Association for Behavior Analysis International

• Faster acquisition/better generalization than in vivo modeling
• Accentuates certain stimulus features
• Minimizes distracting/irrelevant features
• Is an engaging medium for longer attending
• Does not require social interaction during learning

These two papers focus on the assessment and treatment of problem behavior. The first study, by Slaton, Hanley, and Raftery, compared results of interview-informed synthesized contingency analyses (Hanley, Jin, Vanselow, & Hanratty, 2014) and standard functional analyses (Iwata et al., 1982/1994) to determine differential outcomes of conducting functional analyses with synthesized versus isolated reinforcers. The relative effectiveness of interventions derived from both types of analyses was then evaluated. The second study, by Deltour, Ahearn, and Cohen, consisted of a trial-based functional analysis of problem behavior during activity transitions. A treatment based on the obtained results and consisting of differential reinforcement of alternative behavior without extinction was then implemented to decrease problem behavior occurring during the activity transitions identified as problematic. The discussant for this symposium will be Richard B. Graff, Ph.D., BCBA-D, who currently works at the New England Center for Children and whose research interests include, among others, the functional assessment and treatment of challenging behavior.

Children with autism often present with difficulties during transitions (Davis, 1987). It is therefore important to develop procedures for assessing and treating problem behavior during transitions. The purpose of the present study was to replicate McCord, Thomson, and Iwata (2001) by developing and conducting an assessment and intervention for the transition-related problem behavior of two participants with disabilities. Following some pre-assessment analyses, we conducted a functional analysis of problem behavior during transitions between activities. The results suggested that problem behavior occurred in transitions involving a worsening in activity preference, for example terminating a preferred or neutral activity and initiating a non-preferred activity. Finally, we examined the effectiveness of an intervention consisting of differential reinforcement of alternative behavior without extinction on the problem behavior occurring during the transitions identified as problematic. The results suggested that differential reinforcement of alternative behavior without extinction and effectively decreased problem behavior in all targeted activity transitions. Future directions will be discussed. Interobserver Agreement (IOA) was collected for at least 30% of all trials and averaged over 90% for all scored responses.

The continuously growing number of children diagnosed with Autism Spectrum Disorder, the severity of this disability, and the high cost for its treatment call for interventions that are comprehensive, most effective, and efficient. Applied Behavior Analysis has provided a basis upon which various types of therapeutic programs that meet those criteria have been developed. This symposium approaches the issue of optimal outcomes in treatment from three perspectives: (a) a meta-analytic effort to assess degree of effectiveness of behavior analytic approaches across all major areas of child development, (b) an empirical attempt to assess the effectiveness of a model, that is both naturalistic and systemic, in producing high levels of appropriate responding across a wide array of variables including variables for which treatment was not provided, and (c) a pilot study that assesses effectiveness in terms of the collateral effects that behavior analytic teaching may have on problem behavior. In conclusion, this symposium aims to investigate ways in which maximum effects in the treatment of children with Autism Spectrum Disorder may be obtained using minimum resources.

Early Intensive Behavioral Intervention for children with Autism Spectrum Disorder is widely used, very effective, and the most-widely studied type of intervention. Nevertheless, findings are not consistent regarding the degree of its effectiveness. The purpose of this meta-analysis was to investigate the effectiveness of such programs for children with Autism. For the purpose of the present analysis, 24 studies met inclusion criteria and were analyzed. Effectiveness was evaluated in terms of three domains pertaining to child-related variables: a) performance on verbal and nonverbal intelligence measures, b) receptive and expressive language, and c) adaptive behavior. The findings indicated that EIBI programs are moderately to highly effective bringing significant benefits for children with ASD in the aforementioned areas. Specifically, they were very effective in improving intellectual abilities (g=0.773), communication (g=0.720) and social skills (g=0.750); moderately effective in improving adaptive behavior (g= 0.524), expressive (g= 0.455) and receptive language (g=0.488), and non-verbal IQ (g= 0.541); and least effective in improving daily-living skills (g=0.199). Keywords: effectiveness, Early-Intensive-Behavioral Intervention, meta-analysis

The notable increase in the number of people diagnosed with Autism Spectrum Disorder accentuates the need for substantially-researched therapeutic services for them and their families. There are several studies, which bring to the fore the importance of early intervention and of parental active involvement in their childs therapy. The present study, through the use of a multiple baseline design across response categories, aims to assess the effectiveness of a therapeutic model that encompasses behavior analytic naturalistic procedures (e.g., incidental teaching) used in conjunction with a systemic understanding of the parent-child relationship. Four male pre-schoolers with Autism Spectrum Disorder and their mothers and fathers were the participants in this study. The effectiveness of the treatment procedure was demonstrated by considerable improvements in child-related, parent-related, and parent-child relational variables for all the participants. Treatment effects generalized across several parameters and maintained through time. Those findings may attribute considerably to the childs progress and the familys wellbeing. Keywords: parent training, systemic-naturalistic behavior analytic model.

Providing sexual education for youth with Autism is very important as it attributes to setting a foundation for social, physical, and emotional development. Yet, sexual education is a rather neglected area probably because of misconceptions about the sexual needs of people in the Spectrum. ?he purpose of this study was twofold: (a) to assess the effectiveness of behavior analytic procedures, such as prompting, and reinforcement contingencies in acquiring appropriate sexual behavior and (b) to examine the effects of improved sexual behavior in decreasing problem behavior. It is anticipated that the 13-year-old participant with Autism will demonstrate improvement in a number of areas including appreciation of privacy, changes occurring in puberty, and self-satisfaction. Those changes are anticipated to produce a collateral reduction in behavior problems. These preliminary findings may be useful in designing short-term individualized treatment plans aiming to improve the sexual behavior of youth with Autism Spectrum Disorder. Such improvements may result in simultaneous decreases of problem behavior and of stigmatization often associated with inappropriate sexual behavior. Keywords: sexual education, puberty

Functional communication training (FCT) is a common treatment strategy for the reduction of problem behavior. Challenges can be encountered in teaching the procedures to caregivers in rural or ethnically diverse communities, as well as in the maintenance of treatment effects when reinforcement delays are necessary. Cordova, Phillips, Fritz, and Lerman used a train-the-trainer model to teach caregivers to train other caregivers to implement FCT with their children diagnosed with autism spectrum disorder. Caregivers' integrity of implementation improved following training. Sellers, Hoffmann, and Bogoev used combined the train-the-trainer model with telehealth to teach caregivers to conduct a functional analysis implement FCT with their young children. A Board Certified Behavior Analyst? taught a behavior specialist to train caregivers in the procedures, and results showed this approach to be highly effective in reducing problem behavior and increasing independent comunication. Finally, Ghaemmaghami, Hanley, Jessel, Landa, and Ward compared time-based delays and contingency-based delays (CBD) following successful use of FCT. CBD was more effective, and most participants preferred unpredictable CBD compared to predictable CBD. Directions for future research and implications for clinical applications will be discussed.

Children with autism spectrum disorders (ASD) are more likely to engage in challenging behavior, such as aggression and self-injury, than children without ASD. If left untreated, these behaviors can increase in severity over time, causing significant stress on families. Numerous studies over the 30 years have demonstrated the efficacy of behavioral treatments for these challenging behaviors, particularly an intervention called functional communication training (FCT). Furthermore, caregivers have been able to effectively implement FCT in home settings to reduce their children's challenging behavior. However, all caregivers to date have been trained by professionals. The waiting lists to obtain these professional services can be quite lengthy, and these services are even less accessible to ethnically diverse, low-income families due to language and financial barriers. In this study, we evaluated a model of training in which caregivers trained by professionals then trained other parents to implement FCT with their children in the home setting. This model has the potential to expand clinical service availability in rural, low-income communities, as well as to more diverse ethnic groups who face barriers to receiving services for their childrens challenging behavior.

The effectiveness of treatments for problem behavior, like functional communication training (FCT), depends on the extent to which the treatment can be successfully extended to typical environments that include unavoidable and unpredictable reinforcement delays. Time-based delay (TBD) often result in loss of acquired communication responses and a re-emergence of problem behavior, whereas contingency-based delay (CBD) appears effective for increasing tolerance for delayed reinforcement (Hanley, Jin, Vanselow, & Hanratty, 2014). No direct comparison of TBD and CBD has been conducted, however. We first compared the relative efficacy of TBD and CBD across progressively longer delays using probabilistic reinforcement. Four individuals who engaged in a range of problem behaviors (e.g., aggression, vocal and motor disruptions, self-injury) participated. Lower rates of problem behavior and emotional responding were observed during CBD than TBD. We then evaluated the efficacy of, and participants’ preference for, predictable versus unpredictable CBD. Results from four participants showed that unpredictable CBD was more effective at maintaining optimal rates of communication, low rates of problem behavior, and high rates of compliance during delay. Unpredictable CBD, however, was preferred to predictable CBD and a control condition for three out of four participants.

The history of basic research in behavior analysis on human language and cognition could be traced back to the publication of Skinner's (1957) Verbal Behavior and to the distinction that he made subsequently between contingency-shaped versus rule-governed behavior in An Operant Analysis of Problem Solving (Skinner, 1966). Although basic research studies were slow to emerge from the former work, the latter publication was critical in generating a whole plethora of studies that were directly relevant to the behavior analytic study of human language and cognition. The seminal research on equivalence relations by Sidman (1994) and colleagues, which commenced in the early 1970s and led to the development of relational frame theory (Hayes, Barnes-Holmes, & Roche, 2001), provided another critically important source of inspiration for basic research in this area. The current paper will present an overview of this 60-year-old unfolding research story and will consider some empirical and conceptual issues that appear to require focused attention as the story continues to unfold across the coming decades.

Licensed behavior analysts, psychologists, graduate students.

The symposium will present the way Italian behavior analysis associations have spread ABA in Italy, a country with a strong background and consensus on psychoanalysis. The symposium will present how it has done both in psychological and non-psychological field, by trying to involve end-users and professionals in our dissemination. The symposium will be an opportunity to discuss on how to go beyond national formal and cultural barriers in any country, on how to build up an efficient Behavior Analysis educational path, and on how to help of many different professional figures committed in non-psychological fields.

To become a psychotherapist in Italy first you must get a degree in medicine or in psychology. Second, you have to attend a four-year post-graduation course (public or private) recognized by the Italian State. To obtain the recognition of such post-graduation course in psychotherapy it isonly necessary to have qualified teachers and sufficient spaces (classrooms). It is not important to teach evidence-based therapies whose effectiveness is scientifically proven. This is valid both for behavior analysis and for any other kind of psychological intervention. The Italian Association for Behavior Analysis and Modification (AIAMC) has recently included in its Statute and Regulationsa commitment to teach only evidence-based therapeutic interventions to protect both patients and therapists. AIAMC currently has 10 post-graduation training schools in Italy recognized by the Italian government. These four-years schools have the following structure: 2000 hours of training in the four-year period of which 1,100 hours of lectures, 700 hours of internship and 200 hours of individual and group supervision. Our association developed and implemented a marketing strategy of science and educational programs, in order to take advantage of the very unfavorable academic environment for the benefit of behavioral psychology, to attract new generations of psychologists, and to involve them in our scientific perspective. In conclusion, we will provide information on such strategies for the dissemination of Applied Behavior Analysis technologies in our country.

As professionals and members of the ABA community, AARBA tried many ways before getting partially successful in disseminating ABA: in a first attempt, AARBA tried to teach principles and practice of both OBM and Fluency-based training to psychologists and institutions, but Behavior Analysis expiates unfair preconceptions in Italy because of the lack of scientific culture and the psychoanalytic approach. Further, there are common misconceptions of our principles themselves and their applications. Since 2006, AARBA followed the suggestion of the departed professor Bill Hopkins ("Teach ABA to engineers, not to psychologists") and changed its main target: AARBA established a training path for those professionals as engineers, business consultants, managers interested in OBM, and especially Behavior-Based Safety. First, AARBA introduced to BA and BBS with an 80-hours course with a final exam. Second, they committed to follow a supervised practice by underwriting an AARBA ethical code. Third, some experienced OBM consultants constituted a network for coaching junior profiles and make them autonomous in BBS application. Fourth, AARBA instituted a BBS Process certification and BBS Professional certification, based on both injuries reduction and correctness of BA principles applications. In these ten years, more than 400 people belong to AARBA BBS experts list, more than 20 have been coached, few have achieved certification. AARBA carried forward other scientific and disseminating activities, considers this path a success because now state institutions consider our chapter as referent for behavioral safety.

Naming has been identified as a Verbal Behavior Developmental Capability allowing individuals to acquire language incidentally. However, a name is but an arbitrary relation given to a set of essential stimulus characteristics. While many studies have demonstrated the emergence of untaught listener responses, tacts and impure tacts as a function of contrived experiences, few if any have looked at the emergence of untaught intraverbals as a measure of incidental language acquistion. The initial two experiments used a delayed multiple probe design to conduct analysis on the relationship between naming experiences and the emergence of untaught listener, tact, and intraverbals. In each of the experiments, 12 participants, identified as neuro typical, ages 4-5 were used. In Experiment 1, upon the emergence of an untaught accurate tact, all participants emitted the correlated untaught intraverbal, identifying the color of the stimulus when the stimulus was not present. In Experiment 2, additional stimuli characteristics were controlled for and the same relation between untaught tact and intraverbals, as identified in Experiment 1, was observed. In Experiment 3 language acquisition was measured utilizing a non-concurrent stimulus presentation in which the auditory stimulus was presented after the visual stimulus was removed and two distractor trials presented. Through a delayed multiple probe design, results for all six participants, demonstrated a multiple exemplar intervention was successful in establishing language acquisition in the absence of the visual stimulus. As we seek to discover key and necessary sources of language expansion, the acquisition of novel intraverbals may be an important piece. Conditioned seeing may account for these untaught responses as the procedures used may have required the particpants to emit private supplementary stimuli in order to respond accurantely to novel intraverbals. If more than a name is being acquired, it may be beneficial to separate this Verbal Behavior Developmental Capability from other research on Naming, as Incidental Language Acquisition.

Children with autism exhibit significant delays in speech production and most require highly specialized training (Tait et al, 2004). A variety of technologies such as echoic training, shaping, antecedent rapid motor imitation sequence, stimulus-stimulus pairing (Lovaas et al, 1973; Milliotis et al, 2012; Ross & Greer, 2003; Sundberg, et al.1996) have been used for inducing vocalizations in children with autism. Experiment 1 examined the effectiveness of sign-mand training paired with vocal stimuli in 5 non-vocal participants with autism aged 2.8 to 13.5 years. Experiment 2 included pairing a vocal during intraverbal training in phase two for 5 non-vocal participants aged 3 to 3.5 years. A multiple baseline design across both experiments demonstrated the effect of stimulus-stimulus pairing in evoking first instances of speech. In both experiments 4 of the 5 participants met the mastery criteria of vocalization. IOA was 100% for all children. Both technologies were effective in inducing first instances of speech and provides evidence for the effectiveness of pairing vocals under motivating operation.

This was a two-part investigation aimed at (1) examining the nature of strategies and interventions used in public schools by service providers of individuals with autism spectrum disorders (ASD) across the state and subsequently determining whether or not those practices were evidence-based, and (2) identifying areas of weakness in the use of evidence-based practices and developing and implementing evidence-based training protocols to service providers of individuals with ASD in classrooms across an urban, high-priority district. Specifically, research questions in Part 1 investigated (a) the type of training provided to educational service providers of students with ASD, (b) whether training procedures aligned with evidence-based practices, (c) what was the relation between reported training in evidence-based practices and use of evidence-based practices with students with ASD, and (d) how the results varied by school districts. A systematic sampling process was used to collect information from 194 school professionals from various socioeconomic backgrounds and geographical regions statewide. Part 2 of the investigation developed and implemented evidence-based training protocols to school professionals. Results and implications of these findings for research and practice will be presented.

Behavior-analytic interventions are the basis of what is now considered medically necessary intervention for Autism Spectrum Disorders. International best practice includes early, intensive, behavior-analytic interventions individually tailored to suit each child's needs delivered by highly trained professionals in collaboration with parents and aiming to achieve meaningful inclusion in the natural environment. In France, numerous barriers built in the system, such a strong psychoanalytic tradition in the treatment of autism, block children's and professional's access to evidence-based effective education and prevent individuals with autism and their families from living a fulfilling life while enjoying inclusion in society. In this presentation, an innovative model based on ABA and best international practice will be presented as set in practice in Paris. The pathway to success since its inception in 2004 will be illustrated including details on the recent achievement of prolonged funding by the health regional agency for an additional 15 years. Current situation in France including the ongoing need for University-based education for professional training to support the dissemination of scientific methods for the treatment of autism will be discussed together with the way to move forward.

Many people with autism spectrum disorder (ASD) receive one or more prescription medications that are intended to somehow improve their behavior. Such medications are termed "psychotropic" drugs. Two such drugs, risperidone (Risperdal) and aripiprazole (Abilify), are approved by the United States Food and Drug Administration for treating "irritability" in children and adolescents with ASD. "Irritability" refers to the occurrence of temper tantrums, self-injury, and other forms of challenging behavior. Many other psychotropic drugs are also commonly given to people with ASD. This paper will provide information about the prevalence of psychotropic medication use in people with ASD, the kinds of drug used, the evidence for their effectiveness, and considerations and strategies for practitioners of clients receiving multiple services.

Autism is a pervasive developmental disorder that affects many areas of a child's life. Therefore, an effective intervention program must be individualized to address the skill deficits and behavioral excesses in treatment setting, school, home, and community. Frequently, several well-documented instructional strategies must be simultaneously employed to teach children how to learn. This presentation defines Institute for Child Development (IWRD) model of supervision in special school in Poland to achieve positive outcomes for children and teenagers with autism. IWRD is the first and the only Institution in Poland, which is fully modeled on the treatment of Princeton Child Development Institute, USA. The mission of IWRD is to provide comprehensive assistance to children with autism to help them achieve the highest possible level of independence. Special school in Poland supervised by IWRD provides the education and care of mentally disabled children; and youth with multiple disabilities and autism. At primary level, there are five classes for children and teenagers with autism. Since February 2011, school has been under the supervision of the Institute for Child Development. During the presentation we will present scientifically proven techniques of applied behavior analysis used for developing new skills, independence and reducing unwanted behaviors. We will present the organization of work in a two-triple classes for children with autism. During the lecture we will present the footage showing the children's functioning before and after the introduction of effective learning techniques.

Effective and efficient parent training is essential to meet to the increased demands for treatment services for children with Autism Spectrum Disorder (ASD), but research comparing the effectiveness of different formats of parent training is limited. The present study investigated the effectiveness of group versus individual parent training in PRT on parent-created opportunities and children's self-initiations. Collateral changes in parental stress and children's maladaptive behaviors were also explored. Participants were 12 parents and 12 children with ASD between 3 and 14 years old. Data were collected within two multiple baseline designs across participants. Six parents participated in group PRT-training and six parents participated in individual PRT-training. Both group and individual parent training consisted of instruction in PRT-techniques, practice and video-feedback, but individual parent training also included guided practice. Preliminary results of four parents and children participating in individual parent training showed that all parents created significantly more opportunities during intervention (overall Tau = 0.87; 90%-CI = 0.61-1.13; p < 0.001) and for two children self-initiations increased significantly (overall Tau = 0.51; 90%-CI = 0.21-0.81; p = 0.006). Changes in collateral skills did hardly occur. More results will be presented and practical implications will be discussed.

Drowning is one of the leading causes of death in children under five years of age (Asher, Rivara , Felix, Vance, & Dunne, 1995). It is the third most common cause of accidental death in children in Britain, after road traffic accidents and burns (OPCS, 1988). The mortality rate from drowning for children with ASD has been estimated to be as much as twice that of the typical population (Mouridsen, Bronnum-Hansen, Rich, & Isager, 2008). The present study investigated the impact of a eight-week instructional programme on the acquisition of behavioural water safety skills in young people with autism. A multiple-baseline design (Horner & Baer, 1978) across behaviours was employed to determine the effectiveness of ABA-based methods to teach water-based safety skills. This doctoral study comprised of three phases and included six participants with varying presentations of Autism Spectrum Disorders. Example results for participant A are included. The results of this study showed that, by applying behaviour analytic methods children with autism can be taught critical water safety skills.

Ocular saccades and smooth pursuit are the eye movements we use when we explore our environment, look for information, or track moving objects. These gaze shifting movements place the retinal image of a target on the fovea (the small high-acuity area of the retina), allowing the visual system to perceive the fine details of the visual environment. Therefore, eye movements have sometimes been described and assessed as observing responses (i.e., responses that lead to exposure to discriminative stimuli, e.g. Tomanari et al., 2007). In addition, saccade and pursuit are known to have adaptive properties and to respond to changes occurring in the visual system or in the environment. This symposium brings together four researchers to discuss the last findings and theorizing on the control of eye movements by reinforcement contingencies in human adults. The presentations span the range of studies from anticipatory smooth pursuit to various saccadic properties, including latencies of single saccades and gaze allocation during visual search tasks. These recent studies indicate that the operant learning theory provides a valid alternative to contemporary computational models of motor control and decision-making.

Despite their relative simplicity, voluntary goal-directed eye movements are often used as a model of sensorimotor decision-making, as they generally rely on the dynamic selection of one out of several potentially relevant targets and they have proven extremely adaptive to the context. Importantly, visually-guided eye movements are modulated by their behavioral outcomes (Madelain, 2011; Montagnini, 2005). Here we study and model anticipatory smooth pursuit eye movements (aSPEM) performed ahead of target onset when the forthcoming target motion properties are partly predictable. The effects of reinforcement contingencies on aSPEM can be considered as a particular case of credit assignment problem (Kaelbling, 1996), indicating the difficult match between a particular property of a behavior and the outcome. In a baseline direction-bias task we manipulated the probability of target direction. We then modified the task by setting an implicit eye-velocity criterion during anticipation. The nature of the following trial-outcome (reward or punishment) was contingent to the criterion-matching during estimate of aSPEM. We observed a dominant graded effect of the direction-bias and a small modulatory effect of contingent reinforcement on aSPEM velocity. A yoked-control paradigm corroborated this result showing a strong reduction in anticipatory behavior when the reward/punishment schedule was not contingent (Damasse, 2016).

Bridging the basic and applied realms of behavior analysis, translational research seeks to determine the conditions under which basic principles of behavior control the behavior of humans in more typical contexts (e.g., home, school, and community settings), while also suggesting important areas for future basic research. The translational papers in this symposium examine the variables controlling the development, maintenance, and recurrence of target responding. Billie Retzlaff will begin this symposium by sharing the results of a recent translational investigation on the potential for the induction of additional functions of responding following synthesized contingencies of reinforcement. Hank Roane will then present on the role of response variability on the resurgence of problem behavior during challenges to treatment. Brian Greer will then present on strategies to mitigate the resurgence of problem behavior following functional communication training. Finally, Sarah Cowie will present on how reinforcers control behavior due to their ability to signal the immediate future probability of additional reinforcers.

Treatment of challenging behavior in individuals with developmental disabilities often involves withholding reinforcement for problem behavior (i.e., extinction) while simultaneously reinforcing an appropriate alternative behavior (i.e., differential reinforcement). Previous research has demonstrated that if reinforcement of the alternative behavior is reduced or eliminated (i.e., interruption of treatment), resurgence of problem behavior may occur. However, it is also possible that extinction-induced response variability (i.e., emergence of functionally related topographies of behavior) may also occur when reinforcement is withheld for previously reinforced responses. The current study sought to evaluate the occurrence of resurgence of problem behavior and extinction-induced response variability during a human operant arrangement in which an inactive control response was present and during clinical cases in which interruptions to treatment were programmed. Results suggested that resurgence and response variability may have an inverse relation when treatment is interrupted, such that if resurgence of problem behavior occurs, a child is less likely to display response variability and conversely, resurgence of problem behavior may not be as robust when a child engages in greater response variability. Clinical implications regarding the effects of treatment interruptions will be discussed.

The assumption that reinforcers strengthen behavior forms the foundation of many behavior-analytic interventions. However, recent basic research suggests that reinforcers control behavior because of what they signal about events that are likely to occur in the immediate future, rather than because they strengthen the behavior they follow. We extended an experimental paradigm used with non-human animals to study reinforcer control of choice in children. Seven typically developing children and one child diagnosed with autism spectrum disorder played a game where opening one of two drawers would result in a reinforcer. The probability of the next reinforcer being obtained for opening the same drawer as had produced the last reinforcer was varied across conditions. Generally, children chose the drawer more likely to produce the next reinforcer, even on occasions when a different response had been reinforced in the preceding trial. This finding suggests that strengthening may be an unnecessary construct, and that a better understanding of how appetitive consequences control behaviour may be achieved using an alternative framework.

The four talks to be presented in this symposium cover new approaches and directions in the analysis of emergent relational stimulus control. Richard Serna will describe an investigation of the stimulus control engendered by exclusion procedures in young typically developing children. The impact of this stimulus control on observing behavior will be analyzed with eye-tracking data. Deisy De Souza will report analyses of equivalence-probe performances assessed after each step of training conditional discriminations with abstract stimuli in young children. The emergent patterns thus revealed provide important insight in the identification and understanding of sources of behavioral variability in equivalence studies. Carol Pilgrim will describe experiments testing some implications of Sidmans (2000) revised definition of equivalence. The results suggest support for the new definition, and highlight the considerable generativity that may be made possible by considering a broader range of approaches to equivalence. Julio de Rose will report on the impact of replacing arbitrary stimuli in linear conditional discrimination training with either an emotional facial expression, or an arbitrary stimulus made equivalent to a facial expression with college students. These results have special relevance not only for understanding equivalence-class formation, but also for the study of social stimulus control.

Sidman (2000) proposed a revised definition of equivalence that has yet to receive the attention it deserves. The present study tested implications of this revised definition by training three-term contingencies with compound discriminative stimuli and compound class-specific consequences. For four typically developing children, selecting A1B1 or C1D1 produced R1r1; selecting A2B2 or C2D2 produced R2r2; and selecting A3B3 or C3D3 produced R3r3. For two participants, conditional discrimination probe tests revealed emergent relations indicative of three 6-member classes (e.g., A1B1C1D1R1r1). Those two participants then learned D-E and D-F conditional discriminations with the same class-specific consequences. Conditional discrimination probe trials (including standard equivalence probes allowed by the additional training) revealed 8-member classes, and simple discrimination probe trials revealed that the new stimuli in each class (E and F) served an emergent discriminative function when presented as part of a novel compound with any other class member. These data demonstrate that simple discrimination training can generate equivalence relations that class-specific consequences can become class members, and that compound elements can become independent class members, as predicted by Sidman’s revised equivalence definition. They also show that the generativity made possible by equivalence approaches may be considerably greater than the probe relations typically tested.

College students seldom form equivalence classes when they learn conditional discriminations AB, BC, CD, and DE, with abstract stimuli. Inclusion of a meaningful stimulus as a class member enhances class formation. Additionally, abstract stimuli equivalent to facial emotional expressions acquire their meanings. The present study determined whether these latter stimuli also enhance class formation. Three groups of eight college students learned AB, BC, CD, and DE conditional discriminations and were tested for the emergence of ABCDE classes. Previously, the C stimuli became members of three other classes containing C, Y, X, and Z stimuli. For Group 1, all class members were abstract stimuli. For classes 1, 2, and 3, in Group 2, the Z stimuli were facial expressions of happiness, neutrality, and anger, respectively; therefore, the C stimuli should acquire the emotive valences of these faces. For Group 3, the facial expressions themselves were the C stimuli in the ABCDE and CXYZ classes. Equivalence classes were formed by 0%, by 38%, and by 75% of participants in Groups 1, 2, and 3, respectively. Thus, class formation was enhanced most by the inclusion of meaningful stimuli, and less so by the inclusion of abstract stimuli equivalent to facial expressions.

Consumer behavior analysis draws on behavior analysis, behavioral ecology, behavioral economics, and marketing science to further enhance the understanding of all aspects of consumption. New technologies such as in-store analytics, improved eye tracking, customer feedback software tools and targeted, measurable, and interactive digital media are not only changing the face of the retail landscape but are also a relatively untapped opportunity in this discipline. Current activities in the digital marketplace are generating immense amounts of techniques, tools and behavioral data that can offer possibilities for more detailed analyses of consumer-marketing relationships from a behavior analytical viewpoint. In this symposium we will discuss recent theoretical developments and empirical analyses related to how consumers learn to adapt to highly competitive economic environments. The symposium starts with a theoretical paper on the relevance of consumer behavior analysis to digital marketing in the context of the Behavioral Perspective Model. The second paper explores the use of digital technology in scrutinizing in-store customer foraging in its natural surroundings focusing on key customer touch-points. The third study investigates the impact of online customer ratings on online hotel booking using the concept of probability discounting. The final paper uses behavioral conjoint as a methodology to study consumer trade-offs and reinforcement value maximization in online retailing.

The paper discusses the need for a thorough understanding of consumer choice of a product carrying equipment (e.g. cart, basket or nothing) as a key customer touch-point at the beginning of a customer journey in grocery retailing. A four-term contingency framework with conversion rate modeling was used, and the data consisted of actual choice behavior detected through video-surveillance. In-store antecedents such as consumers' shopping goals and carrying equipment positioning were analyzed and manipulated while random consumers were observed individually from the point they entered the store to all the way to their exit. The measurements involved consequences of different in-store antecedents (goals and equipment) on in-store behaviors such as walking speed, number of purchases per minute, time spent on different zones (e.g., in the fruit section) and the proportion of healthy food in the total shopping. The data was analyzed using a Shopper Flow Tracking System where the software is designed both to give automatic data on shopper behavior and to assist human observers in tracking individual shopping trips. We discuss behavioral classifications, methodology, validity and implications related to the data from the consumer tracking efforts.

Expanding access to high quality Applied Behavior Analysis services has required advocacy for systems change, including expanding the payers for ABA to include health insurers. This panel will describe the public policy changes that have transformed access to ABA treatment. The panel will identify the future targets for public policy advocacy to break down the barriers to universal access to quality behavior analytic services. The presenters have drafted and passed legislation in Massachusetts requiring private health insurers to pay for autism treatment, specifically including applied behavior analysis. They have also participated in the drafting of the regulations to license behavior analysts in Massachusetts. One of the panelists is the founder of an agency providing ABA services to children and adults, and has expertise in managing the reimbursement process for ABA services. Another founded an agency to assist families accessing insurance reimbursement for ABA services. The third panelist has worked to expand access to non-English speaking residents to enable them to access services.

The current symposium will highlight elements of behavioral skills training across varying environments. Rue and colleagues will present data regarding behavior analysts' ability to generalize training in experimental functional analysis (EFA) methodology to trial-based functional analysis (TBFA) methods. The training occurred in a clinic providing services to clients with developmental disabilities. Preliminary data suggest error patterns across the three participants requiring feedback to achieve acceptable levels of procedural integrity. Mitchell and colleagues discuss the importance of training supervisors to provide effective supervision to direct care staff in home-based programs. The authors designed a feedback tool that was used during weekly performance monitoring. Preliminary data suggest implementation of a feedback tool can be an effective means of training supervisors working in home-based applied behavior analysis (ABA) programs. The final presentation highlights elements of behavior skills training in a community setting. Smith and colleagues present data regarding a community-based program to increase access to community events and services for families that include an individual with a developmental disability. Results suggest community members acquired skills necessary to assist in providing increased access to community events. Presenters will include a discussion of the successes and challenges in training individuals to implement programs with integrity.

Results of a recent survey of over 600 behavior analysts indicated only 77% received formal training in the use of experimental functional analysis (EFA). Further, 63% of board certified behavior analysts (BCBAs) indicated they "never" or "almost never" used an EFA in practice. The objective of the current study was to determine if BCBAs could generalize the ability to implement a trial-based experimental functional analysis (TBFA) following training focused on "traditional" EFA methodology. Three BCBAs with no experience implementing EFAs acted as participants in the study. The independent variable included formal training in EFA methodology. The dependent variable was level of procedural integrity during implementation of a traditional EFA and a TBFA measured in a multiple baseline design. Participants implemented the traditional EFAs during a mock assessment. Participants implemented the TBFAs in an applied setting with clients diagnosed with autism spectrum disorder (ASD). Initial results indicate that participants can implement traditional EFA methodology with relatively high levels of integrity. Results suggest two participants demonstrated challenges maintaining levels of integrity above 80% during the demand and control conditions. Participants will likely require additional feedback to maintain procedural integrity above 80% accuracy during TBFAs. Implications for training and practice are discussed.

Families of children with developmental disabilities are often hesitant to participate in community activities, especially when there is a lack of essential supports. These families seek the same variety and flexibility to engage in their community as other members of society. The SOAR (Starting Our Adventure Right) program promotes safe, comfortable, and inclusive opportunities, combined with careful training and education of community members so that children with developmental disabilities and their families can fully participate within their own communities. The SOAR Program began as a collaboration between the Division of Developmental and Behavioral Pediatrics (DDBP) at Cincinnati Children's Hospital Medical Center (CCHMC), the Cincinnati/Northern Kentucky International Airport (CVG), and the Autism Society of Greater Cincinnati. It has expanded to other community settings including museums and theaters. Psychologists and behavior analysts make use of elements of behavioral skills training, visual supports and a simulation event that focuses on modeling and feedback. Preliminary results from one training site suggests substantially increase in pre/post test scores of knowledge regarding developmental disabilities. It is anticipated that continued data collection and analysis will support the use of community training program to increase inclusion of individuals with developmental disabilities.

Research over the last decades has established that early behavioral intervention can not only lead to improvements in targeted skills and amelioration of autistic symptoms (e.g., Lovaas, 1987), but can also lead to actual improvements in neurological functioning (see Dawson, 2008 for a review). Dawson (2008) suggests that "early intervention can alter the abnormal developmental trajectory of young children with (autism) and help guide brain and behavioral development back toward a normal pathway" (p. 776). Because Down Syndrome is diagnosed earlier than autism (i.e., before or shortly after birth), there is potential to begin intervention at a very young age, producing more positive results. We will present details of the Down Syndrome Early Intervention Project, a longitudinal study examining the effects of low dose ABA for infants ages 2 and younger with Down Syndrome, with and without parents as co-therapists. Specifically, we will provide details on program development for very young children (under age 1), logistics of working with families and their infants, and share ramifications for future research and practice. We will examine assessment of very young infants, research-based approaches that are suited to very young learners and their families, and discuss collaborative approaches with other early intervention service providers.

Crew resource Management (CRM) describes an approach to coordinating the efforts of multiple personnel to optimize behavior within complex and challenging work environments. It is crucial in high risk industries such as aviation, nuclear power, oil & gas exploration and medicine, for examples, where teams must manage complex tasks within highly technical environments. Situational Awareness (SA) can be seen as a subset of CRM and entails a worker or crew perceiving changes in the operating environment, comprehending the significance of those changes, and predicting what will happen if events continue unchecked. SA in the context of CRM is an early step in a chain of coordinated behaviors (decision-making, communications, instructions, coaching, feedback, etc.) that allow teams to adapt their collective response to challenges and avert catastrophic outcomes. This panel considers the complexity of behaviors within the CRM and SA framework. Issues such as measuring crew and individual competency, the value of simulators in training, and design of support systems (dashboards, data streams, etc.) are discussed in the context of work underway in oil & gas exploration and medical settings.

In the pastseventy years, the behavioral sciences achieved knowledge of human behavior and cultural evolution that is beginning to reap significant benefits in terms of improving human well-being. This presentation will provide a brief overview of the knowledge we have gained with special emphasis on the behavior analytic roots of much of that progress. Dr. Biglan will then provide specific and diverse examples of how effective interventions are being implemented around the world at a scale that is beginning to affect the well-being of entire populations.

Licensed behavior analysts, psychologists, graduate students

The term early intervention (EI) is often used when discussing ABA based early autism treatment. However, there is little agreement across researchers, clinicians, and stakeholders (e.g., families, policy makers, insurance providers and other funding agencies) regarding the age of clients being served. This paper will define early intervention according to Federal Law Part C of IDEA: The Early Intervention Program for Infants and Toddlers with Disabilities and review EI single subject research design peer reviewed literature related to autism and developmental delays. Furthermore, current single subject research data from our clinical practice will be presented focusing on children under the age of three using a variety of evidence based interventions not yet evaluated with children under the age of three. Lastly, future directions/implications for practitioners and researchers working with children under the age of three will be discussed. Considerations include identifying key components of interventions, behavioral cusps, direct versus systematic replications, social validity, ecological validity, treatment integrity, and cost-benefit analysis in producing meaningful outcomes for young children with autism.

Studies have shown that children receiving early and intensive behavioral intervention had better scores on standardized tests of IQ, language and adaptive functioning compared to children receiving other interventions (Smith, Groen, & Wynn, 2000; Cohen, Amerine-Dickens, & Smith, 2006; Eikeseth, Smith, Jahr, & Eldevik, 2002, 2007; Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Remington et al., 2007; Grindle et al, 2012). Research conducted by Lovaas (1987) has shown that children receiving EIBI successfully passed typical classes in public schools and maintained their gains several years after the treatment ended. Although previous studies have shown favorable results with early intensive behavioral treatment for children with autism, it remains important to replicate these findings. We will present the outcomes achieved after fourteen months by 2, 5 to 6-year-olds with autism who participated in intensive behavioral treatment based on the PCDI treatment model. We will show films and test scores (PEP-R and Vineland-II) from the intake and after 14-months of the therapy. We will present the use of applied behavior analysis techniques such as activity schedules, scripts and script-fading procedure, discrete trial training, , incidental teaching, and videomodeling in everyday therapy.

The prevalence of autism spectrum disorder (ASD) has increased worldwide. Today approximately 1% of the population is diagnosed an ASD. Self-management for individuals with ASD is important both as a behaviour change and teaching method and as a way to improve their independence. The aims of this review were to: 1) update previous systematic reviews by including recently published papers, without limits for target behaviour and age of participants; 2) examine the level and methods of reporting treatment fidelity and social validity; 3) evaluate the generalisation and maintenance effects of self-management interventions; and 4) explore whether the application of functional behavioural assessment, parental involvement and the use of technology contribute to the effectiveness of self-management interventions. The What Works Clearinghouse guidelines were applied to assess the quality of identified studies, and only studies classified as "meet standards without/with reservation" were included. Effect size was calculated using the percentage of non-overlapping data method. Results showed that self-management is an evidence-based practice for children with ASD, but not yet for adults with ASD due to the limited number of studies. Issues regarding validity, generalisation and maintenance effects, FBA, parental involvement and the use of technology are discussed.

Family dynamics can be challenged by a child with disability and future functioning is compromised, too. In the light of educational rehabilitation in family-centered interventions, it is necessary to apply hierarchical approach starting to comprehend and evaluate one's nature and nurture which will lead to the attitudes toward an intervention process and possible better developmental outcome, both for the child and family. This presentation is focused on the emergent literacy and literacy learning of non-verbal children with autism, highlighting the issue of family functioning. Teaching methods and strategies for teachers and parents will be presented and proposed.

The overall aim of this research was to effectively disseminate evidence-based practice (EBP) to professionals working in the field of intellectual disability. Individuals with intellectual disabilities have the right to the highest standard of treatment and support but research has shown that this is often not the case. Study 1 involved the completion of a training needs analysis, within an intellectual disability service provider in Ireland. The goal of this study was to obtain a broad, comprehensive analysis of the diagnostic, adaptive functioning and behavioral profiles of a representative sample of service users, as well as the training needs of staff providing direct care to these individuals. Sixty-two direct-support staff participated and results demonstrated a disconnect between the training received by staff and the adaptive and behavioral needs of the service users. The outcomes of Study 1 were subsequently used to develop a staff training intervention program (Study 2), utilizing behavioral skills training as the primary methodology. The impact of this program was investigated using a randomized control trial design, comparing training as usual with the novel intervention. The results of these studies provide an analysis of the most productive methods for disseminating and supporting the adoption of evidence-based practice in care settings as well as an investigation of the generalization of skills to novel circumstances. The research concludes with an analysis of the benefits to service users, staff and the larger organization as a result of adopting an evidence-based approach to service delivery.

Youth in juvenile justice programs present diverse and complex academic, behavioral, and social needs. To maximize positive outcomes for these youth, many researchers, advocates, and governmental entities have called for the adoption of proactive, preventative, developmentally appropriate programs. This session will focus on the application of applied behavior analysis (ABA) within an empirically validated framework known as positive behavior interventions and supports (PBIS), and the implementation of this framework in juvenile justice programs. In PBIS, principles and practices of ABA are applied at both systems levels (e.g., throughout a school or program) and individual levels. This framework has been shown to increase student success in schools in the U.S. More recently, juvenile justice programs in the U.S have begun adopting the behaviorally-based, data-driven approach of applying ABA practices within a PBIS framework. We will provide specific implementation examples of PBIS and ABA in juvenile justice programs. We will also explain data sources used for planning and monitoring student progress, and how data sources differ across tiers of support. Finally, we will discuss challenges in extending this framework to juvenile justice settings, and how those challenges are being addressed.

The Professional and Ethical Compliance Code for Behavior Analysts (BACB) is the sole document that guides the professional and ethical domains of our field. The code has been translated into twelve languages, yet they do not include cultural adaptations, which may be required in order to assure professional and ethical conduct by behavior analysts around the world. The Professional and Ethical Compliance Code for Behavior Analysts (BACB) should be utilized frequently when confronted with situations that need to be addressed, assisting behavior analysts to determine the right thing to do, what is worth doing and what does it mean to be a professional behavior analyst (Baily & Burch, 2011). Cultural differences must be considered when addressing these issues, in order to uphold the applied dimension of our field, which is to improve the quality of life of our clients that are important to the society they live in (Baer, Wolf, & Risley, 1968). Cultural adaptations and considerations may be applied in different venues, such as new ethical guidelines that include cultural adaptations or incorporating multi-cultural studies when teaching ethics. Future behavior analysts should adhere to the professional and ethical standards, as well as possess the skills to adapt to their local cultures.

Intraverbals are important for social, academic, and problem solving skills. Individuals with autism may struggle to develop comprehensive intraverbal repertoires due to the range in complexity of the verbal antecedent stimulus. To date, Kisamore, Karsten, and Mann (2016) is the only study that has evaluated procedures for teaching intraverbals under multiple control to children with autism. Additional research on the effectiveness of procedures for teaching these procedures in necessary. The purpose of this investigation was to replicate and extend Kisamore and colleagues by evaluating the effects of a progressive prompt delay, a differential observing response (DOR), a modified DOR, and a DOR plus listener response on the acquisition of intraverbals. All participants learned at least one set of intraverbals with the progressive prompt delay and all three participants required other procedures to learn other sets. Based on these findings, adding a listener response to a differential observing response offers an effective alternative for teaching when a progressive prompt delay and differential observing response is not sufficient for establishing multiply controlled intraverbals.

With the dissemination of knowledge on autism and applied behavior analysis (ABA) in French-speaking areas, individualized and intensive ABA programs are being developed. However, these programs are not offered fairly to everyone. That induces additional stress to parents and families. Parents are also requesting tools to cope with the disorder of their child and sustain its development. The objective of the symposium is to present three programs adapted or developed in France and in French Canada. These programs are evidence based and respond to specific needs of the parents in a context of lack of access to services. The program "Beyond ASD: Parental skills within my reach" is a support program, focusing on stress and coping strategies at the time of diagnosis. The parent training program "ABC of the behavior of children with ASD: parents in action!" is founded on ABA strategies, especially on pivotal responses training in order to promote the use of efficient strategies at home. Those two programs are implemented in health public services in France and French Canada. The last program is a parenting program for Latino-American families who immigrated to Montreal, in a French context. The communications will underline quantitative results, but also the social validity of the parenting programs, as they aim for the empowerment of families of children with ASD.

In France, psycho-educative programs intended for parents of a child with autism spectrum disorder (ASD) are developing, but their effectiveness is not always assessed. This study aimed to assess the effects of a psycho-educative support program for parents of a child with ASD. "Beyond ASD: Parental skills within my reach" is a program designed to improve parents' knowledge, adaptive skills and quality of life. Several self-assessment measures were used before (pre-), just after (post-) and 6 months after (follow-up) the program, to investigatethe effects on parents' knowledge, transactional processes (e.g., stress), and quality of life. So far, 24 parents have benefited from the program in 3 hospital services. Preliminary results show that the program allowed an immediate and long lasting decrease in the parents' stress levels, as well as a significant improvement of their quality of life. The French Government, through a set of measures ("Plan Autisme") has clearly identified the major societal need to implement effective support interventions, to help parents of a child with ASD adapt to this disability.

Parent training programs (PTs) in young children with autism spectrum disorder (ASD) are known to reduce parenting stress, to improve a child's behavior, and to facilitate parent-child interactions. Few PTs are available to French speaking families. In order to provide them with this type of intervention, a French PT program based on applied behavior analysis (ABA) was developed. It is designed for parents who have a child with ASD and developmental delay. It is constituted of twelve bimonthly sessions and three individual home visits. The program was proposed in two French speaking areas, France and Qubec (French Canada). The social validity and efficacy of this new PT has been evaluated with forty parents (18 in France and 22 in Qubec). The program has high social validity, with no statistical difference between the two contexts on the specific measures (e.g. Therapy Attitude Inventory). The main efficacy results are better knowledge of ASD and behavioral intervention strategies for parents, an increase in communication skills for children, and a decrease of parental stress. This new French PT program seems to be a promising intervention as it has been successfully implemented in two French areas, with cultural differences and different service delivery Models.

Families with a child that has autism spectrum disorder (ASD), experience high level of stress (Rivard, Terroux, Parent-Boursier et Mercier, 2014; Ombudsman 2009). Families from ethnocultural minority have more barriers in the access, utilization and adherence to services (International Association for the Scientific Study of Intellectual Disabilities, Special Interest Research Group, 2012). The aim of this presentation is to share the results of a project to evaluate the effects of a parenting program for Latino-American families who immigrated to Montreal (French implementation context). This research is conducted with two cohorts of families for a total of 15 participants. To evaluate the effect of the program, measurements are taken three times (pre and post-intervention, and follow up measure). The first part of this presentation will explore the importance of offering support programs for these families. Then we will explain the Positive Family Intervention program (Durand, Hieneman, 2008). Finally, we present the results of this program regarding families stress, child behavior and the social validity of the program.

A core-defining feature of autism spectrum disorder is deficits in social communication skills. As such, early interventions often target this area of development. This symposium will present empirical data related to early social communication targets that are critical for social conversation development. The first two single case research studies evaluate teaching procedures for two commonly addressed early social communication targets (i.e., joint attention and intraverbal fill-ins). The final study presents a meta-analysis of declarative and imperative communication acts for young children with autism.

Inclusive preschool settings often provide meaningful social and play opportunities with same aged peers for children with special needs. Children with autism spectrum disorders (ASD) are especially at risk for isolation from peers in inclusive preschool settings and have benefited from a range of social communication interventions. In particular, peer mediated interventions hold interest for social communication interventions for children with ASD because of their ability to teach skills that are socially valid. One pivotal skill for social interactions, joint attention, has been examined primarily in clinical settings. This study extends previous findings from a piloted parent-mediated joint attention intervention and applies joint attention interventions to a peer-mediated setting in an individual concurrent multiple baseline design across child-peer dyads in inclusive preschool classrooms to evaluate the effects of the intervention on increased response to joint attention behaviors to interventionist bids; on increased bids from peers to target children with ASD; and on increased response to joint attention behaviors to peer bids. Elements of discrete trial training (DTT) and naturalistic instruction were used to teach response to joint attention behaviors to young children with ASD using both interventionists and same-aged peers. Results indicate increased response to both interventionist and peer joint attention bids, as well as increased peer bids to target child.

With a new design of lab operant conditioning chambers, we tested the demand law with honey bees in closed economies. The price has been defined as the amount of syrup a bee received following a response. In our protocol, the price increased from 0.5 responses/l to 4 responses/l. According to the demand law, we observed a decreasing daily syrup consumption.

Until now, ecotoxicology that is the study of chemicals on living organisms, does not interact a lot with behavior analysis. However, in several aspects, studying pesticides effects can be similar to studying drug effects in animals. Because Skinner boxes can be used to study the self administration of pesticides, we think behavior analysis can contribute as much to ecotoxicology than it contributes to pharmacology. With several experiments, we show how Skinner boxes and conditioning protocols can be used to detect undesirable effects of pesticides in free-flying honey bees.

Parenting a child with Autism Spectrum Disorder (ASD) is often associated with reduced quality of life, high stress, depression and anxiety due to the ongoing nature of care. A proliferation of recent research has demonstrated that mindfulness-based interventions potentially have long-term positive effects on stress levels and psychological wellbeing in parents of children with ASD, in addition to enhancing their child's behavior. The current study examined the impact of a mindfulness intervention which was tailored to parents involved in an ABA program. Parent stress, anxiety and depressive symptoms, in addition to their heart-rate and blood pressure were outcome measures. A multiple base-line design was adopted to measure the child's ABA program over 24 weeks, with emphasis on their imitation and receptive language skill acquisition. The results and implications for future research and clinical directions will be discussed.

The increasing dissemination of Behavior Analysis services around the world, particularly in the area of autism intervention, presents unique opportunities and challenges for program developers and practitioners alike. As more and more governments recognize the need for effective autism treatment and commit resources to intervention based on applied behavior analysis, opportunities are created. Successful programs operating abroad have goals in common with programs operating in North America, but they also must address some unique challenges. First, they must provide effective, evidence-based treatment that meets local needs. Consideration of the local cultural context and cultural influences on the recognition, acceptable interventions, and expected outcomes of disabilities services will help mitigate program-related risks associated with operation abroad. Second, program operation must be financially viable and sustainable. An understanding of the local stakeholders (e.g., government, philanthropic) commitment to program funding and operation over an extended time is critical. Third, a successful program will plan for sustainability through knowledge transfer, that is, through the development of local expertise among practitioners and program managers through formal and informal professional development. Panelists will discuss these three key topics and answer questions about the development and delivery of services abroad.

Human-operant experiments will be presented in which rule-governed behavior, resistance to change and relapse were assessed. Alessandri and colleagues studied the effects of instructions and reinforcement value on behavior under negative-reinforcement schedules and extinction. Rule following affected responding (i.e., persisting or not under extinction); additionally, rule following was affected by reinforcement value. Abreu-Rodrigues and Pontes assessed the effects of three variables on the relapse of response sequences under a resurgence procedure: the sequence's level of difficulty (easy and difficult), the context of test (extinction and variation) and the number of responses per sequence (three and five). Easy sequences reappeared more often than difficult ones, the reappearance of the target sequence was more frequent under extinction than under variation, and the reappearance of the target sequence varied inversely with the number of responses per sequence. Finally, Baia and colleagues studied resistance to change and relapse under an ABA-renewal procedure and the relations between behavioral and physiological measures under this procedure. Renewal occurred generally, and was a function of reinforcement rates in a training phase. These experiments highlight procedural aspects in the analysis of human-operant behavior and establish a context to assess the generality of findings obtained previously in experiments with nonhumans.

In the laboratory, human behavior can be controlled by contingencies of reinforcement but also by instructions and related social aspects of the experiment. Two experiments were conducted to further investigate the relative effects of these variables on behavior maintained by negative-reinforcement schedules. In each experiment, participants were required to press a force cell with high force (i.e., establishing operation). They could press a key to produce timeouts from this force requirement. In Experiment 1, after reinforcement training, participants in two different groups were exposed to extinction. The groups were exposed to opposite rules regarding the experimenter's eectations about the participants continuing or not to respond during extinction. Rule following was observed for participants in each group. In Experiment 2, we investigated the effects of reinforcement value on instruction following under negative-reinforcement schedules similar to those in Experiment 1. Differential levels of force (high vs. low) were required across conditions in Baseline and Test phases. Before the Test phase, each participant was told that the experimenter expected a �decrease in the number of timeouts�. Results showed a decrease in timeouts for each participant, under each level of force, but this decrease was higher in the low- than in the high-force condition

This study investigated the effects of three variables upon the reappearance of response sequences: difficulty level of the sequence (easy and difficult), context of test (extinction and variation) and number of responses per sequence (three and five) in two experiments. In the Training Phase, an easy sequence (S1) was reinforced for half of the participants and a difficulty sequence for the other half. In the Elimination Phase, S1 did not produce reinforcers while an alternative sequence (S2) was reinforced. In the Testing Phase, S1 and S2 were under extinction. However, for half of the participants trained with the easy (or difficult) S1, there were no reinforcers for the non-target sequences, and for the other half, non-target sequences produced reinforcers according to a variation contingency. Five- and three-response sequences were investigated in Experiment 1 and 2, respectively. Easy sequences reappeared more often than difficult sequences, the reappearance of the target sequence was more frequent under extinction than under variation, and the reappearance of the target sequence varied inversely with the number of responses per sequence. The reappearance of the target sequence was not conceptualized as resurgence as long as its frequency was lower than that of the control sequences.

A study of behaviour investigates the relationship between experimentally controlled environmental variables and the likelihood of response (Skinner, 1950). Skinner proposed that response rate should be the canonical datum for indexing the likelihood of response. However, the validity of response rate does not dominate all other types of dependent variable, especially for experimental designs for which rates cannot be calculated or when derived variables are required. Regardless of the type of dependent variable, theories of behaviour attempt to link environmental variables to some behavioural metric. This constrains those theories to particular dimensions of behaviour. An alternative approach is to construct a theory that links environmental variables to a constellation of behavioural metrics, thereby explaining "behaviour" as opposed to a particular behavioural metric. Computational models of behaviour comprise a set of models that have this multivariate property. Because computational models of behaviour output punctuate responses, almost any arbitrary behavioural metric can be calculated. Hence, one may fit a computational model of behaviour to any vector of dependent variables. The present paper outlines the philosophy of the Computational Analysis of Behaviour and illustrates the efficacy of the philosophy with a demonstration of multi-objective optimisation with Catania's Operant Reserve (Catania, 2005).

Words that mean so much to all of us–either as the center of our meaningful existence–or as four-letter words writ large. Blaise Pascal understood that, “The heart has reasons that Reason cannot know.” “And needn’t know!” is quickly echoed by radical behaviorists. Here, in the City of Love, I ask if they could possibly be right; whether to be a good science, ours must be a heartless science. Physics and chemistry cannot be other. Must behaviorism? Bemused with Carneaux in experimental chambers, is there room for behaviorists in the labyrinthine chambers of the heart? In this talk I begin to unweave the rainbow of heart and soul; hoping–and you shall judge if I succeed in showing the possibility–that once experimentally analyzed, some reasons can be found that reason can know; and that some life, indeed, some mystery, still lives in the analysands.

Licensed behavior analysts, psychologists, graduate students.

This panel will briefly review ethical supervision of BACB applicants based on the BACB Professional and Ethical Compliance Code for Behavior Analysts. Supervised experience provides BACB applicants with guidance in the application of behavior analytic procedures. Panel will discuss the importance of ethical, effective and efficient supervision of BACB applicants and how the supervised experience lays the groundwork for provision of home programming services once applicants become certified BCBAs. Panel will also briefly discuss ethics as they relate to the provision of delivering home programming services to clients and respond to questions from the audience.

This work was part of a main project that aimed to investigate the relationship between sleep and aversive learning. To do that, we first adapted a contextual fear conditioning task in order to explore the effect of an aversive event (the electric shock) and a possible effect of forgetting controlled by the passage of time upon conditioning and extinction. The first one, the cumulative extinction group received a contextual fear conditioning (CFC) training session with a single shock presentation followed by five sessions of extinction, starting three days after CFC training. The second group, unique extinction, were trained in CFC followed by six days of no exposure to the trained context and finally an extinction session at the fifth day after training. The third group immediate shock received a training session with a single shock applied immediately after entering the animal in the conditioning box followed by five sessions of extinction. The freezing response was the behavioural parameter. The results showed that immediate shock group did not learn the conditioned relation between US-CS. The cumulative extinction group had a progressive decrease on freezing while unique extinction had a higher score on its last extinction session of the other two groups. These results are consistent with other findings and show the important role of time within a new environment to the environment to proper fulfil the requirements to acquire conditioned properties and the resistance of a conditioned relation to the passage of time.

In current study, the researcher worked on reducing vocal stereotypy in a child with autism who is 6 years old. Functional analysis were conducted in order to find out the variables evoking the behavior. And also the treatment procedure is designed based on the report and data of functional analysis. Further we implemented the treatment procedures like differential reinforcement of alternative behavior, differential reinforcement of incompatible behavior and extinction in order to determine whether vocal stereotypy could be reduced successfully. Preferred items are delivered on FR1 schedule initially and the schedule was thinned gradually during later sessions. Implementation of DRI &DRA schedule led to a high reduction in the problem behavior during treatment sessions and across the school day .There was an increase in appropriate communication was also observed. Follow-up probes implied that the treatment had a positive impact in the natural environment.

Previous research has lighted that a conditional discrimination can be acquired and generalized using training conditions that do not demand an explicit instrumental response (observational training). Even though there are a wide variety of observational procedures, all of them include showing the matching array and providing information regarding the correct matching response (modeling). It has been accepted that learning occurs due to implicit verbal responses derived from the attention response to the modeling component of the training procedure. In this research, an eye-tracker was used in order to register attention responses during an observational training using a second-order matching-to-sample task. In order to compare visual exploration of the matching array during an observational training in comparison with an instrumental training, 17 university students were divided into two groups. One group was exposed to an instrumental training and another was exposed to an observational training. Data showed that there are similar patterns of observation independently the type of training. Two distinct patterns arose: looking to the array as a whole or looking to the array as divided into components. Participants using the first type of pattern showed poor performance. However, not all participants using the latter pattern showed good performance.

This research suggests that coordinated response allocation under concurrent variable interval schedules of reinforcement can be partially described by The Generalised Matching Law (Baum, 1974) in a similar way to the responses of individual humans and non-human animals responding alone are. The Generalised Matching Law (GML) describes how choice or behavioral allocation is effected by variables such as the amount, duration or value of reinforcement delivered contingent on a behaviour. Much of the research in this area has focused on responding where reinforcement delivery is contingent solely on the behaviour of an individual organism (for a review see Michael, 1988). There are, however, many natural situations where distribution of responses is contingent on the coordinated behaviours of two or more organisms, rather than the sum of an organisms individual responses. Coordinated behaviour can be defined as the behaviour of two or more organisms occurring in a specific order, resulting in the production or removal environmental consequences. The present paper presents results from three experimental groups in which pairs of participants responded under different concurrent variable interval (VI) schedules where reinforcement was contingent on the coordinated responding of the individuals within the pairs. Twelve pairs of human participants were randomly allocated to one of the three different experimental groups. Pairs played a game on a 12x12 chessboard on a computer. Each individual controlled one of two playing pieces on the board. Two corners on the board formed the active areas of the board whereby points could be attained contingent on each players playing piece being placed on an adjacent square to the others during the active VI schedules of that corner. As such, the result of coordinated responding, but not individual responses was reinforced. The results show that relative rates of coordinated responding matched the relative rates of reinforcement under the VI schedules for most of the pairs of participants. This suggests that The GML may also account for the establishment and maintenance of cooperation.

Research on categorization and concept learning is one of the most important issues of behavior analysis. However, it has not been sufficiently analyzed on the behaviorist tradition due to the cognitive connotation of the terms. Zentall, Galizio & Critchfield (2002) has considered that a relational concept involves responding to relational properties instead of absolute properties of stimuli. Thus, the present research aimed to analyze the conditions that promote a relational type of learning in which relevant relationships among instance properties are taken into consideration to group stimulus objects in a categorization task. Twenty college students were divided into four groups. Each group was exposed to a categorization training in which 54 printed objects were organized on grids of different sizes (2x4, 3x4 & 4x4). Groups differed on the type of instructions that received by the experimenter (modeling or guiding performance) and the type of descriptions elicited (spontaneous or guided verbalization). Data analysis would provide evidence of the effectiveness of modeling and rule-following in learning a relational concept. Results were also discussed in terms of the effect of the use of verbal labels in the discrimination of stimulus properties, and the role of verbalization in the emergence of symbolic behavior.

Increased interest in behavioral studies of small fish has been inspired by recent advances in DNA sequencing of zebrafish and guppies, and by the discovery that archer fish, which lack a neocortex, are able to recognize human faces. Automated operant conditioning of such small fish is challenging because responding is difficult to measure and because each food reward must be tiny. To resolve these problems, we developed a low-cost experimental tank having a video-tracking system with an automated feeder. A LCD monitor positioned at the front of a tank displays visual stimuli through two windows on the front wall. Video tracking is performed by a Ras-Pi Camera located 120mm under the floor of the tank. The tank has two operant choice areas that match the two windows, along with a middle neutral area and a rear observing area. Visits to the observing area initiate a trial that provides visual discriminative stimuli onto the two windows, and the fish must swim to the correct choice area to earn food. The fish must return to the observing area to begin the next trial. This video tracking apparatus is useful for discrimination and choice experiments and for differential reinforcement of swimming patterns.

We have been studying on the reinforcement histories which affect the choice. In this presentation, we will report two topics: (1) the effect of schedule thinning on high-cost high-reward choice, and (2) the experience of variable reinforcer amount on variability preference. In the schedule thinning experiments, university students experienced five sessions of concurrent-chains procedure. The concurrent-chains have two alternatives and they were different in fixed-ratio (FR) value and reinforcement amount while value-reinforcement ratio was constant. When the response requirement for higher-cost alternative increased gradually from 20 to 40, some participants showed gradual increase in the high-cost high-reward choice through the schedule thinning procedure. In the reinforcement amount variability experiment, students were tested with conc. FR 1 FR 1. In the fixed-amount alternative, reinforcement was always 20 points. In the variable-amount alternative, reinforcement varied 8, 16, 24, 32 points per trial. After they experienced simple FR 1 schedule with fixed-amount or variable-amount reinforcer for 200 trials, their preference for variable-amount reinforcement were tested again with conc. FR 1 FR 1 schedule. This experiment is ongoing and we are finding some participants show the possibility to change their choice due to the influence of their history.

Previous research has shown that simulated slot machine gambling can be brought under control of contextual cues. In an initial study, Zlomke and Dixon (2006) found that eight out of nine participants altered their response allocation following conditional discrimination training with colors as contextual cues. Later studies have either shown mixed results or results similar to Zlomke and Dixon but with a less strong change in preference. Several steps has been taken to extend and improve the methods used in Zlomke and Dixon. The present experiment aimed to investigate the effect of three different reinforcer probabilities on the two machines. 30 participants were randomly assigned to three groups. Group 1 experienced testing with an RR schedule in which the probability of reinforcement was .5 for both machines; Group 2 experienced an RR schedule with a .2 probability of reinforcement on the less than machine and .8 probability on the more than machine; Group 3 experienced an RR schedule with a .2 probability of reinforcement on both machines. The results showed than only participants in Group 2, demonstrated and altered preference for color similar to the results in Zlomke and Dixon study. The result indicates, that the increase in responding on the more than colored slot machine in Group 2 might be influenced by the reinforcement contingencies arranged in test and are not solely a result of the conditional discrimination training

Six participants (Experimental Group) were trained to perform an identity matching-to-sample task with abstract form stimuli (A1A1, A2A2, A3A3, B1B1, B2B2 and B3B3). Correct responding resulted in the presentation of points and logos representing three stores (Sr1, Sr2 and Sr3) specifically related to each one of the potential stimulus classes. Then, the participants were tested for the emergence of arbitrary relations involving stimulus-stimulus relations (AB and BC), and reinforce-stimulus relations (SrA and SrB) that documented the formation of three three-member equivalence classes A1B1Sr1, A2B2Sr2 and A3B3Sr3. In a subsequent phase, participants were given to identity matching-to-sample with new arbitrary form stimuli (C1, C2 and C3) and pictures of happy, angry and neutral faces (D1, D2 and D3) with class-specific reinforcers. The participants performances on AC, CA, BC, CD and SrC tests documented the inclusion of C stimuli in the original classes: A1B1C1Sr1, A2B2C2Sr2 and A3B3C3Sr3. Finally, participants were required to evaluate the arbitrary form stimuli C with semantic differentials comprised by 13 seven-level scales. A Control Group with 10 participants used the same set of seven-level scales to evaluate the emotional faces stimuli D. The median values of the evaluations by the Control Group showed that the affective valences of D1, D2 and D3 were positive, negative and neutral, respectively. Accordingly, the median values of the abstract form stimuli showed that the affective valences of the abstract form stimuli C1, C2 and C3 were positive, negative and neutral. Thus, the affective valences of the emotional faces transferred to the abstract forms indirectly related to them via class-specific reinforcers. These findings replicated and extended previous findings. They also confirm that class-specific reinforcers can mediate the transference of functions through members of equivalence classes.

When applied to lotteries in which people win points, the ideal free distribution, a model of optimal group foraging, predicts that the ratio of the numbers of players in two patches should match the ratio of the numbers of winners in these patches. An alternative proposal, however, is that the difference between the numbers of players matches the difference between the numbers of winners. The present study aimed at evaluating which of these two proposals better described group choice. In Experiment 1, groups of students were exposed to a series of lotteries. Group choice proved intermediate between the group matching of ratios and the group matching of differences. In Experiment 2, subjects were shown groups of green and red tokens (some of them identified as winning tokens) and were asked individually whether green or red was the most advantageous color. Some subjects proved sensitive to ratios, others to differences, and still others to absolute numbers of tokens or winning tokens. By incorporating these controlling variables in computer simulations of group choice, we were able to recreate the results of Experiment 1. Thus, a better understanding of group choice can be obtained by considering individual stimulus-control patterns.

Contrary to pigeons or rodents, there is no standardized operant conditioning chambers for invertebrates, and especially honey bees. Consequently, very few people studied operant behavior in insects or used reinforcement schedules in basic or applied research. We recently designed a completely automatic operant conditioning apparatus built to study bees in the laboratory during prolonged period of time with no human intervention. With our new technology, a single experimenter can now record and process easily thousands hours of bee responding and consumption. We illustrate the usefulness of our protocols with data about circadian rhythms and pharmacology.

Cognitive map is a concept built to explain problem solving by the abstract representation of reality through brain and mental mechanisms. From its proposal by Edward C. Tolman, cognitive maps have been explored from a behavioral, neurobiological and computational perspective. In this work I will briefly present the metaphor and some of evidences on each of those three aspects that explored the concept with emphasis in behavioral and neurobiological experiments. The analysis took into account conceptual and experimental sources with historical relevance defined from the social and scientific impact of the work or its originality. It was identified that cognitive map concept was originally presented based on metaphors and with lacks in testability. The evidences for cognitive maps are inconclusive and have concurrent hypothesis to explain data that were not properly explored or revisited. As one of the core concepts for cognitive revolution narrative, this work intended to present cognitive map concept and findings as an empirical and theoretical field for behavior analysis and evidence based psychology.

Insight has been a challenge for experimental psychology since the early works of K�hler. Although many publications explored creative problem solving in humans, most of these work were dedicated to suggest inner mechanisms for insight � either neural or cognitive � besides exploring the stimuli control relations that are capable of producing new ways of solving problems besides direct training. This work intends to explore two conceptual problems concerning insight definition. The first problem concerns the definition of insight as a behavioural process. Secondly, how insight fits on behaviour analytic theoretical framework and how it deals with selection by consequences. These reflections will be confronted with current empirical data on insight to evaluate if the present investigations have been taking into account those conceptual challenges. Finally, we want to propose a few hypothesis derived from this theoretical reflection in order to guide further experimental investigations.

Music education is an opportunity for students to synthesize several different skills and topographies of behavior in order to perform music as both solo and ensemble performers. Because of the auditory nature of musical sounds, Music must be at (or close to) 100% fluency in order to sound pleasant or correct. Oftentimes, progress tracking is not conducted during the music learning process. Therefore, educators, students, and performers alike are not aware of progress improvements when progress is far below 100% fluency, and the perception of lack of progress can be punishing. Progress monitoring and achievement tracking could be potential sources of reinforcement for students and teachers during the music learning process, which could be an essential tool to promote positive behavior change until automatic reinforcement from fluency in performance are achieved. This study utilizes the Smart Music assessment program, and students play musical repertoire to be scored. Students in feedback and no feedback conditions are compared and analyzed for differences in rates of learning.

This study was to examine the effect of understanding and satisfaction of Lecture about Applied Behavior Analysis theory for preliminary behavior therapist between Korean and Japan using e-Learning. There were 77 participants who live in Daegu Korea and in Okinawa Japan. They were also undergraduate student for Behavior Therapy and Clinical Psychology. The 43 (61.1%) participants were in D university, Korea and the 30 (38.9%) participants were in O university, Japan. The Lecture of this study consisted 12 sessions which contained understanding challenge behavior, universal environment, operational behaviors, A-B-C analysis, observation methods, prevalence environment development, teaching strategy, compliment/preferred activities, developing strategically sheet for Intervention etc. This Lecture made up with PPT and 15 min-movie clips, work sheets were provided to participants. Language was conducted Korean and Japanese. Understanding and Satisfaction about ABA therapy Questionnaires were conducted. In understanding questionnaire, there were 5 categories (awareness of problem behavior according to culture, definition of target behavior, behavior measurement, functional assessment, modification of consequence) in this questionnaire. In satisfaction questionnaire, there were 2 parts - understanding and applicability. The data was analyzed by paired t-test, repeated measure, and independent t-test. The result of this study showed that the effect of understandings ability was a signification difference between pre-test and post-test in both countries after participants learned the ABA theory using e-learning. Also, In satisfaction of understanding, there was a signification difference between Korea and Japan. Korean participants have more difficulty in understanding than Japanese. In each sessions satisfaction, All participation were more satisfied in first (awareness of problem behavior), third (definition of target behavior), seventh (prevalence environment) sessions than tenth and eleventh (developing strategically sheet) sessions. In Korea, the participants have more difficulty with tenth (developing strategically sheet), however, the data was not a signification difference among sessions in Japan. In satisfaction of applicability, there was a signification difference between Korea and Japan. Korean participants have more difficulty with application for their field than Japanese.

Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives (Radley & Dart, 2015; Wilder & Atwell, 2006; Wolery & Gast, 1984). This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM (first described by Horner & Keilitz, 1975), with the additional requirement of teacher-child proximity and teacher- child eye level prior to beginning the prompt sequence, which is consistent with recommended practice in early childhood (Copple & Bredekamp, 2009). The participants consisted of 6 preschool teachers, with varying levels of education and experience, across 2 different early childhood classrooms. Teacher prompts and children's completion of teacher directives were measured during free choice center time. Results were consistent with previous research (Wilder & Atwell, 2006; Wolery & Gast, 1984) in that compliance to teacher directives increased in preschool children with the implementation of the LtM.

Graphing is one of the skills a behavior analyst should posses. In the last decade, research has shown that a task analysis is an effective tool to teach graphing. However, it is unknown if a task analysis alone engenders generalization of the skill; that is, producing a novel graph. This study examined three different techniques to promote generalization: (a) no explicit teaching of generalization, (b) forward chaining, and (c) prompt fading. After each experiment, we gave participants a novel data set and tested for generalization. All graphs were scored by independent evaluators according to a grading rubric for efficacy.

In order to tackle food waste in restaurants, we set up an intervention in a bistrot of Milano and Oslo to increase the demand of foodie bags. While usually clients have to actively ask the waiters to packing their leftovers, in this experiment the default rule was manipulated to automatically provide the clients with a foodie bag, unless they actively choose to opt-out. In the first two weeks, the demanded rate of doggy bags was measured as baseline. During the further two weeks, we placed in front of each client a double-sided poker-chip, with the two sides colored in a different way, respectively green and red. The poker-chip was placed by default with the green side up so that the costumers, in order to receive the foodie bag, had just to leave it on that side, while to opt-out they had to turn it up on the red one. A centerpiece with simple instructions was placed on each table and a printed flyer with the instructions inside of each menu. The results confirmed our hypothesis: manipulating the default rule proved to be effective to increase the demand of foodie bags.

In 1978, Wolf introduced the construct of social validity (SV) in Applied Behavior Analysis research. Then, in 2005, Horner and colleagues included SV assessment as one of the quality indicators of single-case research. Thus, many researchers in special education have included SV assessments in published single-case research, but few guidelines exist to guide the rigor or reporting of these assessments. We conducted a systematic review of single-case research to explore how the researchers conducted and reported SV assessments. We identified 107 studies that used single-case design and included a SV assessment in the top five journals in the field from 2005-2015. We then reviewed each study�s SV procedures and results to identify if the assessment addressed the social importance of the goals, procedures, and outcomes (Wolf, 1978). Twenty-one of the 107 studies addressed all three factors and were included in a final in-depth review. We coded the content of the SV assessment in these 21 articles by the steps in the scientific method. The results reveal patterns in both prevalence and application of scientific rigor to SV assessments in single-case research since 2005. These patterns can inform current researchers� efforts to capture and report the social validity of their research.

Behavioral Systems Analysis (BSA) is a behavior analytic methodology that integrate behavioral contingencies into organizational systems. It sets itself apart from other approaches to organizational design and management because of the focus on critical interlocking behavioral contingencies that ultimately achieve organizational goals. Yet BSA is a complex undertaking for those who are unfamiliar with the approach. Pioneers in the field have developed models to help sort through this organizational complexity. In an attempt to disseminate BSA and make it more accessible to those not formally trained in it, a new tool and methodology was created. The Value Core Blueprint is a novel methodology and streamlined approach to organizational design and contingency management, taking the user through a step by step process focused on how to build reinforcers for both workers and customers. By asking a specific set questions and getting feedback from target customers, users map their meta-contingencies and create a comprehensive action plan to differentiate their organization, operationalize their vision and align behaviors of teams toward common goals. The tool and methodology was built for entrepreneurs. It was field tested with entrepreneurs in the field of behavior analysis and the results will be presented in this poster.

The practice of behavioral safety in industrial settings has been rooted in the science of behavior analysis since its inception in the 1970s and has grown into a globally- applied practice. Since 2005, the not-for-profit Cambridge Center for Behavior Studies (CCBS) has been accrediting programs that demonstrate the best behavior analytic practices related to injury reduction. This poster will review these world-class behavioral safety programs accredited by the CCBS within the petrochemical industry, food distribution, chemical production, mining, and civil construction. Foundational empirically-tested variables in behavioral safety include the pinpointing and measurement of behavior paired with behavioral feedback through a peer-to-peer observation process that allow for frequent and immediate consequences. Benchmarking accredited behavioral safety programs permits us to document practical evidence-based innovations that have allowed industrial workers to come in greater contact with multiple contingencies that select both targeted personal safety behaviors as well as safety program participation (process) behaviors. Time series graphic data will show reduction of injuries associated with the onset of and significant enhancements in behavioral safety programming at industrial sites. Injury reduction rates are compared to industry standards and process measures such as the number of behavioral observations

New technology created to aid Applied Behavioral Analysis (ABA) therapists with data collection is becoming more common, yet still not widely adopted. These technologies can largely reduce the workload of therapists, which could potentially reduce three common problems in the field: turnover, feelings of burnout, and insufficient supervision. The purpose of this study is to better understand ABA practitioners' attitudes about using and implementing newer technologies for data tracking and to explore the relationship between their current tracking methods and measures of burnout. 279 domestic and international ABA practitioners participated in an online survey that asked questions about education, occupation, data tracking methods, supervision, feelings about technology, and level of burnout. The Maslach Burnout Inventory (MBI-GS) measured job burnout related to exhaustion, cynicism, and professional efficacy. Results suggest that practitioners who are more satisfied with their tracking methods express less cynicism (p < .001), and those who used technology in their sessions express significantly higher professional efficacy (p = .007) and approached significantly lower cynicism (p = .055). Practitioners who viewed data tracking as distracting expressed significantly more exhaustion (p = .008) and cynicism (p = .016). Practical, training, and supervision implications for the field of ABA are discussed.

The purpose of this study was to investigate the relative effects of two different types of feedback contents (objective vs. social comparison feedback) on fuel-efficiency while driving. Seven participants who commute with their own cars were recruited. As the dependent variable, fuel-efficiency was measured every weekday. An ABCB repeated measure design was adopted, in sequence of baseline (A), objective feedback (B), social comparison feedback (C), and objective feedback (B). In the objective feedback phase, the fuel-efficiency for each day was measured and the average fuel efficiency for two consecutive days was informed to all participants via text message. In the social comparison feedback phase, the average fuel-efficiency for two consecutive days for all participants was ranked and the individual rank score was provided to each participant via text message. The results indicated that both the objective and social comparison feedback was effective in increasing the fuel-efficiency. However, the relative effectiveness of the two different types of feedback was not clearly demonstrated.

Feeding problems in early childhood can be very challenging for caregivers and family life. Children who limit their food consumption may significantly impact multiple critical areas of their development. Effective treatment should be accessed as young as possible, but has been limited in accessibility to a handful of hospital programs. Feeding problems affect both children with and without disability, and families may struggle with multiple children having feeding difficulties. This study looked at providing an in-home intensive behavioural feeding intervention to 2 children with typical development who were younger siblings of children in the feeding program. A reversal design assessed the effects of nonremoval of the spoon, re-presentation of expelled foods, contingent access to tangibles, and response cost. The results indicated that a multi-component intervention with nonremoval of spoon, re-presentation of expelled food, and differential attention was effective in increasing consumption of a wide variety of foods from the food groups at regular texture for both participants.

Social and communication deficits for children with autism may lead to an increased risk of becoming lost in public spaces, yet few studies have investigated methods for explicitly teaching help-seeking skills. This study was based on the work of Bergstrom et al (2012) and used discrimination training and forward chaining to systematically teach a hierarchy of help-seeking responses to an 18-year-old male diagnosed with Down Syndrome, autism spectrum disorder (ASD), and attention-deficit / hyperactivity disorder (ADHD). The client was first taught to discriminate lost in a clinical setting, then was taught a four-step sequence of conditional responses to recruit help in a public space: call out, approach desk, recruit attention, and exchange identification card. A multiple baseline design across contexts was used to evaluate the clients independent responding during baseline, training, and maintenance. A visual analysis of the data indicated that intervention was effective because independent responding maintained across all settings.

The purpose of the study was to evaluate the efficacy of a parent training package in teaching parents to implement functional communication training with their young children with developmental delays. Three children with developmental delay, age 25 to 33 months old, participated in the study. Two mothers and one father participated with the children as the implementer of the assessment and treatment sessions. Each parent implemented a trial-based functional analysis with coaching from the behavior consultant. The efficacy of the parent training strategy was evaluated using a multiple baseline across parent-child dyads design. Following baseline, each parent was trained to implement functional communication training with their child. Parent training included written and verbal instructions and performance feedback. Parent training resulted in improved implementation fidelity in the trained routine. Decreases in child challenging behavior and increases in child communication were associated with improvements in implementation fidelity. Generalization probes indicated one parent implemented the intervention accurately in a generalization routine. An additional self-monitoring component was added for one parent to improve implementation fidelity during the generalization routine. The remaining parent-child dyad dropped out of the study early and generalization could not be assessed for that parent.

Students with intellectual and developmental disabilities often have difficulties developing independent living skills, including traveling to various community locations. Increasing use of public transportation could not only enhance opportunities to live independently, but could also increase opportunities for obtaining competitive, community-based employment. Four young adults with intellectual and developmental disabilities, ages 17-26, were taught public transportation navigation skills using a multiple baseline approach. Specifically, participants were taught to use the 'Google Maps' interface - a self-prompting, Photographic Activity Schedule, mobile navigation system - to take the bus to various vocational locations around Michigan State Univerty's Campus. Two phases of instruction were implemented, first campus navigation was taught through forward chaining. Once participants reached criteria of 100% independence for three consecutive sessions, they progressed to Phase 2 in which the researchers completely faded support. Generalization probes were conducted through travel to novel locations on and off campus. In baseline, participants were unable to use 'Google Maps' to take the bus. To date, 2 of the 4 participants have reached mastery criterion in Phase 1 and support has been faded, for 1 of these 2 participants, data is being collected on skill generalization to novel locations. These results provide statistically significant evidence for the utility of using a 'Goggle Maps' interface to teach navigation skills to young adults with IDD.

Hand mouthing has been an important area of study on individuals with profound developmental disabilities over the past two decades. The aim of this study was to systematically review the literature addressing the effectiveness of treatment modalities that treat hand-mouthing behavior. A thorough search of databases was conducted using ProQuest, PsycINFO, and PubMed. Inclusion criteria included peer-reviewed articles only, published between 1995 and 2016. A total of thirteen articles were included in this review. Keywords searched included: hand mouthing, developmental disabilities, and treatment effectiveness. Seven out of the thirteen studies suggested that the combination of noncontingent reinforcement (NCR) with additional treatment options including differential reinforcement (DR), sensory integration therapy (SIT), and response blocking (RB) significantly decrease the frequency and duration of hand mouthing behavior. The results of these studies suggest a positive effect of NCR combined with DR, SIT, and RB in the treatment of hand mouthing behavior. The implications of these results may contribute for the development of treatment packages to effectively decrease hand-mouthing behavior in individuals with profound developmental disabilities. Further studies are needed to confirm these findings and determine the extent in which the combination of these techniques is significantly effective and generalizable to other maladaptive behaviors

Transition services are those services that assist a toddler with a disability and his or her family to experience a smooth and effective transition from the early intervention program to the child's next program or other appropriate services, including services that may be delivered in schools or the community. Effective transition services should provide a cohesive approach to the implementation of a behavior intervention plan among other services. This session examines the use of a tablet based technology tool through the transition services. That is, the tool was used to evaluate, develop, and progress monitor challenging behaviors while the student was receiving early intervention services and was continued into an early intervention group setting while later into the preschool setting. Results indicate that the behavior intervention plan was effective as decreasing challenging behaviors and increasing functional communication in two of the three settings. Social validity data provide useful information about the parent�s and provider�s view of the tablet technology.

Previous research has focused on interventions such as Response Interruption and Re-Direction (RIRD, Ahearn et al., 2007), Non-contingent Reinforcement (NCR, Falcomata et al., 2004) to reduce stereotypic behavior. This study aimed to assess effectiveness of antecedent cues (Conroy et al., 2005) in decreasing vocal stereotypy. Participant was a 14-year-old boy with autism who engaged in nonfunctional speech and high rates of automatically reinforced vocal stereotypy. A functional assessment indicated that the behavior was maintained by automatic reinforcement. The intervention for this single case study design involved the use of a wooden chair along with a placard with QUIET written in red font as an antecedent-based intervention to bring vocal stereotypy under stimulus control. Vocal stereotypy which was in excess of 90% of intervals observed in baseline reduced to 0 within 7 sessions of intervention. Brief follow up probes demonstrated a positive impact of this intervention across settings (home and school) too.

Many children diagnosed with an autism spectrum disorder (ASD) face significant barriers obtaining affordable and effective treatment, including finding enough Applied Behavior Analysis (ABA) practitioners, insufficient access to supervision in rural areas, procedural drift, and high rates of practitioner turnover. As new technology are being developed to aid ABA practitioners and overcome these barriers is the use of social robots. In this poster, we present The Penguin for Autism Behavioral Intervention (PABI) social robot, and its potential to be a functional tool for families and ABA practitioners. PABI is a toy-like device that simulates social responses and can potentially diagnose, measure, and improve a child’s understanding and use of social cues. The PABI also provides a video report that can be reviewed by the therapists and act as a time-saver since the data is automatically recorded. Methods for increasing child engagement, standardizing procedures, aiding in data collection, enhancing supervision, and reducing cost will be presented.

Two nonverbal toddlers with ASD and their parents participated in the study. A pre-post design was used, in which parents completed 4 2-h workshops and 6 1-h monthly training sessions. In the workshop, parents were taught reinforcement, antecedent manipulation, prompting, and task analysis. In the training sessions, parents were provided modeling, performance feedback, and problem solving. Child and parent outcomes were assessed before and after the intervention using standardized questionnaires. Child's words understood, words said, and gestures produced were assessed by the MacArthur Communication Inventories (CDI; Fenson, Pethick, Renda, & Cox, 2000), and child's problem behaviors were assessed by the Child Behavior Checklist (CBCL; Achenbach, 1991). Parents were also provided with the Parent Stress Index (PSI, Abidin, 1995). Results demonstrated that intervention increased number of words understood and said in both toddlers. There was also tendency of decrease in child's problem behavior and parental stress. Findings are discussed in relation to providing parents with the tools to engage and communicate with their nonverbal toddlers with ASD.

This study evaluated Self & Match, a self-monitoring intervention that has student-teacher match component and reinforcement, to improve appropriate classroom behavior of seven students diagnosed with an autism spectrum disorder, receiving applied behavior analytic services as a part of their individualized education program (IEP). Using a multiple-baseline within-subjects and across behaviors with a probe assessment design, the effectiveness of Self & Match was evaluated in the classroom setting. The results indicated that Self & Match is an effective intervention that leads to increases in appropriate classroom behavior and decreases in maladaptive classroom behavior for students with an autism spectrum disorder in the classroom setting.

Self-feeding is typically part of a childs natural development. When this does not occur, it is necessary to intervene in the acquisition of such skills. Although teaching independent skills is a focus of many behaviorally based habilitative programs, the literature on establishing independent self-feeding/drinking is relatively sparse, with only one study that focused on the development of self-drinking skills using a backward chaining procedure. Hagopian et al.(1996) used a combination of backward chaining and bolus fading to treat total liquid refusal. The purpose of the current study was to extend the findings of Hagopian et al. by using backward chaining to increase self-drinking from a cup in a child diagnosed with autism spectrum disorder. The effects of a backward chaining procedure were assessed using an embedded probe design. Interobserver Agreement (IOA) data were collected on 60% of all sessions, and averaged 100% for acceptance and compliance. Results showed successful acquisition of self drinking and are discussed in relation to the increased need for applied research on skill acquisition programs for children with feeding problems.

The purpose of this study was to use a staff-implemented video prompting strategy to teach academic skills to elementary students with autism and intellectual disabilities in inclusive classrooms. Participants included three students with autism and intellectual disabilities. Video prompting (i.e., the intervention) is the visual presentation (i.e., a video) of step-by-step prompts allowing students to complete one step at a time. This intervention incorporated evidence-based practices such as task analyses, systematic prompting, and positive reinforcement. A multiple probe across participants and behaviors research design was used. We relied heavily on stakeholder opinions in the development of the intervention (i.e., the video prompts). The skills taught using video prompting were determined in collaboration with paraprofessionals, special educators, and general education content. The dependent variable measured the percentage of independent, correct steps of a task analysis. All students increased their level and/or trend for each skill from baseline to intervention conditions. The staggered introduction of skills and consistent adjacent probe conditions across conditions strengthened the study’s internal validity. Planned variations in implementers and settings increased the generalizability of the study. Staff members completed social validity surveys indicating positive feedback with respect to cost and feasibility of implementation.

The purpose of this study was to identify the effects of the participation in golf practice program on the stereotype behaviors of students with autism spectrum disorder through visual analysis of ABA(applied behavior analysis). Four students with autism spectrum disorder participated in the golf practice program of the "D" university social education center and were positioned in a special class of the Daegu "K" high school. This study was designed in A-B-A-B type of the withdrawal design method as single subject research design and was performed 35 times for 5 weeks. The frequency of the problem behavior occurred and average of each stage were measured and then the result was viewed through visual analysis of ABA. The findings of this study are as follows : The rate of participation in golf practice program is a little different. However, Golf lesson Program reduces stereotype behaviors of ASD student A, ASD student B, ASD student C and, ASD student D.

This case study presents results from a play-based applied behavior analysis intervention used with a two-year-old diagnosed with autism. The intervention was implemented in a play setting, with the child's mothers serving as co-therapist. Today increasing numbers of children under age three are being diagnosed with autism. Infants and toddlers, with or without autism, have very different abilities and needs than older children, thus traditional ABA approaches such as DTT are often difficult to employ or unsuccessful. Toddlers (children aged 1-3 years) require more frequent breaks and activity changes, less direct instruction, and more choice in the activities than older children. Preschoolers and older children can understand or be taught principles of if-then; they understand that sitting at a table and completing the task will earn them a reward or a break. Toddlers may not have the ability to grasp this concept, nor the patience to wait for the reward. The egocentric nature of typical toddlers combined with the aloofness of children with autism make discrete trial instruction in specific skills challenging. Incidental teaching strategies can be employed to assist with these issues. The current study utilized ABA technique of DTT within the context of natural play activities, hence the term play-based ABA. The participant in this case study was a male child, aged 23 months at the onset of therapy, with a diagnosis of autism. His therapy consisted of three 1.5 hour per week sessions and lasted six months. Prior to beginning therapy, parents completed the Developmental Assessment of Young Children (DAYC; Voress & Maddox, 1998) and the Receptive-Expressive Emergent Language Scale 3rd Edition (Bzoch, League, & Brown, 2003) to obtain a baseline scores for skills targeted for therapy, including communication, social-emotional, adaptive behavior, and cognitive. Subject made better-than-expected gains in both communication and social-emotional skills after two months of 4.5 hours of therapy per week. In communication, he demonstrated a three-month gain and in social-emotional he showed four months gain according to the DAYC. Suggestions and implications for continued research are discussed.

To determine the effects of different schedules of reinforcement on task performance and preference, participants completed tasks on a continuous or discontinuous schedule of reinforcement (longer durations of work for larger amounts of reinforcement versus shorter durations of work for smaller amounts of reinforcement). Three males diagnosed with Autism Spectrum Disorder with limited vocal communication abilities completed a specified number of tasks before receiving 5-minute or 30-second access to a preferred stimulus. To enhance discrimination, color-coded token boards were used to represent each schedule. First, participants were exposed to the schedules in an alternating fashion to compare the response rate across conditions. Participants were then given the opportunity to select between the two schedules to determine whether a preference emerged. This study replicated and extended the procedures of DeLeon et al (2014) by including individuals with limited communication abilities and adding a token board in both the discontinuous and continuous conditions. All three participants produced a higher rate of responding in the continuous schedule of reinforcement, suggesting this to be the more efficient of the two. Additionally, two participants showed a preference for the continuous condition.

Writing is essential to human communication. A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with Autism Spectrum Disorders (ASD). Video self-modeling (VSM) has proven effective for children with ASD by strengthening social skills, verbalizations, and daily living skills. However, there remains a paucity of information regarding the use of VSM for the treatment of dysgraphia in children with ASD. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. This study seeks to determine if VSM is an effective treatment for improving handwriting legibility and proficiency. Data will be collected from 3 participants, ages 7-9, within a day treatment center setting. After establishing a baseline level of behavior for writing simple words, the researchers will administer the VSM treatment and rate the legibility of the participants responses based on scores recorded in baseline, treatment, and maintenance phases. A pretest/ posttest evaluation will determine changes in handwriting proficiency. This would be an important contribution to the existing literature, and would enhance social change initiatives through strengthening the communication skills of individuals with ASD.

Early intervention in a multicultural context can be an important challenge for clinical settings. On one hand this situation challenges service providers to implement best practices and on the other hand immigration families face multiple barriers on their way to access appropriate intervention. A better understanding of the factors leading to an optimal service path for these families would support the development of suitable parental services, encourage their involvement and thus maximize the response offered by their child to interventions. The overall objective of this project is to document the barriers and facilitators experienced by 30 immigration families whose child has an ASD, during services covering the early childhood period (0-6 years). The goal of the current presentation is to illustrate the parental evaluation (quantitative and qualitative data) of the quality of their trajectory for accessing early intensive behavioral intervention (EIBI) in public services and their evaluation of the program implementation in the child's environments. Data are analysed according to five indicators related to a model of evaluation that we developed (questionnaire TAP : valuation de la trajectoire en autisme par les parents) : 1) continuity between services and professionals, 2) flexibility of the intervention, organisation and professionals, 3) accessibility of the services, professionals and information, 4) validity of the information and the services; 5) empathy (help) from the professionals in their ongoing process.

Five elementary students with educational classifications of autism participated in a social group targeting food preferences. Prior to treatment, parents of children were asked to provide information regarding eating behaviors, including a list of foods they would like their child to eat. Baseline data was also collected in the school; children's propensity to try novel foods was assessed in a discrete trial format. Each week children assembled, learned about target foods, and were given the opportunity to try them. Food tasting was reinforced with attention (i.e., peer and adult) and tangible items (e.g., food medals). Dependent group contingencies were incorporated to further reinforce food tasting. Elements of vicarious reinforcement were also present. Children's propensity to try novel foods was assessed outside of sessions each week. In addition, after 10 weeks of treatment, children were again given the opportunity to try to novel food items. Comparative analyses of baseline and treatment data will be conducted. Results will be discussed including limitations, avenues for future intervention and research.

ABSTRACT Despite the increasing usage of Augmentative and Alternative Communication systems (AAC) for students with severe communication impairments, little research has been conducted to evaluate the quality of special educator preparation programs in providing essential skills and professional knowledge to use AAC. The purpose of this study was to examine preservice special education teachers' perceptions regarding their preparation program, with respect to how well it prepared them to use AAC with students who have severe communication impairments. A total of 27 preservice teachers (emphasized whether Early Childhood Special Education or Intellectual Disabilities) completed an online questionnaire (32 survey items). The findings of the study indicate that the majority of participants believed that their preparation program made them aware of the needs and abilities of students with severe disabilities. However, the most of participants agreed that they need more training on how to access, identify and implement AAC and also agreed that their preparation program had not offered them enough knowledge regarding teaching students who use AAC. To conclude, implications for practices and recommendations for future research are discussed.

The ability to read influences not only the academic success but can have long-term impacts on individuals quality of life. Acquisition of literacy skills will help with social, communication, leisure, daily living and vocational skills. However students with autism and co-occurring intellectual disability (ID) acquire limited if any reading skills by the end of their school education. This research supported by the charity RESPECT and Marie Curie actions, is aimed at providing individualised intervention for reading and comprehension for students with ASD and moderate/severe ID (> 6y) using an online computer based reading program. Headsprout early reading (HER) is scientifically developed software comprising of 80 progressive reading lessons. HER was adapted to each learners pace and ability using interactive touch screen, in a single system research design. The study participants had minimal reading skills and intervention was carried out in special schools or home settings. Acquisition of reading skills (phonics, phonemic awareness, vocabulary development, fluency, and comprehension) was recorded, pre-test/post-test; data will be presented. Comparison of gains in the early reading skills is also made between the groups of participants having verbal ability vs. low verbal and/or read aloud ability: results and potentials will be discussed.

Even if early intensive behavioral intervention (EIBI) programs have been shown to be efficient in improving several spheres of the development in children with Autism Spectrum Disorders (ASD), there is few studies on long term effects (maintenance) of the outcomes of this intervention during school period. This study is a follow up on three years for 68 children enrolled in a public community based EIBI program (20 hours per week for one year). Standardized measures on cognitive fonctionning (WPPSI-III), adaptive behaviors (ABAS-II), socio-emotional adaptation (SCBE) and autism symptoms (CARS, GARS) have been administered every year by the research team. The data have been taken at intake (baseline), after one year of EIBI (post) and after one year of school without ABA intervention (maintenance). Data after two years of school (time 4) have also been documented for 10 children. Results showed marked individual differences in the patterns of change over time and significant changes in all the measures between the baseline and after one year of EIBI. Data are relatively stable between time 2 (post) and time 3 (after one year of school). Implications for services beyond early childhood would be discussed in conclusion of this presentation.

Food refusal and selectivity are common problems in children with developmental disabilities and may be exhibited in a variety of ways. Generally, these behaviors can be described as noncompliance with instructions to eat. Research shows that behavioral intervention methods have been used to treat these behaviors; however, the majority of the published literature targets increased food consumption rather than increased food variety (Marshall, Ware, Ziviani, Hill, & Dodrill, 2014). The current study used differential reinforcement and shaping to increase the variety of foods consumed. Access to preferred items was provided contingent upon eating a bite of food. Shaping consisted of systematically increasing the response requirement from a seemingly easy response (i.e., touch the food) to the most difficult response (i.e., chew and swallow the food). Level of food consumption was evaluated using a combined multiple baseline plus changing criterion design. Following intervention, all participants expanded their food repertoire.

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 behaviours.

Abstract Augmentative and Alternative Communication systems (AACs) have been used to support communication abilities of children with severe communication impairments. The purpose of this paper is to present the effectiveness of Picture Exchange Communication System (PECS) as an element of AAC. Discussion indicates that PECS is a supportive and meaningful technique for increasing communication skills for children with limited functional communication skills. Finally, this paper discusses how educators can support the use of PECS and other AACs.

The verbal behavior "daijyoubu" (Are you OK? in English) is important in social communication. Although most children acquire the behavior, some children with autism spectrum disorder (ASD) and intellectual disabilities have difficulties to it. The purpose of present study was to examine how two children with ASD and intellectual disabilities (an 11-year old and a 6-year old) initiated the behavior, utilizing cues in verbal stimuli "itai" and "uwa" (Ouch! and Wow! in English) from research staff. Situations of this study included painful and surprised situations. In the painful situations, the staff pretends to be injured. In the surprised situations, the staff pretends to be surprised. Dependent variable was probability of the behavior. In Intervention 1, Participants were trained only painful situation by using verbal prompt "daijyoubu". Probe was to investigate how children with ASD initiated the behavior in painful and surprised situations. No behavior was observed in both situations of Probe. In Intervention 2, same children are instructing by using video.

Previous studies show that, even if the development of children with autism spectrum disorders (ASD) improve significantly after early intensive behavioral intervention (EIBI) program, it seems that there is few impact on parental stress and distress. This could be explained by many factors: the intervention is child-centered or the possibility that our outcomes measures are not sensitive to changes or adapted to our population. To better understand this question, we adapted and validated a French version of the BEACH Center Family Quality of life Scale (FQOL Beach Scale), in order to have a more sensitive family-centered tool. The communication present the French structure of the BEACH on 452 (245 mothers; 207 fathers) parents of children aged 5 and under who were recently diagnosed with ASD. Data according to families and children (descriptive) and their relationship with the new structure of the BEACH (factorial analysis) will be presented. Results show that parents FQOL mean scores was 92.41 (SD=14.57; Range= 42-125) for Satisfaction at the beginning of receiving EBI services. Guidelines on how the BEACH can be used in public EBI services to measure the impact of services on families at several points in times and to evaluate effectiveness of EBI will be presented.

A major challenge in implementing early behavioral intervention (EBI) program in non-English speaking community is the lack of validated and adapted evaluation and intervention tools. We also need standardized instruments that would be sensitive enough to measure changes in the course of intervention but would also be user-friendly for staff and families. This communication present the results on the French structure of the Developmental Behavior Checklist- Under 4 (DBC-U4) on 650 with autism spectrum disorders (ASD) and/or global developmental delay (GDD). As part of a major project, this French validation of the DBC-U4 was made for children with ASD and/or GDD between 2 and 7 years old. The new structure of this test would be presented and some results in regard of the differences on gender, ages, sociodemographic data would be discuss. Sociodemographic data and their relationships with the three factors of the DBC-U4 (exploratory factor analysis) will be presented. Guidelines on how the DBC-U4 can be used in public EBI services to better screen for problem behaviors (PBs) in young children and to evaluate effectiveness of EBI will be presented.

The Institute for Child Development (IWRD) is a non-profit organization offering a comprehensive science-based program of therapy for children and youths with autism and related disorders. IWRD is a dissemination site of Princeton Child Development Institute (PCDI) in the US. IWRD offers a program of early development intervention consisting of therapy for children that begins with the moment of the initial diagnosis and continues until they reach school age. Children work according to individualized educational and therapeutic programs under the guidance of highly qualified therapists at the Institute. They also implement the programs at family homes under the supervision of IWRD specialists. The Institute for Child Development also conducts a research and development program designed to conduct scientific studies and publish books and articles as well as popularize knowledge about the latest methods of diagnosis and therapy of small children with autism and related disorders. IWRD has initiated joint programs with the University of Gdansk and other scientific research centers in Poland and abroad. IWRD shares its experience and knowledge by holding training sessions and internships designed for teachers, psychologists and students.

All registrants are welcome to join us in celebrating the diversity of our membership and the worldwide dissemination of the science and practice of behavior analysis. A short presentation about international development in the field and ABAI global efforts will be followed by ample time to socialize with friends and colleagues from around the world.