Association for Behavior Analysis International

Perhaps the single most important predictor of behavior analytic treatment durability is the meaningful participation and correct implementation of procedures by stakeholders. Procedural fidelity is central to the establishment of a functional relationship between dependent and independent variables. Understanding the predictors and mediators of procedural fidelity is essential to ensuring that stakeholders can be adequately trained to implement treatment procedures. In the first presentation, Dr. Chunta will provide a granular analysis of caregiver acquisition of treatment procedures, highlighting the benefits of early identification of caregiver skills deficits. In the second, Dr. Lent will present data on correspondence between challenging behaviors targeted for reduction and their caregivers’ mastery of critical treatment procedures. In the third, Dr. Picardo will discuss strategies to improve caregiver procedural fidelity through increasingly intrusive prompting. Collectively, these studies seek to highlight the factors that influence mastery of treatment procedures and provide remediation strategies for poor procedural fidelity.

Board Certified Behavior Analysts, Licensed Psychologists, Applied Researchers

Behavioral skills training (BST) is effective for promoting skill acquisition in caregiver-mediated treatments for problem behavior. However, there is limited research on systematically improving caregiver procedural fidelity (CPF) when poor performance is identified. While most-to-least prompting is accepted as the gold standard strategy for supporting rapid and durable skill development in children, the effectiveness and acceptability of this strategy for promoting caregiver skill acquisition is unknown. The purpose of this exploratory study is to evaluate the effects of hierarchically implemented skill remediation procedures following caregivers’ failure to meet mastery criteria during probes of procedural fidelity. In this study, CPF probes occurred following teaching (i.e., clinician led) and coaching (i.e., parent led) trials in each assessment and treatment phase. Failure to meet mastery (defined as correct implementation of procedures at 90% of opportunities or greater) resulted in implementation of one of four strategies, implemented hierarchically based on caregiver performance: 1. Rehearsal with clinician; 2. Immediate feedback from clinician; 3. Self-monitoring; and 4. Bug-in-ear coaching. Preliminary results indicate support for the effect of least-to-most remediation strategies on caregiver fidelity and raise questions about tiered intervention for caregiver skill acquisition.

Programming of conditions to develop behaviors (PCDB; Kienen et al., 2013) is a teaching technology derived from Skinner's Programmed Instruction that has been successfully applied in different domains, such as higher education and leadership training. However, limited research exists on its application for parent training of children with developmental disabilities, including autism. The present study examined the effects of a PCDB-based parent training program on the levels of instructions delivered by parents and compliance demonstrated by children. Participants included three parent-child dyads, with children aged 2 to 10 years diagnosed with autism. Parents participated in weekly 90-min training sessions across 6 weeks. Training topics included observing and analyzing target behaviors, formulating clear and attainable instructions, implementing a three-step guided compliance procedure, and delivering appropriate consequences for compliance. Results showed considerable improvement in parent skills relative to baseline. Children's compliance levels also increased after PCDB-based parent training. The outcomes of the current study contribute to the development of effective PCDB-based parent training programs. We will discuss the implications for selecting relevant behavior and developing effective parent training programs, along with recommendations for future research.

The profession and certification in the field of Applied Behavior Analysis (ABA) is unique in two significant aspects. First, it allows for a pre-certification candidate to complete all their supervision remotely, or with the help of an off-site supervisor. Second, models have been primarily western-based, specifically the United States, where online programs provided by universities make it accessible for international candidates to complete formal pedagogy of this science. While global access to training is a boon for resource-constrained countries, it also poses several challenges and unique problems that can affect the overall quality, and effectiveness of supervision as well as professional development of behavior analysts. This panel will focus on a robust and data-based discussion of relevant topics, including a comparison of experiences of off-site and on site- supervision of individuals residing in non-U.S. countries, including the role of the BACB and QABA, addressing cultural differences, incorporation of ethical and regulatory standards across global boundaries, evaluation of the role of technology for providing ongoing professional development, advocacy and navigating academic and professional landscapes to promote high standards of supervision in behavior analysis in these countries. The panel experts will share some directions and recommendations for those looking to provide and also seek international supervision.

The target audience for this panel will be supervisors providing remote supervision to candidates or current certificants within ABA. This will be an intermediate to advance level panel.

This presentation examines the implementation of a personnel preparation grant funded by the Office of Special Education Programs, which integrated culturally responsive practices into a Board-Certified Behavior Analyst (BCBA) preparation program. Using a phenomenological research design, we interviewed graduates and current students enrolled in the program to explore their lived experiences and professional growth. Results revealed the culturally responsive Applied Behavior Analysis (ABA) program positively influenced participants’ career trajectories and enhanced their ability to address the complex needs of diverse student populations. Key themes included the evolution of cultural competence, the application of culturally responsive ABA across varied settings, and the intersectionality between cultural and trauma-informed care. Participants identified challenges in applying culturally responsive ABA, such as institutional resistance, lack of resources, and difficulties aligning interventions with cultural values. However, they also emphasized the importance of cultural humility, perspective-taking, and adapting interventions to meet the unique needs of students and families. This session will provide guidance for embedding cultural competence into ABA training programs, offering practical approaches to overcoming systemic barriers, fostering collaboration with families, and ensuring effective interventions across diverse educational and clinical contexts.

Although hospitals treat children and adolescents with traumatic brain injury (TBI) in their initial course of recovery, schools, communities, and families ultimately provide long-term support and service to these children. When a child returns to school following a TBI, school personnel are typically underprepared and lack knowledge about brain injury; in many cases, they are not even aware that the child has been injured. Families are also ill-prepared to support their injured child at home; like most of the general public, family members know little about TBI, and tailored support and information are not generally available. This paper will present an evaluation of a program to support children with TBI utilizing a comprehensive hub and spoke model culturally adapted to serve families and school personnel. Key project objectives are to 1) increase school personnel’s ability to recognize and support children with TBI; 2) increase community knowledge about TBI, pre-hospital interventions, and school reintegration; and 3) provide evidence-based coaching interventions for families. Resources are based on behavior analytic technologies and strategies. Approaches to implement, sustain, and translate evidence-based programs to support children with TBI will be discussed.

As the field of Applied Behavior Analysis and the need for services continue to grow, clinicians and staff will increasingly work with individuals and families from diverse cultural backgrounds. Integrating diversity, equity, inclusive, and accessibility (DEIA) practices allow clinicians to better serve the needs of diverse clientele by addressing disparities to service access and improving health quality and outcomes. Initiatives aimed at increasing cultural responsiveness not only improve client outcomes but also foster a more inclusive and positive workplace environment. Starting in 2027, the BACB will require clinicians to complete CEUs on cultural responsiveness and diversity connected to ethical practices and DEIA-focused initiatives. This symposium addresses the importance of DEIA initiatives in behavior analytic organizations and their relevance to global professional practices. Speakers will provide organizational leaders and associates with strategies to incorporate cultural considerations into their practice across all levels of the organization. Speakers will highlight opportunities that exist within organizational leadership and staff to ensure that practitioners are equipped with knowledge of cultural humility and considerations in their interactions with co-workers and clients. Finally, lived experiences that can contribute to understanding and addressing workplace inclusion challenges will be shared.

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Implementing Diversity, Equity, Inclusion, and Accessibility (DEIA) practices in the workplace creates an environment in which associates feel supported, respected, and empowered. Organizational DEIA practices aid in addressing and reducing biases and increasing cultural responsiveness within the workplace and in clinical practice. Other positive outcomes resulting from DEIA initiatives include better communication and collaboration among staff, an environment that promotes psychological safety, and higher job satisfaction and retention. Ultimately, fostering an inclusive and positive workplace environment results in better outcomes for those receiving services from the organization. This talk will provide a framework for ABA organizations seeking to create impactful DEIA programs for their associates to work towards a more inclusive workplace environment. We will provide actionable plans to implement DEIA programs including career advisement and counseling, mentorship, and trainings to celebrate diversity and increase cultural humility. Implementing DEIA initiatives results in a more diverse workforce, associates who feel supported in their academic and professional pursuits, and clinicians who are more culturally responsive to the diverse needs of their clientele and connected to their co-workers.

Centering human rights in behaviour assessment and support for individuals with challenging behaviour represents a pivotal shift in the field of applied behaviour analysis. This symposium examines the intersection of human rights and behaviour support, offering guidance to practitioners seeking to align their practices with contemporary rights-based frameworks. Drawing on the principles outlined in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), this session underscores the ethical and practical imperatives of prioritising autonomy, dignity, and safety in behaviour support practices. Presenters will provide actionable recommendations to help behaviour analysts develop and implement plans that uphold the rights of individuals, include the voices and choices of individuals in the design and delivery of their own behaviour support services, navigate the balance between duty of care and dignity of risk, and apply non-aversive strategies during crisis situations. The presentations aim to equip participants with the knowledge and skills to embed human rights into their service delivery models, fostering a culture of ethical and compassionate practice that respects the individual values, needs and preferences of those they support.

Participants should have an intermediate understanding of functional behaviour assessment and behaviour support planning for people with intellectual and developmental disabilities. Participants should have experience conducting functional behaviour assessments and developing behaviour support plans.

Support teams face significant challenges in supporting individuals with complex behaviour support needs, particularly in balancing community safety, client empowerment, and rehabilitation. When this balance is not achieved, risk management often overshadows treatment and support, leading to reliance on restrictive practices that disempower clients, hinder skill development, and compromise their rights. This presentation explores rights-affirming approaches to risk assessment, emphasising the human rights model of disability and the importance of balancing duty of care with dignity of risk. We will examine how therapeutic environments responsive to individual needs—addressing trauma, skill deficits, and motivation—can foster autonomy and participation. By effectively engaging individuals in their own risk management, more meaningful outcomes and empowerment within ethical and therapeutic frameworks may be achieved. Participants will gain practical strategies for conducting risk assessments that prioritise dignity and safety while respecting individuals’ rights to take risks as part of a fulfilling life. By adopting these approaches, behaviour analysts can promote growth opportunities, reduce challenging behaviours, and create environments that uphold human rights.

Reactive strategies are often necessary when addressing challenging behaviour, yet traditional approaches (extinction and punishment) can undermine the dignity and rights of individuals. This presentation highlights the importance of adopting non-aversive approaches to foster trust, reduce the use of restrictive practices, and improve overall quality of life for individuals receiving support. Through data-based case examples, participants will explore how the use of non-aversive reactive strategies can rapidly reduce the rate and magnitude of challenging behaviour. Examples of ways to measure both rate and episodic severity, defined as the measure of intensity or gravity of a behavioural incident, will be provided. Episodic severity is an under-reported but potentially useful dependent variable in behaviour analysis research and practice. Emphasis will be placed on evidence-based practices that reduce harm and preserve the individual’s dignity during crises. By embedding these strategies into their practice, behaviour analysts can ensure that their responses to challenging behaviour are respectful, humane, and trauma informed.

Research has found equivalence-based instruction (EBI) to be effective and efficient, with recent research extending these finding to individuals diagnosed with autism spectrum disorder (ASD). EBI has also been compared with more traditional approaches to teaching, such as traditional lectures, reading assignments, and video lectures. However, the we are unaware of any comparisons of EBI to other similar behavior analytic approaches such as discrete trial teaching (DTT). This presentation will discuss two experiments. The first experiment compared EBI to progressive DTT using an adapted alternating treatments design with typically developing adults. Experiment 2 compared the two teaching methods with children diagnosed with ASD. The teaching approaches were evaluated with respect to mastery of trained relations, emergence of untrained relations for the EBI condition, and participant preferences. Results of the two experiments found that both teaching methods were effective, progressive DTT was found to be more efficient for six participants, EBI was found to be more efficient for two participants, and overall progressive DTT was found to be more preferred by participants.

Research on EBI for children diagnosed with autism spectrum disorder and other developmental disabilities has demonstrated the teaching methodology to be efficient and effective. Although EBI has been found to be effective, the teaching procedures implemented often vary widely across the research. Maguire and Allen (2023) developed a practical guide and lesson plan for best practice recommendations for the implementation of EBI. The purpose of this study was to extend the previous research comparing EBI to other instructional methods. This study compared EBI using the recommended guidelines provided by Maguire and Allen (2023) to progressive DTT using the guidelines provided by Leaf et al. (2016) to teach three three-member stimulus classes to four children diagnosed with neurodevelopmental disorders. The teaching approaches were evaluated with respect to the mastery of relations taught and the emergence of untrained relations. Additionally, the efficiency of each teaching approach was evaluated. Results of the study found that the progressive DTT condition was effective for all participants. The EBI condition was effective for three of the four participants. In terms of efficiency, the progressive DTT condition was found to be more efficient across sessions and teaching time to mastery across all participants.

The term "neurodiversity" (ND) was first introduced by Singer in 1998, an Australian sociologist and a self-identified autistic woman (Singer, 1999). This resulted in an advocacy movement that raised awareness of social injustices in the autism community and lead to a surge of clinical providers eager to deliver ND-affirming treatment. At this time, however, the peer reviewed literature is sparse and much information is presented in social media. As a result, descriptions of this care are sometimes idiosyncratic and conflicting. Additionally, some recommendations include a total disregard of selected interventions (e.g., Applied Behavior Analysis, social skills interventions). As SLPs and Behavior Analysts are often members of autism support teams, it is important that the two disciplines are able to effectively collaborate. This presentation will provide an overview of the literature on ND affirming practices. Particular focus will be on those recommendations that appear conflicting with strategies and recommendations for both SLPs and BA. In the end, a goal of this presentation is to open a thoughtful dialogue about this topic between SLPs and BA to guide clinical practice and research.

no prerequisites

In Applied Behavior Analysis, effective interventions depend significantly on strong collaboration with clients, families, and stakeholders. This symposium introduces behavior analysts to Motivational Interviewing (MI), an evidence-based approach aimed at enhancing client engagement and minimizing resistance to intervention strategies. Participants will learn how MI fosters respectful dialogue, shifting the focus from directive communication to active collaboration with clients and their families. Attendees will be introduced to the Transtheoretical Model of Change, a framework for assessing clients' readiness and aligning intervention strategies accordingly. Through practical applications and real-world scenarios, behavior analysts will develop the necessary skills to improve client cooperation and engagement, ultimately leading to better outcomes. This symposium is designed to equip behavior analysts with effective MI tools, promoting successful therapeutic relationships and facilitating meaningful behavior change in their practice. Join us to enhance your skills and integrate MI principles into your behavioral work for improved client interactions and results.

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We walk the walk, but do we talk the talk? As clinicians, do we speak WITH parents or TO them? Is it effective in motivating them to engage in interventions or do you find that sometimes they inhale and exhale at the sight/sound of parent coaching(training) sessions? Although Behavior Analysts offer empirically validated strategies and successfully change behaviors, it can be difficult for parents to follow the treatment. Resistance (“discord”)is evoked by an antecedent stimulus (clinician's confrontational language), which is reinforced by escape of the aversive stimuli. Motivating Operations have a behavior/value altering effect in that they make "escaping" the stimuli (clinician) by engaging in resistant behaviors more or less reinforcing. Motivational Interviewing (MI) is an empirically proven intervention that has shown substantial success in the literature in changing addictive behaviors in substance misuse population, medication adherence and developmental disabilities. During this workshop, I will present the proven strategies and techniques of MI to decrease resistance and increase cooperation between parents and clinicians. The Transtheoretical model (stages of readiness) which helps identify parent’s level of resistance will also be introduced. Attendees will build skills in assessing parents’ level of resistance, measure change talk (most indicative of changed behavior) and learn to use MI procedures to successfully increase "Buy in" from parents and while effectively establishing and maintaining rapport.

Gaining assent from primary consumers, particularly learners with disabilities, is widely recognized as essential in behavior analysis. However, in educational settings, educators serve as vital secondary consumers whose engagement is crucial to intervention success. Motivational Interviewing (MI) functions as a motivating operation (MO) for educators, producing both value-altering and behavior-altering effects. By enhancing the value of behavior interventions aligned with educators’ own values and beliefs, MI increases the likelihood of educator commitment and follow-through, transforming passive acceptance into active collaboration. This session provides an introductory overview of MI, demonstrating how it can function as an MO to drive meaningful, sustained improvements in both student outcomes and classroom environments through educator engagement and value-driven buy-in. Ultimately, fostering a culture of collaboration around MI principles can empower educators, enhance their overall effectiveness, and lead to better outcomes for all students involved in the learning process, thereby creating a more inclusive and supportive educational environment.

The nationwide rollout of Positive Behavior Support (PBS) funding under the National Disability Insurance Scheme in Australia presents substantial opportunities for behavior analysts to expand practice beyond traditional autism services into diverse settings such as supported living, vocational services, mental health, aged care, and out-of-home care. However, this expansion faces significant barriers, including fragmented state policies, inconsistent PBS definitions, and workforce limitations. Many PBS practitioners lack formal training and mentorship opportunities in behavior analysis, and the application of applied behavior analysis outside autism remains constrained by limited evidence. These challenges hinder the consistent delivery of high-quality services and the broader dissemination of applied behavior analysis in Australia. This paper explores how our organization addresses these challenges by developing new service models and applying principles from organizational behavior management. We demonstrate how Israel Goldiamond’s Constructional Approach and Tom Gilbert’s accomplishment-based human performance technology are integrated across service departments to overcome operational hurdles, enhance staff development, and deliver proactive, client-centered support. Recommendations for other organizations include adopting systemic frameworks, continuously evaluating service quality, and leveraging performance engineering to sustain effective behavior analytic practices in diverse environments.

The BACB’s announcement to suspend certification for individuals residing outside of the United States provided the antecedent conditions necessary for internationally based behavior analysts to develop action plans. France was notable in the strides taken to develop and implement qualification standards in applied behavior analysis. A consensus obtained through an initial survey targeting all levels of professionals working in the field of ABA in France, regardless of certification status, led to the founding of ONPAC, a National Organization for the Professions of Behavior Analysis. Five-year assessment of results of the work of ONPAC highlight the development of a Job Task Analysis, three levels of certification in ABA, Professional Codes of Conduct, a Knowledge and Skills Repository, a certification examination, guidelines and a curriculum for supervised practice. An overriding goal in all tasks is to ensure quality standards attaining cultural correspondence with France and adhering to the defined values of integrity, benevolence, efficacity and responsibility. Certified members of ONPAC has increased from 18 to 163 over four years. The challenges and accomplishments experienced by ONPAC can be beneficial in guiding other professional organizations in similar endeavors.

The field of applied behaviour analysis (ABA) is fast evolving around the world. Development of the field internationally has been accelerated by a number of factors. Firstly, critics of ABA have called into question the social validity of professional practice based on the science of behaviour analysis, leading to a collective response within the field to reflect on the centrality of this concept in both research and practice. Professional skills for effective practice, beyond mastery of behavioural technology, have also been proposed as essential for behaviour analysts in response to criticisms. Secondly, the Behavior Analysis Certification Board (BACB) decision to revise their international focus in December, 2019 led to substantial efforts worldwide to develop country specific standards for training and practice in ABA. This, along with criticisms of the field, has resulted in efforts to develop values-driven, contextually appropriate frameworks and standards for training and practice. The first presentation in this symposium will reflect on criticisms of ABA as well as key values and perspectives in the field. The second presentation will communicate the results of qualitative research investigating behaviour analysts’ perspectives of core values and ethical frameworks essential for practice in Ireland.

Individuals at all levels involved in the provision of ABA services - RBT's, BCaBA's, BCBA's.

Behaviour analysis has been subject to considerable criticism in recent years. This paper sets out to discuss key values, concepts and perspectives in the field that are essential for current behaviour analytic practice, while highlighting and acknowledging necessary improvements for practice and training. These include the importance of behaviour analysts (BAs) focusing on social validity outcomes; the value of consumer opinions, alongside collaborative and relationship-based practice; the importance of proactive, function-based interventions that take into account learning histories; and the use of system-wide, quality of life interventions, including capable environments. This paper highlights areas where behaviour analysis needs further focus to ensure adherence to the underpinning values of the science and to continue to evolve as a science of behaviour grounded in clear and modern humanist values. This paper additionally reflects on the later development of behaviour analysis in the UK and Ireland and the influence of positive behavioural support (PBS) in graduate teaching and service application to develop values-based practice.

A mand modality preference assessment (Ringdahl et al., 2009) identifies a preferred communication modality (e.g., sign, vocal verbal) to use as a functional communication response (Carr & Durand, 1985). It has been demonstrated that identifying a preferred mand modality to replace challenging behavior can increase the effectiveness of the functional communication response (Winborn-Kemmer et al., 2009). Following teaching several modalities, implementing sequential extinction can create a hierarchy of mand modality preference (Hanley et al., 2003). Similar to Hanley et al. (2003) the present study used sequential extinction to determine a preference hierarchy. We extended Hanley et al. (2003) by conducting a resurgence test after sequential extinction to evaluate whether the participant allocated to challenging behavior or a functional communication response. The purpose of the current study was to assess the influence of sequential extinction on resurgence and preference for communication modalities. The participants were selected from a severe behavior clinic and between the ages of 3-18 years old. Data were collected on rates of challenging behavior, functional communication responses, and the modality of those responses. The data indicated resurgence did occur. Furthermore, the participant allocated towards lower preferred modalities when the higher preferred modalities were placed on extinction.

Treatment options to reduce challenging behavior exhibited by individuals with intellectual and developmental disabilities include communication-based approaches. Functional communication training (FCT) represents an example of an effective function-based intervention that reduces challenging behavior by teaching individuals more appropriate ways of communicating their needs and wants. Researchers have evaluated various prompting strategies designed to bring about the functional communication response (FCR) at the outset of FCT-based interventions. These prompting methods include prompting the functional communication response (FCR) immediately after challenging behavior occurs (immediate reactive), implementing a time-out (delay) before prompting the FCR, or prompting immediately after disrupting access to reinforcers (pre-emptive). The current study evaluated the effects of immediate reactive prompting following challenging behavior during FCT for two individuals with autism spectrum disorder who engaged in challenging behavior maintained by postivie reinforcement. The results of this study indicated that immediate reactive prompting reduced tangible-maintained challenging behavior to low levels and was shown to increase the acquisition of FCRs. Further, the study found no evidence of response chains developing during the course of FCT with immediate reactive prompting.

Behavioral renewal is the return of previously extinguished behavior following a return to a context previously associated with reinforcement (ABA renewal) or a novel context (ABC renewal). Recent retrospective analyses in clinical settings serving individuals with challenging behavior have shown that renewal is relatively common following changes in setting or implementer. However, studies have yet to evaluate renewal following task changes or differentiate between types of renewal (i.e., ABA vs. ABC) in their analyses. This study aims to extend previous research by evaluating the prevalence, latency, and persistence of ABA and ABC renewal across implementer, setting, and task changes using data from an intensive outpatient clinic for challenging behavior. Preliminary analysis of data across 98 patients indicates a similar prevalence of renewal to previous studies, with task changes producing renewal at levels comparable to those seen with implementer and setting changes. Only minor differences were observed in the prevalence of ABA and ABC renewal, which may be contrary to findings from basic research laboratories. The clinical implications of these findings, as well as suggestions for future research, will be discussed.

According to the U.S. Department of Health and Human Services (2022), over 600,000 youth were served in the child welfare system the previous year. Youth in child welfare can have a variety of placements including foster family homes with relatives or non-relatives, group homes, or residential facilities. Running away is a problem across different placements and can be defined as an event where a youth disappears from their caregiver’s custody (Administration for Children’s Services, 1992). Currently, for youth that chronically run away from their child welfare placements, interventions are placement changes and/or counseling type therapy. The Functional Assessment Interview for Runaways (FAIR) is a semi-structured interview to be used for developing individualized behavior support plans for youth who frequently run away from alternative living settings (Crosland et al., 2020). The current study used an online training to teach case managers to use the FAIR and monthly online consultation meetings to create individualized interventions to address runaway behavior of youth in child welfare. FAIR results for youth and subsequent individualized interventions that were implemented by child welfare personnel will be described.

Human trafficking involves the involuntary commercial exchange of sexual activity or labor services of a vulnerable individual through the use of force, fraud, or coercion. While the specific circumstances may differ, for youth in foster care, victimization often corresponds with their history of maltreatment and certain risk factors (e.g., running away). Traffickers exploit these vulnerabilities using targeted strategies, or lures, to manipulate or entice a person to a situation or to engage in a behavior that will likely result in their entrapment or exploitation. Research suggests that vulnerability to trafficking changes by (a) the prevalence of certain risk factors, (b) the trafficker-used lure, and (c) the environmental conditions at the time of victimization. This paper will discuss a theoretical framework for the functional relationship of the cumulative risk factors that increase the likelihood of victimization and vulnerability to exploitation of youth in foster care in relation to a trafficker’s commonly used lures. Identifying a functional relationship may provide insight into the mechanisms of human trafficking and inform prevention efforts. Understanding how traffickers adapt their lures to exploit specific vulnerabilities of youth in foster care can inform the development of targeted interventions aimed at reducing victimization.

According to recent demographic studies, emergency physical restraints (PR) are still widely used, with prevalence rates ranging from 11%–78% across service sectors (Fitton & Jones, 2020). Behavior analysts may recommend PR when severe challenging behavior (CB) poses significant safety risks (e.g., intense aggression causing severe tissue damage; Behavior Analyst Certification Board, 2020; Vollmer et al., 2011). Most PR literature features inpatient psychiatric populations despite the prevalence of restraints among individuals with intellectual and developmental disabilities. The current study partnered Rutgers University and Brock University. The multilevel analysis was informed by retrospective outpatient data (N = 12) from children and adolescents with intellectual and developmental disability who required emergency PRs. The study aimed to a) examine participant and restraint application characteristics and trends, and b) determine if CB severity at intake predicted latency to restraint application. Descriptive analysis results suggested most participants were experiencing polypharmacy, received moderate to high scores on the partnering agency’s CB severity tool, and primarily exhibited tangible or multiply controlled CB. Regarding restraint characteristics, the average restraint rate was 0.091 per hr. Regression results indicated that the median CB severity score significantly predicted latency to the first restraint applications. Clinical implications will be discussed.

Translational research examines the generality of laboratory-based principles to novel clinical applications such as new subject populations or new clinical procedures. The research presented in this symposium focuses on lines of research that impact the treatment of challenging behavior in youth with developmental disorders. The first presentation describes data from non-human animals observed during periods of extinction and illustrates how the inclusion of novel stimuli at the onset of extinction might mitigate an extinction burst. The second presentation builds on the first by further examining how dimensions of reinforcement (e.g., magnitude) might impact extinction bursts for youth with challenging behavior. The third study examined the role of communication modality preference during functional communication training on the persistence of communication when faced with treatment disruptions. The final study described a randomized control trial of a novel caregiver training intervention for behavior problems and showed that the intervention reduced the occurrence of challenging behavior relative to a control condition, while preliminary data revealed that those youth whose caregivers received training were less likely to show signs of treatment degradation during periods of extinction. The translational link among these investigations and suggestions for future research will be discussed.

The target audience is new and seasoned BCBAs and licensed psychologists working with youth with developmental disabilities. Attendees would be expected to have basic familiarity with schedules of reinforcement, extinction, dimensions of reinforcement, and differential reinforcement as a treatment for challenging behavior. More advanced concepts include matching law, behavioral momentum theory and variables impacting treatment relapse and response persistence.

Modality selection during functional communication training (FCT) has a recent history of emphasis in the behavior-analytic literature. Researchers have evaluated modality related variables such as novelty and efficiency. In general, research has shown FCT to be efficacious regardless of these variables, with some aspects such as efficiency producing quicker therapeutic outcomes. Relatedly, Ringdahl et al (2018) reported a general relation between communication modality preference and resistance to extinction. Specifically, participants demonstrated greater persistence of high-preferred communication modalities, relative to low-preferred communication modalities. The study demonstrated this general finding across FCT and mand training interventions. The purpose of the current study was twofold: first, we sought to replicate the findings related to the impact of response preference on persistence; second, we sought to enhance the history of reinforcement for low-preferred (communication modalities to increase their persistence relative to the high-preferred response modality. Results showed that the relation between response preference and persistence was a replicable phenomenon. However, enhancing the reinforcement history for the low-preferred response did not lead to greater persistence. The results are discussed with respect to implications for modality selection during communication-based interventions, as well as the apparent robust nature of preference as a variable that impacts response persistence.

Several group-based parent training programs have been developed to address behavioral concerns in young children with and without developmental disorders. Typically, these programs have been designed to address core symptoms of autism spectrum disorder (ASD: e.g., the Incredible Years for ASD) or broad coaching to address parent response to child misbehavior (e.g., Parent-Child Interaction Therapy). Despite the efficacy of these programs, they have limited application to the most common forms of challenging behavior that occur within the ASD population. This presentation describes the outcomes of a randomized control trial of a 6-week group-based parent training curriculum to specifically address high-frequency challenging behaviors among children with ASD: aggression, feeding difficulties, and sleep dysfunction. Data were collected across a range of standardized measures are three time points. An overview of the curriculum and outcomes for the experiment group relative to the control group will be provided. Secondary analyses on caregiver behaviors (e.g., depression symptoms) will be discussed. In addition, preliminary data will be shown from a subsequent examination of the extent to which the parent-training curriculum mitigates treatment relapse.

The effectiveness of early intervention is well known. Social and language deficits are core deficits associated with Autism Spectrum Disorders. As such, it is especially important to develop skills in socialization and language at early stages of development. Recent work (e.g., Neimy et al., 2020; Pelaez et al., 2018; Shillingsburg et al., 2022) has highlighted the effectiveness of behavioral interventions using contingent responding to increase early social and communication skills. In this symposium, research will be presented on the use of these interventions with young children diagnosed with or at risk for autism. Presenters will discuss the comparative effects of contingent vocal imitation and parentese on the rate of child vocalizations and the development of echoic skills. Discussion will include data on corollary social variables (eye contact and affect) and extensions of this work using similar procedures to build manding repertoires and joint attention. Across all presentations, the focus will be on the improvement of pivotal skills in early childhood development using behavioral procedures. Procedures to integrate caregivers and train professionals in these procedures will also be emphasized; social validity measures will be discussed. Clinical implications of these findings will be outlined; suggestions for future research directions will be shared.

Audience members will possess general knowledge of child development, basic verbal operants, and social skills including joint attention.

We expand on previous studies that compare the use of different operant social reinforcement procedures to promote early vocalizations among infants with a high likelihood of autism. In the present studies, we extend across caregivers, in both single and bilingual speaking households, all delivered in a telehealth format. The results from these cases confirm findings from previous research that contingent reinforcement procedures are more effective than non-contingent reinforcement, including the use of “motherese”/”parentese” and vocal imitation (Neimy & Pelaez, 2021; Pelaez, Borroto, & Carrow, 2018; Neimy et al., 2020). Additionally, implications from these cases further support and illustrate: (a) the efficacy of systematically arranging the social consequences delivered by caregivers within the natural environment, (b) how to promote early communication repertoires using contingent reinforcement, (c) methods for identifying idiosyncratic preferences of the infants, and (d) the importance of adopting culturally sensitive and client-centered therapeutic practices that engage multiple caregivers. Implications for future research and ethical practice, including considerations for prevention, optimal infant-caregiver environmental arrangements, misplaced contingencies, and establishing caregivers as potent social reinforcers.

Contingent responding to infant vocalizations is a promising intervention for increasing spontaneous vocalizations and echoics in young children. The purpose of the current study is to extend the work of Neimy et al. (2020) by examining the impact of contingent parentease (“babytalk”) speech, contingent vocal imitation (CVI), and noncontingent speech (a control condition) on rates of vocalizations of infants with and without known risk for Autism Spectrum Disorder (ASD). Infants (ages 6-14 months) at risk, i.e., those with an older sibling diagnosed with ASD, and infants without known risk and their parents/caregivers (three per infant) will participate. Caregivers will be trained to implement each of the three strategies using Behavioral Skills Training (BST). A nonconcurrent multiple baseline across caregivers (with embedded alternating treatments design) will be used to evaluate effects on rate of infant vocalizations. Data on auxiliary variables (infant echoics, infant and caregiver eye contact and smiles) will also be collected for further analysis. Expert judges (speech language pathologists) will examine vocalizations and code phonetic quality to determine emergence of new sounds during the intervention. Results of this study may have implications for providing caregivers with simple yet effective teaching strategies to boost early language development in their children.

The rapid rise in autism spectrum disorder (ASD) diagnoses underscores the critical need for effective early intervention strategies targeting communication and language development. This study examined the impact of contingent vocal imitation (CVI) on mand acquisition in young children with ASD or those at risk of ASD. Building on established research, CVI has been shown to enhance vocalizations in infants and toddlers across various populations, yet its application to functional language, such as mands (requesting), remains underexplored. Using an ABCACB reversal design, the study compared the efficacy of CVI, parentese, and vocal modeling in increasing the frequency and accuracy of mand vocalizations. Six child-therapist dyads participated, allowing for counterbalancing of all conditions. The results identified the most effective intervention condition, advancing the understanding of CVI as a tool for fostering mand acquisition in children with ASD. The findings can inform future research questions and allow for CVI to be used as a piece of early intervention packages to treat young children with ASD effectively.

Deficits in social engagement are among the core diagnostic criteria observed among children with autism spectrum disorders (ASD). In particular, joint attention is a critical skill for developing more complex social interactions and occurs at a lower rate in those with ASD. However, behavioral strategies and brief parent-infant engagement training have successfully taught joint attention. The current presentation reviews and extends previously published procedures for training joint attention modeled after Pelaez and colleagues’ (2012) operant. Data will be presented, showing the acquisition of responding to joint attention and subsequent emergence of initiating joint attention in the natural environment over telehealth, using caregivers as therapists, learning paradigm with data from toddlers with an older sibling with ASD as well as with ASD. A model for expanding previous findings to the natural environment with a younger population at a higher likelihood of qualifying for an autism spectrum disorder diagnosis due to familial history is proposed.

The present study evaluated, with a multiple probe design, the effect of ITI on the induction of NB and NC in three children with ASD. Up to five experimental phases were implemented, depending on the participants' performance: 1) NB and NC pre-tests; 2) ITI teaching; 3) NB and NC post-tests; 4) NB and NC generalization tests; and 5) NB and NC maintenance tests. After implementing the ITI with three sets of stimuli, two children showed emergence and generalization of NB and NC (one of them showed maintenance of both repertoires and the other of NB). The third child showed emergence of NB and the listener component in the NC tests. The need to replicate the study with a more rigorous experimental design is discussed, allowing to rule out the effects of other variables (e.g. maturational aspects) on these results, as well as the evaluation of different ITI intensity parameters and the performances of children with different repertoires of NC and NB at the beginning of the study.

The aim of the study was to analyze the effects of stimulus control in a pairing observation procedure on the emergence of selection and tact responses depending on the coherence of stimulus control between pairing and probes. In Experiment 1, eight adults were exposed to a picture-spoken word pairing phase, followed by a selection and tact probe. The number of stimuli presented on each trial in the pairing and tact probe was manipulated (either one by one - successive - or four by four - simultaneous) in four experimental conditions (with coherence: successive-successive and simultaneous-simultaneous; without coherence: successive-simultaneous and simultaneous-successive). Sixteen pictures and 16 words were grouped into four pairs in four sets. Selection and tact emerged in all participants. No statistically significant differences were found based on experimental condition. In Experiment 2, eight new adults observed animal sound-spoken word pairing. Selection and tact emerged for all eight participants, with median correct responses on the tact being higher in the conditions with coherence. The study has practical implications for language instruction for students with developmental delays.

There is a long history of individuals with extensive support needs (ESN) being sterilized without their knowledge and consent. Additionally, contextually inappropriate sexualized behavior (CISB) is fairly prevalent among individuals with ESN; estimates suggest that 18% to 28% of individuals diagnosed with intellectual or developmental disabilities (IDD) engage in these behaviors. Part of the reason this occurs is a lack of comprehensive sex education (CSE), limited awareness of individuals’ with ESN sexual development, and a lack of interventions to address sexual behaviors and build skills related to self-determination or informed decision-making. Panelists will discuss multiple aspects of addressing and supporting the sexuality of individuals with ESN, including identification of barriers to access, collaboration with other stakeholders, and proactive and reactive behavior analytic interventions to support individuals with ESN throughout sexual development. Based on their experiences as practitioners, researchers, and trainers, panelists will offer guidance on how to address specific barriers and implement individualized behavior analytic interventions effectively and ethically.

Individuals should have an understanding of basic ABA concepts and the application of behavior analytic interventions across multiple contexts. Individuals should also understand the different aspects related to collaborating with different stakeholders.

Autism intervention staff training has been the focus of numerous publications in the applied behavior analytic literature. Although recent publications have focused on behavior skills training (cf., Parsons et al., 2012), the work of Mont Wolf and his colleagues (Wolf et al.,1995) was seminal articulating the steps of a teaching interaction found to be effective for working with adjudicated youth. ASAI agency members have been operating from the elements of those teaching interactions (cf., McClannahan et al.,1982; Leaf et al., 2015) for decades, teaching staff at all levels to use them with colleagues to celebrate praiseworthy performances and to instruct on performances that need to be different. These teaching interactions have also been at the core of ASAI agency member’s parent training and home programming services. This paper will present 6 months of data from the five international ASAI members quantifying the display of these dimensions by staff while they provide hands-on training to teachers employed at ASAI member agencies, staff evaluation data, and home programming data. The data will be discussed in terms of their generality to educating autism interventionists and future research questions in need of answers.

Children with Autism often face reading difficulties due to limited print-concept knowledge, vocabulary, and phonological awareness (Dynia et al., 2014). Direct Instruction (DI) principles underpin Siegfried Engelmann’s Teach Your Child to Read in 100 Easy Lessons (TYC: Engelmann et al., 1986). It emphasizes phonemic awareness, phonics, shaping approximations to passage reading, addressing skills like blending sounds, and error-free learning. This study involved five neurodivergent children in India, aged 5–8 years, who received 1:1 tutoring using the TYC curriculum. At intake, students demonstrated letter-naming fluency on the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment but could not segment or read words. After 16–30 hours of instruction, all students mastered new sounds, words, and began reading sentences and passages. Four answered comprehension questions, while additional training is planned for the fifth. Two students learned over 300 words and completed more than 70 lessons. This study emphasizes the importance of prerequisite training, script adherence, instructor feedback, and regular attendance. Strategies to address slower learning rates in neurodivergent children and recommendations for customized interventions will also be discussed

This paper addresses a common difficulty found in teaching a complex oral language repertoire to autistic children with very poor or no oralizations but with no known neurological or physical impediments. We will present a series of basic concepts we find necessary to overcome those difficulties beginning with the pre-requisites such as visual contact, generalized imitation, matching-to-sample performance, simple and conditional discriminations, generalized listener behavior, generalized identity, paramount for the acquisition of the echoic, and generalized echoic. The importance of multiple exemplar instruction will be emphasized. This procedural sequence is based on a detailed analysis of the echoic concept as defined by Skinner (1957) and propose procedural interventions based on this analysis. Finally, we describe how generalized echoic and the extended echoic may be the foundation for the acquisition of other verbal operants such as mands, tacts, and intraverbals, and a more complex oral language including reading, reading with comprehension.

This panel highlights the urgent need for culturally adaptable supervision processes to support new behavior analysts in acquiring and documenting essential competencies. As Applied Behavior Analysis (ABA) continues its global expansion, supervisors must navigate the dual challenge of ensuring rigorous skill development while honoring the unique cultural contexts in which they work. Panelists will present innovative strategies for designing supervision systems that integrate cultural responsiveness with international ethical and professional standards. The session emphasizes the use of evidence-based methodologies such as Behavioral Skills Training (BST), performance-based competency assessments, and digital tools, all tailored to meet the specific needs of diverse populations. Practical examples will illustrate how culturally sensitive supervision practices can bridge gaps in understanding, build trust, and enhance the professional growth of practitioners across varied cultural settings. Attendees, including company owners, supervisors, program directors, and educators, will gain actionable insights to implement scalable, culturally relevant supervision systems that promote ethical decision-making and competency development. This panel equips participants with tools to adapt supervision frameworks for global applicability, ensuring inclusive, high-quality mentorship. By addressing the cultural dimensions of supervision, this session reinforces the importance of diversity, equity, and inclusion in sustaining the growth and success of ABA professionals worldwide.

As the demand for Applied Behavior Analysis (ABA) services continues to rise in emerging markets, new ABA businesses face the unique challenge of creating effective supervision systems that support both operational and clinical excellence. This presentation offers a comprehensive guide to developing structured, competency-based supervision frameworks designed to train ethical and highly skilled practitioners while fostering sustainable growth. Participants will gain access to actionable tools for implementing efficient documentation processes, rigorous competency assessments, and well-defined training pathways. Panelists will provide insights into overcoming common challenges faced by ABA startups, such as balancing resource constraints with the need for high-quality services. Through real-world examples and data-driven approaches, attendees will explore strategies for bridging the gap between business operations and clinical integrity. This session emphasizes the importance of integrating supervision systems that align with ethical standards and evidence-based practices, ensuring the development of competent practitioners who can deliver exceptional care. By addressing the specific needs of ABA businesses in emerging markets, this presentation aims to equip company owners, supervisors, and administrators with the knowledge and tools necessary to establish scalable, high-quality supervision systems that promote organizational success and elevate the standards of service delivery in diverse settings.

Therapies based on applied behavior analysis (ABA) are be effective for improving outcomes for individuals with autism spectrum disorder (ASD; National Autism Center, 2015). However, autistic self-advocates argue that ABA-based therapy does not include the patient themselves in the treatment planning process, violating the autonomy and self-determination of the patient (e.g., Wilkenfeld & McCarthy, 2020). The Behavior Analyst Certification Board (BACB) recently elaborated the consent requirements for therapeutic services within their Ethics Code for Behavior Analysts to include assent procedures (BACB, 2020). Despite the acknowledgement that patient assent should be a critical feature of ABA-based therapy, there is minimal research demonstrating assent-based therapy methods that are both effective and practical. Without evidence-based procedures to assess and obtain assent from patients, and procedures for guiding therapeutic decisions when clients withdraw assent, practitioners are at risk of violating patient autonomy. The purpose of the current research is to conduct practice-based research using a qualitative analysis of how applied behavior analytic practitioners working with autistic children implement assent-based procedures. Preliminary data analysis has resulted in the construction of an over-arching framework for assent procedures in the context of practice and an operationally defined pathway for building assent procedures into ABA-based therapy.

Interventions based on applied behavior analysis (ABA) are widely practiced with people on the autism spectrum. However, a growing perspective within the Autistic community suggests that ABA may diverge from the neurodiversity movement, which advocates for celebrating and accepting autism. This sequential mixed-methods two-part study aimed to explore and amplify autistic voices by asking them to share their experiences with ABA practices and autism-related research to gain insights into potential improvements in the field. The study involved a mixed-methods survey completed by 18 autistic adults, followed by interviews to enrich their understanding of their experiences. A range of opinions and experiences were expressed, where positive perceptions of ABA coexisted with voices expressing challenges and concerns. Recommendations underscored the significance of individualized, neurodiversity-affirming approaches and client-centered, compassionate services prioritizing well-being and autonomy. Furthermore, involving autistic people as co-creators of research aligns with the shift towards neurodiversity in autism-related studies. This research adds to the growing body of literature advocating for a more inclusive and empowering approach to supporting autistic people.

Involvement of parents in interventions for their children is a key component in the overall effective-ness of behavior analytic treatments (Hayward et al., 2009; Morris et al., 2021). Recent developments in the field of behavior analysis have seen increased attention paid to the role of parents in child-focused interventions, moving from a focus on parent adherence, to concepts such as parent en-gagement, concordance, and collaboration. Despite these conceptual shifts, little empirical research exists to explore the perspectives and experiences of parents who access behavior analytic interven-tions. This research utilized qualitative methods to explore how parents understand their involvement in behavior analytic interventions for their children, and what factors facilitate, or hinder, collaboration between parents and behavior analysts. The findings of these qualitative studies are discussed in light of advances in the field around compassionate, collaborative, and participatory approaches to behav-ior analytic research and practice. Implications of the findings for behavior analysts working with par-ents are considered, alongside directions for further research in this area.

The ability to say things in an effective, precise manner without appearing neither arrogant nor ignorant, is a nice skill to master. It is equally nice to be able to speak in such a way that people not only hear what you say, but will be inclined to agree with you, or at least consider what you say more positively. In dealing with people not familiar with or possibly opposed to behavior analysis, we are often faced with a repeating list of arguments against the science. Although most of these arguments are not valid when scrutinized, they still seem very popular and resilient. Countering them with facts and data is a way to go, but this approach tends to backfire and often portray us as arrogant while not convincing anybody anyway. This presentation addresses how to communicate in a way that enhances accuracy, while at the same time paving the way for both present and future positive interactions with your relevant audience. Through a simple reinforcement procedure, verbal behavior using sentences based on verbs instead of nouns are practiced, along with phrases that can help establish a good working relation even to the most hardcore sceptic.

In this randomized multiple baseline across participants single-case design study, eight pre-service special education teachers received a modified “Talk Aloud Problem Solving” (TAPS) intervention (Robbins, 2014) to improve their use of problem-solving verbal behavior and reasoning skills when making instructional decisions. Instructional decisions included a goal, evidence-based instructional practice, and strategy to promote access to the general curriculum for students with disabilities. Dyads were trained using a Behavior Skills Traning approach to use effective problem solving and active listening language when presented with hypothetical student vignettes. Visual analysis indicated a functional relation between the intervention and increased use of verbal problem solving language. Tau-U overlap analysis and the calculation of a design-comparable effect size both indicated a large effect (Tau-U = 0.89, p<0.001; Hedge’s g = 3.54 [2.72, 4.35], p < 0.001). Overall, the TAPS intervention improved the use of problem-solving language, but a causal effect on decision-making quality could not be established. Measurement issues related to interpersonal factors, learning histories, and decision-making complexity will be discussed in the context of this experiment and future work training educators, behavior analysts, and other interdisciplinary professionals.

Researchers have identified that the Self-Determination Career Development Model (SDCDM) is an effective tool in promoting employment outcomes for individuals with disabilities. Therefore, utilizing an explanatory sequential mixed methods design, the aim of the current study was to evaluate the impact of the SDCDM in supporting high school students with disabilities, who have significant support needs, to create their own work-related goals and objectives. First, a multiple probe single case design was implemented in collecting data on participants creating work-related goals and objectives. Next, participant self-report data was collected pre- and post-intervention regarding their self-determination. Lastly, a post open-ended semi-structured interview/questionnaire was provided to each participant regarding the perception of their involvement in the study. Results indicated that there was a functional relationship between the SDCDM and participants creating work-related goals and objectives. Additionally, significant findings were found regarding pre and post self-determination as it relates to goal setting and planning. Lastly, regarding the qualitative portion of the study, participants discussed their perceptions of their involvement in learning how to create work-related goals and objectives and their thoughts on the value of what they learned.

The prevalence of misinformation on social media highlights the need for strategies that promote responsible information-sharing behaviors. This study examined the effectiveness of two targeted interventions—precommitment and direct instruction—on the quality of news-related posts shared on social media. Using a multiple baseline across participants design, participants underwent structured phases to enhance their ability to identify and share reputable sources. Facebook activity was monitored and analyzed to evaluate the success of these interventions. The findings indicated that while the interventions resulted in varying levels of engagement and overall increases in posting activity, consistent and significant improvements in the frequency of reputable posts were limited. Participant responses to the interventions varied, with some experiencing modest short-term gains in reputable posts that did not persist across phases. These results suggest that although educational and behavioral strategies show potential, further refinement is needed to boost their effectiveness and reduce obstacles to sustained engagement with credible content. This research contributes to the growing field of digital literacy by offering insights into the challenges of fostering responsible social media behavior. It underscores the necessity for continued exploration of scalable and practical methods to combat misinformation and enhance critical evaluation skills among social media users.

Card-playing aficionados typically consider stacking the deck as a form of cheating. However, when developing instructional methods, stacking the deck allows instructors at every level to prepare instruction with the best possible student outcomes. Applied Behavior Analysis (ABA) provides multiple methods for stacking the instructional deck for teaching graduate students definitions, foundations, and applications of ABA. However, very little guidance is provided through research on how to stack the deck in ethics instruction in university training or in supervised fieldwork. This symposium provides methodological background on how to build a solid house of cards (i.e., a simulated ethics instruction method for graduate students), how to prepare your cards before showing your hand (i.e., preparation for conversations about unethical behavior); and how to play a good hand (i.e., how to teach the components of having conversations about ethics and the results of replications across 4 universities). Attendees will be provided with processes and results related to stacking the deck for designing ethics instruction and supervision.

The target audience covers all behavior analyst levels, basic-intermediate.

When a behavior analyst observes someone cheating (acting unethically), the behavior analyst may initially want to ignore or avoid the aversive situation. However, ignoring or escaping may result in significant risks for stakeholders, behavior analysts, and the field. “Showing Your Hand” through addressing the situation, confronting someone, or changing the situation typically requires preparing your cards before showing your hand. This symposium presentation addresses how to prepare your cards before showing your hand. We will review preparation, examples, and results of methods used within our researched ethics instruction including, (a) identifying the specific ethical issues, (b) determining risk of the ethical issues for stakeholders, (c) determining competence and related risk for the individual for addressing the issue, (d) analyzing possible functions of why people engage in unethical behavior, and (d) preparation for possible responses the behavior analyst may encounter. By properly preparing your cards before showing your hand, addressing ethical issues may go more smoothly and result in a winning hand.

Once a behavior analyst prepares their cards, it is time to show their hand to address ethical issues in conversations with other behavior analysts and stakeholders. With proper preparation of a good hand, an ethical conversation may have a higher chance of impacting and changing behavior. This symposium presentation addresses the replicated results from Schreck and colleagues (2023). The replication involved ethics instruction across four university-based applied behavior analysis graduate programs. Within all courses, students were taught to (a) evaluate scenarios for ethical code issues, (b) prepare for a conversation with an offending behavior analyst (OBA), (c) conduct a conversation with the OBA following scripted conversation components, and (d) record documentation and follow up information. Results indicated a significant improvement across students in their correct implementation of the scripted conversation components. With this type of ethics instruction, students can be taught how to conduct conversations about ethics and play a good hand.

Behavior analysts increasingly provide consultation for patients with dementia, a population requiring specialized competencies not emphasized in current training. This conceptual paper proposes a framework for developing behavioral skill and knowledge competencies to prepare behavior analysts for this role. Key skills include conducting functional assessments adapted to cognitive decline, collaborating with caregivers, and addressing ethical considerations unique to dementia care. Knowledge competencies focus on understanding dementia progression, its impact on behavior, and evidence-based intervention strategies. By integrating behavioral science, gerontology, and applied practice, the framework aims to enhance training programs and professional development for behavior analysts working with this population. These competencies were evaluated by behavioral gerontologist, professionals who work with dementia, and people with dementia through cognitive interviews. Additionally, the paper highlights implications for certification standards and suggests areas for future research to support improved outcomes for patients and caregivers. Attendees will gain information to enhance their ability to provide effective, compassionate care for individuals with dementia and their caregivers.

The notion of individual agency, as playing an important role in explaining the actions and behaviours of most complex organisms, is common in both lay and scientific discourse. The sophistication of such explanations varies greatly from simplistic folk-psychological to advanced neuroscientific explanations of consciousness rooted in quantum theory. Nevertheless, they all tend to support a type of mind-body dualism in which an ill-defined incorporeal entity (mind), or a probabilisitic computational/probabilistic neural system (brain), determines or controls action and behaviour. Although the more neuroscientific explanations tend to be less “magical” than the folk-psychological, the former typically involve establishing an arbitrary “dualistic” divide between a controller (the brain) and the controlled (behaviour). Only occasionally is the brain seen to be an integral part of a complex dynamical non-linear behavioural system, in which the brain’s activity may be interpreted as cause (context) or effect (response). Behaviour analysts see themselves as standard bearers for the latter naturalistic and monist position. However, we are not completely alone in this regard, and in the current paper we review strands of research in evolutionary biology, neuroscience, and psychology that are largely non-dualist and suggest ways in which behavior analysis may develop links with some of those approaches.

Mindfulness practices, including meditation and yoga, originated in India centuries ago and have gained widespread popularity in the U.S. in recent decades, contributing to a multibillion-dollar mindfulness industry as of 2020. An online search for the term "mindfulness" generates nearly 3 billion hits, with many search inquiries focusing on its potential efficacy in treating conditions such as sleep disorders, anxiety, and stress. While popular media outlets often tout mindfulness as a cure-all for issues ranging from acne to depression, the body of scientific research on mindfulness is still evolving. In this presentation, mindfulness will be framed within a behavioral context, including concepts such as operant and respondent conditioning, private events, and motivating operations. The challenges inherent in studying mindfulness will be discussed as well as the methodological issues that may contribute to a lack of rigor in early mindfulness studies. We will describe how interventions such as Cognitive Behavioral Therapy (CBT) and Acceptance and Commitment Therapy (ACT) integrate both mindfulness principles and behavior analytic techniques. Finally, we will outline future directions for behavior analysts in their roles as practitioners, clinicians, and researchers.

"Authentic Understandings of Autism as an Antecedent Strategy for Behaviour Analysts" explores the origins, concepts, and benefits of adopting a neuro-affirming perspective of Autism in behaviour analytic services. By incorporating the voices of the autistic community, the presenter's lived experience and neurodivergent-led research this paper emphasizes the importance of understanding Autism beyond deficit-based, medical frameworks, offering implications for more inclusive and effective practices in both research and applied settings. This theory-oriented paper contrasts the deficit-based, medical model perspective of Autism with a neuro-affirming paradigm that recognizes the importance of considering neurodiversity and the lived experiences of Autistic people. By embracing this perspective, behaviour analysts can develop more respectful and empowering behaviour analytic services that honour the diverse ways in which Autistic individuals interact with the world around them. This shift in perspective acts as an antecedent intervention that fosters collaboration and mutual respect between behaviour analysts and the Autistic community, paving the way for more meaningful and sustainable outcomes in both research and practice.

Applied behavior analysis (ABA) service delivery is a complicated process and some issues stemming from this process can be confusing for well-intentioned behavior analysts. This paper is designed to help behavioral analytical practitioners deal with a common uncertainty: addressing and resolving value-based ethical dilemmas. To this purpose, we will introduce a distinction between values-based dilemmas and strategies-based dilemmas. A values-based ethical dilemma exists when, in charting the course for a clinical case, tensions occur among values within the same ethical system. Strategies-based dilemmas, on the other hand, are mainly about “risk-benefits for each behavioral procedure” (Bailey & Burch, 2016). Having identified the existence of values-based ethical dilemmas stemming from potential tensions among underlying values and ethical rules, we intend to provide behavior practitioners with a systematic approach to addressing these dilemmas. Specifically, we use a step-by-step protocol for ethical deliberation in situations involving values-based ethical dilemmas. We describe the application of this approach to clinical cases. The new contributions of this approach include: (1) it describes the characteristics of values-based ethical dilemmas; (2) it takes ethical reasoning into the ethical deliberation process by considering ethical principles seriously; and (3) it operationalizes the concept of a balanced decision-making approach by requiring practitioners to examine and address unintended consequences of their chosen course of action.

The degree to which school professionals are open to training on behavior analytic methodologies and training can be a function of setting, need, and personal philosophy (e.g. Robertson et al., 2020). In recognition of this complexity, recent perspectives on interdisciplinary collaboration have focused on both competency training and soft skills (e.g. Weiss, 2022). Geller (2018) and others have pushed for a more humanistic behaviorism that focuses on the full person’s needs and motivations. In this symposium, I will discuss enhancements to behavior analytic interventions designed to improve their efficacy and social validity through a more humanistic approach. The first enhances a classroom management intervention with on a self-care intervention for educators. We evaluated its impact on teachers’ positive verbal interactions with their students. The second enhancement focuses on the use of high-quality feedback to teach educators an Acceptance and Commitment Therapy intervention for their students’ use. The third enhances a Say All Fast Minute Every Day Shuffled (SAFMEDS; Graf & Auman, 2005) intervention with the use of social- or accountability- partners. I will discuss the challenges of implementing behavior analytic interventions in school settings and future directions for a more humanistic version of behavior analysis.

Children with moderate to severe disabilities (e.g., autism, intellectual disability) have complex needs that often require significant support over different stages of their life and across settings. Evidence from the literature suggests that to provide effective and sustainable supports for these individuals, it is critical to involve people who are typically present in the child’s natural environment, such as caregivers and educators. This symposium aims to highlight current scientific evidence generated from single case research and randomized controlled trials (RCTs) that demonstrated the effect of innovative coaching programs designed for caregivers and educators of individuals with significant support needs. The first paper of the session will present the outcome of a narrative-informed intervention that actively involved a caregiver to address the chronic challenging behavior of an adolescent female with autism in their home. The second paper of this session will present the findings of a waitlist-control RCT that evaluated the effect of a telehealth-based caregiver coaching program on the autistic child’s target skills, social communication, adaptive behavior, and parent stress. The third paper of this session will showcase findings from a RCT that examined a coaching program for paraeducators on the paraeducators’ skills in delivering instruction and student outcomes.

Researchers, educators, BCBAs, RBTs, practitioners with basic knowledge and experience coaching parents/caregivers and educators/paraeducators

Socially-valid interventions are integral to the success of applied behavior analysis (ABA) programming. However, social validity is most often assessed post-intervention and models for embedding considerations of social validity throughout treatment programming (including the planning phase) have not been established in the field. The purpose of this single-case study was to evaluate the effects of a narrative-informed ABA-based intervention on the chronic challenging behavior of a 13-year-old female with autism using an AB single-case research design. An AB design was selected due to the severity and harm of the challenging behavior and considerations for intervention acceptability. The narrative-informed intervention involved care coordination, person-centered intervention planning, and caregiver training. The result of this study showed that the narrative-informed intervention led to significant and consistent reductions in challenging behavior. Overall, the family reported high satisfaction with the intervention and the narrative process for developing the intervention. Limitations and implications for research and practice are discussed.

Students with moderate-to-severe developmental disabilities (MSDD) have complex educational needs that require individualized support such as Evidence-based practices (EBPs). When EBPs are implemented with high fidelity, students have an elevated likelihood of achieving better student outcomes (e.g., academic, behavior, and functional skills). One natural change agent that supports students with MSDD are paraeducators. Paraeducators need to implement EBPs with high fidelity, so students can benefit from them. Practice-based coaching (PBC) is a coaching model focusing on the collaborative relationship between the coach and coachee. ParaImpact is a professional development package that includes online modules on EBPs and PBC with teachers-as-coach to increase paraeducators’ EBPs implementation. This study utilized a randomized-controlled trial with a treatment and control condition to evaluate the effectiveness and accessibility of ParaImpact. The sample included 24 students and 21 paraeducators. Six students and paraprofessionals were randomly assigned to the treatment group. Pre-post measures were used to examine teacher-paraeducator partnership and student’s IEP achievement while social validity data on the use of ParaImpact was collected from the treatment group. Results indicated higher rates of improvement in targeted outcomes for paraeducators and students in the treatment group were statistically significant (p = <.001).

Achieving continence is a crucial milestone in child development, especially for children with neurodevelopmental disabilities (NDs) due to the high prevalence of incontinence. This review examines the effectiveness of standard urotherapy (SU) for this population, tailoring treatment to their specific needs while aligning with international guidelines from the International Children’s Continence Society (ICCS) and Applied Behavior Analysis (ABA). Four electronic databases (Embase, PsychInfo, PubMed, Web of Science) were searched using the Joanna Briggs Institute (JBI) methodology for mixed methods systematic reviews. The methodological quality was assessed using the Mixed Method Appraisal Tool (MMAT). Five articles were included, indicating limited research on SU and NDs. SU resulted in a complete or partial positive response in 30% of children (N=114) based on International Children’s Continence Society criteria, and 59% achieved full continence based on authors' criteria. Most children showed improved symptoms, such as reduced urinary/fecal accidents and schedule-dependent continence, even if full continence was not achieved. SU appears beneficial as a first-line treatment for children with NDs. Key factors include individualized treatment, parental involvement, follow-up appointments, and adjuncts when SU alone is insufficient. More research is needed on parental roles and effective guidelines for different NDs. Implications for future research are discussed.

Some students with Autism Spectrum Disorder (ASD) and other Developmental Disabilities (DD) engage in challenging behavior. In order to greatly reduce or eliminate these behaviors a Functional Behavior Assessment (FBA) is often conducted which in turn informs a Behavior Intervention Plan (BIP). The implementation of the BIP helps many students learn replacement behaviors and in turn reduces the number of challenging behaviors. However, some students have chronic challenging behavior and the "one and done" approach to FBAs and BIPs is insufficient to decrease the behaviors, some of which are non-responsive to previous intervention and which the student has exhibited across multiple school years. This paper will describe a linked model that has been effective at reducing the number and intensity of challenging behavior in students whose behavior is chronic or enduring. This model has been implemented in six school districts (11 schools). The model links the FBA to the Individual Education Plan (IEP) and to the BIP and ongoing collection of Antecedent-Behavior-Consequence (ABC) data. It provides information that informs fidelity and information that can trigger the team when to look for Setting Events and new functions for existing challenging behavior. The result is a responsive BIP that can be implemented across school years, teachers, classrooms and schools. The use of this model has been effective at decreasing or eliminating challenging behaviors for students for whom previous intervention was ineffective . Discussion about how to implement this model with professionals with a variety of skill levels and from multiple professional perspectives will also be discussed.

Insightful problem-solving is a significant psychological phenomenon that has received limited attention in Behavior Analysis. A problem serves as a cue signaling the availability of reinforcement contingent upon a specific behavior, which is not part of the organism’s current repertoire. Problem-solving behavior encompasses all responses emitted as a function of this consequence. The literature distinguished trial-and-error from insightful problem-solving behaviors.Trial-and-error involves the gradual modification of behavior through repeated attempts until the solution is emitted. Insight refers to an abrupt solution of a problem following a period of impasse. Recent reviews have highlighted gaps in insight research, including a lack of experimental manipulations of prior experiences and insufficient exploration of the behavioral processes. The Box Displacement Task (BDT) emerged as a promising model for studying insight, addressing many of these limitations. We adapted BDTs for humans, systematically manipulating factors such as stimulus control, perception, operant variability, and extinction to identify key variables affecting insight. Our findings, combined with new data analysis techniques, highlight the potential of this BDT procedure as a robust tool to better understand insight problem-solving. While much remains to be discovered, these experiments offer valuable contributions to psychology, setting the stage for further theoretical and experimental advancements.

Effective teaching strategies for individuals who struggle in standard environments require adapting interventions to meet learners' unique needs. This symposium presents three data-based studies emphasizing flexibility in intervention design. The first study examined independent group contingencies after dependent group contingencies failed to increase reading behaviors in adolescents with ASD. Adjusting the intervention based on group dynamics improved engagement and skill acquisition. The second study investigated Web-Based Instruction (WBI) for teaching arbitrary matching-to-sample tasks to children with autism. When Boom Cards' automated trial-and-error teaching was ineffective, the intervention shifted to Seesaw, which enabled teacher-mediated prompting and feedback. This change led to significant improvements in stimulus relations and generalization. The third study compared goal-setting strategies for teaching math to elementary students, focusing on percentile reinforcement schedules to shape correct responding rates. Findings highlighted the importance of considering reinforcers and entry repertoires when selecting goals. These studies demonstrate the value of data-driven decision-making and adaptability in designing effective interventions. They offer practical insights for educators and practitioners aiming to optimize teaching strategies through individualized approaches that respond to learner needs and contextual factors.

Familiarity with concepts such as reinforcement, extinction, shaping, and contingency management. Basic understanding of group contingencies and how they are implemented in behavioral interventions. Competence in collecting, analyzing, and interpreting behavioral data. Ability to use data to make informed decisions about intervention modifications. Knowledge of how to design and deliver instructional content through web-based platforms. Familiarity with percentile reinforcement schedules and their application in setting and evaluating goals. Understanding of precision teaching principles, including frequency building and performance tracking.

For individuals with autism spectrum disorder (ASD), developing independent reading skills and reading fluency is critical for promoting academic success. Increases in reading fluency require frequent practice, and interventions that increase children’s independent engagement in reading can be beneficial to establish fluency. The current investigation evaluated the effects of two types of group contingencies on increasing independent reading duration using an ABAB reversal design. A dependent group contingency was evaluated first, followed by an independent group contingency. Two adolescents with ASD participated. The duration of reading was measured during a structured free-choice period and any time the participant chose to read throughout their therapy appointment. Participants earned stickers for time allocated to independent reading. The accumulated stickers contributed to individual or group-based reinforcers when the participant met their reading goal. For both participants, the independent group contingency was more effective than the dependent group contingency for increasing independent reading duration.

Cultural evolution is based on variations in contingencies in the natural environment, such as the employment of mass media and social media. Cultural events and experiences have a powerful impact in shaping a person or population's perspective. Perspective taking is a skill that is shaped overtime to one’s learning history, cultural experiences, familial experiences, and schedules, reinforcement, and punishment and influenced by contextual environmental factors, as well as natural contingencies and schedules of reinforcement and punishment. The role of mass media and evolution of social media have altered how information is presented and received within a given population. Narratives are tools used to influence public and private opinion. Narratives have been employed by social media, generalized to mass media, and challenged the value placed in perspective taking. This paper provides a contextual behavior analytic perspective on the impact of mass media and social media and the use of narratives on the decreased value placed on developing perspective-taking skills. This paper will further explore the future direction of contextual behavior analytic research to further understand the impact of social media and narratives on cultural events and changes in the presentation of mass media, expand a culturally/contextual behavior analytic understanding on the value and necessity of perspective taking.

This symposium is necessary and important because families of children who have a diagnosis of Autism Spectrum Disorder from countries such as Mexico, Morocco, Armenia, and India are extremely understudied and little is known about the impact Applied Behavior Analysis parent training has on parents in real life. The purpose of the symposium is to explore and compare how parents of children with Autism Spectrum Disorder in different countries describe their experience and application of Applied Behavior Analysis parent training in life outside of treatment sessions. After attending this symposium, attendees can offer practitioners data on how families from different countries experienced Applied Behavior Analysis Parent Education training and as a result practitioners will improve the treatment delivery based on parental needs and treatment outcome. Leaders of Applied Behavior Analysis agencies will also benefit from the results of this study as they will be able to allocate resources needed depending on parental need. Social validity in clinical treatment, meaning soliciting opinions from the parents who receive support, and modifying services accordingly, are of upmost importance to leaders in the ABA field.

The prerequisite skills is to understand that each treatment plan and family services, has unique needs and values. When clinicians begin working with a family, it is very important that they go with an open mind to understand them and be willing to work together no matter the cultural differences.

This qualitative descriptive study was necessary and important because families of children who have a diagnosis of Autism Spectrum Disorder from countries such as Mexico are extremely understudied and little is known about the impact Applied Behavior Analysis parent training has on parents in real life. The purpose of this qualitative descriptive study was to explore how Mexican parents of children with Autism Spectrum Disorder described their experience and application of Applied Behavior Analysis parent training in life, in Southern California. Eleven participants located in Los Angeles County participated in this study. The research questions asked how Mexican parents of children with Autism Spectrum Disorder described their experience and application of Applied Behavior Analysis parent training in life. The significance of this study is that knowing how Mexican parents of children diagnosed with Autism Spectrum Disorder experience and apply Applied Behavior Analysis techniques in real life, professionals can cater their programming to ensure parents get the best possible experience to support them and their children through the Applied Behavior Analysis treatment process.

This qualitative descriptive study was necessary and important because families of children who have a diagnosis of Autism Spectrum Disorder from countries such as Moroccan are extremely understudied and little is known about the impact Applied Behavior Analysis parent training has on parents in real life. The purpose of this qualitative descriptive study was to explore how Moroccan parents of children with Autism Spectrum Disorder described their experience and application of Applied Behavior Analysis parent training in life. The research questions asked how Moroccan parents of children with Autism Spectrum Disorder described their experience and application of Applied Behavior Analysis parent training in life. The significance of this study is that knowing how Moroccan parents of children diagnosed with Autism Spectrum Disorder experience and apply Applied Behavior Analysis techniques in real life, professionals can cater their programming to ensure parents get the best possible experience to support them and their children through the Applied Behavior Analysis treatment process.

Behavior Skills Training (BST) is a highly effective method in Applied Behavior Analysis (ABA) for teaching parents and staff essential skills to support children with autism spectrum disorder (ASD) or other developmental disabilities. This structured training approach, which includes instruction, modeling, rehearsal, and feedback, empowers caregivers and professionals to implement evidence-based interventions with greater fidelity. Research has demonstrated that BST enhances the acquisition of specific behavioral techniques, leading to improved outcomes in child behavior and parent satisfaction. By equipping parents with the necessary tools and confidence, BST helps foster consistency in interventions across both home and clinical settings. Moreover, its focus on practical, real-world skills makes it a scalable and sustainable option for training both parents and staff. As BST continues to gain traction in ABA practice, its potential to increase the effectiveness of parent training programs is clear. Ultimately, BST offers a promising solution for promoting long-term positive outcomes in the care of individuals with ASD and other developmental disorders. The evidence supporting its efficacy highlights its relevance in contemporary ABA practice.

Parents of neurodiverse adults often experience significant stress that can hinder their happiness and their ability to achieve personal goals. Conventional treatment strategies frequently focus on addressing problems through medication, talk therapy, functional behavior assessments or other cognitive therapies. Behavior analysts can alternatively concentrate solely on building solutions using the constructional approach (Goldiamond, 1965, 1984, 2002; Layng et al., 2022; Liden & Rosales-Ruiz, 2024). This study explores the application of the constructional approach in improving the relationship between a mother and her 22-year-old neurodiverse son. The coaching process included identifying desired outcomes, maintaining logs to know current repertoires, setting achievable sub-goals, and collaboratively implementing interventions to achieve those goals. Weekly coaching sessions were held. Over 18 weeks, problematic behaviors such as nagging, aggression, and inappropriate messages were eliminated. Notable improvements in communication, positive interactions, and initiative-taking were observed during the final two weeks. The son exhibited clear, measurable progress, and the coaching fostered the development of a constructive and nurturing relationship. The findings highlight the potential of the constructional approach in promoting positive family dynamics. Detailed data and outcomes will be discussed.

The paper will review the credible effects of component analysis on occurrences of high-intensity behaviors exhibited by individuals diagnosed with a developmental disability and psychiatric disorder. Automatic and Social Reinforcement have been analyzed using indirect, direct and experimental analysis procedures for decades with results indicating that when high-intensity behaviors are present for these contingencies, differential reinforcement interventions are effective in reducing harmful behaviors, (Moskowitz, et al 2017; Florina, et al, 2019; Perihan, et al 2022). The individuals had a history of physical aggression towards others, self-injurious behaviors, property destruction and elopement from community settings. We will review the components of interventions using differential reinforcement procedures combined with medical consultations. The results showed that each of the individual’s high intensity-behaviors was reduced and they were able to participate in large group settings with their same-age peers. BACB Ethics Codes are addressed through the following codes: 2.01 – Providing Effective Treatment; 2.10 - Collaborating with Colleagues 2.12 - Considering Medical Needs; 2.13 – Selecting, Designing and Implementing Assessments.

Outside of the United States, regions are plagued with applied behavior analysis (ABA) misinformation, fragmented ABA knowledge, and questionable behavioral practices. As a result, locally-driven projects are developing. This symposium explores such innovative approaches for disseminating and implementing sustainable ABA-based practices across diverse international contexts. Specifically, three distinct models for expanding access to high-quality behavioral services in traditionally underserved regions are explored. The first presentation examines the Ready4School Training Program, which enhanced preschool educators' competencies in supporting autistic children's school transitions across European countries through culturally-adapted ABA-based strategies. Results demonstrate improvements in educator knowledge and self-efficacy. The second presentation evaluates the P.E.rfect Training Package, which equipped physical education teachers in Czechia with ABA-based skills for creating inclusive environments for autistic students. Data suggest positive outcomes in teacher competencies and attitudes. The final presentation investigates a multi-component supervisory training program in Australia focused on enhancing behavior analysts' application of social validity principles. Findings indicate improvements in supervisees' ability to develop socially meaningful interventions. Together, these studies illustrate effective models for disseminating ABA-based practices through home-grown approaches with high standards of implementation. The symposium contributes to our understanding of strategies for sustainable capacity building in behavior analysis across diverse contexts.

This presentation will use terminology and examples that should be accessible to all attendees.

This study evaluated the effectiveness of a locally-driven applied behavior analysis (ABA)-based Ready4School Training Program, developed through an EU Erasmus+ project across six European countries. The training program aimed to enhance preschool educators' competencies in supporting autistic children's transition to school through ABA-based assessment and intervention strategies. Following a two-day train-the-trainer workshop, the package was piloted with 20 inclusive pre or inservice preschool educators across ABA-impoverished locales in Czechia and Cyprus. The program was supported by a freely-accessible online educational kit containing culturally and linguistically adapted materials, including a digital assessment application and lesson plans. Using a pre-post design with follow-up, the study assessed changes in participants' knowledge of autism and ABA and self-efficacy in providing education to autistic students via the Autism Self-Efficacy Scale for Teachers (ASSET). Additionally, feasibility and acceptability were evaluated post-intervention through social validity questionnaires. Data analysis incorporated descriptive statistics for comparisons and social validity assessment of the training package. This pilot study, being replicated across partner countries, contributes to the dissemination of ABA-based strategies for use by inclusive educators in areas often plagued with a lack of ABA-based services and empirically-validated learning resources for supporting school transitions for autistic children.

In Czechia, autistic children are being supported in the inclusive physical education (PE) classroom at increasing rates. However, educators are increasingly underprepared to provide meaningful instruction grounded in the science of applied behavior analysis (ABA). As a result, the ABA-based P.E.rfect Inclusive Physical Education Practitioner Training Package, developed through an EU Erasmus+ collaborative project across seven European countries, was piloted aiming to enhance physical educators' ABA competencies and attitudes in including autistic children in PE settings. Eleven participants completed the program, which consisted of an in-person workshop supplemented by a freely-accessible website containing culturally and linguistically adapted ABA-based inclusive PE materials. Using a pre-post no-control design, the study assessed changes in participants' knowledge, self-efficacy, and perceived challenges through quantitative measures administered before and after the main training session. Training satisfaction was evaluated post-intervention through questionnaires, while selected follow-up interviews provided qualitative insights into participants' attitudes and experiences. Data analysis incorporated descriptive statistics for pre-post comparisons, alongside thematic coding of interview responses to identify and quantify primary attitudes expressed by participants. Overall, this pilot study shares strategies for disseminating ABA-based training in underserved regions while evaluating physical educators' capacity to create inclusive PE environments for autistic students.

Education is undergoing a seismic shift. As Artificial Intelligence (AI) transforms how knowledge is accessed and applied, traditional models rooted in passive knowledge transfer are losing relevance. For behavior analysts, this mirrors a core principle: environments shape behavior. As AI reshapes the educational environment, we must rethink the contingencies maintaining our systems of learning. This panel discussion will explore the profound implications of AI on education broadly and its specific impact on behavior analysis, asking: How do we maintain relevance in a world where “knowing the right answer” is no longer enough? Panelists will engage in a dynamic exchange about how education must transition from teaching answers to fostering inquiry and critical thinking. Drawing on parallels between traditional intraverbal training, Socratic instruction, and mand-based learning, the discussion will focus on how education’s new mission should equip students to ask the right questions. Using a case study of a European postgraduate program, the panelists will demonstrate how AI enhances behavior analysis education, fostering critical thinking, ethics, and real-world problem-solving with international relevance. Attendees will leave with insights into how AI challenges traditional pedagogical methods and practical strategies for reimagining education in behavior analysis.

This panel is being submitted in the "intermediate" instructions level. Below are a set of prerequisite skills and competencies for the audience: 1. Knowledge of Instructional Design in Behavior Analysis: Awareness of teaching strategies such as intraverbal training, mand training, and precision teaching. 2. Educational Reform and Technology: General knowledge of traditional educational practices and their limitations. 3. Ethical Considerations in Behavior Analysis: Understanding of the BACB ethics code, particularly in areas related to technological advancements and their implications for practice. 4. AI Basics and Applications: A general understanding of how AI works and its potential applications in education and behavior analysis. Some familiarity with examples of AI tools currently used in education or clinical practice. 5. Professional Competence in Behavior Analysis Education: Experience teaching behavior analysis concepts to students or supervisees.

In his book Walden II, Skinner (1948) outlines a utopian society enveloped in the principles of human behavior. While fictional, the potential governing principles and applications of were very much real. Fast-forward to Nobel Prize Award winning Elinor Ostrom's work around establishing sustainable and equitable societies, we see exemplars of what Skinner had hoped for, almost 50 years prior. Prosociality synthesizes Ostrom's 8 principles for societies with a contextual behavioral approach rooted in perspective-taking and shared values. This conceptual talk will highlight the way(s) in which we, a science and practice of human behavior, might incorporate practices that promote productive and collaborative groups at scale, while remaining in line with our philosophical assumptions about science. Attendees will learn ways in which they might integrate systemic assessments and change within their organizations that catalyze equitable workgroups and related efforts. Through experiential exercises, attendees will walk away with pragmatic, actionable measures to shape the future of their organizations, for the better.