Association for Behavior Analysis International

Staff training is a cornerstone of delivering high-quality Applied Behavior Analytic services. While staff training typically covers the foundational principles of applied behavior analysis, it should also incorporate key elements such as compassionate care, assent and dissent, and clinical judgment. This panel presentation will explore best practices in staff training, specifically for those working with school-aged students. We will examine the essential roles of both direct support and supervisory staff, discussing strategies that foster skill development, enhance staff confidence, and deepen understanding of Autism and Applied Behavior Analysis. Panelists will also address common barriers to effective staff training and share strategies for overcoming them. Attendees will walk away with actionable insights, including sample PowerPoint presentations, staff competency assessments, and video demonstrations that highlight best practices. Join us to discover how to create a supportive and impactful training environment that empowers staff and enhances the educational experience for the students they support.

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The Competent Learner Model (CLM), developed by Vicci Tucci, offers a powerful framework for promoting learner assent within applied behavior analysis (ABA). This symposium explores the CLM's practical application in conjunction with a novel theoretical framework for conceptualizing assent proposed by Linnehan et al. (2023). This combined approach moves beyond one-time agreements, prioritizing preemptive compassion and taking a nonlinear constructional approach to increase learner autonomy and minimize coercion. Attendees will discover how the CLM equips practitioners with concrete tools to: Create a truly collaborative therapeutic environment. Identify and respond to subtle indicators of hesitation or reluctance. Promote ongoing learner engagement and ensure continuous assent throughout the intervention process. Two Certified CLM coaches will present individual case studies illustrating how specific CLM tools facilitate compassionate care and empower learners to actively participate in their treatment. The symposium will conclude with a facilitated discussion to address audience questions and provide further insights into implementing the CLM effectively.

They must understand contingencies and develop their programming around them.

This presentation will unfold in two parts: Part 1: Strategies for Assent & Engagement: This section will delve into specific Competent Learner Model (CLM) strategies for ensuring ongoing assent and learner engagement, emphasizing the importance of nonlinear contingency analysis to understand and respond to learner needs dynamically. Part 2: Case Study: Increasing Echoics with the CLM Talker: This single-case study examines the effectiveness of the CLM Talker (Mand>Echoic) intervention in helping a child with autism spectrum disorder (ASD) learn to repeat words and sounds (echoic behavior). The study employed a changing criterion design across five phases, gradually increasing the difficulty of the echoic tasks. Data were collected on the frequency and accuracy of the child's echoics during both assessment and intervention phases. Results demonstrated a clear increase in both the rate and accuracy of the child's echoics during the intervention phases, with continued improvement observed even after reaching the goal for each phase. This case study highlights the potential of the CLM Talker intervention as a valuable tool for increasing echoic behavior in children with ASD.

We evaluated the effects of the publicly funded project, “Lavorare in Rete” aimed at enhancing the inclusion of adults with ASD in work settings.Ten participants, aged 17 to 35, attending the same learning center in Italy, were involved. Participants A, B, C, and D were Reader-Writers; E, F, and G were Listener-Speakers; and H, I, and L functioned as emergent Listeners-Emergent Speakers (Greer & Ross, 2008). At the beginning of the study, a behavioral assessment was conducted for each participant, to identify the level of support needed. Vocational tasks were selected based on the assessment and task analysis were implemented with forward chaining and prompt fading tactics, until fluent task completion. The study was a single-subject pre-post probe design for each participant. Dependent variables were the number of employment opportunities (training, internship, job hiring) obtained by each participant, and the levels of parental stress, recorded with the Caregiver Burden Index (CBI), before and after the project. Results were promising for most participants. However, participants F and L had to discontinue the project due to worsening of behavioral problems. Cultural relevance, advantages and critical aspects of work inclusion were discussed.

The majority of autistic school children attend regular classes with their peers. The early school years are of utmost importance for a child’s development, academic skills and engagement in social learning activities. Research conducted in Sweden has found that school staff have limited knowledge about autism, and how to create inclusive learning environments. Results from Swedish data base studies have found that the majority of students with autism do not obtain the basic qualifications from primary school to enter upper secondary school, there are also significantly higher rates of school absenteeism among autistic children. Using mixed methods, the aim of the present study was to test the useability, acceptability and feasibility of the, culturally adapted Swedish version of the Autism Program Environment Rating Scale (APERS) in one elementary school over one semester, in combination with in-service training on evidence-based behavior analytic principles, procedures, and weekly coaching for school staff. In total, ten classrooms, 11 students with autism, 15 educators, four coaches and the school principal participated. Interviews were conducted after termination of the study, pre- and post-measurements showed improvements in the learning environment, increase in teacher efficacy and student academic skills. The post-intervention social validity scale revealed that teaching staff found the intervention more acceptable and effective than coaches. Thematic analysis of interviews confirmed this finding, and highlighted the importance of implementing the program for the entire school year rather than one semester.

Though caregivers of females with disabilities commonly express concerns about teaching menstrual hygiene and other related skills, there is limited applied research focus in this area (Veazey, 2016). Additionally, many adolescents with Autism Spectrum Disorder (ASD) face increased adversity in coping with and understanding the rapid physical, cognitive, emotional, and social changes experienced during puberty compared to neurotypical peers. Independence with feminine hygiene routines can potentially also impact access to social relationships and employment. As such, it is critical that clinical practitioners, caregivers, and other professionals can skillfully support individuals with ASD in acquiring this skill repertoire; this paper will discuss ethical, compassionate intervention approaches developed in one-to-one behavior analytic school settings to prepare and support individuals with ASD to independently attend to their menstrual hygiene needs. Specifically, we will discuss partnering with medical providers and caregivers to engage in ethical and culturally sensitive pre-menarche planning and case studies illustrating individualized task analyses, intervention procedures, and modifications across learners with a variety of skill repertoires prior to and following menarche.

Dr. Hübner has graduated in Psychology at Catholic University, in São Paulo (PUCSP, 1979), Brazil, and completed her Master and Doctor Degrees in Experimental Psychology at USP (University of São Paulo, 1982 and 1990, respectively). Dr. Hübner’s master thesis (on autism and verbal behavior) and doctoral dissertation (on equivalence and reading) are considered to be the first ones with these themes in the history of Behavior Analysis in Brazil. She is currently a full professor at the University of São Paulo. She was president of the Brazilian Association of Psychology (SBP) from 2002 to 2005 and she coordinated the Graduate Program in Experimental Psychology at USP from 2005 to November 2012.  She was also president of the Brazilian Association of Psychology and Behavioral Medicine. (ABPMC) from 2008 to 2011. In 2014, she was elected President of the Association for Behavior Analysis International (ABAI, from 2014 to 2017), having served on the Executive Board of ABAI from 2009 to 2014 (May) as an elected International Representative. She is a researcher at the National Institute of Science and Technology in Behavior, with studies about verbal behavior, equivalence, bidirectional naming and recombinative reading (INCT-ECCE). Dr. Hübner has been published scientific papers in the main national Journals and international journal, such as The Analysis of Verbal Behavior, Psychological Record, among others. Dr. Hübner has teaching, research and application experience, mainly in the following topics: verbal behavior, learning, reading, stimulus equivalence, recombinative reading, autism, both in basic and applied behavior analysis domains. In May 2018, she received the Award for "International Dissemination of Behavior Analysis", granted by ABAI. In May 2022, she also received the award for “Effective presentation of Behavior Analysis in the Mass Media”, from the same Association.

In 2013, when she was the Coordinator of the Graduate Program in Experimental Psychology at University of São Paulo, the Program received the award of Enduring Programmatic Contributions in Behavior Analysis.

The principles of Applied Behavior Analysis (ABA) have long been used to understand and shape human behavior in various domains, yet their application in the field of User Experience (UX) remains largely untapped. This presentation explores how the principles and methodologies of ABA can be effectively applied to UX research, particularly in usability testing. This presentation provides an insight into the intersection of behavioral science and UX, demonstrating how behavior analysts can leverage their expertise to enhance the usability and accessibility of digital products. Drawing on practical experience, we will discuss strategies for conducting usability testing sessions informed by behavioral principles, revealing how these techniques can yield richer, more actionable insights into user behavior. As UX research continues to evolve, the integration of ABA offers a novel, evidence-based approach to addressing design challenges and optimizing user experiences. Join us to explore how behavior analysts can expand their professional scope and contribute to the development of intuitive, user-centered design solutions that can benefit many people in their daily lives.

The science of behavior is founded on the decision to embrace a flexible unit of analysis. This decision has fostered numerous scientific advances and profoundly enriched our understanding of complex behavioral phenomena. Building on this foundation, this talk proposes that neuromuscular activity—traditionally viewed through a physiological lens—can also be conceptualized as behavior within an operant framework. Such a perspective offers an opportunity to expand the scope of behavioral analysis and extend its applications. This talk has three primary aims. First, to present a conceptual framework for understanding neuromuscular activity as an operant. Second, to examine how fundamental behavioral processes, such as extinction, organize when examined at the neuromuscular level. Third, to highlight empirical research that investigates neuromuscular activity as a behavior of interest, within basic and applied research domains. These empirical investigations demonstrate the operant nature of neuromuscular activity and its relevance to diverse areas, including rehabilitation and medical interventions. By considering neuromuscular activity within the scope of behavior analysis, this talk advances our understanding of basic behavioral processes, and underscores the versatility of our science. Ultimately, it invites a re-examination of how behavioral principles can be applied to advance understanding across multiple scientific domains.

Historically, applied behavior analysis (ABA) services have consisted of 30-40 hours per week of direct, in person support in a paraprofessional-mediated format. However, emerging research suggests that such high-intensity hours may not be universally required, and Caregiver-Led ABA is gaining recognition as a flexible, effective alternative. A focal point in Caregiver-Led ABA is the implementation of strategies directly by the caregivers with BCBA support to create more community-based inclusivity. This approach empowers families to advocate for their children's needs and foster supportive, natural environments that promote meaningful social interactions and engagement within their communities. Caregiver-Led ABA has shown positive outcomes in communication, social skills, and behavior reduction in individuals with autism and other intellectual and developmental disabilities (IDD). This symposium will explore the evidence-based foundations of Caregiver-Led ABA, how the model can be implemented in various formats (including telehealth), and provide a review of current adaptive outcomes of caregiver-mediated models when compared to paraprofessional-mediated. Additionally, it will address strategies for supporting neurodivergent caregivers within Caregiver-Led ABA.

Participants should have foundational knowledge of behavior analytic principles, including familiarity with the role of behavior-analytic service delivery models, basic supervision practices, and client programming design. Understanding key concepts such as functional behavior assessment (FBA), skill acquisition strategies, and basic parent/caregiver training techniques will enhance comprehension and application of the material presented. The session will bridge these foundational concepts with emerging research and practical strategies in caregiver-mediated ABA models, allowing attendees to critically evaluate and implement flexible, evidence-based approaches.

Autism spectrum disorder (ASD) is a complex and heterogenous, neurodevelopmental disorder. Interventions based in applied behavior analysis (ABA) are common for children with ASD with marked improvements demonstrated in communication, social, and adaptive functioning. Two common models of ABA are parent-mediated and paraprofessional-mediated, both of which have strong empirical support. With all 50 States requiring insurance coverage for people with ASD, it is important to evaluate and understand the effectiveness of ABA in community-based settings. The current study evaluated the effectiveness of two models of ABA, paraprofessional-mediated and parent-mediated, in a community-based setting across 106 participants ages 3–7 with a diagnosis of ASD. Results revealed both models of ABA to produce significant and positive improvements in adaptive and communicative functioning on two outcome measures, the Vineland and Verbal Behavior Milestones Assessment and Placement Program. Additionally, significant differences were observed between parent-mediated ABA and paraprofessional-mediated ABA with those in parent-mediated ABA having greater improvement in the socialization domain of the Vineland. With the most recent prevalence rates of ASD being one in 36, it is vital to have options for families when considering various supports and interventions for their child with ASD that are effective. This research underscores the effectiveness of ABA in community-based settings for young children with ASD.

Social validity should be central to the practice of applied behavior analysts, yet we seem to fall short of this target. After we identify the operant function that maintains a severe behavior problem, there are multiple approaches to intervention that are designed to address the function. How do we select which intervention to implement and how do we consider social validity in the process? Many studies published over the last few decades have demonstrated the effectiveness of concurrent operants arrangements for addressing a wide range of topographies of behavior problems and for promoting instead alternative responses. This presentation will review the concepts and procedures involved with arranging concurrent operants, and published data through the lens of social validity. Attendees will be re-introduced to the existing evidence base of socially valid approaches to addressing severe behavior problems that are client-centered, compassionate, and effective, and be prepared to adjust their own practices and support others to take a socially valid approach to providing behavior analytic services.

Applied Behavior Analysis (ABA) is characterized by its hallmark emphasis on individualized services and programmatic change to address behavioral needs across diverse populations. However, the extent to which behavior analysts adhere to these principles warrants closer examination. This presentation seeks to contribute to this discourse by presenting findings from a systematic analysis aimed at evaluating the degree to which programmatic changes were made, as documented in treatment plans when the “data indicate that desired outcomes are not being realized” (Behavior Analyst Certification Board [BACB], 2020, P.12). This symposium will first present data on a post hoc review of two hundred and nineteen treatment plans to evaluate the extent to which programming changes were made when data was not trending in the therapeutic direction and how often those changes were made. Additionally, survey data will be presented on the current practices and reported challenges behavior analysts face when conducting procedural integrity as a first step to evaluating programmatic barriers. Implications for training and support regarding errors of omission in our procedural integrity practices will be discussed alongside pinpointed solutions.

Target audience is behavior analysts who currently oversee applied behavior analysis services for individuals with autism. The audience can be beginner

Ongoing visual analysis of data to evaluate client progress is a tenant of applied behavior analysis ([ABA] Cooper et al., 2020; Behavior Analyst Certification Board, 2020). While there has been a growing interest in understanding how behavior analysts conduct a visual analysis of the data (Vanselow et al., 2011) and, in turn, how these results may impact programmatic decision-making (Kipfmiller et al., 2019), there is still little consensus across the field of what some consider variable data and in turn warrants a programmatic change. This variability is of concern when considering the BACB (2020) 2.18 ethics code, which outlines that “behavior analysts [must] engage in continual monitoring and evaluation of behavior-change interventions. If data indicate that desired outcomes are not being realized, they actively assess the situation and take appropriate corrective action” (p. 12). However, little is known about how often programmatic changes are being implemented when the data is not trending in the therapeutic direction. To evaluate this, the researchers conducted a post hoc review of treatment plans submitted to an ABA agency in the Southwest United States by 14 providers over two months (December 2023- January 2024). A total of two hundred and fifty-six reports were first identified, with two hundred and nineteen meeting the phase one inclusion criterion. Results will review the number of targets included in the analysis, targets not trending in the therapeutic direction, and how often those changes were made.

There are various instruments available for assessing natural verbal relations which have been employed within the behavior-analytic literature, including the implicit relational assessment procedure (IRAP) and multi-dimensional scaling (MDS). However, these two preparations have predominantly been used in a similar way to measures within mainstream psychology. That is, groups of participants have typically been exposed to only one or two instances of the IRAP or the MDS and analysed as such. Recently, however, attempts have been made to employ these procedures in a way that aligns more closely with traditional behavior-analytic research. Specifically, such research focuses on the extended behavioral stream of individual participants, involving multiple exposures to the procedures, sometimes across days and weeks. The current symposium presents three papers that speak directly to this agenda. Specifically, the three papers will consider (1) the use of the IRAP historically and recent attempts to refocus its use behavior-analytically; (2) initial experimental analyses of multiple IRAP exposures (across weeks and months) on the stability of single-participant patterns of responding; and (3) experimental analyses of behavioral stability through multiple exposures to the IRAP and MDS.

A basic background in behavior analysis is assumed

The IRAP has been compared in the literature to Frankenstein’s monster, a metaphor that appeals to the hubristic overreaching of a reckless scientist who inadvertently creates his own nemesis. In more concrete terms, the IRAP was originally developed as a tool for analysing relational responding in-flight, but was rapidly dominated focus on the mainstream concept of implicit cognition. In accordance with the mainstream approach, the IRAP was typically administered across just one or two exposures, and the data almost always analysed in the context of group designs. As a result, IRAP research attracted mainstream attention and although the literature rarely made explicit mentalistic claims, its effects were largely interpreted as revealing private events. Conceptually, therefore, the IRAP got sucked into the gravity well of mainstream psychology. Recently, however, a concerted effort has been made to employ the IRAP in ways that are more consistent with the behavior-analytic tradition. The current paper summarises the foregoing history and reflects on some of the recent attempts being made to refocus the IRAP as an effective behavior-analytic method for the experimental analysis of human behavior.

The implicit relational assessment procedure (IRAP) initially emerged within the beahvior-analytic tradition as a context for assessing the dynamics of arbitrarily applicable relational responding (AARR) “in flight.” However, use of the tool quickly became dominated by a focus on mentalistic psychological constructs. Recently, however, researchers have sought to refocus use of the IRAP as a context for analysing the dynamics of AARR. This avenue of inquiry has raised question about the stability of patterns of effects observed on the instrument across time. The current paper presents the results of six participants (with varying degrees of experience with the IRAP) that completed an ABA reversal design involving 60 exposures to the IRAP (20 exposures in each of the three conditions across multiple weeks). Results showed both stability and instability in performances within and across participants. Each participant demonstrated a significant difference between the A and B conditions in accordance with theoretically-based predictions. Performances from one participant highlighted an interesting accuracy-latency “trade-off” effect that would not be immediately apparent through single exposure IRAP implementations. Implications for using the IRAP in future research are considered in light of these findings. Finally, issues related to ergodicity are also discussed.

With increased emphasis on a process-based approach to human psychological suffering, some have suggested analyzing processes within clinically relevant behavior through Relational Frame Theory (RFT; Harte et al., 2023) and more specifically, by observing relational responding captured by the Implicit Relational Assessment Procedure (IRAP; Finn et al., 2016, 2018). Similarly, recent work has used a theoretical framework of relational density (Belisle & Dixon, 2020) and a statistical procedure, multidimensional scaling (MDS), for examining verbal events in psychological well-being (Paliliunas et al., 2024). Currently, it is unknown how the IRAP and MDS procedures as methods for analyzing relational responding may overlap or differ from one another. Thus, the current project exposed adults to an IRAP and MDS procedure, containing positive/negative valanced images, twice per day for 10 days. A second experiment utilized an ABA reversal design to manipulate specific patterns of responding on the IRAP and MDS procedures. Idiographic analyses of the performances, and potential interactions, are considered in terms of the relative dominance of the “semantic” (Crel) versus “emotional” (Cfunc) properties of the stimuli contained within the procedures. Finally, implications are discussed for the conceptual analyses of RFT and its contribution to a process-based approach.

Diversity, Equity, Inclusion, and Belonging initiatives have become a priority within the field of Applied Behavior Analysis. Specifically, sensitivity to DEIB issues has fueled discussions and been associated with strong calls to action for change within the field. There is convergence and consensus regarding the need for more attention to these matters. The field is at a critical juncture; it is time to move such aspirations into actions. In this panel, specific strategies for the integration of DEIB goals into clinical practice, teaching and training, supervision, and organizational practices will be reviewed. Specific attention will be given to the operational definitions of key terms, in order to facilitate the collection of objective data and the measurement of progress. Strategies will be reviewed within the lenses of cultural responsiveness and cultural humility; specifically, the panel will discuss how to embed such values into professional work. Panelists will share ways to assess individual skills and the climate of the organization, identify goals, determine progress, obtain social validity measures, and develop long-term strategic initiatives. Panelists will also share tools and methods for addressing obstacles, developing consensus, and ensuring authentic and sustainable change.

This panel is classified as intermediate instructional level. It is assumed that attendees have a basic understanding of cultural responsiveness and humility. It is best suited for those seeking to advance the integration of these values into professional practice in concrete ways.

There are several strategies to teach children a vocabulary in two languages. For example, the one-person one-language (OPOL) approach (i.e., each parent speaks a different language to the child) is often suggested by professionals and parents. However, limited comparative research was conducted to support its effectiveness and efficiency while controlling for language exposure from both caregivers. We taught college students to tact pictures in two languages using the OPOL approach (e.g., one experimenter taught tacts in Mandarin, and the other one taught tacts in Japanese) and the mixing approach (e.g., a third experimenter taught tacts in both Mandarin and Japanese). In the 1st experiment, we taught tacts in Mandarin and Japanese. Because all the participants reported that learning tacts in Japanese was easier than in Mandarin, we taught Mandarin and Cantonese in the 2nd experiment. We also probed for the emergence of bidirectional intraverbals after the participants demonstrated mastery in tacts. Data indicated that both approaches were effective in teaching tacts and promoting untrained intraverbals in both experiments. The OPOL approach promoted quicker tact acquisition for 10 out of 14 comparisons. Future research should evaluate the external validity of this line of research with other populations, such as children.

Comprehensive behavioral interventions have demonstrated significant benefits for many children with autism, but individual response to treatment can vary greatly. This symposium features three presentations reporting on the use of standardized norm-referenced measures such as IQ and adaptive functioning to advance our understanding of what works for whom and what constitutes meaningful change for an individual client. The first presentation will describe a meta-analysis of 43 intervention outcome studies from nine countries examining how child variables (e.g., age, autism severity, and developmental level) and treatment variables (e.g., dosage and delivery agent) contribute to observed differences in intervention outcomes. The second presentation describes an outcome assessment tool and the derivation of a Meaningful Change Index that allows evaluation of individual progress during intervention. The final presentation describes the use of Mullen Scales of Early Learning to determine rate of developmental growth during treatment in an Australian EIBI program.130 of 154 children showed an increase in developmental trajectory during treatment.

Behavior analysts and Psychologists interested in assessment of treatment outcomes

A comprehensive understanding of specific factors contributing to variability in responsiveness of children with autism to interventions is paramount for making evidence-based clinical and policy decisions. This meta-analysis aimed to identify child and family characteristics, and aspects of intervention design, related to outcomes of behavioral interventions for children with autism. Literature searches identified 43 studies, published between 1987-2024, encompassing 3,663 children with autism and 1,347 independent effect sizes. Results revealed differential effects based on the intervention approach (Early Intensive Behavioral Intervention vs. Naturalistic Developmental Behavioral Interventions), delivery agent, and dosage. Pre-intervention child factors associated with stronger post-intervention effects, across intervention approaches, included higher intellectual and adaptive functioning and milder autism symptoms. However, child age at intervention onset, sex, and family socioeconomic status did not predict the strength of post-intervention outcomes. While study methodology and reporting quality were marginally associated with predictive strength, adjusting for these factors had minimal impact on the reported findings. The insights from this meta-analysis have significant implications for the development of personalized intervention models for children with autism. These models have the potential to optimize outcomes and offer critical guidance for decision-making in both the service and policy levels, ensuring efficient and equitable allocation of resources.

There is currently limited research on early, intensive behavioral intervention (EIBI) within Australia. The purpose of this paper was to provide a programmatic description and preliminary findings of an intervention approach which provides a high level of intensity of intervention to preschool aged children diagnosed with autism spectrum disorder (ASD). A total of 154 children with autism participated in the program from 2011 to 2022. At the group level, children who received 27 hr per week of intervention showed significant gains on standardized cognitive and adaptive behavior measures during an average one year of intervention. Further examination of the response to intervention at an individual level demonstrated that 130 of 154 children showed an acceleration in their rate of learning during intervention, with 52% more than doubling their rate of pre-treatment growth. Age predicted improvement in developmental trajectory, but intake cognitive abilities did not. In general, children who commenced intervention at a younger age made substantial improvements in their rate of learning, but children who commenced intervention at an older age made even greater improvements relative to their skills at commencement. The implications for addressing the needs of young autistic children in Australia will be discussed.

Over the past four decades, the number of children diagnosed with autism spectrum disorder (ASD) has risen and demands for effective interventions has increased accordingly. The best known comprehensive psychoeducational intervention is Early Intensive Behavioral Intervention (EIBI; Lovaas, 1993, 2003). EIBI has been evaluated in numerous outcome studies and meta-analyses, and most of these studies suggest that EIBI may be effective in increasing intellectual and adaptive functioning in many preschool-aged children with ASD compared to eclectic treatment and treatment as usual (e.g., Cohen et al., 2006; Eikeseth et al., 2002, 2007, 2012; Eldevik et al., 2009, 2010, 2020; Howard et al., 2005, 2014; Perry et al., 2009; Reichow et al., 2018; Remington et al., 2007; Rodgers et al., 2021; Sallows & Graupner, 2005; Sandbank et al., 2020; Smith et al., 2000; Waters et al., 2020). Another ABA-based comprehensive intervention is the Intensive Behavioral Intervention (IBI) model developed by Krantz and McClannahan originating at the Princeton Child Development Institute (McClannahan & Krantz, 1993, 1997, 2001). Treatment begins in a treatment center for children with ASD, and the children are gradually transferred to mainstream kindergartens or schools once they can function and learn effectively from this developmentally integrated setting. A comprehensive staff-training and consumer evaluation system is employed where all staff members including therapists, supervisors and directors receive annual professional evaluations as well as evaluations by the children’s parents (McClannahan & Krantz, 1993, 2001). Like EIBI, IBI utilizes a number of well-researched ABA principles and procedures, most of which are evidence based. Examples of evidence-based principles and procedures used in the IBI is reinforcement, antecedent-based interventions, task analysis, scripts and script fading procedures, response interruption/redirection, prompting, modeling, extinction, discrete trial teaching, video modeling, functional behavior assessment, and functional communication training (Wong et al., 2015). During the lecture I will present study evaluated the effects of a center-based Intensive Behavioral Intervention (IBI) model for preschool aged children with autism published in Behavior Modification in September 2023 by authors Marta Wójcik, Svein Eikeseth , Philip Eikeseth, Ewa Budzinska, Anna Budzinska. Study shows the outcomes of 25 children receiving IBI in Institute for Child Development, Poland compared to the outcomes of 14 children receiving autism specific, eclectic, special education in different institutions in Poland. After 14?months of treatment, children from the IBI group improved significantly on standard scores in intellectual functioning and adaptive behavior and had a significant reduction in autism severity compared to the children in the autism specific, eclectic, special education group. Results suggest that preschool aged children with autism may make large gains in intellectual and adaptive functioning and improvement in autism severity with IBI, and that effects of IBI may be similar to that of EIBI.

The increasing prevalence of head injuries among students has raised significant concerns regarding the long-term risks and consequences associated with traumatic brain injuries (TBI). Recent statistics indicate that approximately 4% of children and 12% of adolescents have experienced at least one significant head injury (Black et al., 2018), with 62% of moderate to severe cases resulting in disability (Centers for Disease Control, 2018). This panel will explore innovative approaches to addressing these challenges through community-based programs aimed at equipping school personnel with the skills to recognize and support students affected by TBI. Panelists will highlight strategies for enhancing community awareness about TBI, including pre-hospital interventions, school reintegration, and the establishment of concussion management teams within schools. These teams play a pivotal role in supporting students’ academic, athletic, and social success. Additionally, discussions will focus on strengthening the connection between schools, communities, and TBI-related resources, while advocating for legislative action to improve service access. The panel will emphasize the critical role of behavior analysts in fostering interdisciplinary collaboration across school and residential settings, ensuring comprehensive care for students with TBI. Behavior analytic interventions will be highlighted. This panel seeks to advance knowledge, promote advocacy, and foster impactful practices.

intermediate Participant should have a basic understanding of behavior analysis required of BCaBAs and BCBAs.

Severe Problem Behavior is a continuing focus of applied behavior analysis research and practice. It results in poor quality of life, limitations in interactions with the environment and learning, restrictive behavior management practices and increased service costs. Concern for severe problem behavior is reflected in the continuing evolution of research, practice and applied behavior analysis technology and efforts to translate research into practice. This symposium illustrates three facets of these efforts. The first includes developing more efficient and brief yet accurate methods of conducting functional analyses that result in reductions in client behavior and increases in client communication and self-management skills. The second is translational work to provide high quality applied behavior analysis services for severe problem behavior such as aggression in routine community settings for adults with developmental disabilities. The third is training caregivers quickly, efficiently and effectively to produce desired client outcomes. This Panel will present on these three inter-related topics. Caregiver training

Audience members should have a basic knowledge and prerequisite skills of applied behavior analysis typified by at least a Masters degree in applied behavior analysis.

Supervision is an essential component of becoming an ethical and successful behavior analyst. However, not every practitioner has the opportunity to learn from a knowledgeable and effective supervisor. For the field to move forward in a positive way, all behavior analysts should receive supervision that focuses on ethical, evidence-based practices that are mutually beneficial and productive. By modeling excellent supervision, we can ensure that meaningful supervision is ongoing. In this panel discussion, participants will learn key components of effective supervision from three highly experienced supervisors of RBTs and aspiring behavior analysts. Panelists will share their own supervision journeys and why, for them, supervision is important and rewarding. They will provide strategies for promoting a positive and productive supervisory experience and suggest tools and resources to support the supervisory experience. The panel will also offer recommendations for how to handle challenging supervision situations and answer questions from the audience. By the end of this panel discussion, participants will have a better understanding of how to provide high quality supervision that supports the growth and success of their supervisees.

Intermediate - BCBAs who are supervising RBTs or aspiring behavior analysts or who are considering supervising others

Behavioural interventions are pivotal in enhancing the quality of life for individuals with autism and developmental disabilities. This symposium explores how quality-of-life domains, as outlined in Schalock and Verdugo's model, can be translated into measurable behavioural procedures. The first presentation focuses on teaching collaborative skills during medical procedures, such as blood sampling. This aligns with the Physical Well-Being domain and contributes to Self-Determination by fostering cooperation skills. The second presentation addresses pain recognition by teaching individuals to identify private events associated with tactile stimuli. This intervention promotes body awareness and self-monitoring, fitting into the Physical Well-Being and Personal Development domains. The third and fourth presentations tackle pica behaviours (intake of non-edible substances) and eating disorders in individuals with ASD and intellectual disabilities. These interventions reduce health risks, improve emotional regulation, and enhance social inclusion and interpersonal relationships by breaking barriers to social interaction. Together, these presentations illustrate how behavioural procedures can operationally translate quality-of-life constructs into interventions that are not only evidence-based but also socially meaningful, improving outcomes across multiple domains

This symposium is intended for professionals with a foundational understanding of Applied Behavior Analysis (ABA) and experience in designing or implementing behavioral interventions. Familiarity with Schalock and Verdugo’s quality-of-life domains and an interest in interdisciplinary approaches will enhance engagement with the topics discussed. Participants should be comfortable addressing complex issues like medical collaboration, pain recognition, pica, and eating disorders, with an awareness of the ethical considerations involved. This session offers an opportunity to refine skills and apply advanced strategies to improve quality-of-life outcomes.

This study evaluated the effectiveness of a Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT) framework (Hanley et al., 2014) combined with demand fading to reduce problem behaviors and teach alternative responses during medical procedures for an adolescent with a history of severe problem behaviors associated with blood draws. Following the PFA, a functional communication response (FCR) was taught, allowing the participant to request a temporary pause in the session, alongside tolerance responses for instances when the request was denied. Once these alternative responses were reliably established, a gradual demand fading procedure was implemented, introducing successive approximations of the blood draw while maintaining high collaboration and zero occurrences of problem behavior. The intervention concluded successfully, with the participant tolerating the full blood draw procedure. The findings highlight the utility of using PFA and SBT to create conditions under which demand fading can be introduced effectively when it may not be feasible as an initial intervention. These results demonstrate the value of this approach in designing ethical and effective interventions for problem behaviors in adolescents within challenging medical contexts. Implications for practice and directions for future research are discussed.

This study’s primary objective was to replicate and extend the work of Rajagopal et al. (2021), focusing on teaching children with autism spectrum disorder (ASD) to tact private events, such as tactile sensations paired with body parts. Using a multiple baseline design across participants, we evaluated the impact of prompting, fading and differential reinforcement on the percentage of correct, independent tacts of sensation-body part combinations. Participants were trained to tact three sensations paired with body parts, followed by generalization probes with novel body parts, objects, and sensations. Although participants responses successfully generalized to new body parts and objects, they did not generalize to novel sensations. To address this, we introduced a generic response (e.g., "I feel something on [body part]") for untaught sensations, which generalized successfully. These results highlight the potential of combining specific and generic responses to improve communication of private events in individuals with ASD, with important implications for clinical intervention and improving quality of life.

Pica disorder represents an extreme form of dysfunctional behavior as even a single incident could potentially be fatal. This disorder, characterized by the persistent consumption of non-nutritive substances, poses significant challenges in treatment and management. For a long time, and in some ways still today, interventions for pica have exclusively focused on controlling living environments (restricting movement and person's mobility, empty environments, hypercontrol of access to stimuli) and/or treatments managing consequences (penalization and hypercorrection). These traditional approaches, while somewhat effective, often compromise the individual's quality of life and autonomy. This contribution compares three innovative procedures related to antecedents: competitive equivalent stimuli, response blocking and redirection, and Differential Reinforcement procedures teaching an exchange between pica stimuli and competitive gustatory stimuli. The implementation of these non-invasive treatments was carefully monitored and documented over multiple sessions. Data show a reduction to zero emission of pica behaviour in session, demonstrating the potential effectiveness of less restrictive interventions. This work aims to represent one of the first interventions on cigarette butt pica applied in a residential setting in Italy, offering promising implications for future treatment approaches and research in the field of pica disorder management.

Food selectivity/avoidance is common in children with autism spectrum disorder and developmental disabilities. Some children only consume a few foods, completely avoiding entire food groups, putting them at risk for malnutrition, growth issues, and medical conditions (e.g., constipation). Depending on the severity and history of food selectivity, children may avoid gatherings or events that revolve around mealtimes leading to social isolation and negatively impacting quality of life. Extreme food selective behavior can also often put financial strains on families required to purchase specific food items to ensure sufficient intake. Behavior analytic approaches have been successful in reducing levels of selectivity and increasing consumption. Case examples will be presented demonstrating the use of behavior analytic strategies (including children having choice in targeted foods) to increase the variety of foods consumed. The impact of increased food variety in improving physical wellbeing and the extension of the treatment gains to settings that promote social interaction will be discussed.

The Self & Match System, is a manualized self-monitoring intervention enriched with an accountability component. Grounded in established self-monitoring literature, this system has demonstrated practical efficacy in promoting positive behavioral, social, and academic outcomes. The Self & Match System equips individuals with tools to independently monitor and regulate their behavior, fostering meaningful and lasting change. The objective of this symposium is to investigate the developing research of the Self & Match System presenting dynamic applications of this intervention within the context of investigating which behaviors have demonstrated greatest success with the intervention, optimizing intervention effectiveness, and expanding the utilization to improve employee performance. First, an overview of the Self & Match System will be presented to provide the foundation for the demonstration of the application of the intervention. There will be a review of existing literature on the Self & Match System to explore trends of effectiveness based on target behavior. Next, the focus is centered on supporting individuals with moderate to severe disabilities in developing prerequisite skills for self-monitoring utilizing discrimination training and video-modeling. Finally, this session will explore the impact of incorporating a Self & Match system on increasing the frequency of fidelity checks conducted by paraprofessionals to sustain behavior change.

Beginner

This single-subject, alternating-treatment experiment explores the use of the Self & Match System with elementary-aged individuals in a non-public school setting who have moderate to severe disabilities impacting awareness, communication, behavior, and cognition. Participants were selected due to a lack of prerequisite self-monitoring skills, such as making binary discriminations and accurately recalling actions. While the Self & Match System has been valuable for educators in communicating expectations and providing feedback, self-monitoring and reporting often remain unchanged without targeted interventions. To address this, the study implements a hierarchy of tiered interventions, including 2-D conditional discrimination training, video self-modeling with feedback, and momentary time-sampling, both immediately and following a delay. The Self & Match System Considerations Guide will be used to tailor the intervention to individual needs and improve implementation effectiveness. Dependent variables include participants’ accuracy in self-monitoring and reporting, as well as meeting individualized behavioral expectations. Data will be collected using a personalized Self & Match System form and represented as daily percentages on an equal-interval chart. This study aims to develop systematic scaffolding strategies to teach self-monitoring skills, enabling meaningful and sustained behavior change.

This case study follows a 5th-grade student in a Hawaii public school, diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and receiving special education services under IDEA eligibility for Other Health Disability (OHD). Despite receiving services since second grade, this student faced ongoing challenges with focus, impulsivity, completing assignments, and forming positive peer relationships. High-frequency and intensity verbal and physical aggression further impacted their ability to participate in a general education environment, requiring innovative behavioral interventions. In the 2024-2025 school year, the student’s plan integrated Skills-Based Treatment (SBT) with the Self & Match self-monitoring system. This dual approach helped their reduce problem behaviors while building self-regulation and engagement skills. Initially supported by a modified 3 day schedule and two-on-one assistance, the student progressed to four full school days and increased peer engagement during electives. Intervals for Self & Match were successfully thinned and SBT strategies expanded to include generalization of skills. This discussion will explore the synergistic impact of SBT and Self & Match, demonstrating how these evidence-based interventions supported the student’s academic and behavioral success. Practical insights and data-driven applications for educators and behavior analysts will also be shared.

Previous studies showed the effectiveness of the Go/No-go procedure with compound stimuli to produce the emergence of reading comprehension. However, these studies did not pre-tested for trained relations to verify whether emergent relations were actually produced by training. The aim of the present study was to verify whether this procedure would generate emergent conditional relations to attest reading comprehension, even when the relations to be trained are not attested in pre-tests. A procedure similar to the one implemented by Gueiros and Debert (2020) was used, with the addition of AC pre-tests (dictated word and printed word), to obtain a greater experimental control compared to this previous research. A multiple baseline across words sets design and a multiple probe design were used. The stimuli used were dictated words (A), pictures (B) and printed words (C). Five preschool children were exposed to AC, BC, CB and CD Pre-tests, AB and AC Train, and BC, CB and CD Post-tests. All participants showed the emergent relations in the Post-tests only after the AB and CA training. So, the Go/no-go procedure with compound stimuli was effective to establish reading comprehension.

Children acquire vocabulary at an exponential rate between the ages of 2 and 3, often without direct reinforcement. Laboratory studies have struggled to demonstrate whether echoic verbal responses play a role in the emergence of tacts when children simply hear adults talk about objects present in the environment. This study used an adapted alternating treatment design to examine the emergence of tacts in four typically developing children exposed to the simultaneous presentation of pictures and their names. The conditions required an echoic verbal response, an incompatible response, or a quiet condition. For three of the four participants, 100% accuracy on tact probes occurred more rapidly in conditions that allowed echoic verbal responses than in conditions that restricted echoic verbal responses. These findings support the facilitative role of echoic verbal responses in tact acquisition and have important implications for practitioners designing interventions to promote language development in populations with communication deficits.

To increase the use of behavior analytic services in school settings, we must teach individuals about the school context and how to apply ABA technology in this context. This symposium highlights innovative approaches in teaching adults to implement behavior analytic competencies within schools. The first presentation focuses on a training program aimed at equipping pre-service applied behavior analysts with skills in school-based behavioral consultation. Through integrated didactic instruction, practicum experiences, and supervision, the program addressed critical competencies for consultation in decreasing problematic behaviors and increasing functional behaviors. The second presentation explores a comprehensive staff coaching program designed to enhance the ABA implementation skills of school-based training specialists. Using a multimodal training approach, including workshops, video reviews, and feedback, the program demonstrated significant improvements in coaching competencies and highlighted factors influencing successful outcomes. The final presentation introduces the Delphi Method as a process for validating rating scales, using the Abilities in Behavior Assessment and Interventions for Teachers scale as an example. This method's iterative approach provides a model for developing validated tools to measure the effectiveness of training programs. Together, these papers showcase diverse strategies for advancing behavior analytic training in school settings, with implications for practice, research, and policy.

Audience members should have a general understanding of behavior skills training.

Individuals with intellectual and developmental disabilities face a significant risk of trauma (Didden & Mevissen, 2022). Existing research predominantly examines Trauma-Informed Care (TIC) from staff perspectives, often overlooking the lived experiences of this population (Rich et al., 2021). To our knowledge, no tools co-created with individuals with lived experience currently exist to evaluate service alignment with TIC principles (i.e., safety, trustworthiness, choice, collaboration, and empowerment; Keesler et al., 2023). In addition, staff often lack adequate training, and the literature offers limited guidance on fostering organizational shifts toward TIC (Cook & Hole, 2021). To address these gaps, Bethesda Services in Ontario, Canada, partnered with Indiana University to a) evaluate TIC principles in care by co-developing a TIC measurement tool with individuals with lived experiences, (b) explore correlations between TIC tool outcomes and emotional wellness among service users, and (c) assess whether the TIC training package enhances staff understanding of TIC principles in service delivery. The project utilized participatory research, administering TIC and emotional wellness questionnaires via Qualtrics. Training effectiveness was evaluated through a quasi experimental pre-post test design. Findings show an inverse relationship between emotional wellness and TIC principles, with training outcomes showing improved understanding. Clinical, individual, and organizational impacts will be discussed.

Stereotypies are often present in patients with autism and can be a barrier to learning social behaviors. In the present study, we present a behavioral reduction procedure in a child with severe autism who presents stereotypies most of the time preventing him from learning and using socially appropriate behaviors. After a baseline of the interresponse time between one stereotypic behavior and another in the form of moving the hands and body, licking objects, looking at objects in the hands and trying to take new ones, a multicomponent intervention was implemented. A functional analysis was performed to establish that the function of the behavior was automatic positive reinforcement. A zone was established where the child could stereotype and a time, marked by a timer, in which he could do so. In the area where he could stereotype "stym city", a series of objects were chosen, according to an assessment of preferences, which could vary from session to session with which the child was able to search for the sensory sensation sought but not dangerous for health and socially acceptable. He was taught to request access to the space and objects for stereotyping (DRA) and this was initially reinforced with a continuous reinforcement scheme. He was then reinforced for increasing times when he was able to stay still with his hands without taking anything (DRO) for an increasing time using shaping. The procedure was initially implemented sitting in the therapy room and then generalized while standing in a room and outside where there were objects that were motivating for him but not allowed because they were dangerous, e.g. stones. It was then important to teach and generalize the procedure to the child's parents and grandparents in the home environment and in the territory as well as teaching it to the teachers at school. It was taught through a live and online BST biweekly and weekly thereafter in all phases of treatment. The results show a decrease in stereotypic episodes in all the child's living environments, the emergence of the mand to request access to automatic reinforcement and the learning of behavioral management by the family and teachers.

Quality of life is a complex construct with subjective and objective aspects that encompass the person’s physical health, social relationships, psychological condition and environmental conditions. People with mental health disorders tend to have diminished quality of life. The studies show that older adults with serious mental health disorders, such as bipolar disorder, schizophrenia, schizoaffective disorder, have considerably higher rates of physical health issues, have limitations in psychosocial functioning, exhibit unhealthy lifestyle habits, such as poor diet, alcohol and tobacco use, compared to older adults without mental health disorders. The present paper will examine: (a) a concept of quality of life and its components as it relates to older adults with serious mental health disorders; (b) contribution of behavioral gerontology to the study of the elderly; (c) behavior analysis intervention strategies in improving quality of life of the elderly with mental health disorders; and (d) behavior analysis directions addressing quality of life issues of elderly people with mental health disorders.

Function-based interventions support positive outcomes for students and teachers. Yet little is known about the factors that improve the quality of functional behavior assessments (FBAs) and behavior intervention plans (BIPs). In this study we present a descriptive record review of 304 functional behavior assessments (FBAs) and behavior intervention plans (BIPs). In brief, the research team analyzed each record using a standard rubric. In this study, we conducted a secondary data analysis of a sample of FBA-BIP records. All data were provided by the district. This included the student demographic data (i.e., gender, race/ethnicity, grade, disability eligibility category) and key dates (i.e., date FBA completed, date BIP completed). Preliminary findings indicate that frequently reviewing FBA and BIPs together as the members of the BIP team enhance the accuracy of the FBA and increase the effectiveness of the BIP. The team is currently analyzing a second set of FBA-BIPs from a small rural district. Together these findings will be shared with implications for improving the quality of the FBA-BIP process.

While low intensity classroom-level interventions foster positive outcomes for students and teachers, many teachers need additional support to implement practices to fidelity. Evidence-based training approaches such as behavior skills training (BST) can enhance teacher implementation fidelity. However, teachers in rural/under resourced schools may not have access to quality professional development approaches. In this non-concurrent multiple baseline study, the researchers utilized technology-based training procedures that align with BST to address these training barriers. We explored whether five rural educators’ implementation fidelity (i.e., dosage, quality) of two classroom management practices improved after participating in a technology-based professional development training aligned with the components of BST. The training package included a multi-media video model of the practices, asynchronous video analysis, and feedback delivered via an online platform. Direct observation data indicated four of the five teachers’ implementation fidelity increased. Teachers also perceived the package positively. These findings suggest technology-based training packages may strengthen teacher implementation fidelity, extending the evidence-base for innovative approaches to practitioner skill development. Limitations and future research directions are discussed.

Quality applications of applied behavior analysis (ABA) pride themselves on proactivity. Developing prerequisite skills, arming underserved caregivers and educators with tools for child success, and laying the groundwork for self-driven social-emotional health gains, all highlight antecedent interventions. This symposium explores such applications of ABA-based methodologies to children's academic, behavioral, and social-emotional growth across diverse contexts. The first presentation examines a training program in Czechia using Behavioral Skills Training to enhance parental competencies in supporting their autistic children, demonstrating improvements in parental and children's skills. The second presentation evaluates a Czech social-emotional learning curriculum integrating acceptance and commitment therapy with ABA, showing enhanced psychological flexibility among primary school students and their teachers. The third presentation investigates a hybrid telehealth/in-person training model for practical functional assessment, comparing delivery formats for educators in Montana and Czechia to identify optimal approaches for underserved regions. The final presentation explores building verbal behavior developmental cusps in school readiness, presenting findings on how observational learning, naming, and generalized imitation impact educational outcomes, along with protocols for inducing these learning capabilities. Together, these studies demonstrate the effectiveness of systematic, behaviorally-based approaches in building support systems for fostering children's educational success and access to least restrictive learning environments.

Intermediate; should have a basic understanding of verbal behavior.

In Czechia, parents of children with neurodevelopmental disorders (NDD) increasingly seek support in fostering their children’s socio-communicative development. However, parental training programs grounded in the principles of applied behavior analysis (ABA) remain underutilized. To address this, a novel training program was piloted to enhance parental competencies in environmental organization, reinforcement use, and behavior shaping for children aged 0–4 years with NDD or suspected NDD. Four families participated in a 12-week intervention, incorporating weekly in-person sessions using Behavioral Skills Training (BST) and video feedback, supplemented by structured daily home practice. Using a multiple-baseline design across parental behaviors, the study assessed changes in parents’ implementation of targeted strategies, while also assessing at multiple timepoints changes in their children’s socio-communicative and imitation skills. Through video recordings, data were collected on parental behaviors using fidelity checklists, with additional measures of parent-reported self-efficacy, stress, and program social validity. Preliminary findings indicate increased parental adherence to ABA-based strategies and improvements in children’s targeted skills. This pilot study highlights the feasibility and social validity of an ABA-based parental training model for early intervention, providing actionable insights for scaling up such programs to better support families of children with NDD in underserved regions.

Assessing school readiness is an important aspect of behavior analytic service provision. There are likely essential prerequisite and requisite skills critical for a learner’s success in a school-based setting. These skills may indeed be necessary but not sufficient as we work towards preparing children so they can benefit from a variety of instructional delivery formats. The acquisition of verbal behavior development cusps appears to increase the likelihood children will be equipped to learn indirectly through observation and incidental exposure. When these cusps are not present, learning may be more difficult and require numerous tactics. We report some initial findings related to children who entered or re-entered a school setting with and without observational learning, Bi-directional Naming and generalized imitation as verbal behavior developmental cusps and their learning outcomes in this setting. We also report evidenced based protocols to reliably induce these cusps and useful tactics for learner success in inclusive educational settings.

The utilization of Applied Behaviour Analysis (ABA) within community settings and child welfare is underrepresented but crucial to successful reintegration of youth into their communities. This symposium will emphasize culturally sensitive, trauma-informed care, caregiver support, contextual considerations, and clinician skill development. The first presentation will explore the PATHways program which was collaboratively developed with Huron-Perth Children’s Aid Society. This program underscores person-centered care for youth, supported by Board Certified Behaviour Analysts. Through behavioural interventions, the program has successfully enhanced community integration and has been replicated across other agencies. The second presentation addresses the challenges caregivers face, highlighting collaboration with mental health professionals to reduce burnout. This includes identifying systemic barriers and inspiring inclusive community practices. The third presentation advocates for incorporating socio-cultural and contextual factors into ABA programs to better reflect individual family values and improve engagement and outcomes. The objective of this section is for clinicians to take away strategies to develop comprehensive interventions. Finally, the fourth presentation emphasizes the development of non-clinical skills in supervision, such as communication and empathy, preparing clinicians to effectively address the needs of diverse populations. Attendees will gain insights and tools to ensure holistic, inclusive practice across various community-based contexts.

Necessary prerequisite skills and competencies of the audience for this presentation include one or more of the following: Individuals actively pursuing or have completed a graduate-level degree in Applied Behaviour Analysis (ABA) or similar, Board Certified Behaviour Analyst, Board Certified Assistant Behaviour Analyst.

The integration of Applied Behaviour Analysis (ABA) in child welfare is essential for meeting the complex needs of youth and their families. The PATHways program, a collaboration between the Huron-Perth Children’s Aid Society (CAS) and Anchor Rehabilitation Support Services, highlights the importance of trauma-informed, person-centered care led by Board Certified Behaviour Analysts (BCBAs). In its first year, PATHways served 49 youth and families using evidence-based tools, such as the Essential For Living Assessment, to inform innovative interventions. This model prioritizes partnerships with mental health professionals as well as caregiver and mediator coaching to support youth in their community. Awarded a 2-year provincial grant recognizing the success of this program, PATHways has been replicated across other agencies and continues to serve youth and families in different communities. This effort not only yields cost savings and builds organizational capacity but also serves as a blueprint for inclusive programs. As PATHways continues to grow, it stands as a testament to the power of data-driven, collaborative approaches in transforming child welfare practices.

While gaining popularity in recent research, the effective incorporation of culture, context and macro goal planning within Applied Behaviour Analysis (ABA), especially in the child welfare sector, is currently limited. By understanding how to consider broader socio-cultural and contextual factors affecting behaviour, Board Certified Behaviour Analysts can design comprehensive interventions that reflect families' unique values and set of circumstances. This approach increases client motivation to engage in programming and recommended strategies, the likelihood of goal attainment, and effectively plans for maintenance of skill acquisition and reduction of maladaptive behaviours. This presentation will: (a) briefly review the literature on current practices to consider socio-cultural dynamics in ABA, (b) highlight the positive impact of such practices on collaboration, client capacity-building, and socially significant goal achievement within child welfare system, and (c) discuss tangible strategies for clinicians to incorporate into their daily practice. This presentation underscores the essential role of bridging conceptual and practical gaps to refine ABA practices for more inclusive, effective service delivery using a big picture perspective.

Functional analyses (FAs) have transformed the assessment and treatment of challenging behavior, yet important questions about their application and broader implications remain. This symposium presents findings from large-scale analyses to address advancements, safety considerations, and gaps in research and practice. The first presentation reports on data from 116 FAs, revealing large-scale patterns of responding indicative of acquisition across conditions. These findings offer critical insights for refining FA procedures and minimizing unintended behavioral outcomes. The second presentation examines trends in safety measures through an extensive review of FAs for self-injurious behavior (SIB), showing a significant increase in reported protective safeguards to enhance safety during assessments. The third presentation highlights the challenges faced by autistic adults, calling for greater research efforts and tailored interventions based on a systematic analysis of behavioral challenges and unmet needs. The final presentation extends Pelios et al. (1999) by analyzing decades of data on reinforcement- and punishment-based treatments for SIB and aggression, uncovering trends in treatment publication and identifying differential associations between topographies, functions, and interventions. These large-scale studies collectively advance our understanding of behavioral assessment and intervention, promoting safer, evidence-based practices across diverse populations.

Understanding of fundamental procedures for determining behavioral function of challenging behavior.

The functional analysis procedures described by Iwata et al. (1982/1994) have been widely used to determine the variables maintaining problem behavior, and the information gathered from these assessments has proven useful in guiding function-based treatments. However, a frequently mentioned concern with the use of functional analysis is that repeated exposure to the contingencies during test conditions, particularly in the tangible condition, may generate false-positive results or induce a novel function (i.e., an iatrogenic effect). We conducted a consecutive controlled case series of 116 functional analysis applications, within the same treatment facility, that included socially mediated conditions and examined patterns of responding associated with acquisition. The results suggested that patterns of responding consistent with acquisition were identified in the tangible, attention, and, to a lesser extent, the escape condition. Additionally, an outcome consistent to automatically reinforced behavior was not strongly associated with iatrogenic effects. Clinical implications for functional analysis practices will be discussed.

Pelios et al. (1999) examined the impact of functional-analysis methodology, specifically the publication of Iwata et al., (1982/1994), on the publication of reinforcement- and punishment-based treatment for self-injurious behavior (SIB) and aggression in individuals with intellectual or developmental disabilities. We extended the analysis conducted by Pelios et al. to include the years between 1998 and 2022 and analyzed individual participants in terms of demographics, topographies displayed, and assessment and treatment types used. We found that publication of reinforcement-based treatments for SIB and aggression has decreased from a peak in 1997 but remained elevated since Pelios et al. completed their review. The number of publications including punishment-based treatments has decreased more recently but remained low, averaging between one and two articles published yearly since 1968. Regarding individual datasets, we found that specific topographies of behavior were differentially associated with particular behavioral functions. Similarly, we also observed that treatment type was differentially associated with particular topographies, assessment types, and functions. We discuss these outcomes in terms of variables affecting publication, research on punishment-based treatments, and potential areas for further research.

Food selectivity is notably prevalent in children diagnosed with Autism Spectrum Disorder (ASD), occurring approximately five times more frequently than in neurotypical children (Molina-López et al 2021). Addressing food refusal is crucial for improving the nutritional status and quality of life (Esposito et al 2023). This scoping review aims to evaluate the effectiveness of simultaneous food presentation as an intervention for food selectivity in children with ASD. A literature search was conducted yielding 278 studies. Additional searches added eight more studies. Following the screening of titles and abstracts, 16 studies were preliminarily selected, with 10 ultimately included after full-text reviews were conducted. Among the ten studies included in the final review, eight supported the efficacy of simultaneous food presentation in increasing both the selection and consumption of novel foods. Notably, one study highlighted the intervention’s effectiveness in non-clinical settings such as homes and schools. However, two studies found the technique to be either ineffective or only effective when combined with additional interventions. Simultaneous food presentation shows promise as a beneficial intervention for managing food selectivity in children with ASD. Nevertheless, the variability in outcomes suggests that further research is necessary to confirm its effectiveness across diverse settings and to explore potential integrations with other therapeutic strategies.

Children with Autism spectrum disorder (ASD) often exhibit food selectivity, which could lead to malnutrition as well as mealtime problem behavior. Here, we evaluate the efficacy of a modified version of the Skill-Based Treatment (SBT, Hanley et al., 2014) to treat food selectivity and mealtime problem behaviors in two verbal ASD children. Treatment included a non-negotiation approach and refraining from promising rewards for cooperation, together with a cooperative care method to foster children active participation. Specifically, the approach prioritized children’s independent engagement by encouraging their initiative to approach the spoon for food consumption rather than relying on external prompts, in a safe, open and cooperative environment. A crucial aspect was the gradual progression of establishing operations embedded with intermittent and unpredictable reinforcement strategies. After the treatment, participants’ food repertoire increased, whereas the number of mealtime problem behaviors decreased in both children. Caregivers recognized the social validity of the protocol and reported less perceived parental stress. These results provided new evidence to support the efficacy of more compassionate approaches in addressing food selectivity in ASD.

Pica is a dangerous form of self-injurious behavior involving the ingestion of nonedible stimuli, posing serious risks to individual well-being. Similarly, pervasive stereotypies can significantly impair skill acquisition and social interaction. Assessment and treatment of Pica and motor stereotypies in the Italian Public Health System remain underreported. This study aimed to evaluate a structured intervention using brief functional analysis and augmented competing stimulus assessment (A-CSA) in a public outpatient service setting. A brief functional analysis was conducted to identify the maintaining variables of the target behaviors, followed by an augmented Competing Stimulus Assessment (A-CSA) divided into several phases: 1. Phase 1: The protocol systematically evaluated engagement with stimuli under conditions of free access, prompted engagement, and response blocking. 2. Phase 2: Differential reinforcement was introduced for stimuli associated with less than 40% engagement. o Phase 2B: Differential reinforcement was expanded to all competitive stimuli, irrespective of baseline engagement levels. o Phase 2C: Differential reinforcement continued for all stimuli, with an added 10-second delay to promote tolerance for delayed reinforcement and strengthen self-regulation skills. 3. Phase 3: The intervention was implemented in a naturalistic setting, assessing the generalization and maintenance of treatment effects outside the structured clinical environment. The results demonstrated significant reductions in Pica and stereotypies across phases, with increases in engagement, particularly during phases involving differential and delayed reinforcement procedures. Notably, the reduction in Pica persisted even in the absence of ongoing treatment, while stereotypies tended to re-emerge when the intervention was suspended. These findings suggest that an outpatient treatment model is both feasible and effective in public health system.

The field of behaviour analysis has become increasingly accessible in Australia, particularly in providing support to individuals with disabilities. This growth has been significantly influenced by the National Disability Insurance Scheme (NDIS), which has expanded access to behavior intervention and behavior support services across the country (Cowden & McCullagh, 2021). However, the rapid expansion of these services has exposed gaps in the service-delivery models within the Australian context. To address these gaps, the Association for Behaviour Analysis Australia has enacted country-specific self-regulation aligning with Australian laws, values, and practices (ABA Australia; Haberlin et al., 2023). While there is growing evidence in the Australian context (e.g., McKinnon et al., 2024), there are still gaps in knowledge across different domains of practice. In this panel presentation, three practitioners from diverse domains of behavior analysis in Australia (i.e., behavior support, schools, and early intervention) will discuss the growth of the field of ABA, challenges with advocacy in our field, and adaptations to meet the needs of Australian participants. A discussion of ethical considerations, in diverse contexts will also be provided.

Behaviour analysts in international settings

The field of behavior analysis is poised for significant growth and innovation, driven by the demand for skilled practitioners to address diverse societal needs. As the field of behavior analysis continues to evolve, the cultivation of the next generation of behavior analysts becomes an important area of focus. This panel presentation will explore the strategies and initiatives essential for developing the next generation of behavior analysts in a global world. The panelists will highlight the integration of collaboration, technology, mentoring, professional development, service to the field and ethical practice to prepare behavior analysts to become the leaders in our field. Research and evidence-based practices must be at the core of training programs, with an emphasis on staying up to date with literature, scientific advancements, and new methodologies. Through these efforts, the panelists aim to inspire educators and practitioners to collaborate in shaping a vibrant and resilient community of behavior analysts ready to lead the field into the future.

Those attending will either have experience as a supervisor, BCBA Supervisors and Managers, Clinical Directors, Program Coordinators, Those who oversee the work of newly certified practitioners or supervise trainees. These individuals will benefit from strategies to elevate their supervisory practices beyond clinical skill-building, focusing on leadership and ethical clinical decision-making. Experienced BCBAs Interested in Mentorship: Seasoned practitioners looking to contribute to the next generation of ABA professionals will benefit from learning effective mentorship techniques that emphasize professional growth.

The language skills of a typically developing toddler accelerate rapidly between 18and 36 months of age. At the root of this language burst is an effect Wittrock(1974) termed generative learning. Wittrock suggested that toddlers are active learners who generate linguistic meaning and understanding by integrating new information with their existing cognitive frameworks. A behavioral interpretation (Skinner, 1957) of this important linguistic effect suggests that the contingencies of reinforcement establish generative linguistic meaning and understanding for a toddler. However, some children with autism or other intellectual disabilities have trouble acquiring new language skills through generative learning. For these children, an assessment of the various types of generative learning may reveal that a child is missing a prerequisite or component repertoire of a generative learning skill or that there is some other cause of the problem. The first presentation in this symposium will describe the development of a generative learning assessment tool based on Skinner’s (1957) analysis of verbal behavior. The next two presentations will focus on applying the assessment results to developing intervention programs that can help establish generative learning repertoires for those who fail to acquire them.

Practitioners

Assessing the repertoire essential for language generativity requires a precise examination of specific skills and their behavioral components. Each skill should be conceptualized from a behavior-analytic perspective and assessed based on the foundational behaviors that comprise a broader domain. This process involves a thorough review of both conceptual and empirical literature, alongside the establishment of clear criteria for analyzing each domain. Another key aspect is ensuring the feasibility and practicality of the assessment, which demands clear operational definitions of observable behaviors and a detailed technical description of the assessment procedures. The development of the VB-MAPP Generative Language Assessment (GLA) entails a comprehensive and meticulous analysis of each generative domain. This includes the creation of guidelines for direct assessment of the component skills within each domain, a detailed description of assessment procedures and scoring criteria, and the collection of feasibility and predictive validity data. In this presentation, we will provide examples of the outcomes of this process as applied to different GLA domains, such as joint attention and bidirectional naming. We will present specific information on the key aspects of the assessment for each domain.

Challenging behaviors exist along a continuum and may be conceptualized as externalizing behaviors producing significant impact on the individual, others, or the environment that can impact participation in home, school, and/or community activities. Referrals related to assessment and intervention for individuals with profound autism are common for behavior analysts; however, applying principles of behavior to these referral concerns can be complex. This panel, comprised of board members from the Applied Behavior Analysis International Challenging Behavior Special Interest Group, will discuss evidence-based practices related to assessment and intervention of challenging behavior for persons with profound autism spectrum disorder. Panelists will be prepared to discuss other considerations impacting care for this complex population including (a) staff, client, and stakeholder safety, (b) assent, consent, and compassionate care, (c) quantification of meaningful outcomes, and (d) increasing success in generalization settings. Last, the panel will discuss future considerations across the life span. Panelists will leverage lived work experience providing services for children and adults in partial hospitalization, clinic, school, and residential settings.

Behavior Analysts Psychologists

Previous research on the treatment of self-feeding has not evaluated reinforcement before their manipulations to response effort (Kerwin et al. 1995) and bite sequences (Rivas et al., 2014). Lalli et al. (1999) compared reinforcement in a non-feeding context and found positive reinforcement without the use of escape extinction to be effective. This study aimed to extend current research on self-feeding by evaluating the effects of presenting tangible items versus removing self-feeder bite presentations contingent on self-feeding. This study involved three children attending an intensive day-treatment pediatric feeding disorders program. The design included an alternating treatments and nonconcurrent multiple baseline across participants. During the condition consisting of contingent presentation of tangible items, self-feeding resulted in access to a preferred tangible item or reinforcer. During the condition consisting of contingent removal of self-feeding, self-feeding a programmed number of bites resulted in the remaining bites to be presented in a non-self-feeder format. All participants demonstrated variable levels of self-feeding in both conditions. These findings suggest providing a tangible or presenting the remaining bites in a non-self-feeder format contingent on self-feeding to be ineffective to increase self-feeding.

Resistance to change can be defined as emotional responses caused by changes in routines, changes in the environment, or exposure to novel stimuli (Joseph et al., 2013; Richler et al., 2010). The purpose of this experiment was to replicate and extend the findings of Crowley et. al (2020). This choice-based intervention was adapted to a lower level of intensity of procedures with the goal of increasing the consumption of a variety of foods for individuals displaying feeding difficulties. An intervention evaluation was conducted across the following conditions: structured baseline, free choice, asymmetrical choice, single choice. A multiple baseline design across target foods with an embedded reversal design was used to display experimental control. Results indicated that the structured baseline condition was effective in increasing consumption for 4 of the 6 target foods. The single choice condition was effective at increasing consumption for the two remaining foods. Limitations and implications for future research are discussed.

This symposium explores how technological advancements in data analytics, AI, and robotics address critical challenges in behavioral interventions. By enhancing decision-making, measurement precision, and clinical training, these innovations improve outcomes for clients and clinicians alike. The first presentation highlights how data visualization and analytics tools empower applied behavior analysis (ABA) practitioners by delivering real-time insights into learner progress and staff performance. These tools enhance decision-making by identifying treatment targets requiring attention, optimizing teaching opportunities, and supporting proactive program modifications, ultimately driving better adherence and outcomes. The second presentation examines the potential of AI-driven tools and environmental monitoring technologies to revolutionize sleep measurement. By capturing comprehensive physiological and environmental data, these tools inform individualized behavioral interventions, reduce reliance on medications, and improve adherence to non-invasive treatments, particularly for neurodivergent populations. The third presentation showcases the use of humanoid robots as innovative tools for training and assessing behavior technicians. Robots demonstrated effectiveness in teaching differential reinforcement procedures and evaluating treatment integrity, offering scalable solutions for improving clinical skills and ensuring fidelity. Together, these studies illustrate how technology can transform behavior analysis by enhancing decision-making, improving measurement, and advancing training practices, paving the way for more effective and scalable interventions.

Leadership and supervisory level staff

Behavior Technicians and Behavior Analysts face significant challenges in managing and evaluating clinical data to optimize treatment outcomes. This study aims to assess how clinical data visualization and analytics tools can enhance responsiveness and efficiency by enabling real-time insights, identifying areas needing immediate attention, and supporting data-driven decision-making to improve treatment effectiveness and learner progress. Using a Comparative Interrupted Time Series (CITS) design and implementation research, we evaluate these tools’ effectiveness in identifying treatment targets and goals requiring additional attention, improving dosage adherence, and increasing learning opportunities across sessions. The study emphasizes real-time insights into trials-to-criterion, the number of teaching opportunities per session, and the facilitation of proactive program modifications. Staff metrics dashboards will also be explored to support better outcomes for learners. Furthermore, we will assess the tools’ feasibility, adoption, fidelity, and acceptability to demonstrate their ability to optimize clinical decision-making and establish a new standard for ABA therapy.

Accurate and valid measurement of environmental variables influencing sleep is essential for improving sleep treatment. Current sleep data collection methods, such as self-reports and actigraphy, often neglect critical environmental factors like light, sound, and activity levels. This gap is particularly impactful for children with neurodivergent conditions or chronic pain, where poor sleep exacerbates problem behaviors, impairs cognitive function, and worsens health outcomes. Despite the efficacy of behavioral therapies in addressing sleep disturbances, pharmaceutical interventions remain the primary approach due to inadequate measurement tools. In this study I examined the integration of emerging technologies, such as AI-driven tools and sensor fusion, to capture comprehensive sleep and environmental data. I will share results from a product and literature review identify existing measurement tools and explore how enhanced data collection can inform individualized behavioral interventions. Preliminary findings suggest that leveraging AI and environmental monitoring technologies can improve adherence to non-invasive treatments, reduce reliance on medications, and transform sleep health outcomes.

Ongoing staff training and performance evaluation are necessary for any behavior intervention plan to succeed. With advances in technology, behavior analysts are equipped with additional tools that can be used to change and evaluate behavior. In the first of two studies, a humanoid robot was used to train behavior technicians to implement differential reinforcement procedures. Using a multiple baseline across participants design, we demonstrated that the robots successfully implemented differential reinforcement to train the participants. In the second study, robots served as confederates to evaluate treatment integrity across two types of behavior intervention plans. A randomly selected group of participants implemented a behavior intervention plan depicted in narrative format on a confederate robot. A second group of participants was randomly assigned to implement the same behavior intervention plan depicted in a flowchart format. The results indicated that behavior technicians implemented the procedures with 20% greater accuracy with the flowchart. These findings indicate that robots can serve as effective confederates to teach and evaluate behavior technician’s clinical skills. However, current hardware limitations prevent fully autonomous functionality and future research is needed to evaluate autonomous functionality.

On average, womxn (i.e., cisgender women, transwomen, and nonbinary individuals assigned female at birth) are significantly underrepresented in leadership roles compared to men (Bertrand, 2018). This is true for those who are self-employed or working for a company. The challenges womxn face in starting independent projects, businesses, or service lines are varied, but differ compared to those faced by men (Keller et al., 2023). This symposium seeks to highlight the experiences of womxn in behavior analysis in leadership and entrepreneurship roles. It will focus on ethical and intentional decision-making when creating a new business or project, with the aim of guiding participants in meeting their professional goals while still adhering to ethical standards. Through three interconnected presentations, participants will learn to transform their ideas into reality, starting with an initial concept, engaging in thorough research and networking, and culminating in a successful launch. Barriers to success and practical solutions will also be discussed. The presentations will reference the BACB ethics code, with a focus on Responsibility in Practice and Responsibility as a Professional. Key takeaways for attendees include the importance of engaging with stakeholders, reflecting on personal values, and committing to lifelong learning. As Applied Behavior Analysis (ABA) continues to evolve, this symposium offers crucial insights for professionals seeking to navigate these changes ethically and effectively.

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Womxn writers have a long history of facing obstacles to publication when compared to men, both in academia and mainstream contexts (Sidhu et al., 2009). Gender discrimination in publishing can lead to increases in self-doubt for womxn looking to publish their work or start a new written project. Specifically, research indicates that imposter syndrome presents at higher levels in womxn authors compared to other professions (Hengel, 20107). Imposter syndrome, or when individuals experience high levels of self-doubt despite their achievements, is also disproportionately experienced by high-achieving womxn, and can lead to delays completing desired projects (Ling, Zhang, & Tay, 2020). This presentation will discuss real-life strategies for success for those wishing to write and publish in behavioral health. Previous research in this area will be reviewed, and recommendations for combating imposter syndrome, as well as a discussion of common challenges and ethical considerations will be discussed through the context of the author’s own experiences with publishing.

This conceptual presentation explores how AI will transform behavior analysis by 2035, redefining practices in supervision, assessments, parent training, and higher education. Supervision is reimagined as AI handles routine tasks like report generation and objective updates, freeing supervisors to focus on trust-building, real-time coaching, and professional development. Assessments shift from retrospective analyses to predictive modeling, with AI identifying trends to enable proactive and preventive interventions. Parent training evolves into parent support, with AI-powered assistants offering real-time, personalized guidance tailored to diverse cultural and family contexts. AI will also bridge cultural gaps in behavior analysis, enabling more personalized and culturally sensitive interventions by analyzing diverse data sets and aligning strategies with the unique values and practices of individuals and families worldwide. Higher education transforms as AI fosters curiosity and critical thinking through interactive tutors and simulations, preparing students for a tech-driven future. This presentation integrates theoretical perspectives and emerging technologies to propose how AI can enhance human connection, advance outcomes, and redefine professional roles in behavior analysis. Offering a forward-thinking roadmap, it demonstrates how the global behavior analytic community can leverage AI to remain innovative and impactful in the years to come.

In the field of education, no single person has all the required skills to make appropriate decisions for the students they serve. Teachers, both general and special education, have a variety of tasks they must complete daily including assessments, program development, and strategy identification. These tasks can take on various degrees of specialization depending on the student the team is focused on. When working to construct the best plan for an Autistic student, a collaborative interdisciplinary team, often including a behavior analyst, is needed to make the best educational decisions they can so the student can contact success. We begin this talk with a brief history of students with disabilities and their inclusion in US school settings along reasons a behavior analyst may be included as a member of the team. Next, we briefly discuss legal considerations around the education of Autistic students and students with other disabilities. After that we provide six strategies interdisciplinary can use when working in collaborative and interdisciplinary teams. We conclude this presentation by discussing ethical speedbumps for behavior analysts in US public schools.

While the behavior analyst must practice within their own scope of practice and scope of competence according to the BACB’s Ethics Code for Behavior Analysts, there is often overlap in the space where BCBAs and speech-language pathologists work. This includes, for example, the development and implementation of language acquisition programs for students and clients with autism. And yet, an increase in tension between speech-language pathologists and BCBAs that has been noted recently may hinder collaboration and ultimately interfere with a client's progress. This highlights the need for interprofessional collaboration, ideally beginning during graduate training, when students first learn concepts and apply them in clinical settings. Both disciplines have valuable expertise to offer one another. This paper presents a model for interprofessional education implemented across two campuses of a global university. The model includes specific learning objectives, a hypothetical case study, within-profession break-out sessions, interprofessional collaboration sessions, and a group debrief. Attendees will learn about special considerations for implementing this model and lessons learned from its application.

Essential for Living (EFL) is a treatment model that assesses essential skills needed for independent, functional daily living. This intervention aims to analyze the alignment between the skills acquired through EFL and improvements in the quality of life (QoL) of students with moderate to severe disabilities. The sample consisted of 10 students diagnosed with autism, aged between 5 and 10 years. Each participant was assessed using EFL, focusing on areas such as functional communication, autonomy in daily activities, and social interaction management. QoL was measured through questionnaires completed by parents and practitioners, as well as direct observations in various daily contexts (home, school, social settings). The results showed a positive alignment between progress in functional skills and perceived improvements in QoL. Participants who improved in functional communication and daily autonomy reported higher family satisfaction, reduced problem behaviors, and greater social participation. Specifically, enhanced communication and increased independence were key factors contributing to emotional well-being and overall QoL. These findings highlights the importance of an integrated approach that considers both functional development and its overall impact on psychological and social well-being, significantly contributing to participants' QoL.

High-quality behavior analytic services rely on consistent, evidence-based practices to improve client outcomes and quality of life. This symposium highlights findings from two studies demonstrating the impact of systematic performance improvement strategies. The first study used the Performance Diagnostic Checklist-Human Services (PDC-HS) to implement a non-indicated intervention—written and verbal performance feedback—to improve the documentation of session notes by Registered Behavior Technicians (RBTs®) in an autism clinic. A non-concurrent multiple baseline design showed that the intervention significantly increased the completeness and objectivity of session notes. The second study focused on a quality control and auditing process developed by a service provider in Brazil. Independent audits assessed clinical supervisors’ compliance with documentation standards and technicians’ fidelity in implementing behavior programs. Results revealed improvements in procedural fidelity, documentation quality, and supervisor performance. Together, these studies illustrate the effectiveness of structured performance feedback and systematic auditing processes in enhancing service delivery. Practical applications and strategies for maintaining long-term service excellence will be discussed.

Audience will need to be aware of basic supervisory practices (e.g., feedback, monitoring, reinforcement). Audience will have to have some familiarity with typical ABA service delivery goals andarrangments.

High-quality behavior analytic services ensure evidence-based and person-centered interventions for individuals with autism and other developmental disabilities. The consistent delivery of behavioral services is crucial for meaningful progress in clients' intervention outcomes and quality of life. Ensuring excellence involves monitoring all aspects of the client experience, tracking progress, and guaranteeing service integrity. Large agencies serving multiple clients may implement structured quality control strategies to maintain high standards. To achieve these outcomes, a systematic quality control and auditing process was developed by a service provider in a metropolitan city in Brazil. The first phase of this process focused on the performance of clinical supervisors and technicians. Periodic independent audits with direct measurements, were conducted to assess supervisors’ compliance with technical documentation and technicians’ fidelity with the implementation of behavior programs. This presentation will explore the effects of quality audits on service delivery, emphasizing the importance of systematic and comprehensive technical documentations, supervisor performance enhancement, and procedural fidelity improvements. Additionally, areas identified for further development and preventive strategies for maintaining long-term service excellence will be addressed.

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an empirically supported assessment that has been used in diverse human service settings to determine an effective intervention to improve employee performance. In this study, we used the PDC-HS assessment to determine an indicated and non-indicated intervention to improve the completeness and objectivity of session note documentation completed by Registered Behavior Technicians (RBTs®) in an applied autism clinical setting. Using a non-concurrent multiple baseline design across participants, the participating RBTs® all showed an increase in the percentage of required components of complete and objective session notes during implementation of the non-indicated intervention of performance feedback (written and verbal). The results suggest that the PDC-HS non-indicated intervention might also be effective in improving RBT® performance in completing session note documentation. Further research should be conducted to evaluate the impact of the indicated versus non-indicated intervention on improving employee performance potentially taking into consideration the specific skill being assessed.

Open Science Practices (OSP) are reshaping how data is synthesized and analyzed, offering significant benefits to clinicians in ABA. By emphasizing practices such as preregistration of studies, open data sharing, and collaborative data synthesis, clinicians can enhance the reproducibility, reliability, and utility of single-case design outcomes. This symposium will highlight the Many Labs replication framework, a collaborative initiative designed to test the replicability of findings across diverse contexts. Many Labs provides a roadmap for clinicians to evaluate the generalizability of interventions and tailor evidence-based practices to individual clients with greater confidence. Attendees will gain knowledge about using open-data repositories to access and contribute to transparent datasets, structured visual analysis tools to interpret data more objectively, and synthesis frameworks to aggregate findings across studies. We will illustrate how OSP empowers clinicians to not only improve their own practice but also contribute to the broader scientific community. We will also provide a forward-looking perspective on the integration of OSP into ABA. By the end of this symposium, participants will leave equipped with actionable strategies to apply OSP in their own clinical settings, ensuring that their practices are not only effective but also aligned with the highest standards of scientific rigor and transparency.

In this panel we will discuss conceptual and experimental issues that remain unclear in the precursors of derived stimulus relations, transformation of stimulus functions, and rule-governed behavior. TOF occurs when the functions of one stimulus alter or transform the functions of another stimulus in accordance with the derived relation between the two (Dymond & Rehfeldt, 2000). Similarly, rule-governed behavior is influenced or modified by the functions of verbal rules that specify contingencies without the need of subjects to experience the direct consequences of their behavior, and often in juxtaposition of direct contingencies (e.g., Catania & Shimoff). This generativity effect has been demonstrated for more than three decades in many studies of stimulus equivalence, derived stimulus relations like bidirectional naming, using different experimental preparations (Conditional Discrimination, Multiple Exemplar Training), applying instructions/rules (Pelaez & Moreno), and in different populations. The panelists will outline a number of conceptual issues and methodological problems that range from basic units of analysis and developmental precursors of verbal behavior to complex behavior and networks of stimulus relations.

intermediate