Association for Behavior Analysis International

The program chair will provide opening remarks.

Autistics/individuals diagnosed with autism spectrum disorder (ASD) are sexual beings, yet ABA as a field has not risen to the challenge of helping Autistics/individuals diagnosed with ASD to learn skills related to dating and sexuality. This session, which features a woman on the autism spectrum sharing her firsthand perspective, will discuss how and why the field of ABA has fallen short in teaching dating skills, what we can do better, and the potential challenges involved with teaching these skills. Applicable strategies and resources will also be offered to help professionals and parents begin conversations about relationships and sexuality with their children and clients.

Board certified behavior analysts; licensed psychologists; graduate students.

High-quality early interventions are characterized by services that are developmentally appropriate, evidence-based, and delivered by caregivers and therapists in the child’s natural environment. However, there are significant challenges to providing services with needed dosage or intensity to families and Autistic children/children diagnosed with autism spectrum disorder (ASD) and other developmental disabilities. Innovative solutions are needed to positively impact the early development of Autistic children/children diagnosed with ASDand other developmental disabilities by providing greater access to research-based interventions. Training and coaching the natural change agents, via telepractice, could help in building capacity within families and communities. This presentation will describe a cascading intervention model and a series of intervention studies on this topic. Challenges and opportunities related to telepractice will be discussed.

Board certified behavior analysts; licensed psychologists; graduate students

Join us for complimentary coffee and snacks.

In this presentation, various research-based technological innovations are introduced that are aimed as language and communication supports for minimally verbal Autistic children/children diagnosed with autism spectrum disorder (ASD). In addition to research into the role of animation in the processing of graphic symbols, the use of scene cues to foster directive following will be discussed. Newly developed applications (e.g., an augmented reality app) will be shared. The curricular construct of just-in-time and the idea of repurposing form the basis of our research into the application of smart watches with Autistic children/children diagnosed with ASD. Next, the presenter will introduce the Visual Immersion System™ (VIS), a comprehensive assessment and treatment framework aimed at promoting comprehension and expression for Autistic children/children diagnosed with ASD. Finally, the presenter will share the findings from a primarily telehealth-based year-long classroom-based coaching intervention involving the VIS.

Board certified behavior analysts; licensed psychologists; graduate students.

Join us for a complimentary lunch.

The purposes of the Autism Special Interest Group (Autism SIG) are to (1) promote evidence based practices in regard to treatment for individuals diagnosed with autism spectrum disorder (ASD); (2) promote best practices as it relates to procedures/interventions based upon the principles of applied behavior analysis (ABA) as it relates to individuals diagnosed with ASD; (3) help individuals diagnosed with ASD, families of individuals diagnosed with ASD, and consumers to identify components of evidence based practices, quality behavioral intervention, and effective treatments; (4) help protect individuals diagnosed with ASD and their families from ineffective, non-evidence based, and/or potential harmful treatment(s); (5) serve as a scientific and professional reference and networking group for its members; and (6) organize an annual meeting to provide a forum for discussion of the affairs of the SIG. In this talk we will briefly describe recent developments that have occurred within the Autism SIG as well as future plans in the upcoming year.

Technical advancements in brain imaging represent an unprecedented opportunity to non-invasively examine the brain organization in terms of connections between brain regions. This is particularly relevant for autism and related neurodevelopmental conditions because a variety of sources support models of autism as a condition characterized by atypical connectivity among brain regions. Identifying the specific nature of the putative disconnections in autism is a challenging task; multiple neural circuit combinations can potentially be affected, they and can vary at any given developmental stage. Additionally, the biological and clinical heterogeneity of autism introduces additional complexity. This presentation will review key advancements as well as remaining gaps in effort to unravel the autism connectopathy using neuroimaging with a particular focus on large-scale studies, open data sharing, and approaches aimed to identify data driven autism brain-behavior subtypes.

Board certified behavior analysts; licensed psychologists; graduate students. 

Adriana Di Martino is a child neuropsychiatrist and an internationally recognized scientist with a long-standing interest in autism and how to best understand its neurobiology through brain imaging and a range of other clinical and cognitive approaches. Currently, Dr. Di Martino is the founding research director for the Autism Center at the Child Mind Institute in New York where she leads a multidisciplinary team of investigators. Dr. Di Martino’s research has placed a particular emphasis on characterizing large-scale brain networks that emerge in childhood, with the goal of identifying objective biological markers that can be used to aid the selection and monitoring of treatments. Dr. Di Martino is one of our nation’s most prolific researchers in the neuroimaging of autism, with publications in the most scientifically respected journals in the field. Among her most notable accomplishments is her establishment of the Autism Brain Imaging Data Exchange (ABIDE) which aggregates and shares functional and structural brain imaging data from many laboratories around the world. The datasets made available to the scientific community by ABIDE have attracted a broad range of researchers to the study of autism, with expertise ranging from neuroscience and psychology to statistics, mathematics, and engineering.  Dr. Di Martino is also a leader in efforts to recognize and understand overlaps in the neural bases of other neurodevelopmental conditions that commonly co-occur with autism, such as attention-deficit hyperactivity disorder. Insights from this work are helping to provide a better understanding of differences in the clinical presentation of autism among individuals, as well as variations in the responses of treatment.

Autism and applied behavior analysis (ABA) seem to be strictly chained terms, although their function, when mutually related, can vary from adverse sentiments from fervent detractors to stadium-like cheers of enthusiastic zealots. We can read about both poles of reaction, and anything in between, everywhere from scientific journals to newspaper and magazines and on social platforms as well. These reactions are embedded in cultural, legal, and educational pillars that vary from nation to nation, from continent to continent. These contexts will be the background scene of the presentation which will address acceptance and commitment therapy (ACT) and relational frame theory (RFT) within what can be called mainstream ABA as commonly coded in two points of reference: the Cooper et al. (2020) manual and the description of the BA practice offered by the BACB and other US credentialing boards. ACT flourished from a branch of behavior analytics studies in the late 1980s on stimulus equivalence and rule governance as a behavioral application to psychotherapy of a theory of cognition and language known as RFT. Growing evidence has recently advocated for an expansion of the professional profile of behavior analysts (e.g., Tarbox et al. 2020) to include ACT model of intervention in their practices. In an ever-evolving scientific context there are at least two levels of analysis that this consideration of the contributions of ACT to the professional field can offer, and which will be analyzed in detail: (1) the role that RFT and ACT play in the bigger picture of behavior analysis at the scientific level, and (2) the impact that the application of protocols derived from the studies in the field can have on expanding, ameliorating, or differentiating the available sets of assessment and training procedures, with a special focus on Autistics/individuals diagnosed with autism spectrum disorder. Ultimately, the reflections that will be shared will pose an interesting question from a non–US-centric perspective: Is there such a thing as a professional profile for a behavior analyst?

Board certified behavior analysts; licensed psychologists; graduate students.

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In this talk, Dr. Magaña will discuss the need for culturally tailored, parent-mediated interventions for parents of Autistic children/children diagnosed with autism spectrum disorder (ASD) and the process of cultural adaptation. She will use examples from her own research in which a parent educational intervention was developed for Latino families of Autistic children/children diagnosed with ASD and later adapted for African American, Chinese American, and low-resource communities.

Board certified behavior analysts; licensed psychologists; graduate students.

Noncompliance with basic health care can have profound effects on long-term health and well-being for everyone, but especially for Autistics/individuals diagnosed with autism spectrum disorder (ASD) and other intellectual and developmental disabilities (IDD). Perhaps the factor most responsible for noncompliance is the fear associated with medical and dental procedures. This presentation will review both the respondent and operant conditioning features responsible for the disruptive behaviors that result and then briefly review the empirical literature to identify the most well-supported approaches for preventing and managing distress and noncompliance during medical and dental appointments with Autistics/individuals diagnosed with ASDand IDD. Promising alternative and supplemental treatments will be discussed, and then step-by-step practice recommendations will be provided for preventing, managing and resolving noncompliance.

Applied behavior analysts, behavior therapists, behavioral technicians and caregivers who are responsible for direct care or overseeing programs designed to help those with IDD access health care.

The purpose of this study was to determine the effects of augmentative and alternative communication (AAC) intervention using a speech-generating device (SGD) on acquisition, maintenance, and generalization of multistep requesting and generic small talk in three Autistic children/children diagnosed with severe autism spectrum disorder (ASD) between the ages of 7 and 13 years. A multiple-baseline design across participants combined with a posttreatment multiple-generalization probe design was utilized to assess acquisition, generalization, and maintenance of target communicative behaviors with the experimenter and the participants’ familiar communication partners (FCPs). Intervention was composed of systematic instruction in the use of an SGD using least-to-most prompting, constant time delay, error correction, and reinforcement. Visual analysis established a strong functional relationship between the independent variable and the two dependent variables (i.e., requesting preferred activities, engaging in generic small talk) for all three participants. All participants were able to generalize and maintain the acquired communicative behaviors to request new and untrained snacks and activities and engage in generic small talk with FCPs. This study provides preliminary evidence that AAC intervention using an SGD and systematic instruction is effective in terms of multistep requesting and generic small talk behaviors in Autistic children/children diagnosed children with severe ASD.

The Stimulus Control Ratio equation (SCoRE) is a metric to summarize a behavioral repertoire by comparing the relative frequency of its component parts. The SCoRE compares observed proportions of responding against the null hypothesis to yield a statistic to describe the present level of functional performance. Such information may be useful for measuring change over time and comparing treatment effects within individuals and across groups. Here we demonstrate the SCoRE as a measure of verbal behavior.

The transactional model of language acquisition describes the language-learning process as reciprocal and dynamic. Children interact within their social environment and acquire a rich repertoire of gestures and sounds, which are prerequisites for language development. However, Autistic children/children diagnosed with autism spectrum disorder (ASD) seem to face significant barriers in symbolic and/or verbal communicative actions across partners and settings. Such challenges may impede language development and speech acquisition. This study explored the effectiveness of a family-centered music therapy intervention to promote preverbal and verbal communication of young Autistic children/children diagnosed with autism spectrum disorder (ASD). The duration of the intervention was 15 weeks. Participants were eight Autistic children/children diagnosed with ASD (aged 3-6) and their parents. The children's language abilities were measured through the Communication and Symbolic Behavior Scales Developmental Profile and the Pragmatics Profile of Everyday Communication Skills. During the intervention, qualitative data on each dyad's engaging actions were gathered and analyzed. Analysis of the findings showed that music therapy, within the context of families, holds the potential to facilitate language development through children's engagement in music making. Music therapy interventions may constitute a viable approach to enhance young children's language development through engaging in shared music-making episodes.

This study targeted inflexible behaviors (i.e., higher-order restrictive and repetitive behaviors and interests; HO-RRBIs) in toddlers by pairing caregivers with an early intervention coach via telehealth. Six mother-child dyads whose child was (a) between 18 and 42-months-old, (b) demonstrated difficult levels HO-RRBIs, and (c) were on an autism diagnostic waitlist were recruited. In a concurrent multiple baseline design across participants, caregivers were coached to decrease inflexible and increase flexible child behaviors during play sessions through the use of four evidence-based applied behavior analytic strategies: modeling, prompting, differential reinforcement of appropriate behaviors, and response interruption and redirection. A visual analysis of the data combined with Tau-U revealed a strong basic effect between the intervention package and parent strategy use and child flexible and inflexible behavior with one exception whose child results were a medium effect for flexible behaviors, yet a strong effect for inflexible behaviors. Standardized mean difference was beyond zero for all participants. All mothers rated their participation in the study as favorable. Implications for science and practice in early intervention for families whose children are at-risk for autism are discussed.

The present study compares the effects of auditory stimuli in the form of two distinct musical pitches when used as extrastimulus prompts during discrimination training for Autistic children/children diagnosed with autism spectrum disorder (ASD) who exhibit signs of having speech delay. Autistic children/children diagnosed with ASD and language delays often have enhanced perception of musical pitch compared to their typically developing peers (Eigsti & Fein, 2013). However, in auditory–visual conditional discrimination, only spoken word or environmental sounds are primarily used (Halbur & Kodak, 2021). A reversal experimental design was used to test the participants’ ability to discriminate between two physical stimuli. In baseline phases, only physical stimuli were used. In intervention phases, two different pitches were played as an auditory cue if the two physical stimuli were non-identical. The same note was played twice for identical physical stimuli. Participants include a 4-year-old female and a 6-year-old male, both are Autistic children/children diagnosed with ASD and exhibit speech delay traits. The participants’ accuracy percentage rose by an average of 47.9% in intervention phases, proving that the addition of the musical pitches significantly helped the participants differentiate. Findings suggest that Autistic children/children diagnosed with ASD would benefit from having additional musical auditory stimuli incorporated into their formal training and assessments.

Severe challenging behaviors are highly prevalent in Autistic children/children diagnosed with autism spectrum disorder (ASD; Schreibman, 2005). Relaxation exercises have been successful at decreasing such challenging behaviors (Charlop & Kelso, 1997; Loomis, 2013), but using such procedures with precursor behaviors has not been explored. Research demonstrates treating precursor behaviors, or mild challenging behaviors that precede those that are more severe, may be effective in reducing severe challenging behaviors (Dracolby & Smith, 2012). The present study used a multiple baseline design across four Autistic children/children diagnosed with ASD (aged 7-11 years) to assess the efficacy of a relaxation intervention on reducing precursor and challenging behavior. During an observational functional analysis, researchers identified precursor behaviors and antecedents of challenging behaviors. In baseline, participants worked on their typical therapeutic tasks. If challenging behaviors occurred, researchers implemented the participant’s behavior plan. During separate relaxation training sessions, children were taught deep breathing relaxation exercises. Following this relaxation training, researchers cued relaxation exercises when precursor behaviors occurred during the children’s typical therapy sessions. Frequency of precursor, problem, and on-task behavior were recorded. Results indicated that challenging behaviors decreased for all participants following intervention. Precursor behaviors decreased and on-task behaviors increased for 3 of 4 participants. The results suggest future research on precursor behavior.

When providing service to high-functioning Autistic students/students diagnosed with autism spectrum disorder (ASD), we often hear therapists talk about various therapies and schools of thought, such as acceptance and commitment therapy. Acceptance and commitment therapy (ACT) is a therapy based on the relational framework theory, which is one of the forms of applied behavior analysis (ABA) used to treat anxiety, trauma, excessive grief, addictions, and emotional difficulties arising from all ages. ACT is part of the third wave of psychobehavioral therapies designed to encourage people to embrace their thoughts and feelings rather than trying to challenge or change them. Unlike cognitive behavioral therapy (CBT), ACT believes that people should not fight or feel guilty about their thoughts and feelings, but rather accept and acknowledge them for what they are. This case study presents an Autistic student/student diagnosed with ASD with strong sense of anxiety when getting to school, and how ACT therapy encourages the student to develop both psychological and behavioral flexibility rather than just rigid self-acceptance and self-talk, and to confront the problem with the appropriate behavior.

Continuing care to Autistic children/children diagnosed with autism spectrum disorder (ASD) during the COVID-19 global pandemic presented challenges and opportunities within clinical service delivery. For both practitioners and caregivers, participating in virtual assessments of autism symptomatology was a new experience. We conducted a survey-based study based on the findings of Juarez et al. (2018) assessing the acceptability of telehealth-based evaluation of autism symptoms within a hospital-based outpatient specialty care clinic located in a large metropolitan area and serving a diverse patient population (n=112). Results suggested that parents/caregivers found the clinical procedures used to be highly acceptable and efficient, for example saving significant travel time and reducing barriers to care. These findings further support previously published research on pediatric assessment of symptoms of ASD via tools designed to gather information through telemedicine. Clinical considerations for when/when not to use telemedicine are offered. Additionally, sustainability, feasibility, and implications for future practice are discussed.

Response Interruption / Redirection (RIRD) is a procedure often used for reducing stereotypy and is classified as a punishment as it involves the delivery of demands following a behavior targeted for reduction. Some practitioners avoid RIRD as it may produce undesired outcomes associated with punishment procedures. The current study evaluates the use of RIRD with three children who present stereotypy that is disruptive and negatively impacts the effective delivery of language acquisition procedures. Using a staggered multiple-baseline across participants design, each participant was exposed to multiple treatment sessions including three 10-minute within-session observations conditions: pre-RIRD free-operant play, Natural Environment Training (NET), and post-RIRD free-operant play. After baseline observation, RIRD was implemented during the NET training procedure only. Behaviors relating to the intended use of RIRD (decrease in stereotypy) and potential indirect outcomes (decreases in pro-social verbal behavior, avoidance of technicians, increased hitting, etc.) were measured. Results suggest that RIRD was effective at reducing stereotypy when implemented, however did not maintain once withdrawn (post-NET condition). RIRD was however observed to minimally impact pro-social behaviors and did not produce increased undesired behaviors such as avoidance of the technician or hitting. Implications for the recommendation of least-restrictive most effective procedures are discussed.

It is known that the prevalence of challenging behavior is high in Autistic children/children diagnosed with autism spectrum disorder (ASD). Korean parents of Autistic children/children diagnosed with ASD report experiencing severe hardships, but little is known regarding what they perceive as challenging behaviors, how they respond to these behaviors, or how culture plays a role in their perspectives. Therefore, we conducted a qualitative study using semi-structured individual interviews with 19 parents, who either live in Korea (n = 9) or live in the United States as immigrants (n = 10). Both differences and similarities between the two groups were highlighted in this study, specifically in regard to (a) which behaviors parents perceive as “challenging” and (b) their response to these behaviors. Notably, many parents reported the perception of challenging behaviors within a social context in which their child will need to “fit into,” and how they would define a behavior as challenging by the context in which the behavior occurs. In regard to parents’ response to their children’s challenging behaviors, many reported opting for punishment-oriented response as it comes more naturally to them; however, they also reported the ineffectiveness of such response. Lastly, the implications for future intervention research for minoritized population are also discussed.

Children with intellectual and developmental disabilities (IDD) may experience difficulty with urinary incontinence. Toileting is a daily living skill and therefore a behavior that when mastered allows for more opportunities to live independently (Smith et al., 2013). Additional investigation of classroom-based toilet training programs is necessary to improve the field of special education and behavior analysis, especially those that incorporate components of self-initiation (Cocchiola et al., 2012; Kroeger & Sorensen-Burnworth, 2009). The purpose of this study was to investigate the effects of an intensive toilet training program on continence and self-initiation for restroom trips of four elementary children with IDD. The protocol included increased access to fluids, contingent time intervals for sit schedules, contingent reinforcement for remaining dry and on-toilet voids, and dry checks. All four participants met mastery criteria and maintained independent toileting after the study’s completion. Three participants began self-initiating to use the restroom. Additionally, one participant met mastery criteria with the removal of the diaper only. Implications of these results suggest that practitioners should provide children with opportunities to wear underwear without diapers before pursuing intensive toilet training. Further research is needed to assess which components of the toilet training intervention package are necessary to establish continence.

Rapid motor imitation antecedent training is a discrete trial teaching strategy that involves presenting a sequence of imitative demands prior to a demand for vocalization. This procedure has been demonstrated to be effective at evoking and teaching verbal operants to preverbal Autistic children/children diagnosed with autism spectrum disorder and should therefore be understood by practitioners working with this population. The purpose of this poster is to relate rapid motor imitation antecedent training to the theories its authors reference to explain its effectiveness, behavioral momentum, and generalized imitation, by reviewing articles that demonstrate procedural and theoretical similarities between literature bases. Generalized imitation is discussed as a set of procedures that involves teaching and reinforcing imitations to establish the generalized operant of imitating models and as a theory for explaining this effect. Behavioral momentum is discussed as a theory that explains and predicts how antecedent stimuli associated with denser relative reinforcement schedules induce behaviors that are resistant to change given environmental disruptions. Finally, Nevin’s (1996) analysis of the high-probability sequence, a momentum-based procedure for inducing compliance, is extended to rapid motor imitation antecedent training to explain the latter’s efficacy and to suggest research to expand its use as a tool for generalizing speech across settings.

Childhood play is crucial to healthy development; while toy preferences have been researched, there are limited studies observing infants with (FH+) and without (FH-) a familial history of autism. The current study aims to better understand how toy type can affect engagement levels in FH+ infants. We recorded infant-caregiver free-play over Zoom and later video-coded toy type (Table 1) and engagement level offline. While data collection is still ongoing, preliminary results with 6 FH- and 6 FH+ 9-month-old infants suggest that familial history of autism does not significantly affect engagement level, F(1, 102)=1.945, p=.166, though toy type might, F(2, 102)=2.798, p=.066. Specifically, when looking at instructional, sensory, and imaginative toys, FH+ infants appear to be looking at and manually manipulating sensory toys longer than FH- infants are (Figure 1). With a complete sample size, we expect to see engagement with sensory toys to be significantly higher in FH+ infants than FH- infants. Studying naturalistic behaviors in FH+ infants informs existing behavioral interventions on how to best engage infants with potential sensory interests.

Black Autistic children/Black children diagnosed with autism spectrum disorder (ASD) are more likely to be diagnosed later and with more severe symptoms of ASD than white children. Even after adjusting for socioeconomic status, Black families report being more dissatisfied with the quality of their child’s autism-related care than white families. The current study aims to explore the experiences of caregivers of Black Autistic children/Black children diagnosed with ASD regarding their autism-related care and explore barriers to accessing care to develop a plan to improve service delivery and inform best practices. Participants included in this study are caregivers of Black Autistic children/Black children diagnosed with ASD recruited primarily at a pediatric specialty clinic in the Southwest United States. Data are currently being collected through semi-structured interviews and analyzed concurrently consistent with constructivist grounded theory. From these analyses, common themes in experiences of caregivers of Black Autistic children/Black children diagnosed with ASD will be identified to expand on the minimal research currently published about Black experiences within the Autistic community in order to improve quality of care and allow identification of supportive programming to reduce inequity.

The trial-based functional analysis (TBFA) offers several advantages in natural settings, such as time efficiency and ecological validity. Previous studies have successfully trained a variety of professionals and parents to conduct a TBFA utilizing in-person training procedures; however, no study has evaluated the effectiveness of telehealth training and coaching to teach others to implement a TBFA. Utilizing telehealth training and coaching, we taught three mothers of children with autism to conduct a TBFA in their home. Based on the results of the TBFA, we developed a functional communication training (FCT) intervention. Experimenters trained and coached the mothers to implement the FCT intervention in their home. All interventions resulted in decreased challenging behavior and increased communication. The results suggest parents are capable of conducting a valid TBFA with telehealth training and support.

Social communication is critical for children to develop meaningful relationships with their peers. However, many Autistic children/children diagnosed with autism spectrum disorder (ASD) struggle with social communication, particularly nonverbal Autistic children/children diagnosed with ASD. With the advancement and affordability of technology, nonverbal Autistic children/children diagnosed with ASD can communicate using augmentative and alternative communication (AAC), such as the Picture Exchange Communication System and speech generating devices. Furthermore, research has shown that typically developing (TD) peers in schools can be taught to use AAC to communicate with Autistic children/children diagnosed with ASD to increase their functional communication and decrease inappropriate social behaviors. Research has shown that peer-mediated intervention training can positively impact acquisition skills in young Autistic children/young children diagnosed with ASD. However, less is known about the use of AAC with peers of young Autistic children/young children diagnosed with ASD (ages 2-5) in early childhood settings. This presentation will provide a literature review and synthesis of PMI interventions involving AAC with young Autistic children/young children diagnosed with ASD. The implications of this research for practice in applied behavior analysis will be reviewed, and opportunities for further research will be discussed.

Touching of the face and mouth is a problematic recurring behavior for many Autistics/individuals diagnosed with autism spectrum disorder Level 3 (ASD-3), particularly so in the current pandemic. The effectiveness of a multifaceted approach was tested in a single case, repeated-measures study of a 33-year-old male with ASD-3. The intervention used social narratives, differential reinforcement of alternate and incompatible behaviors, and augmentative and alternative communication (AAC). No-tech AAC displayed picture icons to remind the participant of strategies he can select as alternatives to face touching, encouraging functional and effective communication with no demand for speech production. A three-day baseline phase was followed by a three-month intervention phase. Video recording was used to collect data that was analyzed offline for frequency and severity of face touching. The overall scores from intervention phase videos were compared to that of baseline using simulation modeling analysis (SMA), a software package designed for single-subject clinical-case analysis that uses bootstrapping techniques for statistical significance testing. The intervention resulted in a significant decrease in face touching during online learning (Rho = -0.845, p = 0.0001). This quantitative evidence demonstrates the effectiveness of the selected intervention techniques for reducing this problematic behavior in individuals with ASD-3 and comparable conditions.

Despite inclusion efforts in higher education in recent years a growing commitment to educational equity among historically underserved students is required. There is limited support for persistence and graduation of college students with learning disability. These groups of students come from a diverse racial and ethnic backgrounds such as historically Black, Latinx, and other subgroups that identify as non-white. Herbert et. al (2014) suggested that learning disability such autism as one group that should be supported. A more systematic, culturally sensitive approach is essential to connect the educational gaps. There is limited research on successful interventions for underrepresented college students with Autism. Behavior Skills Training (BST) is a method to teach students, staff, parents, and anyone else you are teaching a new skill. BST as “a procedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills” (2004, p. 558). This project utilized a workshop training using behavior skills training, modeling, rehearsing, feedback to teach college students with disability selected skills including time management, self-advocacy, job interview skills and other daily living. Early data suggest that there’s a significant difference in the success of students early in the semester, compared to past graduations rates. Five out of 8 students showed an increase of overall GPA. Three students reported increased in social skills. Although this project is currently underway, promising significant outcomes are anticipated.

Background: Due to the high-intensity of work and the need to invest the corresponding emotional support to caregivers of Autistics/individuals diagnosed with autism spectrum disorder (ASD), rehabilitation professionals--also called as autism therapists--were reported to have a high challenge to their emotional intelligence and hence a negative emotional experience of the profession, which in turn leads to job burnout. Objective: This study aims to investigate the path of the effect of emotional intelligence on job burnout in autism therapists. Methods: A survey of autism therapists was conducted during December 2020 to March 2021. There were 362 participants (Female: Male = 318:44) enrolled from the areas in east coast of China. 40.9% of the participants (N = 148) were aged between 26 to 30. Their year of service was evenly distributed, with 110, 134 and 118 people in 1 to 2 years, 3 to 5 years and 5 years respectively. The measures were Maslach Burnout Inventory (MBI-GS), Wong and Law EI Scale (WLEIS), Perceived Organizational Support (POS) and Emotional Labor Scale (ELS). The descriptive statistical analysis, the t-test and variance analysis are used to analyze the demographic differences. The relationship among the variables is tested by Process, and the significance of the meditating effect is tested by the Bootstrap to build a multi-linear regression model. Results: Fifty-five autism therapists (15.2%) reported a low level of job burnout (=50) and were in good working condition, while 118 people (32.6%) had a certain degree of job burnout (51-75) and need self-psychological adjustment, more than half of them (N = 189, 52.2%) were found to have serious job burnout and need in-depth adjustment. There was a significant positive correlation between surface emotional labor strategies and job burnout in autism therapists, that is, the more surface emotional labor strategies were used, the higher the level of job burnout among autism rehabilitation practitioners (r = 0.161, P < 0.01). There were significant correlations among organizational support and deep strategies for autism therapist (r = 0.349, P < 0.01), self-emotion (r = 0.382, P < 0.01), emotional management (r = 0.345, P < 0.01), emotional use (r = 0.309), P < 0.01), assessing others (r = 0.319, P < 0.01) and emotional intelligence (r = 0.351, P < 0.01). Conclusion: In summary, there was a positive correlation between emotional intelligence and superficial emotional labor strategies in autism therapists. The effect of the emotional intelligence of autism therapists on their job burnout is mediated through deep emotional labor strategies. The sense of organizational support regulates the mediating effect of emotional labor strategy in the relationship between emotional intelligence of autism therapists and their job burnout.

The current study utilized virtual reality and eye-tracking to teach Autistic children/children diagnosed with autism spectrum disorder (ASD) to scan and find items in a grocery store. The use of eye-tracking gave behavior technicians real-time feedback regarding teaching procedures and allowed for clear and accurate data collection. The virtual reality environment was convenient and allowed for more environmental control. All participants acquired target skills quickly and all skills generalized to the natural environment.

There has been increasing interest in incorporating equivalence and nonequivalence-based instructions in applied behavior analysis (ABA) therapy for Autistic children/children diagnosed with autism spectrum disorder (ASD). From a relational frame theory perspective, the core symptoms of autism can be conceptualized as deficits in engaging in derived relational responding (DRR). Due to this reason, providers may need to utilize a variety of strategies to promote the higher order operant of relational responding. The current study examined two strategies to promote DRR: multiple exemplar training (MET) and mixed-block teaching. A 7-year-old Autistic child/child diagnosed with ASD was exposed to two relational training programs. After reaching the mastery criteria for the trained relation (A-B), the learner failed to show derivation during test trials (B-A). MET and mixed-block teaching were implemented for the two programs, and after the remediation strategy, the learner demonstrated derivation during test trials (B-A). Implications for incorporating these strategies in equivalence and nonequivalence-based instructions during ABA interventions are discussed.

Children’s understanding of privacy begins at a young age and provides a critical foundation to the comprehension of advanced concepts related to sexuality. Specifically, the understanding of actions that can be completed in public versus private spaces and locations that are public versus private is critical to the child’s future safety. There is limited research on teaching these skills to Autistic children/children diagnosed with autism spectrum disorder (ASD). Thus, the current study sought to assess the effectiveness of using discrete trial teaching to teach this skill to three Autistic children/children diagnosed with ASD between 8 and 14 years of age. Parents were involved in the selection of specific study exemplars to ensure relevance outside of the teaching session. Priming was provided to the children regarding privacy rules prior to each teaching session. The concept of privacy was divided into six discrete steps, each step addressing a different segment of the skill; each step was taught separately in a sequential order. Probes of the steps not yet taught were conducted throughout intervention, to assess if skills were learned without direct instruction. While learning of the target skills was demonstrated, numerous procedural modifications were necessary. Implications on clinical practice will be discussed.

Difficulties in communication and social interaction contribute to social and academic deficits in Autistic students/students diagnosed with autism spectrum disorder (ASD) attending higher education. This study evaluated the effectiveness of training two adult Autistics/students diagnosed with ASD in the discrimination of social stimuli in a classroom to emit verbal responses in the categories: communicate personal preference, emit an opinion on the subject, ask a question, start a conversation, and turn-taking in a multiple baseline between the participants combined with multiple elements. Training comprised of textual and visual prompts, roleplay with positive and corrective feedback. The results indicate an increase in the frequency of responses in four of the managed categories with an average level of agreement between 91 and 91.5% among observers. Exposing only students to training contrasts with the trend of reseaches where peers are also trained to establish this interaction. The conclusions point to an alternative of promoting autonomy in real situations on campus, based on the discrimination of the contingencies in force and which responses may be appropriate on different occasions.

A fair proportion of Autistic children/children diagnosed with autism spectrum disorder (ASD) and a mild intellectual disability (ID) may experience anxiety-related challenging behavior. This study evaluated the effects of a family centered positive behavior support (FCPBS) approach enhanced with cognitive behavior therapy (CBT) on child behavior during the steps of an anxiety hierarchy in a valued family routine in the community. The study included an 11-year-old Autistic girl/girl diagnosed with ASD, ID, and anxiety-related challenging behavior and her mother. The setting selected and defined in collaboration with the child’s mother was a park routine in which the child manifested a fear of playing near or with other children in a playground at the park. Dependent variables included: (a) child challenging behavior, (b) child positive engagement, (c) parent and child ratings of child’s level of anxiety; and (d) parent rating of social validity. The study employed an experimental, single case changing criterion design and a clinical case study design across two phases, baseline and intervention. Results documented a functional relation between the implementation of FCPBS enhanced with CBT and steps achieved by the child within the anxiety hierarchy. There was also showed a precipitous decrease in challenging behavior and increase in positive engagement associated with implementation of the intervention phase. Social validity results indicated that the child’s mother viewed the FCPBS approach enhanced with CBT to be important and acceptable in regard to family goals, plan procedures, and child outcomes. Results are discussed in terms of their relation to the literature, unique contributions, implications, limitations, and future research.

Telehealth has been used as an effective mode to deliver various types of services, including treatment oversight, parent and technician training. Very few studies have examined the efficacy of technician-delivered behavior analytic services delivered via telehealth to children with autism. The onset of the COVID-19 pandemic necessitated the evolution of telehealth technology for many providers, including behavior analysts and behavior technicians in order to ensure clients continued to receive medically necessary treatment. This poster reports on five individual school-age Autistic individuals/individuals diagnosed with autism spectrum disorder that transitioned to telehealth services from traditional in-home services following March 2020. In spite of a reduced dose of treatment hours per week following the transition to telehealth, 4 out of 5 participants demonstrated a positive change in mastery of targets monthly from telehealth treatment compared to in-home treatment (M-delta=18%). These findings evidence of the efficacy of telehealth services as an effective mode of technician-delivered behavior analytic services.

Self-stimulatory behavior is repetitive, stereotyped, functionally autonomous behavior seen in both neurotypical children and Autistic children/children diagnosed with autism spectrum disorder (ASD). The evidence shows that Autistic children/children diagnosed with ASD appear to be most unresponsive while engaged in these ritualistic stereotyped behaviors (Koegel & Covert, 1972). These behaviors compete with daily life activities and acquisition of new. Koegel and Covert (1972) suggest that these behaviors might interfere with children’s acquisition of new behaviors; thus, it is important to reduce the frequency and duration of self-stimulatory behaviors. There are variety of self-stimulation interventions, music therapy is one of them. One study found that music therapy was more effective at facilitating joint attention behaviors (Gattino, Riesgo, Longo, Leite, & Faccini, 2011). Another study shows that music can increase the attention of children with autism, and effectively reduce the self-stimulation (physical stimulation) behavior of Autistic children/children diagnosed with ASD (Monika Mielecki &Leilani Goodmon).Therefore, we examined the effect of background music on self-stimulatory behavior in children with autism. In this study, a cross-scenario multi-baseline experimental design was adopted to conduct a case study of the intervention on an ASD student with severe self-stimulatory behavior, aiming to investigate whether background music would have an impact on self-stimulation behavior.

Personal independence skills are vital in promoting independence across children with Developmental Disabilities, however skillsets vary across children with Down Syndrome. This case study analyzes a self-feeding protocol used for a 37-month-old male with Down Syndrome. The 3-month protocol was embedded into a 6-month Early Start Denver Model program, a type of Naturalistic Developmental Behavioral Intervention. Parent report and baseline observation gathered that the child was dependent on adults for feeding; as well as displayed food aversions, self-injurious behaviors (head banging), and challenging behaviors (tantrums, throwing objects/food) during feeding experiences. Following baseline procedures, a 5-phase protocol was introduced, aiming to achieve complete independence with both spoon and fork self-feeding. The child was able to complete all phases. Results yielded mastery of skills with both spoon and fork, as well as increased food repertoire from a short list of highly preferred foods to an extended list consisting of neutral and novel foods. Skills generalized across several adults and settings. There is a need for continued work in personal independence skills for children with developmental disabilities, including down syndrome and autism spectrum disorder. Targeting these skills in early intervention may lead to increased levels of personal independence across development.

With the expanding heterogeneity of the Autistic population, there is an ever-increasing need to expand service offerings for these individuals. For young Autistic children/children diagnosed with autism spectrum disorder (ASD), service delivery in the field of applied behavior analysis (ABA) has emphasized treatment delivery by a paraprofessional with the oversight and supervision of a Board Certified Behavior Analysis. Parent-mediated treatments are shown to be effective across a variety of service offerings; however, parent-mediated ABA is not widely applied in the field presently. Parent-led ABA is a parent-mediated approach to ABA for Autistic children and youth/children and youth diagnosed with ASD, placing caregivers at the forefront of their child’s treatment. To evaluate the efficacy of parent-led ABA, this study evaluated treatment outcomes for 106 Autistic children/children diagnosed with ASD ages 3 – 7 years who received parent-led or practitioner-led ABA. Results of this study demonstrated parent-led ABA to be as efficacious as practitioner-led (ps .05). These results contribute to the literature demonstrating the effectiveness of parent-mediated treatments, thus, expanding available services offerings and providing families more options in care when deciding what will be the best fit for their child and their family.

Many Autistic children/children diagnosed with autism spectrum disorder (ASD) have favorite interests or activities that they never tire of repeating and which can appear to get in the way of them learning new skills or engaging with others. In some children’s cases, their obsession was Disney. Despite motor problems, they mastered the remote control for the family’s video recorder and loved to watch the same films over and over again, particularly The Little Mermaid and Peter Pan. They rewound the same scene repeatedly. Uncomfortable in noisy, unpredictable social situations, watching a video together was one of the few activities that the whole family could share and enjoy. They sat through Dumbo so many times that parents once joked, “If I have to watch it one more time, I’m going to run away and join the circus!”

Immediate echolalia is a behavior that can interfere with language development and skill acquisition (Neely et al., 2016). One method for decreasing immediate echolalia is a cue-pause-point procedure (McMorrow et al., 1987; Valentino et al., 2012). This procedure was implemented by having the technician (a) hold up their finger at eye level to indicate the child should remain quiet; (b) deliver the vocal portion of the SD (e.g., What is it?) followed by a short pause; and then (c) lower their finger to a visual portion of the SD (e.g., point to a picture on the table). A multiple baseline design across behaviors was used to demonstrate the effectiveness of the cue-pause-point procedure with one participant. The participant was a seven-year-old girl diagnosed with Autism Spectrum Disorder. Results showed a clear increase in correct responding, without immediate echolalia, as the intervention was applied to each operant. This poster extends the research by showing the effectiveness of the procedure across multiple operants while also demonstrating the potential need to actively program for generalization across operants.

This study aimed to identify evidence-based practices (EBPs) elementary educators use to include Autistic students in general education in Washington State. Twenty-seven general educators, 31 special educators, and 28 paraeducators who support at least one Autistic student in general education completed a modified version of the Autism Treatment Survey (ATS; Hess et al., 2008). Educators indicated familiarity with and frequency of use of 21 EBPs listed by the National Professional Development Center on ASD (Wong et al., 2013). Across all roles, reinforcement, modeling, task analyses, and visual supports were the most heard of EBPs (98.8%, 97.7%, 94.2%, and 93%, respectively). Behavioral momentum (29.1%), naturalistic intervention (44.2%), video modeling (44.2%), and technology-aided instruction and intervention (45.3%) were least familiar. Of educators reporting familiarity with an EBP, the most used to facilitate inclusion of an Autistic student were reinforcement (98.8%), modeling (96.4%), visual supports (92.5%), and antecedent-based intervention (86.8%). Video modeling (31.6%), technology-aided instruction and intervention (38.5%), peer-mediated intervention (52.4%), and time delay (56.4%) were least used. This study provides insight into educator familiarity with and use of ASD-specific EBPs and has implications for improving the use of EBPs to ensure Autistic children are meaningfully included and retained in general education settings.

Background: There is a scarcity of objective research providing evidence of maintenance of long-term change and treatment generalization outside of autism spectrum disorder (ASD) interventions. Our study aims to examine social communication improvements through social skill practices using online group platform among Autistics/individuals diagnosed with ASD. Objectives: Create online, personalized peer groups for Autistics/individuals diagnosed with ASD to implement and practice acquired social skills from ASD intervention. And propose novel methods for measuring changes in individuals’ social communication skills. Methods: 40 Autistics/individuals diagnosed with ASD completed 5-8 sessions in 8 weeks. Each participant was pre-screened and grouped with others based on similar communication level. Participants joined their 60-minute online peer group of 3-5 neurotypical and Autistic youths/youths diagnosed with ASD, led by a trained facilitator. They freely engaged in conversations and activities. Sessions were recorded and individually analyzed to assess social engagement and emotional health. Results: Youth (median age=15.2 years, IQR 8-22; 82% male) participated in the groups. 80% of participants had significant improvement in social communication, measured by total talk time throughout the peer groups. Conclusions: Our results with novel objective measurements suggest that our online peer groups provide an opportunity for Autistics/individuals diagnosed with ASD to effectively practice and apply social skills acquired in interventions.

Autistics/individuals diagnosed with autism spectrum disorder often experience difficulties identifying emotional responses of others and themselves. The difficulty on identify emotions often leads to lack of understanding of social situations and appropriate ways to reciprocate social interactions. Past studies and current common practices focus on tacting “emotions” by looking at pictures or real persons exhibiting various facial expressions. This present study explores a five-phase approach to teach individuals diagnosed with autism to identify and respond to complex emotions. The five phases targeted different components such as identifying facial expression, verbal behavior, and body gestures, responding to emotions exhibited by the other person, using two or more words describing the same emotion, identifying the context (antecedent and consequence) of the emotions and if the person is still experiencing the emotion in a different context, and generalizing to a natural learning environment. The results suggest that all five phases were necessary in order for the participants to identify and respond to complex emotions.

This study reports the use of telehealth in reading acquisition to an Autistic boy/boy diagnosed with autism spectrum disorder (ASD)—“Nick,” nine-years-old—and his mother “Kate,” who was taught to apply a multiple-sample matching-to-sample procedure (MTS). The skills of selecting printed words when showing models composed of pictures and printed words and of naming pictures were taught. Selecting printed words when the models were just pictures, naming the printed words and reading from books were evaluated. The words were selected from their frequency in the books. “Kate” received real-time supervision; the sessions took place via video calls on smartphones, three times a week, for six months. The scores in post-tests indicated an increase in the reading repertoire for all seven books, the variation in the percentage of correct responses was between 22 and 42 in pre-tests and between 53 and 78 in post-tests, with a 0.05% degree of confidence. The absence of concurrent demands (other small children and formal workload in paid employment outside the home) and “Kate´s” intrinsic motivational aspects are external factors to good teaching programming practices that contributed to these results.

This literature review summarizes the role of social validity assessments across eight behavior analytic journals from 2010-2020. The purpose of this review is to encourage practitioners and researchers to consider their importance in behavior intervention.

Teachers and paraprofessionals in early childhood education classrooms face a diverse student population, including Autistic students/students diagnosed with autism spectrum disorder (ASD). This diverse population requires teachers and paraprofessionals to address the broad spectrum of adaptive and academic needs of their students. Diverse early learners often exhibit challenging behaviors that require teachers and paraprofessionals to have extensive training to replace maladaptive responses with appropriate skills. However, teachers and paraprofessionals often find themselves with limited training in classroom behavior management and not fully prepared to teach a diverse student population. Applied behavior analysis (ABA) is an effective treatment for students with various developmental differences, including ASD, and has proven successful in classroom settings. Despite these findings, many early childhood teachers and paraprofessionals are unfamiliar with ABA technologies. As such, a training program was developed to equip teachers and paraprofessionals to utilize ABA strategies with diverse students in early childhood special education public school classrooms. Behavior analysts provided training to teachers and paraprofessionals utilizing the Registered Behavior Technician Task List (2nd ed.) from the Behavior Analysis Certification Board. This poster details the training provided and highlight challenge, solutions, and lessons learned. Lastly, social validity data is presented.

Parents of Autistics/children diagnosed with autism spectrum disorder (ASD)a child with autism have reported severe hardships related to raising their children, possibly due to their limited capacity to respond to the children’s unique needs and attenuate behavioral challenges that are often accompanied by limited or delayed social-communication skills. These hardships are exacerbated in low-resource settings, such as Mongolia, where they have little access to evidence-based practices, which challenges autism researchers to examine different intervention approaches. In this single case research using multiple probe design, four parent coaches and five novice parents in Mongolia and their Autistic children/children diagnosed with ASD and their children with ASD in Mongolia participated in a parent peer peer-coaching program. The intervention package was comprised of training and coaching in evidence-based practices that was delivered via telepractice. Parent coaches completed online training and then were coached by a local research assistant in a staggered fashion. Visual analysis revealed a functional relation between the intervention package and the coaching fidelity of parent coaches. Social validity data also indicated that parent coaches and novice parents were satisfied with the program and reported it was acceptable, feasible, and effective. Implications for conducting intervention research in a low-resource setting are also described.

The presence of stereotypy is one of the core features exhibited by Autistics/individuals diagnosed with autism spectrum disorder (ASD). Stereotypy can interfere with academic engagement and become a major barrier to appropriate education and social development of Autistics/individuals diagnosed with ASD. Studies have shown that exercise can produce reductions in stereotypy and positive collateral effects. The purpose of the current systematic review was to examine the effects of physical exercise on stereotypy and engagement in appropriate non-stereotypic behaviors. The findings suggest that Autistics/individuals diagnosed with ASD can benefit from incorporating antecedent exercises with regard to stereotypy and other positive collateral behaviors. Implications of the results and areas for further research are discussed.

Self-efficacy refers to an individual's perceived ability to accomplish specific expectations. Research indicates that individuals with higher self-efficacy are more likely to demonstrate persistent behaviors associated with meeting expectations. Special educators are required by law to implement evidence-based practices for Autistic students/students diagnosed with autism, most of which are rooted in the concepts and principles of applied behavior analysis. Special educators with high self-efficacy are likely to believe that they have the ability implement evidence-based practices for students with autism and behave in a manner that ensures such practices are implemented with fidelity. Therefore, it is pertinent that special educators have high self-efficacy related to the ability to effectively teach Autistic students/students diagnosed with autism. The Autism Self-Efficacy Scale for Teachers (ASSET) is a reliable and valid measure of special educator's self-efficacy for educating Autistic students/students diagnosed with autism. We administered the ASSET to 100 special educators who work with Autistic students/students diagnosed with autism in public schools. Results indicated variability in responding across and within participants. We evaluated potential moderating variables such as grade level taught, instructional setting, and years of experience. Practical implications and recommendations for future research will be discussed.

Autistic children/children diagnosed with autism spectrum disorder (ASD) often have difficulty during times of transition. Autistics/individuals diagnosed with ASD may display a host of challenging behaviors such as tantrum, self-injury, elopement, or aggression to maintain possession of an activity, or to avoid an upcoming task or activity. Several studies have focused on the use of antecedent interventions to increase the probability of compliance during times of transition. The current study examined the use of a promise reinforcer as an antecedent intervention during transitions for two elementary-aged male Autistic students/students diagnosed with ASD. The effectiveness of the promise reinforcer was evaluated using a single-subject reversal design (ABAB) during transitions from a preferred activity to an instructional activity, a preferred activity to a different preferred activity, and from an instructional activity to a different instructional activity. The results showed decreases in the frequency of tantrum behavior during each transition type when a promise reinforcer was presented as an antecedent strategy.

Functional communication is an evidence-based practice that is extremely effective in reducing challenging behavior. Thinning the schedule of reinforcement is a seeing a decrease in challenging behavior and an increase in communication is an important element of the intervention. After examining the literature, three primary techniques emerged including multiple schedules, chained schedules, and delay-to-reinforcement. There are different variations in each of these techniques that can be difficult to navigate as a practitioner. Thus, we developed a decision-making guide for selecting a schedule thinning technique and three separate treatment guides, one for each technique. We believe these guides will assist in implementing schedule thinning with their clients.

While ample evidence exists on the impact of parent training and psychoeducation on the mental health and behavior management skills of caregivers of Autistic children/children diagnosed with autism spectrum disorder (ASD), there is still a critical need to systematically implement interventions that evaluate their impact on caregiver stress and socioemotional factors, while providing equity in accessibility to families from historically underserved communities (e.g., racial and ethnic minorities). The current study examines the implementation of a broader adaptation of the Research Units in Behavioral Intervention (RUBI) Autism Network Parent Training for Disruptive Behaviors program for child challenging behaviors in combination with acceptance commitment therapy (ACT)-oriented supports on caregivers of Autistic children/children diagnosed with ASD whose primary language is Spanish. We will discuss the components of this program that made it accessible to Spanish-speaking families and look at the impact of its implementation. We anticipate that final outcomes will demonstrate improved child adaptive behavior and parent-reported stress. Creating culturally and linguistically sensitive behavior analytic supports for Spanish-speaking families is an area of great need in the literature and our hope is that this study will highlight ways to make these interventions more equitably accessible for underserved families.

Autism service delivery is key to success across all settings. While most organizations choose to deliver mostly clinic-based services, our organization has chosen to meet the individuals where they are. Benchmark Autism services was initiated in South Georgia, primarily in the homes. Our team was charged with the task of delivering services differently from others. Data presented will reflect individual differences across various settings overtime. Individuals were randomly sampled across locations, age, and behaviors. Results showed that when service delivery occurred across various settings throughout the week, then target behaviors initially increased and then decreased. As autism demands increase, it is very important for providers to consider how individual services are delivered and challenge themselves to think outside of the box.

Early intervention (EI) services are considered to be critical for young Autistic children/young children diagnosed with autism spectrum disorder. Comprehensive programming often includes applied behavior analysis, speech therapy, and/ or occupational therapy. Although EI services have been found to be effective, additional research is necessary to reveal what combination for these services works best for individual children. This study evaluated outcomes from two concurrent EI programs: A five-day/week clinic-based therapy program that included behavior analytic therapy in addition to group speech therapy and individualized speech or occupational therapy (37.5 hours of therapy per week) and a part-time clinic-based program that included behavior analytic therapy five days/week in addition to group speech therapy and individualized speech or occupational therapy up to two days per week (19.5-22 hours of therapy per week). Both year-round programs were compared using outcomes gathered from regular VB-MAPP milestones. Results are summarized and discussed and recommendations for service dosage are provided.

Social skills groups are used to provide opportunities for learners to practice social skills with peers regularly. Groups are typically organized based on age and interests, and are offered for kids, preteens, teens and young adults. Social skills groups are usually conducted face-to-face, however, during the COVID-19 crisis, conducting social skills groups in person presented many challenges. Telehealth has evolved as a new platform for participants to gather virtually to continue developing their social skills. Without the social interactions learners typically access while in school, participating in a social skills group virtually provides a safe and supportive environment where they can continue to learn the skills needed to improve social-emotional development. Compared to in-person social skills groups, through the use of telehealth, we’ve been able to increase both the number of different social skills groups being conducted at a given time as well as the number of participants attending each group. Additionally, we have been able to increase the variety of groups we offer and further specialize them to their ages and needs. Social skills through telehealth is a service delivery model that has offered us the opportunity to increase our outreach and will continue to post pandemic.

Successful social interactions require awareness of others’ intentions for better prediction. Autistic children/children diagnosed with autism spectrum disorder (ASD) lack sufficient abilities to engage; they misinterpret cues and often exhibit incorrect responses. Neurotypical children (N=12) and Autistics/children diagnosed with ASD (N=8) were recruited from the community and learning centers. Data were collected using the Tobii Pro Nano while Tobii Pro lab and IBM SPSS V 27.1 were used for analysis. Areas of Interest (AOIs) were created for each object (actress, dog, and toys) in a video. Number of saccades, fixations, and fixation duration on each AOI were calculated. Autistics/children diagnosed with ASD demonstrated wider and less specified gaze patterns with greater variability. Neurotypical children averaged 12.33 ± 4.16 fixation events on the actress’ face and 33.67 ± 11.55 on the dog compared to 13.00 ± 14.05 and 23.57 ± 15.95 from Autistics/children diagnosed with ASD. There were no significant differences by group (p = 0.783) for fixation duration on the objects (alpha 0.05, 95% CI). 25% of the children with ASD verbally expressed the correct object choice, while 75% of the neurotypical children verbalized the correct choice. The results suggest that behavioral therapies utilizing eye-tracking technologies may optimize therapies for Autistics/children diagnosed with ASD.

Autistic children/children diagnosed with autism spectrum disorders (ASD) often have difficulties with social skills, including initiating and responding to social interactions with peers. Challenges in these areas can impact their development in forming meaning social relationships and friendships. Many Autistic children/children diagnosed with ASD learn social skills through adult modeling and scaffolded supports, although, these skills may not always generalize across individuals and contexts. Peer-mediated intervention (PMI) is an evidence-based intervention that can be implemented in schools with typically developing (TD) peers to help Autistic students/students diagnosed with ASD improve their social skills. PMIs are implemented in naturalistic settings (e.g., school) and TD peers are intervention agents who are readily available to model appropriate social skills. There have been many PMI studies with young Autistic children/young children diagnosed with ASD; however, minimally verbal Autistic children/minimally verbal children diagnosed with ASD are often excluded from the study sample. This presentation will review different PMIs that have included minimally verbal Autistic children/minimally verbal children diagnosed with ASD. Examples will include integrated playgroups, buddy systems, and social initiation trainings. Commonalities among these interventions will be examined and discussed, and opportunities for practicing behavior analysts to incorporate PMIs into their work will be described. The strengths and weaknesses of PMIs will also be considered.

Developing verbal behavior is fundamental to many educational and therapeutic efforts in applied behavior analysis (ABA). While many strategies researched in ABA have focused on developing verbal behavior directly, a significant amount of research has also shown that verbal behavior may develop indirectly, or emerge as a result of other experiences. Research on emergent verbal behavior is described in many ways within the literature, both inside and outside ABA, however, which may result in confusion regarding core processes. This may have many implications for practice, particularly when working in interdisciplinary settings. The aim of the present poster is to review some studies representative of research on emergent verbal behavior (e.g., instructive feedback, derived intraverbals), highlighting both similarities and differences. In doing so, common processes will be underscored, and opportunities for integration across different areas of research, including different disciplines, will be described. This will promote a shared understanding among researchers and practitioners working in this important area. Specific recommendations along these lines will be provided.

Autistic children/children diagnosed with autism spectrum disorder (ASD) from bilingual or non-English speaking homes in the United States experience the intersection of disability and linguistic marginalization. They are underrepresented in behavioral research, and limited empirical studies examine how to conduct assessments and interventions across languages. Despite bilingualism having no known negative impacts, parents have reported that professionals advise them against maintaining their heritage language with their children. This scoping review examines the representation of bilingualism in the behavioral literature. Criteria for inclusion are a) empirical research that is behaviorally based and utilizes single-case research design; b) participants are bilingual children identified with autism or other developmental disabilities; c) the dependent variable is a direct measurement of the child's behavior. The included studies (n=10) were examined by a) purpose and methods (i.e., behavioral intervention or assessment strategies); b) participant demographics; c) interventionist demographics; and d) researchers' stated practice recommendations. Outcomes were varied and demonstrated the heterogeneity of Autistic children/children diagnosed with ASD. Some children experienced positive outcomes with heritage language instruction (e.g., reduction of challenging behavior), while others demonstrated similar responses across languages. Implications of these findings highlight the necessity of including heritage languages when conducting behavioral assessments and interventions for Autistic children/children diagnosed with ASD and other developmental disabilities.

Emotional regulation is defined as one's ability to modify their own emotional states and actions to reflect adaptive or goal-oriented behavior. It is common for Autistic individuals/individuals diagnosed with autism spectrum disorder (ASD) to react to major stressors with dysfunctional and unorganized behaviors, leading to more significant challenges and even higher states of mental and physiological arousal. Autistic individuals/individuals diagnosed with ASD are known to have challenges with socio-communicative functionality as well as restrictive and repetitive behaviors, which can often lead to difficulty regulating emotional states especially when faced with significant stressors. Despite this, and the fact that it is a widespread topic amongst other human service fields, there is very little known within behavior analysis about the efficacy of procedures pertaining to emotional regulation. Within the literature, there is a strong evidence base suggesting implementation of such procedures would benefit Autistic individuals/individuals diagnosed with ASD in both response to stressors as well as cognition pertaining to both intrapersonal and interpersonal relationships, thus strengthening social skills, another common area of deficit. In this poster, the author will discuss the lack of emotional regulation skills being addressed by applied behavior analysis professionals, the benefits of teaching emotional regulation strategies to Autistic individuals/individuals diagnosed with ASD, as well as common procedures for implementation of these strategies./p>

Simultaneous prompting procedure is an evidence-based practice for individuals with disabilities (Tekin-Iftar et al. 2019). A benefit of simultaneous prompting is that once an instructor establishes an instructional trial, they are able to determine how to adjust the procedure to each student to provide efficient and individualized instruction. A second benefit of simultaneous prompting is promotion of incidental learning, as evidenced in several studies. This review will report findings from an analysis of the use of this intervention with Autistics/individuals diagnosed with autism spectrum disorder (ASD) specifically. Consequently, 28 peer-reviewed studies reporting the results of investigations that involved 71 Autistics/individuals diagnosed with ASD were analyzed with respect to 25 variables. The participants included 68 students across the spectrum who were enrolled in preschool-grade 12, plus three adults who received educational services in their residential home. A visual analysis of the data concluded simultaneous prompting was effective, as acquisition, maintenance, and generalization of target skills were attained. In addition, several guidelines are also provided for the use of this procedure in the classroom setting for Autistic students/students diagnosed with ASD.

Researchers identified that video games can increase student participation, engagement, support social and emotional learning, and motivate students to take risks, and moreover, utilize creative and innovative tools for authentic assessments (Nguyn, 2021). Additionally, Autistics/individuals diagnosed with autism spectrum disorder (ASD) can learn communication, social-skills, and hone in collaboration skills through video games. Moreover, video games provide a natural conduit to learn, practice, and refine complex competencies necessary for secondary transitions. Specifically, problem-solving skills taught through a self-regulated learning (SRL) lens (Zimmerman, 2000) can be applied while students learn and practice complex competencies through challenges or problems created in the Minecraft EDU. This presentation will include a sample of situated learning paired with an authentic assessment in the context of Minecraft used to teach SRL and problem solving to Autistic individuals aged 15-21/individuals diagnosed with ASD and/or related disabilities. The intervention was delivered during a weeklong summer using distance technology and video games.

Increasingly, Autistics/individuals diagnosed with autism spectrum disorder (ASD), including those with limited vocal communication, are taught in group instructional arrangements. Yet, within both inclusive and specialized settings Autistic students/students diagnosed with ASD often remain passive participants expected to observe instruction with occasional opportunities to participate or practice. This study compared the effects of two types of group instruction, sequential turn taking and response cards, on opportunities to respond, off-task behavior, academic related vocalizations, and skill acquisition of five elementary Autistic students/students diagnosed with ASD. After reviewing this poster and engaging with the presenter, participants will be able to: a) define active responding and describe its impact on learning, b) define and compare sequential turn taking and response card instruction, c) list the steps of response card instruction, d) describe ways these group instructional arrangements can be embedded into inclusive academic instruction.

Individuals with disabilities consistently perform below their neurotypical peers on national assessments of mathematics (NAEP, 2015, 2017). Further, it is estimated that around one fourth of Autistic students/students diagnosed with autism spectrum disorder (ASD) have a mathematics learning disability (Williams et al. 2008) which directly impacts their academic performance. Effective and efficient methods and strategies for teaching mathematics to Autistic students/students diagnosed with ASD are critical for preparing them to increase their post-secondary educational and employment opportunities. Multiple reviews have evaluated interventions and instructional approaches for teaching mathematics to Autistic students/students diagnosed with ASD (Barnet & Cleary, 2015; Bouck et al., 2013; Gevarter et al., 2016). This review aims to evaluate the instructional components of interventions, technology, resources (i.e., number lines), virtual resources, and manipulatives researchers have used to improve the mathematical outcomes of Autistic students/students diagnosed with ASD. It is anticipated that the results of this review will be applicable to teachers of Autistic students/students diagnosed with ASD and will provide evidence-based strategies for teaching mathematics. It is also anticipated that this review will provide direction for future research.

Autistic children/children diagnosed with autism spectrum disorder (ASD) who are age three and younger receive intervention services from multidisciplinary Part C Early Interventionists and Behavior Analysts, often from separate agencies. Collaborating with professionals from other disciplines to meet the needs of clients is recommended as a best practice and an ethical guideline (Code 2.10). Little is known about collaboration between these two groups of providers. Researchers from the University of Washington’s On-Time Autism Intervention (OTAI) project conducted a six-month pilot Project ECHO (Extension for Community Healthcare Outcomes) with these two groups. Our ECHO was a case-based professional development and collaboration opportunity designed to increase collaboration. Participants in the pilot included behavior analysts and Part C early interventionists working with Autistic clients/clients diagnosed with ASD aged three or younger who served Medicaid-eligible or Black, Indigenous, and People of Color (BIPOC) children. Project ECHO met biweekly online and included short didactics and structured case-based participant collaboration. Preliminary findings from post-ECHO semi-structured interviews suggest major barriers to collaboration include time constraints, willingness of providers, and individual characteristics. We suggest that Project ECHO, which has been successfully used in the medical field, is an efficient and effective way to support behavior analysts in engaging “colleagues from their own and other professions” in meaningful collaboration.

Generalization and maintenance of child and caregiver skills targeted through behavior therapy have been long documented as a crucial aspect of intervention (Stokes & Baer, 1977). However, minimal data-based research documenting the long-term generalization and maintenance of trained skills exists (Hong et al., 2018). Following increased availability of telehealth services due to the COVID-19 pandemic, our hospital-based clinic for challenging behavior modified systemic protocols to continue providing effective behavioral interventions, and to increase data-based monitoring of maintenance of treatment gains during follow-up services (Figure 1). The purpose of this study was to evaluate the effectiveness of the modified protocol for three Autistics/individuals diagnosed with autism spectrum disorder (ASD) and their caregivers, during the transition from clinic-based to telehealth services. The protocol utilized novel baseline data collection procedures, various phases targeting goals through treatment, supported generalization, independent generalization, and follow-up services. Preliminary results suggested the protocol allowed clinicians to identify and target initial drops in caregiver integrity when transitioning behavior plan implementation from clinic to home (Figure 2). A similar pattern was observed following the transition to follow-up services. Improvement in data collection by clinicians was also observed. Results and implications focusing on the generality of client and caregiver behavior will be discussed.

Since the onset of the COVID-19 pandemic, several human healthcare and education services have transitioned from in-person to online in an effort to curb the spread of the contagious disease. Families of Autistic children/children diagnosed with autism spectrum disorder (ASD) represent a large proportion of the growing population relying on telehealth services since the beginning of the pandemic. Although these remote technologies have created several opportunities in varying fields of patient care, they also present challenges that may impede access to essential services. This study explores the issues, challenges, and opportunities in telehealth service provision among practitioners and families of Autistic children/children diagnosed with ASD. The study also examines internal validity elements of primary interventions research on telehealth training of parents and caregivers of Autistic children/children diagnosed with ASD. The Children for Exceptional Council (CEC) indicators for identifying evidence-based practices in this field were applied to experimental research conducted between 2000 and present. Preliminary findings show gaps in the extent to which authors address internal validity. Suggestions for future research are discussed.

Introduction: Applied behavior analysis (ABA) is the current gold standard for treatment of autism spectrum disorder (ASD), yet barriers for treatment are not well understood. Methods: Patients were identified from four children’s hospitals in Florida, Delaware, New Jersey, and Pennsylvania during 2021. Autistic children ages 1-8/children diagnosed with ASD were included. ASD diagnosis (67%) compared to Delaware (45%) (p<.001). Caregivers with children who received ABA services were more likely to know how to find the right services (2.06[1.38-3.08]p<.001), know what to do when not getting the right services (1.98[1.33-2.95]p=.001), comfortable finding services through phone (2.04[1.25-3.34]p=.004), email (1.81[1.05-3.14]p=.034) and social media (1.72[1.16-2.56]p=.007). Caregivers believe the earlier a child gets treatment for ASD the more progress they will make (3.07[1.61-5.86]p=.001), and with proper treatment, behavior (2.24[1.36-3.69]p=.001) and development (1.70[1.01-2.83]p=.044) will improve (OR[95% CI]p-value). Conclusion: Barriers to accessing ABA services is a multifactorial issue. Demographics, parental assertiveness, treatment perceptions, and knowledge contribute to Autistic children/children diagnosed with ASD not receiving ABA services.

In practice, clinical assessments allow practitioners to make decisions about programming and to evaluate learners’ progress using standardized measures. The PEAK Comprehensive Assessment (PCA), Children’s Psychological Flexibility Questionnaire and LIFE Skill Emergence System: Functional Model Caregiver Assessment Form are three distinct yet interrelated clinical assessment tools that can be utilized to inform meaningful programming across the lifespan. The PCA, which evaluates relational responding abilities; CPFQ, which measures psychological flexibility; and the LIFE Functional Model Caregiver Assessment, which assesses functional life skills, have all been validated among Autistic populations. Previous research has found robust psychometric properties, good convergent and divergent validity, and increasing clinical applications of these three assessments among neurodivergent populations. The current study synthesizes previous and ongoing research on the utility and outcomes of these three measures in Autistic populations. Preliminary evidence suggests a significant difference in scores on the PCA t(135.4) = 9.459, p < .0001 and CPFQ t(72.41) = 3.662, p = .0005 between neurotypical and Autistic populations. Clinical implications include the potential use of the PCA, CPFQ, and LIFE Functional Model Caregiver Assessment for determining programming and evaluating progress across various domains.

While studies have shown the value of providing books at home for elementary-level children (e.g., Barton et al., 2007; Hawes & Plourde, 2005), the focus was on elementary school children. Research has shown a relationship between parents’ perception toward reading to their elementary children and reading levels (Hawes & Plourde, 2005), but these studies have not included Autistic middle school children/middle school students diagnosed with autism spectrum disorder (ASD). When Autistic students/students diagnosed with ASD struggle with reading, they may also struggle with other academic areas, such as math, history, and science (McIntyre et al., 2017). Parent involvement may have a positive impact on student achievement. Boonk et al. (2018) conducted a review of 75 studies published between 2003 and 2017, focusing on the relationship between parent involvement and student academic achievement. Even though these studies concluded there was a positive relationship, the studies focused on neurotypical students. Evaluating the relationship between parent involvement and reading levels among Autistic middle school students/students diagnosed with ASD could provide insight into whether parent involvement can positively impact reading scores of Autistic middle school students/students diagnosed with ASD.

The purpose of this systematic literature review was to evaluate current research on using applied behavior analysis (ABA) to teach social skills to Autistic young adults/young adults diagnosed with autism spectrum disorders (ASD). Although there is extensive research identifying ABA as a successful intervention for increasing social skills in Autistic children and adolescents/children and adolescents diagnosed with ASD, there is a dearth of research on its implementation with Autistic young adults/young adults diagnosed with ASD. A systematic literature review was conducted to evaluate current research on social skills interventions for Autistic young adults/young adults diagnosed with ASD. The literature review was conducted using Education Full Text, ERIC, and PsycINFO. Keywords used for searching included variations of “young adults with autism,” “social skills instructions,” and “applied behavior analysis.” To be included in this literature review, the journal articles must have 1) contained a combination of the previously listed keywords, 2) been published between 2011 and 2021, 3) be written in English, and 4) be peer-reviewed. While it is commonly posed that research should be conducted to determine the effectiveness of social skills interventions with Autistic adults/adults diagnosed with ASD, there continues to be a paucity of research in this domain. This literature review summarizes current research and trends, discusses themes, identifies gaps in the literature and presents possible opportunities for future research.

This project examines the frequency of missed scheduled preventive healthcare visits in a population of 364 adolescents and adults aged 13-40 years old with developmental disability, among other co-morbid diagnoses. Data was obtained through Bancroft's de-identified electronic medical records. We conducted a preliminary examination of the prediction that individuals missing preventative healthcare visits will be at greater risk for using emergency care services. Subjects appeared to be more likely to utilize emergency room services when two or more visits are missing compared to one visit, providing preliminary support for the notion that individuals with developmental disability who miss preventative healthcare visits might be at greater risk for emergency medical care. The research team will conduct inferential statistical analyses to test the contribution of age, gender, main and co-occurring diagnoses, placement, and other relevant variables on missing preventative healthcare visits and emergency room visits. A survey will be administered to participants’ caretakers to examine barriers underlying completion of healthcare visits. The research team will analyze qualitative data and categorize common themes of barriers. These contributions may help inform practices and future policies for organizations and families caring for individuals with developmental disabilities or Autistics/individuals diagnosed with autism spectrum disorders.

Applied behavior analysis therapy is now covered by most private and government insurance providers, yet there are not nearly enough Board Certified Behavior Analysts to serve the Autism population. Additionally, there is an uneven distribution of those practitioners across the United States. While coverage for applied behavior analysis therapy by insurance providers may seem to have taken us in the right direction, inconsistent funder requirements may further limit access to care. With limited practitioners, increasing numbers of Autistics/individuals diagnosed with autism spectrum disorder, and vastly different funder requirements, we should seek to learn more about the reality of obtaining a Registered Behavior Technician credential in an applied setting where services are funded by insurance providers, this credential is required to provide care, and practitioners trained to oversee these cases are already limited.

This meta-analysis and systematic review was conducted to synthesize research studies on point-of-view (POV) video modeling and analyze the behavioral, academic, and social outcomes it had on Autistic students/students diagnosed with autism spectrum disorder (ASD). Video modeling has been established through research as a robust intervention with positive effects across disabilities to teach behavioral, academic, functional, social, and life skills. Methods: A literature search was conducted using the online databases ERIC, APA PsychInfo, and Proquest Dissertations. The Boolean search string: video technology AND modeling AND point of view AND autism was used. The titles and abstracts of the articles were reviewed to identify relevance and, in order to be included in the review, studies had to meet the following criteria: (a) POV video modeling independent variable, (b) study participants are individuals with autism, and (c) study was conducted using a single-subject research design. Results: Thirty-five studies met these criteria. Studies were evaluated using CEC quality indicators and two studies were removed. Data were extracted from each of the graphs and are being analyzed currently. Preliminary analysis of the remaining studies indicates a functional relation between POV video modeling and the skills and behaviors the researchers were targeting.

The rare chance to hear about autism from an individual who is actually on the spectrum and has lived it, is invaluable. This presentation will take audiences through my roller coaster of a life living with high-functioning autism. I discuss my plight of trying to get through the public school system, how it failed me, and what educators can do better. I cover in-depth my experiences trying to socially fit in with many different crowds and cultures, and I provide invaluable insight into the behaviors of neurotypical people that I have obtained through much observation. I also go through my experience of being fired from over fifty jobs and give insight as to how to deal with autism in the workplace. My presentation provides a number of strategies and tools for the attendees. By welcoming the audience inside my head and heart, they walk away with an understanding about the Autistic brain and the raw emotions that go along with it. My keynote addresses issues such as loneliness, communication patterns, and fitting in as a teenager to even heavier topics such as suicide and drug abuse. I guarantee no one will view autism the same after hearing me speak.

Drowning is the primary cause of accidental death in Autistic children/children diagnosed with autism spectrum disorder (ASD; Alaniz, Rosenberg, Beard, & Rosario, 2017). This research demonstrates the effectiveness of behavioral strategies to teach basic swim safety skills while also indicating the need for additional research. Less than 20 research studies exist that focus on autism and swimming, and the majority of those studies have focused on advanced swim skills (e.g., swim stroke technique) rather than basic swim skills (e.g., learning to float, kicking, and blowing bubbles). In this study, a multiple baseline design across behaviors with replication across participants was used to demonstrate the acquisition of basic swim skills. Participants were all Autistic children/children diagnosed with ASD, under the age of 10, who could not pass a basic safety swim skills pretest. All sessions were conducted with a certified swim instructor in the water. Treatment procedures included the use of flexible prompt fading and reinforcement based on a preference assessment. Results were mixed, with an increase in some swim skills, but not at the rate or number initially expected. The data contribute to ongoing efforts to teach life-saving swim skills both quickly and effectively.

Visual supports are an evidence-based practice that increases independence for adults with disabilities, however, they are rarely utilized. They are often used with children in school settings, yet are not frequently observed in adult service environments. One way to enrich the instructional environment is to provide visual supports that might include choice boards, visual schedule, or work systems. Visuals increase independence. As Hume, Loftin, and Lantz (2009) determined, visual supports decrease the need for adult management, and increase the individuals' independence and self-determination. Crites and Howard (2011) demonstrated increased engagement and independence through the use of visual supports in several day habilitation programs. Even with these known benefits, no visual support resources have been developed specifically for adults and the direct support professionals and family members who truly want to encourage greater independence.

Avoidance Restrictive Food Intake Disorder (ARFID) is a newer diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) that describes an individual who cannot meet their nutritional needs due to fear of aversive consequences, sensory sensitivity, and/or lack of interest in eating or food. Individuals with ARFID display rigidity around eating and avoid certain food types, resulting in insufficient calorie intake. In the current study, the participant is a 17-year-old male Autistic/individual diagnosed with autism spectrum disorder and ARFID. This participant had a history of intense, outpatient treatment that focused on increasing his calorie intake and weight gain. After a functional behavioral assessment, a self-management intervention using a behavior contract was implemented to increase and maintain a higher caloric intake. The intervention included weekly 1- to 2-hour telehealth visits with a Board Certified Behavior Analyst, the participant, and a caregiver. At baseline, the average daily caloric intake for the participant was 1530 per day and he weighed 98 pounds. After 14 sessions, the average daily caloric intake for the participant was 1840 per day and he weighed 113.5 pounds. This applied research demonstrates the effectiveness in the treatment of behavioral symptoms related to ARFID.

Token economies have been shown to improve outcomes across populations, settings, and behaviors. Nonetheless, their complex nature frequently leads to ineffective implementation. Additionally, little is known about the extent to which token economies are effective for increasing engagement in adult Autistics/adults diagnosed with autism spectrum disorder and other developmental disabilities. Therefore, we conducted a multiple probe across participants study to evaluate the effectiveness of an app-based token economy to increase engagement in daily living and vocational tasks in adults with disabilities. All participants increased their engagement with tasks following the introduction of the intervention. However, social validity results indicate that staff members found some components of the interventions challenging to implement.

As more children are being diagnosed with autism, more families are facing the shortage and lack of proper services for their children especially as their children get older. This is when parental advocacy becomes a major part of receiving the proper and intensive therapy, mainly applied behavior analysis. The purpose of the present study was to understand how parental stress and coping behaviors as well as the severity of autism, cultural factors, and knowledge base of the parents impact parental advocacy for their Autistic children/children diagnosed with autism spectrum disorder (ASD). This study used discriminate function analysis to further understand different characteristics of caregivers who are more likely to advocate for their Autistic child/child diagnosed with ASD. A sample of 100 families with Autistic children/children diagnosed with ASD were recruited. Despite what was hypothesized originally, parents of children whose severity of autism was more significant were less likely to advocate for their Autistic children/children diagnosed with ASD compared to the ones whose autism was mild to moderate. This could be due to the fact that more parental stress and anxiety were reported among parents of more severely impacted Autistic children/children diagnosed with ASD compared to higher-functioning Autistic children/children diagnosed with ASD. In other words, the level of advocacy was negatively correlated with severity of autism as severity of autism was positively correlated with stress and anxiety level of parents of Autistic children/children diagnosed with ASD. Other important factors that were found to have significant relationship with parental advocacy were age of the child, ethnicity, socioeconomic status, cultural factors, parental level of exhaustion as well as their knowledge in regard to the rights for their Autistic children/children diagnosed with ASD.

Background: Information regarding the similarities between Autistics/individuals diagnosed with autism spectrum disorder (ASD) and anxiety disorders was presented at the 47th Annual ABAI Convention by this author (Northington et al., 2021). Though autism previously was viewed as a lifelong condition initially diagnosed during infancy or childhood, there is current support and growing evidence that autism is more heterogeneous than originally thought, and that autism is not necessarily a lifelong condition (Whiteley et al., 2019). It also is apparent that there is an increased likelihood that Autistics/individuals diagnosed with ASD also develop an anxiety disorder (Kerns et al., 2016). Objectives: To examine the overlap of autism symptoms and anxiety symptoms in Autistics/individuals diagnosed with ASD in comparison to those not diagnosed with ASD. Methods: Data were previously collected for more than 50 participants ages 3 to 17. All participants completed a diagnostic assessment; consent was obtained from parents and assent was obtained from the participant. All assessments included a measure of autism spectrum symptoms (SRS-2; WPS, 2012) and a measure of anxiety symptoms. T scores obtained on the questionnaires were analyzed to determine if significant differences in symptoms of anxiety and autism existed between the two groups. Results: Initial independent samples t test results demonstrate no significant differences between the two groups in regard to overall autism spectrum symptoms (p = 0.054). While data are gathered for anxiety symptoms, those data are in the process of being entered for analysis. Conclusions: Initial results indicate similarities in the level of autism-related symptoms in Autistics/individuals diagnosed with ASD in comparison to those diagnosed with an anxiety disorder.

Video modeling is an established evidence-based practice for teaching children and adolescents a variety of skills, particularly in school-based settings (Wong et al., 2015). In contrast, relatively few studies emphasize video modeling as a primary training tool for educational staff. The authors of this poster reviewed the current body of literature on video modeling for teachers to identify the focus of interventions, implementation procedures, and outcomes for participants. Findings indicated a predominant focus on basic video modeling procedures, with enhancements such as voice-over instruction and performance feedback. Interventions primarily pertained to behavioral skills training and preference assessments. Notably, the research for educators indicated positive outcomes for participants similar to children, with 100% of studies identified within this literature review reporting improvement from baseline and 92% reporting attainment of mastery criteria. Additional themes were identified in relation to participants, setting and outcomes. Limited, but promising results are reported for training personnel in school-based settings. Implications for future research are discussed.

Teachers in early childhood classrooms are faced with a diverse student population, including Autistic students/students diagnosed with autism spectrum disorder (ASD), requiring a range of professional skills to address their broad spectrum of adaptive and academic needs. Diverse early learners often exhibit challenging behaviors requiring extensive teacher training to replace maladaptive responses with appropriate skills. Yet, teachers often find themselves ill-prepared to teach under these circumstances with limited training to manage behavior in their classroom. Applied behavior analysis (ABA) is an effective treatment for children with various developmental differences, including ASD, and has proven successful in classroom settings. Despite these findings, many early childhood educators are unfamiliar with ABA technologies. Over four consecutive years, the authors provided ABA consultation to 44 early childhood classrooms, 196 teachers, and 97 children who exhibited challenging behavior and had a diagnosis of ASD or were waiting to be evaluated. Based upon this work, this poster outlines recommendations and exemplars for ABA consultation in early childhood classrooms.