Association for Behavior Analysis International

The program co-chair, Dr. Terry Falcomata,will provide opening remarks.

The growth of the applied behavior analysis (ABA)-based autism care system has forced the pediatric and behavior analytic communities into collaborative relationships where they 'share the care" of children with autism and their families, but do not have clear relationship practices, common principles of conduct, or mutual accountability. At the same time, the behavior analytic community is increasingly subject to working under principles, practices and cuture of the healthcare ecosystem with its own functions and operating model that may not be native to behavior analysis as a discipine or profession. This presentation will explore the risks of this knowledge/practice gap, and the opportunities inherent in the transformative integration of behavior analysis and pediatrics to affect outcomes for all children. Real-world examples will be used to explore the cultural, disciplinary, regulatory, and sustainability issues in such integration, and make specific programmatic recommendations to build mutually valuable bridges between the two professional disciplines, specifically related to the principles of collaborative treatment planning, care coordination, shared decision making, and 'whole-child' frameworks for outcomes measurement.

Behavior Analysts

Autism spectrum disorder (ASD) and epilepsy are both neurological conditions that can significantly impact a child's development and overall well-being. While they may appear to be independent diagnoses, there is a higher co-occurrence rate than chance would predict. This presentation will explore the complex relationship between ASD and epilepsy, equipping therapists with the knowledge and tools to better support their clients who experience both conditions. The presentation will delve into the following key areas: • Prevalence and Risk Factors: We will examine the co-occurrence rates of ASD and epilepsy, exploring potential risk factors and underlying biological mechanisms. • Clinical Presentations: We will discuss the diverse ways in which epilepsy can manifest, including potential challenges in identifying and diagnosing epilepsy in individuals with ASD. • Treatment Considerations: We will explore the evidence-based practices for treating epilepsy to address the unique needs of this population. Here, we will also discuss potential side effects of anti-seizure medications and how they may impact behavior or learning, equipping applied behavior analysis (ABA) therapists to collaborate with the medical team for optimal treatment. • Emerging Technologies: We will explore the potential of using new technologies including AI analysis of EEG (electroencephalogram) data for early detection of ASD. This discussion will highlight the promise and limitations of new technologies, emphasizing their role as potential tools to support informed clinical decision-making. • Collaborative Care: We will emphasize the importance of collaboration between ABA therapists, neurologists, and other healthcare professionals in developing comprehensive treatment plans.

Therapists and physicians taking care of individuals with ASD

For Skinner (1957), if reading larger units, such as words, are taught, the control by smaller units, such as phonemes and syllables can emerge, without direct training. Basic researches during fifteen years have been conducting in order to verify this statement and check what are the relevant variables. Experiments were conducted at USP verbal operant laboratory (LEOV) in Brazil with pre-school children, from 3 to 4 years old. Through equivalence-based instruction and systematic recombination of minimal verbal units of disyllabic words in Portuguese, thirty neurotypical pre-school children learned to read twelve disyllabic words and were tested for generalization in reading new words, composed by the same units (syllables and letters) of the learned ones, with recombination of its positions in the words. The design was pre and post tests intra participants, but also with inter participants comparisons between several experimental variables effects upon 30 participant’s performances. Results were individually analyzed and showed that the main experimental variable to produce minimal verbal unit control in reading was the systematic recombination of these units in three sets of four disyllabic words. After this procedure was conducted, all children improved reading scores (next to 100% of accurate reading) with a completely new set of four disyllabic words. At the level of phoneme unit, teaching this unit only produced accurate reading of new words, when teaching phonemes was combined with systematic recombination of the syllable unit. Positive implications for practice will be pointed out, highlighting the possibility to teach reading to children with autism spectrum disorder (ASD) with few errors.

Behavior analysts

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Parents of children with Autism Spectrum Disorder (ASD) have significantly more stress and depression than parents of children without ASD (Bitsika, Elmose, & Mertika, 2023). Additionally, parenting stress correlates with and exacerbates future child behavior problems (Shawler & Sullivan, 2018). Although limit setting for parents of children with ASD can reduce parental stress, their limit setting tends to be lower than other parents (Osborne & Reed, 2010). Involving parents in their child’s ABA program may help address these issues. This study examines whether completion of Incredible Years for Autism parent-training program (IYA-P; Webster-Stratton, 2014) improves parenting, parents’ well-being, and child outcomes. Fifteen parents of children with ASD (ages 2-10) attended the 12-week IYA-P group, employing video-based discussions and practice. A pre- and post-test within-group design was used. Self-report measures assessed parental depression, stress, parenting, and child behavior. Parents reported improvements in supporting positive child behavior and limit setting, and less problems in parenting (see Figure 1). Parents reported decreased depression but increased stress upon completion of IYP-A. Improvements emerged in child behavior problems and developmental outcomes (see Figures 2 and 3). Results indicate that IYA-P may be a promising new parent-training program for parents and their children with ASD.

Autism spectrum disorders include social communication issues and repetitive behavior patterns, among other strengths and problems. The most recent epidemiological studies indicate that 1 in 54 US children receive an autism diagnosis by the time they are 8 years old, reflecting the rise in the frequency of the condition in recent decades. Calls for increased surveillance have been raised in China and Europe, and similar trends have been seen in the UK, Australia, India, and the West Indies. In Australia, the National Disability Insurance Scheme includes over 29% of people with autism, indicating a sizeable portion of the disability community.This research focuses on the development and validation of a Technology Intervention Recommendation System (TIRS) designed for individuals with Autism. The system was developed using multiple machine learning (ML) techniques, such as K-Nearest Neighbors (KNN), Decision Tree, Support Vector Machine (SVM), and Naïve Bayes. Among these, the SVM technique demonstrated superior performance, achieving an accuracy of 98%, with a precision of 0.95 and an AUC of 0.98. The TIRS was validated against clinician predictions using a sample size of 100 (N=100). Results indicated that the system accurately predicted appropriate interventions with 98% accuracy. Additionally, TIRS significantly reduced the time required for predictions, taking only 5 seconds compared to the 5 minutes typically needed by clinicians

Listening comprehension is a precursor for reading comprehension in students with autism. An adapted alternating treatments design was used to investigate the effects of repeated, shared reading on the listening comprehension and engagement of six elementary students who were minimally verbal and had intelligence quotients below two standard deviations. Four participants were diagnosed with autism spectrum disorder. Listening comprehension was defined as the correct response to factual questions communicated by selecting a picture with corresponding printed word. A rating scale was used to evaluate student engagement. During baseline a storybook was read-aloud to participants followed by literal comprehension questions. Intervention conditions consisted of four variations of shared reading, a strategy to engage students with the reader and text (i.e., computer assisted whole group read aloud, repeated shared reading 1:1, repeated shared reading 1:1 with an adapted book, and an intervention package). Results indicate that all intervention conditions improved listening comprehension and engagement for participants when compared to baseline conditions. Shared reading 1:1 with an adapted book was the most effective intervention for improving listening comprehension (m= 98% accuracy) and engagement (m=89% of intervals). Interobserver agreement on 30% of the sessions was 100% for listening comprehension and 98% for engagement.

Chronic sleep disturbances are commonly found in individuals with autism, with a prevalence rate of 52-82% as compared to 32-50% found in neurotypical children (Hodge et al., 2014, Krakowiak et al., 2008, Sandberg, Kuhn & Kennedy, 2018). Common challenges reported include, frequent and prolonged night waking, delayed sleep onset, early rising, atypical day and night sleep patterns, and a lack of independence during sleep routines (Piazza et al, 1997; Weiskop et al., 2001). To better understand the impact of sleep disturbance in individuals with autism and their families, a survey was conducted. Survey results indicate sleep disturbance has a significant impact on child and family health and overall wellness. Findings related to quality of sleep, overall amount of steep, impact on child behavior, success of interventions implemented, and use of melatonin are described in this poster presentation. Implications for intervention development and family support are discussed. Directions for future research are provided.

Although social validity is a cornerstone of our science, behavior analysts often lack sufficient training and supervision related to effective collaboration and consultation with clients and other relevant parties. This has led to extensive criticisms from Autistic and Neurodivergent clients, as well as their caregivers, families, and care teams that reflect failure by behavior analysts to prioritize the rights and autonomy of clients and value clients’ and other collaboration partners’ expertise. Thus, when consultation and collaboration are overlooked, behavior analysts are vulnerable to alienate communication partners, engage in disciplinary centrism, and create barriers to effective service delivery. Vignettes of collaboration models, with Autistic and Neurodivergent clients, caregivers, and other professionals, will be offered to spark discussion of models of collaboration – multidisciplinary, interdisciplinary, and transdisciplinary. Barriers that may impact the success of collaboration and consultation will be highlighted, including power, psychological trust, therapeutic alliance, and the impact of historical harms against underserved groups. Guidance from the psychological and behavior analytic literature will be offered to support therapeutic relationship development, effective communication, and neurodiversity-affirming and culturally responsive behavior analysis within collaborative and consultative contexts.

For many individuals with autism spectrum disorders (ASD), tasks that require handwriting or other fine motor activities can be challenging (Kushki, Chau, & Anagnostou, 2011). Specifically, legibility and letter formation have been found to be characteristically impaired in these individuals. Finnegan & Accardo (2018) note further characteristic challenges among this population in the areas of length, legibility, size, speed, spelling, and structure when compared to their same-age peers. This poster presentation will summarize the findings of a multiple baseline design study aimed at testing the effectiveness of a handwriting app, ABC Stories, on handwriting accuracy in three first grade students with autism. Results of this study suggest the effectiveness of this application in increasing handwriting accuracy and engagement time. In addition, results also suggest positive changes in parent perception regarding their child’s ability to improve in the area of handwriting over time. Extensions of this line of research will also be described in this presentation.

Receiving corrective feedback can be challenging, yet essential for teaching new skills. This may be particularly difficult for individuals with intellectual and developmental disabilities, who may find corrective feedback highly aversive and even exhibit challenging behavior when they receive it. However, learning to tolerate corrective feedback from others is a critical skill for accessing less restrictive environments. Our case study details the admission of a 7-year-old boy diagnosed with autism spectrum disorder, who was referred to a university-based outpatient clinic for the assessment and treatment of his increasingly dangerous, challenging behavior. We integrated trauma-assumed approaches by (a) conducting a performance-based synthesized functional analysis and (b) evaluating a treatment package (i.e., token system with graduated exposure) to build tolerance of evocative properties of corrective feedback. Clinical decision-making and trauma-assumed modifications during assessment and treatment reduced challenging behavior, increased tolerance of corrective feedback, and maintained these effects when treatment was extended to caregivers in the home.

The authors explore the ratio of boys to girls with ASD as evidenced by Regional Autism Network calls from families (and self-advocates) looking for resources and/or seeking evaluations for their family members. They were usually referred by their pediatricians or other advocates. Similar organizations exist in most states to help connect families to resources across their state. Data were collected over 5 years utilizing intake data from callers to the Regional Network. Girls were counted if they had a diagnosis, or it was suspected they had a diagnosis and seeking an evaluation. These data were compared to research that shows a ratio of 4:1 and hypotheses that indicate a ratio of 2:1. The network indicated in this manuscript serves 20 counties (mostly rural) across a southern state. The Regional Autism Network serves individuals on the spectrum across the lifespan and was authorized by the state since Fiscal Year 2017. Gender differences in autism presentation as well as the Autism Diagnostic Observation Schedule-2 are discussed

Hispanic individuals in Alabama face many challenges, particularly in navigating the systems that support people with disabilities. As with all areas of the United States, Alabama’s Hispanic population is on the rise, particularly in public schools. Cultural differences, language barriers, difficulty obtaining citizenship, racism, and lack of acceptance hinders progress and access for Hispanic people. There are barriers to access that affect Hispanic families more acutely than their white counterparts, including professionals’ attitudes and biases, lack of cultural curiosity, lack of knowledge of specialized supports for Hispanic families, and inaccessibility of services due to language barriers. These barriers create inequities that can lead to lower achievement in children, later diagnosis of disabilities, food insecurity, exclusion from health care, and other deleterious outcomes which are worsened by Hispanic families’ overrepresentation in rural counties in Alabama. The authors developed a template for outreach to train culturally competent advocates and assist Spanish speaking families impacted by intellectual and developmental disabilities in Alabama. They modified scheduling and used parent feedback to address specific topics of concern. The authors carried out 18 trainings over the course of 9 months for practitioners and parents addressing: Hispanic family needs, local, state, and federal supports, special education rights and procedures overview, special education law and Covid-19 Impact Services, early intervention using applied behavior analysis, challenging behavior, ENABLE Act Savings plans, Medicaid access, disability safety and law enforcement, and academic readiness. Phase 2 included interviews of parents attending 5 or more trainings.

This paper explores the application of Functional Communication Training (FCT) as an intervention to decrease maladaptive behaviors among individuals diagnosed with Intellectual Disability (ID) and Autism Spectrum Disorders (ASD) within an extensive support needs residential program. Evidence suggests that FCT can be effective in promoting positive behavioral changes and enhancing communication skills in this population. The prevalence of maladaptive behaviors in individuals with ID and ASD is a significant concern for caregivers and professionals in residential programs. These behaviors can include aggression, self-injury, and disruptive activities, which can impede the individual's quality of life. Functional Communication Training (FCT) has been identified as a potential solution to these challenges, providing individuals with the communication skills needed to express their needs and desires effectively. Method: A quasi-experimental design was used to investigate the effectiveness of FCT in a residential setting for individuals with ID and ASD. Participants included individuals with varying degrees of ID and ASD who exhibited maladaptive behaviors. A baseline was established for each participant's behavior before introducing FCT as an intervention. The FCT intervention involved teaching the individuals alternative, functionally equivalent communication behaviors to replace maladaptive behaviors. The training was implemented in the participants' natural environment and was incorporated into their daily routines. The intervention period lasted for six months, with follow-ups conducted at three months and six months post-intervention.Results indicated a significant decrease in maladaptive behaviors for individuals who received the FCT intervention. In addition, an enhancement in communication skills was observed, with the majority of participants demonstrating an increased ability to express their needs and desires appropriately. The findings of this study provide support for the effectiveness of FCT in reducing maladaptive behaviors in individuals with ID and ASD in a residential setting. Moreover, the study highlights the importance of incorporating functional communication skills training in the daily routines of these individuals. By providing these individuals with an effective means of communication, FCT not only reduces the occurrence of maladaptive behaviors but also improves the quality of life for these individuals. However, future research should explore the long-term effects of FCT and consider the influence of individual differences on the effectiveness of the intervention.

Functional communication training (FCT) has been found to be an effective treatment for individuals with developmental disabilities (Rooker et al., 2013). Although FCT has been effective, there may be variables that influence its effectiveness, including reinforcement history and proficiency (Ringdahl et al., 2009), response effort (Bailey et al., 2002), and preference for the FCR modality (Kunnavatana et al., 2018). Another variable that may influence the effectiveness of FCT is mand modality preference (Ringdahl et al., 2016). Although the incorporation of child preference into FCT is an important variable to consider, it is also beneficial to incorporate stakeholders’ preferences (Houck et al. 2023). It would be beneficial to identify a procedure that can obtain a preference hierarchy to allow for a more precise comparison of caregiver and child preferences. Therefore, the purpose of this study is to assess the effects of sequential extinction procedure on the establishment of a preference hierarchy for mand modalities. The second purpose of the current study was to compare child and caregiver mand modality preference hierarchies. Preliminary results suggest the sequential extinction procedure resulted in the establishment of a preference hierarchy with little to no problem behavior. Additionally, caregiver and child preferences did not fully align. Clinical implications are discussed.

Although the Trial-Based Functional Analysis (Iwata & Dozier, 2008) is useful in settings where environmental control is limited, it is sometimes limited in its ability to record specific condition and attention variables that occur outside of controlled contexts. Interactive Kids has been utilizing the Statistical-Functional Behavior Assessment, which utilizes a structured criteria method inspired by but significantly modified from Hagopian, et al., as an anecdotal assessment and analysis tool to compensate for the limited feasibility of the Trial-Based Functional Analysis in the presence of unsafe behaviors and other setting limitations. Results from previous small-scale studies have demonstrated that the Statistical-Functional Behavior Assessment (S-FBA) allows for derivation of a hypothesized function while also factoring in contributing conditions and variables found in the natural environment. The purpose of this study, however, is to validate the Statistical-Functional Behavior Assessment tool specifically to help identify the function of an autistic client’s behavior by simultaneously conducting both assessment tools using the experimental conditions of the Trial-Based Functional Analysis as the exclusive conditions for the Statistical-Functional Behavior Assessment data collection and analysis. Although this study does not demonstrate the full capacity of the latter’s anecdotal utility, it clearly demonstrates its ability as a supplemental experimental tool in comparison to the former.

The purpose of this mixed-method study was to determine if the implementation of a self-management intervention combined with ongoing parent coaching would promote improvement in self-efficacy (SE) for three students with autism spectrum disorder (ASD) enrolled in online high school and their parents. The intervention package included a technology-aided self-management tool, initial parent training of the intervention, and ongoing parent coaching. A multiple baseline across participants design was used to measure the changes in perceived SE of the students that was measured using student SE questionnaires. Parent SE data were collected through a series of semi-structured interviews throughout the study. A mixed-methods analysis was used to determine how one set of data informed the other, and vice versa. Results suggest the intervention was effective at improving student SE. The parent interviews revolved around four main themes: student learning challenges, parent engagement with the students, parent self-confidence, and support for the parent. Each parent viewed the intervention favorably and felt more capable of supporting their students after using the intervention. This study highlights areas that must be considered when developing and implementing interventions in an online learning environment.

Children and adolescents with autism spectrum disorder (ASD) are at a greater risk of seeking emergency department (ED) services during behavioral crises, such as acute aggression, suicidal or homicidal ideation, self-injury, or other types of challenging behavior (e.g., pica, dangerous behaviors). Research demonstrates children and adolescents with ASD often return to the ED due to challenging behavior, suggesting that gaps in care exist (e.g., follow-up appointments, referrals). However, the current knowledge basis is largely based on data from other countries. Given the unique landscape of healthcare in the United States, it is prudent to elucidate characteristics of children and adolescents with ASD who are seeking emergency care due to challenging behavior, as well as systems-level factors that both contribute to our understanding of challenging behavior and ASD in ED settings. In this study, we focus on frequency and characteristics of children and adolescents with ASD presenting to the ED with challenging behavior over the course of a 6-year period in the Midwest region of the United States. Clinical implications for ED staff are discussed.

Recently, there has been a shift away from deficit-based approaches towards strength-based approaches in autism spectrum disorder (ASD) in clinical, research and educational contexts. We investigated the longitudinal association between the use of strength-based language in students’ Individualized Education Programs (IEPs) and the percentage of IEP goals met at a specialized school for individuals with ASD. This retrospective cohort study included 12 participants (aged 12-21 years), whose annual IEP data (dating back 8-13 years) were reviewed. The percentage of strength-based words (defined as non-pathologizing, focusing on competencies and areas of predicted growth) used in IEP narrative reports was calculated. Paired t-tests compared both the average percentage of strength-based language and goals met at the specialized school with those prior to enrollment. Mixed-effects models determined the association between the percentage of strength-based language and the percentage of goals met over time within an individual. The average percentage of strength-based language used at the school (M=6.5, SD=0.4) was significantly higher than that used at previous schools (M=2.8, SD=0.2) (p<0.0001). Similarly, the average percentage of goals met was significantly higher at the school (M=54.8, SD=20.4) compared to before enrollment (M=38.1, SD=24.7) (p=0.0002). There was a significant positive association between strength-based language and IEP goals met within an individual over time (beta=3.2, p=0.01), even after adjusting for age, sex, and school enrollment status. These findings suggest that the specialized school environment may have been beneficial for these students with ASD, and that the strength-based approach may have had a positive impact on student progress.

Despite societal advancements in technology in recent decades, technology used in toilet training individuals with autism and other neurodevelopmental disorders has made little progress. A thorough review of the literature surrounding technology use with enuresis found only 7 different technologies used across 40 studies. Reactive enuresis pant or bed alarms, introduced in the 1970’s, remain the primary technology documented in the literature for assisting with toilet training this population (n = 29). Other technologies included toilet alarms (n=7), video modeling (n=5), reinforcement-producing technologies (n=3), and other individual technologies (n=4). With the seemingly endless possibilities of modern-day technology, the results of this literature review suggest a huge gap in technology use for toilet training individuals with neurodevelopmental disorders. In lieu of these results, a new technology was developed that uses sensors to track bladder fullness. Initial human test results demonstrated effectiveness in capturing bladder fullness and void signals. Results are discussed considering application for use with individuals with neurodevelopmental disorders. Specifically, this technology has the potential to assist individuals with neurodevelopmental disorders in learning to respond to their own body signals of bladder fullness, increasing toilet training independence for this population.

The assessment and treatment of severe problem behavior has been widely researched within the literature of applied behavior analysis (Melanson & Fahmie, 2023; Newcomb & Hagopian, 2018). The evolution of treatments within the field of applied behavior analysis has led to a discussion of incorporating and prioritizing social validity and compassionate care into behavior analytic treatment (Werntz et al., 2023). As a result, researchers are proposing modifications to extinction-based procedures and are evaluating those that do not necessitate its sole use (Landa et al., 2022). Along with this shift, the Behavior Analyst Certification Board’s (BACB) ethical code states behavior analysts have the responsibility to select interventions that focus on minimizing risk. Moreover, the BACB recently added assent to the ethical code for behavior analysts’ glossary, highlighting the fields push to incorporate assent into our procedures. Given this recent emphasis in assent within the field of Applied Behavior Analysis, Rajaraman et al. (2021) introduced the Enhanced Choice Model (ECM) as an intervention that incorporates assent within the treatment framework. Staubitz et al. (2022) extended Rajaraman et al. (2021) by replicating the procedures within the school setting. Despite the successes of initial evaluations of the ECM, the ECM has only been applied to eight individuals between the ages of 4-9 years old who spoke in complete sentences. To date, the ECM has not been empirically evaluated with individuals who have limited communication skills or communicate via other modalities (e.g., card exchange, augmentative and alternative communication, sign). The purpose of this study is twofold. First, the current study will extend previous research by providing additional procedures for participants for whom the original ECM procedures are not effective. Second, the current study will replicate and verify the ECM-SBT procedures from Rajaraman et al. (2021) and Staubitz et al. (2022) by conducting it in a clinic with individuals with severe problem behavior who have varying levels of communication with a larger age range to evaluate the effects of SBT on a greater range of participants.

The purpose of this study was to enhance instructional opportunities to increase post-secondary outcomes for students with autism by exploring the Mississippi Career and Technical Education (CTE) classroom as an appropriate least restrictive learning environment. CTE classrooms embed evidence-based practices relevant to transition instruction, making it important to evaluate their effectiveness in providing appropriate learning environments for students with autism. Mississippi CTE teachers recognized the value of their classrooms in fostering goal setting, improving social skills, and developing job-related skills through real and simulated work experiences. These classrooms promote collaborative learning, instructional support, and community-based experiences, creating an inclusive setting for diverse student needs. However, teachers identified student safety as a primary concern and expressed feeling underprepared to address the specific learning needs of students with autism. To address these issues, the study recommends revising safety policies, offering professional development on individualized learning plans and adaptive technologies, and leveraging community resources to reduce barriers for students with autism in CTE programs. Mississippi CTE teachers see potential in their classrooms as a least restrictive environment for students with autism, supporting personal, social, and vocational growth through evidence-based practices. Addressing safety, instructional preparedness, and transportation is crucial for successful transition plans.

The effectiveness of applied behavior analysis (ABA) services for individuals diagnosed with autism is often measured quantitatively through changes in developmental assessments, IQ, school placement, and number or percentage of treatment goals met. The foundational framework of applied behavior analysis is to improve the consumer’s quality of life (QOL), which may be better measured using a formalized QOL assessment tool. This study analyzed data from from 26 participants between 8-37 years old who served as the respondent on the QOL assessment at ABA service intake and 12 months later. The change in total QOL assessment scores and individual WHOQOL-BREF domains (Overall QOL & General Health, Physical, Psychological, Social Relationships, Environment) were not statistically significant. Of the four intellectual disability module domains (General, Discrimination, Autonomy, and Inclusion) the change in QOL assessment scores in the Inclusion domain were statistically significant at p < .0001. In other words, the participants reported more positive QOL within the Inclusion domain 12 months after ABA service intake. Additional analyses will be conducted as more data become available.

Despite technological advances in toilet training procedures, the gap between research and practice has limited awareness and implementation of these innovations by teachers. Bridging this divide is crucial to ensuring that effective, evidence-based strategies reach the classroom and benefit students with developmental disabilities.Technology used in toilet training children with developmental disabilities research has included technologies such as enuresis alarms, video modeling, applications, watches, and interactive toilets with built in reinforcement systems. However, research remains limited in addressing the practical needs of teachers implementing these procedures. Analysis of focus group data based on teacher experiences demonstrated emerging themes including the critical role of parent involvement, challenges with reinforcement schedules, limited awareness of existing technologies; and the need for future tools to be adaptable, customizable, and accessible. Teacher focus groups reported minimal to no awareness of most toilet training technologies, with the exception of timer watches and mobile applications. Dissemination of advances in toilet training technologies to school teachers has the potential to enhance students’ independence and foster greater inclusion within the school environment.

Purpose: The present study aimed to evaluate the effectiveness of a telehealth intervention in teaching social interaction during conversation scenarios with peers to elementary school students with autism spectrum disorder. We investigated the acquisition of target behaviors using custom training materials and assessed the satisfaction of both parents and students with the intervention. Method: The tablet-based training materials included eight tasks, such as “expressing gratitude” organized into four sets of two tasks each. One set was a non-intervention control. Parents conducted training at home, while the therapist administered probes under three conditions: virtual friend, adult, and peer. Notably, therapists did not provide direct instruction; instead, parents acted as the primary implementers. A multiple baseline design across stimuli sets was used. To evaluate the acquired intraverbal behaviors in in-person contexts, face-to-face probes were conducted before and after the interventions. Results: Results showed increased correct response rates in telehealth probes after parents-implemented training, maintained during follow-up. Declines in response rates were recovered through backup training. Parents reported that to the students use more social interaction in daily interactions. Satisfaction with the program was high and burden was partially low.

The BACB Ethical Code calls upon analysts to create socially meaningful outcomes for the clientele we serve. The three participants in this poster have varying histories of ABA therapy and have had mixed results on the generality and development of the taught skills. Ideally, this signals a need for a change in the programming for these clients. This poster will compare and contrast "traditional" ABA teaching to programming built around developing life-long skills that are generalizable across settings, using Essential for Living, Event-Based Teaching, Practical Functional Assessment/ Skill Based Treatment, and Verbal Behavior Development Theory. There will be a direct comparison of trials to criterion for the clients before and after this shift. Additionally, happiness measures will be included for the clients after the shift in programming through thoughtful outcomes, as well as, supervision focused on helping the technician develop the client's happy, relaxed, and engaged state. Finally, this presentation will demonstrate collortaeral effects related to the shift in programming.

Daily living skills reflect individuals’ self-sufficiency and autonomy. However, individuals with autism lack independence in daily living skills which limits their ability to lead an autonomous life. There are many benefits of teaching caregivers to implement daily living skills interventions, including promoting maintenance and generalization across the wide variety of settings in which caregivers support their children. Structured work system could be an approach to equip caregivers with the tools necessary to support the development of individuals’ independent daily functioning. The purpose of this study is to evaluate the effectiveness of caregiver training programs to teach caregivers to develop an individualized structured work system and, subsequently, to evaluate the impact of the caregiver-implemented structured work systems intervention package on improving daily living skills for those individuals with ASD. Three individuals with ADD and their caregivers were recruited for this project. The research methodology encompassed three experiments: Experiment 1 used pre- and post- tests to evaluate the effectiveness of a caregiver training package on improving caregiver’s ability to develop an individualized structured work system. Experiment 2 evaluated a functional relation between a caregiver coaching package and caregiver’s implementing fidelity of structured work system. Experiment 3 evaluated a functional relation between caregiver-implemented structured work system and the individual’s performance of daily living skills. The results indicated that caregivers were able to develop and implement an individualized structured work system with high fidelity through caregiver training and caregiver coaching programs. Caregivers developed and implemented structured work system further improved individuals’ performances in daily living skills. The findings of this study will be further discussed.

Toileting training is a pivotal skill for individuals with neurodevelopmental disorders that is critical for increased independence and social access. Technologies offer a relatively untapped potential in this area. Semi-structured focus groups were conducted with applied behavior analysis practitioners to explore themes around toilet training individuals with neurodevelopmental disorders, including the use of existing, researched technologies. Preliminary findings revealed that current toilet training practices primarily involve interval schedules, reinforcement, desensitization, and client and caregiver readiness. Participants reported little to no knowledge or use of technologies including enuresis alarms, watches, interactive toilets, applications and video modeling in their current practice. Specifically, watches had been used by 36% of participants, urine alarms (18%), interactive toilets/toileting toys (45%), and video modeling (27%); each with variable successes. Other emerging themes included the need for training to initiate toileting, recognizing bodily cues, and teaching generalization across many settings. All practitioners indicated that the use of new, proactive technologies could be a useful tool to address these areas of need for practitioners, parents, and the individuals alike, thus promoting independence and access to socialization.

The number of intervention programs for individuals with autism has grown in recent years and many of them are based on Applied Behavior Analysis (ABA) (Dawson & Bernier, 2013; Eikeseth, 2011). This increase should be correlated with the growth in number of qualified clinicians. The Alliance for Scientific Autism Intervention (ASAI) professional training and evaluation model, originally developed by Krantz and McClannahan (1994, 1997) is a supportive process for building the skills of autism interventionists. The protocol involves both hands-on training and didactic instruction designed to facilitate the delivery of high quality and consistent services (Krantz & McClannahan, 2014. The evaluation protocol enables evaluators to assess critical skills relevant to providing intervention and the oral and written feedback given to the therapist ensures goal setting and accountability. Each staff member is formally evaluated via the ASAI professional evaluation protocol and the results of the training are reviewed annually. Data collected across the last 10 years, demonstrate the effectiveness of the model and its correlation with the functioning of the institution and positive learner outcomes. When reviewing the collective data across the ASAI member programs, it is evident that the evaluation process is a crucial element for an intervention program.

Self-injurious behaviors are defined as behaviors which lead to inflicting pain or physical injury to oneself (Tate et al., 1966). Such behaviors are markedly varied, differing in terms of location, duration and intensity. Included in the category are both mild responses and those capable of directly endangering the sufferer’s life (Matson , 1989). Over the last thirty years, most research has concentrated on establishing functional relationships between antecedent and consequent stimuli and behavior, in order to find the most successful methods of eliminating them. The aim of our study was to find effective methods which could be used to reduce self-injurious behavior in a three-year-old girl with. To analyze our results we used the ABC research model (Bailey, 2002), in which stage A means the baseline measurements, whereas the measurements conducted at stages B and C show the behavioral changes that result from our therapeutic activities. The results of our research show that a set of properly selected behavior analysis techniques are very effective in eliminating self-injurious behaviors.

This research explores the potential of incorporating movement-based learning to enhance engagement and cognitive growth in autistic students within inclusive kindergarten settings. Autistic children often face challenges in attention, communication, and adaptive behaviors, which can hinder their full participation in traditional classroom environments. Movement-based learning, which integrates physical activities into the educational process, may offer a promising approach to address these challenges. By engaging multiple sensory systems and promoting active participation, movement-based activities can improve focus, cognitive flexibility, and motor coordination, while also fostering social interactions and emotional regulation. The study investigates how structured physical activities, such as guided dance and interactive games, can be integrated into inclusive classrooms to support the learning of autistic students. It examines the impact of these activities on students' cognitive skills, including memory, attention span, problem-solving, and executive functioning. Additionally, the research explores how movement-based learning affects classroom engagement, behavioral outcomes, and peer interactions in an inclusive setting. Findings from this study may inform the development of inclusive education practices that utilize movement-based approaches, providing educators with strategies to support the diverse needs of autistic students while promoting their overall cognitive and social development.

Increasing rates of Autism Spectrum Disorder (ASD; Harris, 2023) have led to an increased prevalence of communication and language problems. Berenguer and colleagues (2022) found that around 8% of U.S. children aged 3 to 17 experience difficulties and need extra support. This study focuses on enhancing manding (e.g., requesting) precision through environmental modifications and within-trial transfer techniques to reduce rates of scrolling. "Scrolling," defined as the rapid shift between multiple responses, is a common barrier to effective manding in individuals with ASD (Lerman et al., 2005). Reducing scrolling is critical for improving clear and intentional communication. The study involved two school-age children with level three ASD who use alternative communication systems (e.g., TD Snap). Preliminary data shows adjusting environmental conditions, such as visuals and vocal cues, significantly reduced scrolling and increased mand accuracy across both participants. Additionally, within-trial transfer techniques promoted generalization of skills and improved communication fidelity. Future directions and study limitations will be discussed.

Isolating the verbal operants into functionally distinct units allows for the easy sampling of responses under mand, tact, echoic, and intraverbal sources of control. However, it is rare to observe pure verbal operants outside of the laboratory or other highly controlled settings. Given the ubiquity of multiple control and the interdependence of verbal behavior, behavior analysts must identify sampling methods that capture the interaction of controlling relations. Here we explore the use of beta diversity to measure the verbal behavior of a child diagnosed with autism spectrum disorder. Borrowing from the field of ecology, in which beta diversity is defined as the ratio between regional and local species diversity, we adopt the measure for quantifying the complexity of a speaker’s verbal repertoire by calculating the ratio between multiple and pure sources of control. Beta diversity can be used to quantify environmental changes and identify local contributions of specific environmental influences to the verbal repertoire. Beta diversity of verbal behavior can also be used to evaluate the impact of interventions designed to increase language skills. Applying this metric to archival functional analysis data, we discuss the utility of beta diversity as a measure of verbal behavior.

Speech-generating devices (SGD) using mobile applications have become a popular augmentative and alternative communication (AAC) option for teaching language to children and adults with limited vocal verbal behavior. Many AAC applications have flexible settings allowing users to change elements such as vocabulary, pictures, and voice settings. Identifying the best settings to use within a SGD might be informed by comparing a persons performance as well as preference for specific device settings. A single-stimulus preference assessment was conducted alternating between different voice outputs within TouchChat, an SGD, with a 14-year-old girl diagnosed with autism. The single stimulus preference assessment was used to identify her preference in voice output of the SGD. We compared the rate of mands using the preprogramed voice with the preferred voice output using an ABAB design. The results indicate that voice preferences in SGD can be assessed and may have an effect on rates of independent requesting.

Spitting is an undesirable behavior that some individuals with intellectual and developmental disabilities may exhibit. It is essential to encourage and support these individuals to refrain from spitting, as it is socially and hygienically unacceptable. In this study, we used functional behavior assessment and intervention evaluation of a 12-year-old child who had autism and exhibited spitting behavior among parents, siblings, and grandparents at his home. Based on the hypothesis of attention, escape, and automatic functions of spitting, we used a combination of differential reinforcement and nonexclusionary timeout. The effectiveness of the intervention was evaluated using an A-B-A-B reversal design. The intervention reduced the frequency of spitting. Follow-up data will be collected over the next four weeks to evaluate the maintenance effects. Given the adverse effects of spitting on children and its impact on family members, results support this intervention in reducing the problem behavior of spitting maintained by multiple functions.

The field of behavior analysis is growing and focusing more on cultural responsiveness in research and practice. With this growing interest comes an increase in the number of articles published on the topic. Over the past decade, 59 articles have been published on cultural responsiveness in behavior analytic journals with more than half of them published between 2022 and 2024. Clinicians and researchers looking to improve their culturally responsive practice may find the volume of the literature overwhelming when seeking clear and practical advice. We reviewed the literature for any articles addressing “cultural responsiveness” and “applied behavior analysis” resulting in a total of 59 articles, 49 of which focused on clinical practice. We then extracted the recommendations provided in these articles and conducted a thematic analysis to categorize them into distinct themes. We also compiled a list of resources and tools suggested by the authors in these articles. This poster will summarize the literature on culturally responsive care and provide the audience with relevant recommendations and resources.

Stop by the bookstore to purchase one of the available titles and have it signed by the author!

• Dr. Jon Bailey
• Dr. Steven Merahn

In 2021, the Lancet Commission on the future of care and clinical research in autism proposed the term “profound autism” to refer to autistic individuals with comorbid intellectual disability with IQ <50 and minimal-to-no language who require 24 hour supervision and assistance with activities of daily living. The profound autism rubric was meant to allow for a more accurate and precise autism diagnosis than what is currently offered within the DSM-5, with the goal of better characterization of all individuals across the autism spectrum in order to enhance clinical care, research and long-term outcomes for everyone. The Lancet Commission’s emphasis on diagnostic clarity was consistent with other scientific initiatives to establish clinically meaningful autism subtypes rather than erroneously lumping everyone together and potentially missing important distinctions carrying direct impact on autistic individuals, their families, global health and psychosocial functioning. Multiple issues are of particular and heightened concern for those with profound autism, including challenging and maladaptive behaviors, psychiatric comorbidities, vastly discrepant service needs with an associated nationwide dearth of such, and unequal representation in crucial research. While some autism advocates have decried “profound autism” as ableist and discriminatory, this stance is largely inconsistent with science and often paradoxically leads to the exclusion of those in greatest need. Understanding and acceptance of the profound autism concept is critical in terms of serving individuals across the autism spectrum disorder (ASD) spectrum.

Behavior analysts

Profound autism is a newly established administrative term that describes a subset of the autism spectrum that is frequently misunderstood, misrepresented, and excluded. Understanding what this administrative term means and how it can be utilized to design and implement individualized, evidence-based services for the population it represents is vital. Additionally, advocating for meaningful supports and services for people with profound autism requires knowledge of and a unique strategic perspective.

Autism service providers, caregivers, community-members

There are many interventions that have been recommended as interventions for challenging behavior andpsychological and behavioral concerns related to autism. Some have clinical trials and other evidence-based research to support their use, but many do not. In this presentation we will discuss some of the recent research on the psychotropic medications, supplements, and other biomedical treatments that have been recommended to families and autistic individuals. We will discuss how we can wade through the information on social media supporting claims and how we can work with families and providers to understand what works and what doesn't.

Practitioners, families, providers, and autistic individuals

All behavior analysis practitioners work with learners and families from diverse backgrounds; however, training programs may not adequately prepare students to work with culturally and linguistically diverse learners. Additionally, pervasive myths and misconceptions about these learners may impact clinical decision-making. This presentation will review these myths and misconceptions and describe how they can affect learning outcomes and hinder culturally responsive practices. Drawing from research in behavior analysis, key areas will be explored to highlight the tangible impacts of the language of instruction on linguistically diverse learners. The presenter will discuss the importance of collaborative interdisciplinary practices in developing and implementing effective language support strategies.

BCBAs, BCaBAs, graduate and undergraduate students, related service professionals