includes the action and verbal behavior of humility, behavioral flexibility, self-control, perspective taking, and empathy. These terms will be carefully defined and their functions discussed. Compassionate behavioral action can be and should be practiced at multiple levels: toward our earth, towards outsiders of our verbal communities, to those within our verbal communities, and even towards ourselves.
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ERIN RASMUSSEN (Idaho State University) |
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Dr. Erin B. Rasmussen received her Ph.D. in the Experimental Analysis of Behavior with a minor in behavioral pharmacology and toxicology from Auburn University under the direction of Dr. Christopher Newland. She is currently a professor of psychology at Idaho State University. The work from her animal and human laboratories has generated over 50 peer-reviewed publications. Most recently, she conducts research on the behavioral economics of food reinforcement in the context of obesity. Her latest series of studies, funded by the NIH, examines delay discounting in food insecure populations. She has served on the Science Board of the ABAI and is a past Associate Editor of Perspectives on Behavior Science (formerly The Behavior Analyst). |
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Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
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