Association for Behavior Analysis International

Humans and chimpanzees are largely similar at early developmental stages, but there are several crucial differences. Chimpanzees have been very rarely observed to engage in general imitation and active teaching. Young chimpanzees possess exceptional working memory capacities, often superior to those of human adults. In contrast, their ability to learn the meaning of symbols is relatively poor. Chimpanzees show collaboration and altruistic behavior to some extent, but not as much as humans do. Human infants are typically raised by more than one adult; not only the mother, but also the father, siblings, grandparents, and other members of the community. The human infant is characterized by the stable supine posture of the neonate that enables face-to-face communication via facial expressions, vocal exchange, manual gestures, and object manipulation because both hands are free. The stable supine posture helps to make us human. The development of social cognition in humans may be integrally linked to this mother-infant relationship and the species-specific way of rearing the children. Based on the parallel effort of fieldwork and laboratory study of chimpanzees, Dr. Matsuzawa presents possible evolutionary and ontogenetic explanations for aspects of cognition and behavior that are uniquely human.

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With cases in autism and other exceptionalities on the rise every year the US Department of Education promotes "innovation and continuous improvement." The current panelists will discuss their use and evaluation of the effectiveness of tele-health methods across regional, national and international participants. The panel discussion will focus on the use of tele-health via video modeling and video conferencing with and without in-vivo modeling for parent education and direct therapy. The panelists will discuss how tele-health methods can vary in presentation with family and caregiver education, multi-disciplinary collaboration and the use of video models as high, medium and low intensity with targets selected for individuals as well as groups as participants view videos in the classroom and/or in the home. Using research and current practices with participants locally with access to in-vivo support and participants overseas without access to in-vivo support of a clinician, the panelists will discuss their methods and gains

This symposium involves three papers that consider various social issues in behavioral perspective. The first paper considers the concept of caring, and in particular, what it means to care about something. After considering common ways of determining whether or not one cares about something, the author proposes an alternative way of conceptualizing caring behavior, and argues for research and scholarship derived from this conceptualization. The second paper considers popular parenting practices, and especially compares and contrasts the value of practices that call for relatively less supervision and involvement with those that call for more supervision and involvement. The author considers the strengths and limitations of both of these approaches, and also the behavioral processes involved in each of the models and how they impact child development. Finally, the third paper considers family values, including those related to faith, morality, and other important issues, and examines the persistence of those values throughout the lifetime of individuals. The author also considers a number of circumstances might temporarily disrupt or result in the modification of such values, as well as the re-establishment of those values.

Most individuals claim to care about various things in their day-to-day lives. The extent to which someone cares about something is often determined by the extent to which they say they care about something. Verbal reports may even be passionate or loud, and these are often considered especially strong indicators of caring. Of course, someone might say they care about something and not care about it, or not care about it very much. Conceptually, then, it is difficult to determine what someone really cares about based upon verbal reports. This paper argues that this difficulty is derived from relying on verbal reports in the first place. Indeed, relying on verbal reports is a consequence of assuming that what one cares about is private or within. An alternative means of conceptualizing caring involves describing caring as extended patterns of behavior, as a psychological event. Then, caring is not private, or even behavior that can be seen by naíve observers in moments, but rather behavior that can only be seen over extended periods of time. Conceptually, this requires a closer consideration of what behavior is and is not. Ultimately, such consideration may guide future investigation and application.

The child-rearing practice of “free-range parenting” has caught the attention of mainstream media as of late. While the term is new, this method of parenting is not. In contrast to the “helicopter parent” with the “free-range” approach, independence for young children is promoted by allowing them to engage in a variety of life experiences–primarily outside of the home, without parental supervision. However, some believe this to be a form of child neglect. This brings to light an important issue on the consideration of best practices in child-rearing, in particular the degree of direct parental involvement necessary for optimal child learning. Behavior analysis has much to say regarding this issue. This paper reviews some approaches to learning, including contingency shaped behavior, rule governed behavior, and errorless learning, and the roles of these in child-rearing. Further, life experiences during unsupervised parental time and the types of behavior that may come to strength during these times (e.g., autonomy, self-confidence, trustworthiness) will be discussed.

The values that one develops during childhood seem to have a strong impact on one’s life, and indeed, often persist throughout one’s lifetime. This paper explores the development of values acquired at an early age, and examines how those values might persist into adulthood and even throughout one’s life despite temporary, contextual disturbances. This paper considers a wide range of values that seem to develop early on, including those related to faith, morality, familial, political, and social conviction. In addition to this, the circumstances impacting their disruption and/or modification are considered, as well as those circumstances that are responsible for the re-establishment of values. After considering these issues the author describes the importance of considering values that are developed early in life, and discusses difficulties with their subsequent long-term modification. It is argued that the great scope of such matters and their inevitable interrelations accounts for the continuity of values across the lifespans of individuals.

A review of cultural contingencies and social enviroments.

Much of the discussion of cultural matters in the behavioral tradition is pitched at the level of groups of persons as they are engaged in societal or organizational circumstances. The aim of this contribution to the program is to consider the nature and value of a conceptualization of cultural behavior at the level of the individual person, as is characteristic of analyses in the psychological domain. The characteristics of this type of behavior, the conditions under which it is established, developed and changed will be discussed. Relations between cultural behaviors of individuals and those of groups will be explored.

Groups don’t behave, neither do cultures. People behave. Interest in the behavior of persons in groups was present in Skinner’s writings, but its systematic study is recent. As the science of conditional relations, behavior analysis now is showing progress in understanding how cultural practices are shaped, maintained, and/or changed. Cultural practices are maintained by social contingencies that prevail in a given society, group or organization. The metacontingency concept has generated a large amount of empirical research, much of it experimental. So far, metacontingencies are classified as ceremonial, technological, conservative, and transformative. Our present task is to understand how the controlling agencies, like government, religion, family, etc., establish and maintain such conditional relations.

Studying the cultural unit of interest, we will argue for a methodological distinction between theconcept ofcultural selection and the concept of the selection of cultures. While Skinner (1981) describes the third level of selection as evolution of social environments or cultures, some experimental works refer to cultural selection as a unique process responsible for the behaviors defined as cultural. The two concepts might be seen as two sides of the same phenomena, but we will argue that at least for methodological reasons the two concepts call for different research strategies that might challenge traditional behavior analytical approaches.

Participants included two male adolescents 18 years of age diagnosed with autism spectrum disorder (ASD). Participants were selected based upon age, diagnosis, the need to improve their activities of daily living skills, and parental permission. Participant’s observations were conducted in their home setting. Observations took place in the natural environment where the tasks would be performed. Baseline and maintenance phases occurred in the participant’s home environment identified as activities of daily living skills Three tasks were identified for each young adult through a collaborative process involving their parents. These tasks included skills that the young adults were not able to perform independently or needed prompts to complete. The tasks identified for participant 1 were cooking, setting the table, and folding jeans. For participant 2, the tasks identified were setting the table, cleaning the bathroom counter and sink, and cleaning the mirror. The participants were selected for the study because of the deficits in their daily living skills. All videos were created using both the Apple iPad and Apple iPod. Three videos for each participant were created based on the targeted task. These videos were created from a “first-person” perspective. Through the eyes of the participants, the videos portrayed the arms and hands of the model performing the task (Bellini & Akullian, 2007). The entire task was filmed with a verbal description of each step as it was being performed. This study followed Kellems and Morningstar’s (2012) multiple probe design across behaviors. For each participant one task was acquired before the next task was introduced. When the young adult reached the criterion level on the first targeted behavior, the intervention was then introduced to the second target behavior while the third remained in baseline with data probes’(p. 158). The dependent variable was the percentage of steps performed correctly (using a task analysis). The task analysis recorded each step that was performed correctly or incorrectly during each session (Kellems and Morningstar, 2012). Interobserver checks occurred during 100% of the baseline conditions, 50 % of the probe condition, and 24 % of the intervention condition. The overall mean was 99%. Agreement ranged from 95%-100%. IOA for prompt data during the intervention condition was 83% with a range of 50% to 100%. This study replicated similar methods by Kellems and Morningstar (2012) in which baseline data were collected from all participants. The intervention was introduced for the first task once a stable baseline was established for all tasks. Intervention for Task 2 after the participant demonstrated acquisition of the first task as determined by three consecutive stable data points at 100%. The same procedure was used for Task 3. Prior to the intervention phase participants were taught how to access the videos from their iPad (Participant 1) and iPod (Participant 2). During the intervention phase one verbal prompt was given to the participant to watch the video of the targeted task on the device, then to perform the task. An initial prompt was given to review the video from the previous step up until and including the step where the error occurred (i.e., “watch the video”). If errors continued, up to three prompts were given before moving on. Data was collected on the number of prompts given if the participant performed the step incorrectly more than one time.

Participants included two male adolescents 18 years of age diagnosed with autism spectrum disorder (ASD). Participants were selected based upon age, diagnosis, the need to improve their activities of daily living skills, and parental permission. Participant's observations were conducted in their home setting. Observations took place in the natural environment where the tasks would be performed. Baseline and maintenance phases occurred in the participant's home environment. Three tasks were identified for each young adult through a collaborative process involving their parents. These tasks included skills that the young adults were not able to perform independently or needed prompts to complete. The tasks identified for participant 1 were cooking, setting the table, and folding jeans. For participant 2 the tasks identified were setting the table, cleaning the bathroom counter and sink, and cleaning the mirror. All videos were created using both the Apple iPad and Apple iPod. Three videos for each participant were created based on the targeted task. These videos were created from a "first-person" perspective. Through the eyes of the participants, the videos portrayed the arms and hands of the model performing the task (Bellini & Akullian, 2007). The entire task was filmed with a verbal description of each step as it was being performed. This study followed Kellems and Morningstar's (2012) multiple probe design across behaviors. For each participant one task was acquired before the next task was introduced. "When the young adult reached the criterion level on the first targeted behavior, the intervention was then introduced to the second target behavior while the third remained in baseline with data probes" (p. 158). The dependent variable was the percentage of steps performed correctly (using a task analysis). The task analysis recorded each step that was performed correctly or incorrectly during each session (Kellems and Morningstar, 2012). Interobserver checks occurred during 100% of the baseline conditions, 50% of the probe condition, and 24% of the intervention condition for participant 1. The overall mean was 99%. Agreement ranged from 95%-100%. IOA for prompt data during the intervention condition was 83% with a range of 50% to 100%. This study replicated similar methods by Kellems and Morningstar (2012) in which baseline data were collected from all participants. Intervention for task 2 occurred after the participant demonstrated acquisition of the first task as determined by three consecutive stable data points at 100%. The same procedure was used for task 3. Prior to the intervention phase participants were taught how to access the videos from their iPad (participant 1) and iPod (participant 2). During the intervention phase one verbal prompt was given to the participant to watch the video of the targeted task on the device then to perform the task. An initial prompt was given to review the video from the previous step up until and including the step where the error occurred (e.g., "watch the video"). If errors continued, up to three prompts were given before moving on. Data was collected on the number of prompts given if the participant performed the step incorrectly more than one time.

Two adults exhibiting inappropriate verbal behavior via texting, emailing, and in person were selected to participate in this study. Participant observations were conducted in the home and community setting. Baseline and maintenance phases occurred in the natural environment where communication would naturally occur. Three forms of inappropriate verbal behavior were identified: frequency of text messaging or emails containing offensive or otherwise abusive content, frequency of text messages or emails probing for personal information and containing repetitive questions, and frequency of text messages or emails containing threats or false accusations when others did not comply with their repeated requests. The participants were selected for the study because of the communication deficits in their relationships with others and the negative effects their behaviors were having on others. Materials used included phone with email and text messaging capability, phone with alternate number, and computer with internet and private social media site (Shutterfly). The dependent variable was the number of text messages and emails or posts on the social media site containing content per the above criteria. Prior to the intervention phase, participants were taught how to access a private social media site. Both participants were also reminded to call or discuss matters in person when necessary and redirected to the site. During each intervention phase, one verbal prompt was given to the participant to use the social media site. If texts or emails continued, up to three prompts were given before moving on.

There has been an increasing amount of interest for ABA services in Japan, especially given the recent increase of Autism diagnoses. In order to produce effective services in Japan, practitioners must face a number of challenges that are directly related to the current Japanese legal and cultural contexts. The challenges include the lack of legal recognition, insufficient number of Japanese practitioners, the lack of certification or licensure, to name a few. What kind of practice models have been attempted and been successful in the current Japanese contexts? What are their specific challenges? How do we accelerate the success of services and further disseminate ABA services to Japanese education and human service settings? The current panel discussion will introduce some practice models that have been currently utilized or attempted in Japan, along with their challenges, by Japanese ABA practitioners who are board certified in behavior analysis or educated in the US universities. The models include center- or home-based early intervention services for children with Autism, staff-training and consultation in human service settings, and intervention services in a hospital setting. The discussion will invite audience to further analyze how we effectively move forward to rapid dissemination of ABA services in Japan.

Verbal Behavior Developmental Theory is a Skinnerian-based account of Verbal Behavior development. Building off Skinner's 1957, Verbal Behavior, basic an applied research devoted to the identification of emergent behavior in individuals with and without developmental delays has been conducted. Through the body of research compiled by verbal behavior developmental theorists, a behavioral account of language development has been established (Greer & Ross, 2008). Verbal behavior developmental theorists have identified critical learning cusps and capabilities that make acquiring language possible, and devised protocols to induce these in individuals who lack them (Greer & Longano, 2010; Greer & Ross, 2008; Greer & Speckman, 2009). Researchers have found ways to experimentally manipulate individual's instructional histories so that they can come into contact with the environment in new ways (cusps) and learn in ways they could not before (capabilities) (Rosales-Ruiz & Baer, 1996). The identification of verbal behavior developmental cusps and capabilities has helped refocus the field of verbal behavior on the acquisition of incidental language and complex social behavior. These findings provide new implications for how children with language delays can be effectively taught to acquire essential academic and social repertoires.

The ability to acquire novel academic repertoires by observing contingencies within the learning environment is essential for academic success. The experimenters implemented a non-concurrent multiple probe design across participants to test the effects of a peer-yoked contingency intervention on the induction of the Observational Learning Capability. There were four participants in this study,three males andone female all ages 8 or 9 at the onset of the study. The study was conducted in a third grade inclusion classroom that operated on the principles of applied behavior analysis. The dependent variable in the study was the number of accurate tacts emitted to unconsequated trials after observing a peer receiving direct tact instruction. The independent variable in the study was the implementation of a yoked contingency game board to occasion an establishing operation for observing instruction delivered to a peer. The results of the study demonstrated that the peer intervention was effective in inducing the Observational Learning Capability.

The presentation will demonstrate that the verbal operant autoclitic, when presented as an antecedent condition of a response, may have persuasive effects upon it, altering the function of the verbal stimuli that accompanies them. The empirical base is 11 experiments, conducted at the Laboratory of Verbal Operants Studies (LEOV) at University of São Paulo, in Brazil, with A-B-A or pre-post test designs. The participants were typical developed children and young university students. The procedures involved a baseline, where it was observed the frequency of a nonverbal response. In experimental phases, one or more verbal manipulations were conducted on verbal antecedent stimuli with autoclitic topography suggested by Skinner (1957), where one or more verbal responses, previously observed in the baseline, were differentially reinforced. After this, post-test measures, under similar conditions of those in baseline, were taken, verifying the reversion or not of the responses. The results in the majority of the studies indicated that the effects of the autoclitic verbal stimuli upon the non-verbal behavior related were, in general, transient, more easily observed in children than in adults, and with responses of lower cost. Under conditions where the emission of shaped autoclitic verbal stimuli did not show changes in the related nonverbal response, instructions announcing generalized reinforcers contingent upon the emission of planned response were effective. It was interpreted that the autoclitic is one more dimension of stimulus control, coherent with Schingler's analysis (1993) that, under certain conditions, the autoclitic is an altering function stimulus.

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What to do about social promiscuity? The fact is "everyone's doing it", but the question is "are we doing it right?" As students and practitioners of applied behavior analysis, we can use social media sites to exchange ideas or swap references to readings and appropriate literature of behavioral principles and interventions. Appropriate use of social media sites for businesses includes marketing and promoting services or advertising upcoming promotions or events. Using such means to solicit testimonials from current clients, however, is not. In today's market, social media is a powerful tool that we can use to disseminate public information about behavior analysis. Of course, with great responsibility, also comes great risk. The purpose of this presentation will be to review, discuss, and suggest ways behavior analysts can become socially savvy scientists.

How can behavior analysts best help the world’s 60 million teachers and 1.4 billion students? How would you answer a teacher who asks, “Show me how I can improve learning in my classroom tomorrow?” This presentation will focus on "hands-on" strategies and tactics that any educator can use right away to improve learning for one student or one hundred students, regardless of student age, skills, curriculum content, or budget. Dr. Twyman will show how teachers can incorporate tenets of behaviorally informed instruction to maximize the effectiveness of digital technology in the classroom. Dr. Heward will show how teachers in “unwired” classrooms can use low-tech tools to improve learning. Dr. Shimamune will highlight critical variables to increase the adoption use of these practices. Attendees with leave with specific strategies and tactics to improve education in any setting.

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Dr. Twyman will show how teachers can incorporate tenets of behaviorally informed instruction to maximize the effectiveness of digital technology in the classroom.

Dr. Heward will show how teachers in "unwired" classrooms can use low-tech tools to improve learning.

Dr. Shimamune will highlight critical variables to increase the adoption and use of these practices.

Behavior analysts beginning business start-ups are most often concerned with the delivery of behavior analytic services. However, other types of businesses may benefit from the application of contingency analytic practices as well. And further, recent "lean start-up" methodologies reflect much of the control analysis approach taken in behavior analytic investigations. Two recent start-ups will be featured as examples of both types of businesses that also employ lean start-up methods. ChangePartner-Healthcare uses advanced, systemic behavior analytics combined with cloud and mobile technologies to improve hospital outcomes. Scout My Style, using the Internet and data analytic techniques, helps shoppers find local retailers that actually have items that fit their unique "Style ID." This panel will discuss both endeavors and the role of a" control analysis," or "lean start-up" approach, as well as the direct application of behavior analytic principles to improve customer experience and outcomes. Panelists will discuss how a consequential contingency analysis is critical to each and answer questions from the audience about the challenges and opportunities in both types of start-ups.

Modern science developed at the turn of the 16th and 17th century, thanks to F. Bacon, G. Galilei and right afterwards, Isaac Newton. Modern science was born in the physical world: first it dealt with astronomy and physics, and after expanded to chemistry (18th century) and biology (19th century). The 20th century was supposed to be the century of psychology, the science of behavior. Actually it was, at least partially: first John B. Watson, who claimed psychology is a branch of natural sciences, and after him B. F. Skinner. Skinner's book Science and Human Behavior (1953) was a milestone for the development of behavior science. His analysis of strengths and problems, opportunities and threats of such a science is still valid. But new problems are challenging humanity and the tendency to search for new pseudo-solutions, instead of looking at the sound principles of the science of behavior, prevails. Behavioral scientists need to define their principles in a new way in new contexts: health policies, environmental strategies, and education. Most importantly they need to show how effective the principles have been in these new contexts. According to one of our sayings, words and deeds are often oceans apart, but there are encouraging signals that we are moving and behaving in the right direction.

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We have incorporated family collaboration into our center-based instruction or treatment programs for children with autism. The first paper used a verbal prompt procedure to teach two children with autism to name a) the emotions of others, b) the cause of emotions of others, and c) the cause of emotions of self. A multiple probe across behaviors design was used. The results indicated these three behaviors are acquired separately, suggesting naming causes of emotions of others and self are independent repertoires. Parents reported that their children were more sensitive to the emotions of others and of themselves. The second paper used picture and verbal cues to teach three tasks involving the perspective-taking skill to children with autism. The results also indicated that these tasks were acquired separately and need to be taught individually. The implications of results in daily life are discussed. The third paper used an evaluation form consisting of components of discrete trials to improve parents' skills working with their own children. Training resulted in children achieving criterion performance for more targets. However, the number of correct trials delivered was not increased. The effectiveness of parent training is discussed.

One of the major deficits for children with autism is to understand emotions of others and self. The purpose of this study is to investigate whether a verbal and textual prompt procedure can increase the percentage of correct responses of (1) labeling others' emotions and (2) labeling the cause of emotions (of others) in context, and (3) labeling the cause of emotions (of the child's own), for children with autism. The goal was to teach these children to tact other's emotions and relate the event to the emotions as well as their own emotions, thereby expanding their social emotional repertoires. Two children with autism who had advanced speaker repertories participated in this study. A multiple baseline across behaviors design was used. The children's correct tact responses on emotions and the causes of emotions increased as a result of the implementation of the procedure. The children also generalized their tact responses to real life situations.

Children with autism often have difficulty taking others' perspective—a developmental capacity commonly observed in typically developing children—termed the theory-of-mind (ToM). The purpose of this study is to use behavior analytic approach to teach children with autism to take others' perspective. Three children, age 6-7 diagnosed with autism, who had advanced speaker repertoires, participated in this study. A multiple probe across behaviors design was used. Three target behaviors involved ToM included (a) naming another person's view in the pictures, (b) naming another person's view from objects, and (c) predicting how others will behave. The results indicated that childrens' number of correct answers to questions was increased after the implementation of instruction. Follow-up data showed that children generalized the skills to novel settings and people. The behavior analytic ToM and the implication of this study is discussed.

Effects of using Teacher Performance Rate and Accuracy (TPRA) in training parent to deliver discrete trial training (DTT) were tested in children with autism. Participants were four parents with children with autism aged from 4 to 5 year old. DTT were delivered at home by parents. C-PIRK curriculum was used to teach listener and early speaker behaviors such as mands and tacts. Independent variable was feedback provided by parent trainer utilizing Teacher Performance Rate Accuracy (TPRA). Across baseline and treatment phases, a behavioral skill training package which was consisted of written direction, modeling, feedback, and coaching were utilized. Dependent variables were number of criteria achieved by children. A delayed multiple baseline design was used. The results showed that the number of criteria achieved by the children increased after the TPRA was introduced as intervention in addition to the behavioral skill training package across all of the participants.

Topics in OBM

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The development and communication of verbal products, such as rules, instructions, leadership statements and strategic plans can not only promote but prevent socially significant impact of organizational practices on cultural change. In their role as guides, leaders create new verbal relations between the current and future state of the organization, between the future organization and its niche in the future environment, and between current employees and the future organization. In many ways a leader’s decision making shapes the patterns of interlocking behavioral contingencies, aggregate product, and the behavior topographies of consumers. The overall process can bear positive or negative influences on the health of the organizational members plus the external environment (including the physical and social environment). This presentation will provided an overview of ways by which leadership decision making change the cultural landscape and practices.

Behavior analysis holds the promise of addressing many issues related to society's woes. We promote transfer and sustainability. However, what are we doing wrong in pursuing lasting change? The promise of OBM is rooted in the notion that contextually we hold the secret to sustainability across complex systems. As others on this panel will address, there is still much to do at the level of organizational change. OBM practitioners focus on patterns of behavior of individual performers and groups. Experts at identifying the skills needed to accelerate performance, they address large issues of corporate culture, safety leadership, and financial success, or pinpointed efficiencies and effectiveness, sales behavior, or variability to increase creativity. Systems and processes that surround behavior are redesigned to support a more participatory or orderly process of performance management. OBM practitioners teach managers to shape the performer toward the outcomes desired. They teach the performers about behavior and building new habits. On the surface, this seems more than adequate to create lasting change. However, OBM interventions too often are not lasting, fading quickly. We imply that we know how to fix the fluid future context in which behavior occurs. This presentation explores the concept of change in relation to current behavior analytic strategies designed to address it—and critical lessons learned long ago by the first practitioners of change inside organizations, long before the term OBM was created to define what we do.

Manipulating behavioral contingencies is not sufficient to lead and manage change in complex systems. Unique configurations of events, interactions between behaviors of individuals, and behavioral repertories "all non-replicable" necessitate different approaches. This presentation explores types of complex phenomena and their implications for leading and implementing change.

The Picture Exchange Communication System (PECS) is an evidence-based alternative/augmentative communication protocol that has been used around the world. Pyramid consultants from the USA, Australia and Japan will review how culture impacts on implementation and research regarding PECS. One presentation will focus on summarizing research from non-American sources with regard to both topics of study and outcome information. Another presentation will specifically compare studies published in Japan and America in terms of topic, subject characteristics and protocol modifications. A third presentation will focus on how cultural and language issues influence both implementation and teaching strategies associated with PECS. Finally, we will describe a recent effort in Japan to more closely involve the community, including businesses, in creating settings that support and promote use of PECS.

This presentation will summarize the large number of publications in over 15 countries involving the PECS protocol. These include case studies, single-subject research, and randomized controlled trials (RCT). Within the field of behavior analysis, RCTs on specific protocols are rare. Issues reviewed will include which skill sets have been studied, from speech acquisition to social skill targets.

There have been over a dozen publications in Japanese journals involving PECS. Many of these are rarely shared with English speaking audiences. This presentation will compare studies from both countries with regard to methodology, subject selections, skill targets and outcome measures.

The PECS protocol was developed for English speaking children with ASD. However, grammatical and other factors often lead to changes in the standard protocol and even the teaching strategies associated with a particular phase of PECS. For example, not all languages involve the structure “I want 'X'”. Culture issues may also influence how a family implements PECS. This presentation will review several of these issues from the perspective of several countries.

We will briefly describe the development of PECS user groups throughout Japan and how this has helped create a supportive culture for those using PECS. We will include a description of how many businesses have been supporting the use of PECS within their stores and other aspects of the community.

The sources of novel behavior and behavioral variability are important issues in behavior analysis for theoretical as well as for practical reasons, and many studies have shown that behavioral variability can result from certain reinforcement contingencies. Some well-known experiments have suggested that variability can be directly reinforced and function as an operant class on its own, and that organisms can engage in the strategy of a quasi-random generator. However, the details of the original experiments suggest that the sequences upon which reinforcement is contingent are often too complex to be directly reinforceable, and that alternative interpretations of the conditions that produce behavioral variability are feasible. The alternative proposed here is based on experiments in which lag schedules were arranged for topographically distinct response classes rather than for different sequences of responses on two operanda. These experiments suggest that whenever a new or relatively novel response occurs and is reinforced, the immediate effect is not an increased frequency of more variable behavior, but an increased rate of the specific response that occurred immediately prior to the reinforcer. It is concluded that, at worst, the notion of “variability as an operant” on its own is misleading to the extent that it suggests that the “reinforced variability” transcends the range of specific responses that are followed by reinforcement. At best, the notion of variability as an operant on its own seems superfluous, because the variability seen in the relevant experiments seem properly accounted for in terms of well-established empirical findings. No special random or stochastic generating processes seem necessary, because the complexity of certain reinforcement contingencies in which several responses reciprocally cycle between reinforcement and extinction seem sufficient to explain the resulting quasi-random performances.

Mid-sized human service organizations often struggle to stay financially viable while still staying true to their mission. Although we come from a culture that loves a dichotomy; the dichotomy of being profitable or committing to offering high quality services is a long standing illusion inside of the field of human services. Fear not young professionals for there are options related to creating systems that have both high quality services while sustaining minimal profits. The current symposium will share the eight year transformation process of a medium sized non-profit organization located in Reno, NV. Several programs have emerged that fulfill the organization's vision where adults with disabilities are visible and valued members of the community while allowing the organization to remain financially viable. The overreaching strategies and individual programs will be overviewed. Future directions of the organization will be discussed and participants will be encouraged to identify areas in their own organization where similar approaches may be helpful.

When young behavior analysts leave the security of their graduate programs and venture into the world of human services, they often find themselves faced with the choice of working for an organization that is built on behavior analysis or working for an organization that has a large potential for change but does not currentlyembrace behavior analysis. The current paper will give an overview of the journey of several practitioners working for a medium-sized non-profit human service organization and creating a culture for data-based decision making. The process from traditional decision making to data-based decision making will be reviewed. The merits of data-based decision making for creating lasting change inside of an already established organization will be reviewed and the barriers to success will be highlighted. The young behavior analysts' journey to creating change will be discussed as it relates to the everlasting spirit of adventure captured in the field of behavior analysis.

The change from institutionalization to community-based placements may be one of the most important changes in the American field of disability services over the past 40 years. Following the closure of the institutional living model, the primary alternative became a 24 hour group home model combined with some people living in apartments of their own with intermittent supports. Over the course of 15 years, High Sierra Industries experienced the same systemic and reoccurring issues faced by numerous organizations who attempt to deliver these service models. The primary issue for leaders and staff continues to be the juxtaposition between the desire to offer high quality services given limited financial resources. This paper focuses on how a mid-sized non-profit implemented data-based decision making processes to transform its service delivery model. The impact of the data based systems implementation will be discussed as it relates to people receiving services, direct support staff, managers, the Board of Directors and other stakeholders as they relate to the organization.

The question of creating meaningful activities for adults with developmental disabilities has been on the forefront of both behavior analysis and the general disabilities field for at least the past 40 years. In general several strategies have emerged such as socialization-based day programs, work readiness programs, sheltered workshops and general employment strategies. For people with difficult target behaviors or limited skills, socialization programs have often resembled "babysitting." During the transition from sheltered workshop to socialization-based programs, one company in the Reno, NV, area utilized precision teaching to overcome the barriers created by lack of assessment and data for people attending its service to inform learning programs. The data-based system was used in order to pinpoint systems level barriers to personal success for people receiving services in order for precision management based decisions to be made. Barriers and success stories will be shared in order to allow similar organization leaders to identify related aspects to their own organization.

For people diagnosed with disabilities who are on the edge of being ready for community-based competitive employment, the options to gain the skills to tip over the fence often are limited. One Reno, NV, company, in collaboration with two government agencies, created a program aimed at finding meaningful employment for people diagnosed with a disability. During the pilot program several approaches were implemented and evaluated. The Career Development Academy program emerged as a comprehensive approach to assist adults with disabilities in identifying skills, using skills and planning for the future. In a field with changing winds every year, strategies for planning for the future of people with disabilities that enhances their own participation will be presented. Through structured behavior analytic practice, comprehensive programs that arm participants with the skills to becoming successful contributing members to society can be achieved. Together we may push the boundaries of what was possible to the realms of a dream.

This panel discussion introduces the first Behavior Analyst Certification Board (BACB) approved course sequence for Japanese speakers seeking certification as Board Certified Behavior Analysts (BCBA) or Board Certified Assistant Behavior Analysts (BCaBA), to be provided by the Multicultural Alliance of Behavior Analysts (MultiABA) in 2016. The panelists will discuss BACB?s work and achievement in terms of disseminating ABA internationally through universally established scientific and ethical standards, and the implications of addressing the linguistic and cultural differences across the nations. What are the challenges for Japanese behavior analytic practitioners who seek these credentials? What are the advantages to becoming the future Japanese BCBAs and BCaBAs? Why does Japan need these international credentials now? Who will benefit from international credentialing and how? These questions and more will be reviewed and discussed and all are welcome to join and celebrate this new initiative.

The proposed symposium includes two presentations addressing recent advances in video-based staff and parent training approaches. The first presentation evaluated the effects of video modeling with voiceover instruction (VMVO) to train parents to implement guided compliance. The results indicated that the percentage of steps completed increased for all parents following the introduction of VMVO and that responding generalized to a novel environment and from a simulated to actual consumers. The second presentation evaluated the effects of initial VMVO training and subsequent performance feedback on staff implementation of most-to-least prompting. All staff trainees demonstrated mastery following VMVO plus feedback, and all demonstrated moderate to high levels of generalization to untrained teaching procedures (least-to-most, prompt delay) and to an actual consumer. Collectively these studies provide support for the use of videos in training parents and staff in human service settings.

Noncompliance with requests is a problem for some children with autism spectrum disorder (ASD; Wilder, 2011). Previous research demonstrated the effectiveness of guided compliance for increasing compliance of children with ASD and caregivers have been successfully taught to implement guided compliance using behavioral skills training (Tarbox, Wallace, Penrod, & Tarbox, 2007). Video modeling has proven effective for teaching staff who work with children with disabilities a variety of skills (e.g., DiGennaro-Reed, Codding, Vladescu, Carroll, Paden, & Kodak, 2012), but has not received much attention in the parent training literature. The purpose of the current study was to (a) examine the effects of video modeling with voiceover instruction (VMVO) as a training tool to teach parents to implement guided compliance when providing demands to a noncompliant confederate and (b) program for and assess generalization of guided compliance to a novel environment and to the parent’s child with ASD. Results indicated that the percentage of guided compliance steps completed correctly by parents in the presence of a confederate increased following introduction of VMVO and that parent implementation of guided compliance generalized to a novel environment and to the parent’s child with ASD.

Most-to-least prompt fading procedures are often an important component of teaching methods based on the principles of Applied Behavior Analysis. In the present study video modeling with voiceover instruction (VMVO) plus feedback were evaluated in training staff to implement a most-to-least prompt fading procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most prompt fading, constant prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff to use the most-to-least procedure. Additionally, all staff trainees demonstrate moderate to high levels of generalized responding to untrained direct teaching procedures and to an actual consumer.

Recent research and multiple special issues of the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior have focused on connecting basic and applied research through translational experimentation. By contrast, researchers have paid much less attention to linking applied behavior analysis to its conceptual and philosophical foundations. The current symposium will attempt to illustrate ways in which the theoretical and philosophical foundations of behavior analysis can inform the treatment of socially important problems. In addition, we will present empirical examples of how applied behavior analysis can expand its impact and reach non–behavior analytic audiences.

TBD

Results of multiple within-subject studies have shown that individuals with autism elope for three main reasons: to gain access to preferred items, to escape undesirable settings or activities, or to gain attention from others (e.g., Piazza et al., 1997; Rapp, Vollmer, & Hovanetz, 2005). In contrast to this goal-directed bolting, some children with autism wander without a clear course due to skill deficits and/or a lack of recognition of potential dangers (e.g., oncoming car, swimming pools). These children have not been successfully taught to discriminate between safe and unsafe environments or to monitor and maintain safe proximity to caregivers. Despite the clear impact elopement has on the health, safety, and well-being of these individuals and their families, no comprehensive treatment approaches to the assessment and treatment of goal-directed bolting and wandering have been empirically validated. In this presentation, I will discuss a comprehensive model aimed at (a) distinguishing elopement from wandering and (b) developing treatments for problems of elopement and wandering that are uniquely tailored to assessment outcomes. Our preliminary results suggest that this comprehensive model can lead to more effective treatments.

Theory and philosophy are often assumed to be distant from, and irrelevant to, practical affairs. Indeed, this may often seem to be the case in many traditional helping professions, where techniques used by clinicians require little if any orientation or subscription to a particular theory. However, applied behavior analysis is different from traditional approaches to improve socially important behavior. This presentation highlights some of the ways that applied behavior analysis is distinct from other helping professions and ways of conceptualizing behavior more generally. After distinguishing applied behavior analysis from other approaches, specific consideration to the theoretical and philosophical foundation of applied behavior analysis is emphasized. Common examples of applied situations where theory explicitly influences practice are provided. The implications for the training, supervision, and continuing education of applied behavior analysts are reviewed. Ultimately, it is argued that the continued development and effective practice of applied behavior analysis requires an ongoing, intimate relationship with behavioral theory and philosophy.

Treatments of pediatric feeding disorders based on applied behavior analysis (ABA) have the most empirical support in the research literature (Volkert & Piazza, 2012); however, professionals often recommend and caregivers often use treatments that lack empirical support. In the current investigation, we compared the Sequential Oral Sensory approach (SOS; Toomey, 2010) to an ABA approach for the treatment of the food selectivity of 6 children with autism. We randomly assigned 3 children to ABA and 3 children to SOS and compared the effects of treatment in a multiple baseline design across novel, healthy target foods. We used a multielement design to assess treatment generalization. Acceptance of target foods increased for children who received ABA, but not for children who received SOS. We subsequently implemented ABA with the children for whom SOS was not effective and observed a potential treatment generalization effect during ABA when SOS preceded ABA.