Association for Behavior Analysis International

Behavior Analysts who work with people may often be called upon to provide support in the area or sex education and sexual behavior analysis, however for many this work is outside their scope of experience. Additionally, because sexual behavior, and interlocking contingencies of sexual behavior, are complex, there is potential to do harm to a client by attempting to work outside of one’s scope. There are, however, many behavior supports within the scope of behavior analysts which can empower clients to build prerequisite skills for healthy relationships and healthy sexual self expression. This workshop will empower practitioners to implement supports which have minimal risk and high levels of beneficence, and which center client dignity, autonomy, and self-determination. This workshop will additionally empower practitioners to better write related treatment plan goals which demonstrate meeting medically necessary criteria for behavior analytic intervention. Empirically supported research will be shared as applicable and content limitations and risks of practice will be discussed.

Take a photo to commemorate your time at the annual convention! Just click the “Photo Booth” link in the left-hand navigation sidebar on the virtual platform to be taken to a virtual photo booth with digital props and custom stickers. Share online with #ABAI21 to show your creation to friends!

Grab your friends and join the Student Committee for our annual Trivia Event, hosted by leading researchers and academics in the field of behavior analysis. Test your knowledge about the ABAI organization, the field of behavior analysis, and more. Come mingle with other students and kick off the conference with a friendly game of trivia! Prizes available for the winners and participants.

If this tiny talk could have a theme it would be connections. My checkered academic career has largely been driven by opportunities for making connections between several domains, as well as people—colleagues and students. As with most anyone who lives long enough, the course of my career is marked by many turns into new avenues, some quite unanticipated. I sketch some of these turns—the pivotal role of Georgia Tech, UNC Chapel Hill where I first become a behavior analyst, Harvard Medical School—behavior pharmacology and the big time, Georgia Tech again, running a behavior pharmacology lab and forays into electromagnetics, EAB and Zoo Atlanta, behavior dynamics, conceptual/philosophical concerns, instructional design and engineering education, and my roles and adventures in ABAI where I have repeatedly emphasized that, as a field, we should look outward, not inward.

The emergence of a new species, according to Darwin's theory of natural selection, depends on a baseline of variable attributes (or phenotypes). A parallel exists for learned behaviors: the shaping of operant responses depends on variations in ongoing behavior. Darwin described many examples of selection from variations. He also described selection of variation, i.e., variability that was maintained because a variable species was more likely to survive than one with limited attributes. Here, too, a behavioral parallel exists: the variability of operant responses is itself sensitive to reinforcing consequences. Thus, as shown by both evolutionary biology and behavioral psychology, successful selection-by-consequences depends on baseline variations and successful variation depends (in part) on selection-by-consequences. In support, I will show that levels of response variability -- from repetitions to random-like responding -- can be reinforced. I will also briefly indicate that reinforcement of variability facilitates acquisition of difficult-to-learn behaviors; that "varied practice" enhances skilled performance; that reinforcement of variable interactions increases the enriching effects of novel objects; and that reinforcement of variability can contribute to therapies for abnormally shy, inhibited, or stereotypy-generating individuals, as in those with autism spectrum disorder.

Teaching verbal behavior to children with disabilities was the first functional aim on my trip as a behavior analyst. It produced a horizon of light. Then, the combination of application along with teaching and researching, looking for the conditions responsible for generating behavior, were all very inspiring experiences. Then, jumping in other areas of research that were starting in the field focused on the analysis of complex behaviors as problems solving, rule governed behavior and self-knowledge. In this track, equivalence and derived relational responding emerged and enlightened even more the functional horizon. It was the onset for understanding and generating the emergence of novel behavior, of novel and untrained functions based on stimuli relations. It was as if the tree of the functional perspective was growing up and growing up. And more research continued in areas still obscure as the formation of the self as those rules about oneself whose function dominates and controls other behaviors. In a nutshell, it has been, and still is, an exciting and creative experience for me to navigate and extend with many others along the functional tree either when teaching, doing research, or in the huge application the latter has permitted.

Prof. Hart will discuss some of the lessons he’s learned from studying psychoactive substances in people for more than 20 years. He will briefly describe the neurobiological, socio-environmental, and political forces that influence substance use and experiences. Particular attention will be paid to racial biases ingrained in today’s communities. As such, he will urge attendees to stand up on behalf of those who may use psychoactive substances in their pursuit of happiness.

The Center for Autism and Related Disorders (CARD) was founded in 1990 by Doreen Granpeesheh, Ph.D., BCBA-D, at the suggestion of O. Ivar Lovaas, Ph.D., who wanted the participants in his groundbreaking study to have an ABA program to attend when they aged out of his UCLA research. What began as a one-woman practice in Westwood, California, grew into the largest ABA provider in the world with more than 260 clinic locations in 33 states. Having practiced, researched, and advocated for ABA for over 40 years, Dr. Granpeesheh provides a view of the earliest years of behavioral applications to the treatment of autism, and speaks of the ways in which access to ABA has grown, largely as a result of the onset of health insurance funding. Dr. Granpeesheh shares the lessons learned in the field, describes how data-driven decisions continue to shape behavior analysis, and shares her insights on future directions.

Board certified behavior analysts; licensed psychologists; graduate students.

The attendees of the 2021 ABAI share a professional identity as behavioral analysts. Yet we simultaneously inhabit a diversity of overlapping identities and social roles. Partners and parents, patients and caregivers, we are all community-members and survivors of an ongoing global pandemic. COVID-19 continues to raise deeply personal challenges in interpreting, navigating, and guiding our communities through what has been titled an "omni-crisis." In short, how do we make sense of this past year? Where do we go from here? How do we cope with the profound inequities exacerbated by this particular event, much less those to come? This keynote will draw from literatures on uncertainty and risk communication, misinformation, psychology, narrative identity, and sensemaking to explore the communication challenges and responsibilities of experts and educators.

Visit dozens of exhibitors in the virtual exhibit hall!

This poster will provide an update on the Association for Behavior Analysis International Accreditation Board's standards and activities.

Jacksonville State University, nicknamed “The Friendliest Campus in the South,” is nestled in the foothills of the Appalachian Mountains midway between Atlanta, GA and Birmingham, AL. The master’s program in psychology is the only ABAI-accredited program in Alabama, and it offers an ABAI-verified course sequence. Our students complete eight required courses in the conceptual, experimental, and applied analysis of behavior, as well as five related elective courses, which include practicum, research, and thesis opportunities. Our overarching goals are to teach future applied behavior analysts to think critically about the conceptual and experimental basis of the field, and to train them in the implementation of scientifically validated behavioral procedures. Our students study basic behavioral processes in our sophisticated animal research facility, and they can practice applying behavioral principles in basic and applied settings through our recently established Center for Behavioral Studies. Our poster provides more detail about our faculty, coursework, research, and practicum opportunities, as well as an opportunity to meet current faculty and students.

The Master of Science degree in Counseling, with an option in Applied Behavior Analysis at California State University, Los Angeles trains students in the principles, concepts, and application of behavior analysis from within a counseling framework. Special consideration is given to incorporating counseling skills in the application of behavior analysis. The program consists of required courses in both behavior analysis and counseling (52 units) and has a thesis option. Moreover, students accumulate a portion of the experience hours required by the Behavior Analysis Certification Board during fieldwork. The program has three full-time faculty: Dr. Randy Campbell, Dr. Michele Wallace (Program Coordinator), and Dr. Mitchell Fryling, plus a number of prominent local behavior analysts as part-time faculty. Research interest of faculty is diverse and dissemination opportunities for students is actively sought (e.g., conference presentations and publications).

The kind of life we make for ourselves is very much dependent on the options we exercise and the resources we mobilize now and in the future. The basic assumption that guides our Behavior Analysis program has been stated as follows: We share the conviction that higher education must assume a vital and active role in integrating social and economic challenges of society. It recognizes and appreciates the well articulated thesis that we often jeopardize our chances for realizing a full and satisfying life and possibly our very existence. The basic premises undergirding this philosophy imply that in its own way the our Behavior Analysis program can, through its internal structure and its programs, become a factor in shaping social and environmental conditions so that we can live with more dignity and sense of fulfillment. Therefore, our program is committed to the improvement of socio--cultural conditions, economic concerns, and the enhancement of the quality of life we face now and in the future. More specifically, our mission is to prepare students to function as action oriented practitioners concerned with and capable of dealing with the three major elements of behavior analysis: person, behavior, and environment.

The Department of Applied Behavior Science is housed in the College of Liberal Arts and Sciences at the University of Kansas. It comprises 16 regular faculty members, 55 adjunct and courtesy faculty members, more than 200 undergraduate majors, and over 40 doctoral students. The Department exists because a natural science of behavior uniquely helps us understand and improve the human condition locally, nationally, and globally. Our graduate mission is to train scientist-practitioners and researchers in the discovery, production, translation, application, and communication of knowledge for the same purposes. These missions entail four domains of teaching, training, and research: 1. Basic principles of a natural science of behavior; 2. Research methods in basic and applied research, the latter including prevention and intervention research; 3. Historical, conceptual, and comparative foundations; and 4. The extension and application of these domains for understanding and improving the human condition. What makes our missions unique is their foundation in a science of behavior, dedication to rigorous standards of experimental proof, and applications of the science and these standards to solving socially relevant problems. Rigor and relevance, together, are the Department's hallmark, both in making knowledge and taking it to practice.

The Behavior Analysis (BA) masters and doctoral programs at WMU provide intense training in the conceptual, basic, and applied foundations of behavior analysis. In addition to giving students substantial training in a core specialty area (e.g., autism and developmental disabilities, health or safety, behavioral pharmacology, experimental analysis of behavior), the program exposes students to a broad range of applied and experimental areas through coursework, research, and applied experiences. The masters program prepares students for doctoral study or employment at the M.A. level in autism/developmental disabilities, mental health, substance abuse, education, government, and business and industry. The Ph.D. program prepares students for roles as professors and researchers in college or university settings, or systems-oriented applied positions in the human services.

Behavior analysis began as a subfield of psychology and over time has developed a number of unique assessments and treatment procedures that are not routinely covered in traditional psychology training programs. Behavior analysis has three primary branches: (a) behaviorism, which focuses on the world view or philosophy of behavior analysis; (b) the experimental analysis of behavior, which identifies and analyzes basic principles and processes that explain behavior; and (c) applied behavior analysis (ABA), which analyses and solves problems of social importance using the principles and procedures of behavior analysis. Our doctoral program provides instruction and training in all three of these areas, with a primary focus on applied behavior analysis with children, adolescents, and families. The guiding philosophy of the program is that learning is maximized by integrating didactic and experiential instruction such that principles and concepts are introduced in the classroom and immediately applied in coordinated clinical and research practica.

This poster describes the Satellite Programs in Behavior Analysis offered by the University of Nevada, Reno. Three online programs are offered. The first of these is a full Master of Science degree in Behavior Analytic Psychology. This program is the only online Master’s Degree Program separately accredited by the Behavior Analysis Accreditation Board of the Association for Behavior Analysis International. The other two programs include course sequences at the graduate and undergraduate levels. All three programs are recognized Approved Course Sequences by the Behavior Analysis Certification Board. The poster describes the curricula for each of these programs, timelines for completion, admission requirements, and other information. The aim of this presentation is to recruit students who do not otherwise have access to behavior analytic training in their home regions. The University of Nevada, Reno has been delivering satellite programs in behavior analysis for more than 20 years, serving students in multiple US states as well as in other areas including Canada, China mainland, Jordan, Taiwan, and Saudi Arabia.

The Ohio State University's (OSU) ABAI-accredited graduate programs in special education have been advancing the study of applied behavior analysis for the past 40 years. The greatest contributions of OSU's special education program are the program graduates whose work has helped bring evidence-based instructional practices to teachers and students around the world. The Ph.D. program is the first doctoral program to receive ABAI accreditation (1995). This program prepares leadership personnel for special education whose research, teaching, and professional practice are grounded in the philosophy of behaviorism and the methodological and technological principles of applied behavior analysis. The MA program, accredited by ABAI in 1995, emphasizes the design, implementation, and evaluation of curricular and instructional interventions to improve academic, social, self-care, and vocational skills for individuals with disabilities. Master's program graduates work as licensed classroom teachers, behavior analysts, or program supervisors in public schools, private schools, or community agencies.

Brock University Department of Applied Disability Studies offers 3 ABA Graduate Programs that include our ABAI 5th Edition BCBA® Verified Course Sequence. The Vision of the Department of Applied Disability Studies is to be an internationally recognized, preeminent academic program that contributes to the betterment of the lives of people in our community and beyond with a focus on persons with disabilities and underserved populations. The ABA specialization is available for the Master of Arts (MA) in Applied Disability Studies, the Master of Applied Disability Studies (MADS), and the Diploma in Applied Disability Studies. Courses are offered in person across several sites in Ontario, Canada including St. Catharines (near Niagara Falls), Hamilton, Toronto, and Ottawa. The full-time MA degree program includes all courses from the VCS as well as additional research training including a thesis for those continuing into a research career or PhD program. The MADS degree program includes all courses from the VCS and additional coursework in applied disability studies and diversity and is available either full-time or part-time. The full-time Diploma in ADS is intended for those with a Master’s degree who wish to take the VCS in order to pursue BCBA Certification.

The Master's in Applied Behaviour Analysis is a highly interactive blended learning programme (mostly online with some face to face workshops) that contains an ABAI Verified Course Sequence (VCS). The programme provides professionals from a wide range of backgrounds with scientifically validated expertise that is applicable to mainstream and special needs education, inclusion, clinical applications, curriculum, learning, and pedagogy. It should be of interest to professionals wishing to become Board Certified Behavior Analysts (BCBA®), to those in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, clinical or educational psychologists) and students preparing for PhD studies. The BCBA® exam pass rates of this popular programme serve as solid evidence of the teaching quality and research opportunities that our students avail of. The programme is offered in a blended format, allowing students living across the world to complete it without needing to relocate to Belfast. More details on the contents, entry criteria and applications for the MScABA can be found at https://www.qub.ac.uk/courses/postgraduate-taught/applied-behaviour-analysis-msc/

The Master’s degree in Applied Behavior Analysis (ABA) at Fresno State is a part of the Psychology Department and housed within the College of Science and Mathematics. We provide graduate students with the education and training to become high-quality scientist-practitioners, and as a Verified Course Sequence, we provide the coursework and supervised experience for our graduates to be eligible to sit for the Behavior Analysis Certification Board (BACB) exam. Students complete two years of course work, including classes on research methods, functional assessment, organizational behavior management, and verbal behavior, and complete a thesis project under one of our specialized faculty mentors. While completing these degree requirements, students acquire supervised experience hours to meet the requirements of the Behavior Analysis Certification Board (5th Ed.). These are paid positions through campus-based services. In addition, students have the opportunity to take a leadership role in our ABA Club, which organizes the Annual Fresno State ABA conference, the Spring Speaker Series, and the Job Fair each year. Come by and meet our faculty and students, and find out more about the opportunities available at Fresno State.

The Applied Behavior Analysis Master’s program at California State University, Northridge (CSUN) provides high quality graduate education and practical training. We designed the curriculum to meet the needs of students who wish to become effective and professional scientist-practitioners and to make a positive difference in the lives of others. Students receive two years of coursework in behavior analytic concepts, behavior measurement, intervention methods, as well as advanced coursework in human development, pathways to psychopathology, research methodology, and ethics. Our students complete a series of oral examinations as well as culminating exams prior to graduation. Our dedicated faculty supervise students through various community-based university practicum experiences and research projects. While we prepare students to practice as Master’s level Board Certified Behavior Analysts (BCBA), we also provide the research experience and foundations necessary for students who wish to pursue rigorous doctoral programs.

The behavior analysis Masters of Science (MS) and Masters of Arts (MA) at California State University, Stanislaus provide broad training in research methods, conceptual foundations, the experimental analysis of behavior, and applied behavior analysis that fulfill academic requirements to become a Board Certified Behavior Analyst. The MS program also fulfills academic requirements to become a licensed California Marriage and Family Therapist and provides further training in trauma and domestic violence, child clinical interventions, advanced counseling, and substance abuse and chemical dependency counseling. The program highlights include a pigeon lab, thesis funds available for every student, an on-campus Child Development Center, and a Student Organization for Behavior Analysis.

The University of Colorado at Denver has a long history of valuing training programs for those seeking certification as a behavior analyst. Recently, the University of Colorado worked with the behavior analysis faculty to create a new program within the School of Education and Human Development. This poster will describe the newly created Master of Arts program in Special Education with an emphasis in Applied Behavior Analysis at the University of Colorado at Denver. This is an ABAI-accredited program that provides synchronous learning opportunities for students across the United States. The goal of our program is to provide high-quality training for future board-certified behavior analysts. Our poster will review the courses needed to complete the program, timeline for finishing the program, strengths of the program, and faculty members teaching within the program. We will also provide an overview of our certificate program for those students already having an earned a master's degree.

Drake University offers a Master's in Applied Behavior Analysis (ABA) program and a certificate in ABA program for students who already have a master’s degree. The program requires five semesters of coursework and practicum training. Drake’s ABA Program is a comprehensive program that provides intensive classroom instruction and supervised practicum experiences. Coursework in the ABA Program will prepare individuals to enter the field with the ability to teach new skills to children and adults; assess, prevent, and treat challenging behavior; supervise others; and work with children and adults with autism spectrum disorder and other developmental disabilities. Students complete practicum training across multiple practicum sites. Funding is available to support students interested in working in Iowa as board certified behavior analysts through the Iowa Department of Public Health. Drake’s priority deadline is February 1st and interested students can learn more about our program and admission process at www.drake.edu/aba/

The Nicholls State University ABA program provides candidates from a variety of majors to engage in experiential learning, encounter opportunities to conduct research with College of Education faculty, and receive direct training and supervision from current leaders in the field of behavior analysis.

The PhD in Applied Behavior Analysis with Specialization in Autism Intervention will prepare students to serve in leadership positions in private companies and public entities that provide ABA services to underserved populations. Coursework is designed to further develop students’ clinical skills and enhance their ability to conduct, evaluate, analyze, and apply research findings in their clinical settings. The curriculum will have two primary points of emphasis. First, clinical leadership training will be designed to prepare students for leadership roles within human service organizations and within the field of Applied Behavior Analysis. The second focus involves advanced research and dissemination of applied behavior analysis. Additional coursework will ensure that students develop the supervisory and management skills necessary to succeed in high level leadership positions. The proposed ABA doctoral program will be a three-year, 48-credit course of study that will include summer residencies during the first two years. The program will follow a distance-learning model during all other semesters. An applied dissertation will also be required.

This poster will describe the graduate programs located at Cambridge College in Massachusetts. Cambridge College’s main campus is located in Charlestown, Massachusetts with an additional campus located in Springfield, Massachusetts. The Cambridge College program offers a Master's in Education with specialization in Autism Spectrum Disorders incorporating an ABAI-verified course sequence (VC) and a post-master's certificate program in Applied Behavior Analysis. Cambridge College also offers a program with an initial teacher licensure in Moderate Disabilities in Massachusetts, combined with the VCS. The ABA courses are delivered in a hybrid-learning model that includes 15 hours of synchronous (live) instruction and 30 hours of online coursework. Cambridge College offers these programs in collaboration with the Evergreen Center and Beacon ABA Services.

The Masters of Education in Curriculum and Instruction with a Specialization in Applied Behavior Analysis at the University of Mississippi is designed for students and professionals of varying backgrounds. Our program will prepare students for many roles in behavior analysis including: assessment and intervention of severe problem behavior both in and out of the classroom setting, academic assessment and intervention, and assessment and intervention of social skills. Students who join our program will learn how to apply behavior analytic principles and concepts in a multitude of settings, as well across age ranges. We will also teach our students how the same principles and concepts can be used to teach new skills or reduce problem behaviors with individuals with various behavioral, developmental, medical, or psychological disorders.

The Hunter College School of Education, located just outside Central Park on the Upper East side of Manhattan, offers a 41-credit Master of Science degree program in applied behavior analysis (ABA). The Hunter College ABA program prepares students to develop, deliver, and evaluate the effectiveness of applied behavior analytic intervention for learners with autism and increases the availability of professionals who have the appropriate training and experience to provide behavior analytic services to learners across the lifespan. Students enrolled in the ABA program have the opportunity to participate in a distance learning format in which they attend class in real-time using internet-based courseware along with classroom-based students. This distance-learning experience provides direct and ongoing personal interactions that maximize students' opportunities to fully participate in the ABA Program. Students who complete the Master of Science degree program have the graduate training necessary to sit for the national Board Certified Behavior Analyst® (BCBA) exam. Upon passing the BCBA exam, graduates will be eligible for New York State’s license in behavior analysis.

Oregon Institute of Technology offers graduate and undergraduate training in Applied Behavior Analysis. The focus of the applied behavior analysis programs is on the development of competence in and the application of the concepts, principles, and methods of behavior analysis. The mission of the MS-ABA program is to enable students to become effective and ethical behavior analysts. Students will be prepared to apply principles of behavior analysis to enhance the lives of individuals across a wide variety of settings. The program emphasizes a foundation in theory, concepts, and principles, development of basic behavior analytic skills, and an emphasis on professional and ethical responsibilities. The MS-ABA includes an ABAI verified course sequence, practicum, and research opportunities. Oregon Tech also offers a Graduate Certificate in Applied Behavior Analysis and a BCaBA© Verified Course Sequence. All courses are available to students at our Klamath Falls and Portland-­Metro campuses and at any location via Zoom.

Temple University has been a leader in providing graduate training in applied behavior analysis (ABA) for over 25 years. Beginning under the leadership of Saul Axelrod and Phil Hineline, students received training in the foundations of behavior analysis, conducted research, and learned about application. Temple University ABA training programs have grown to include an M.S.Ed. in ABA, a graduate certificate in ABA, an undergraduate concentration in ABA, and an undergraduate certificate in ABA. Students get training in the science of behavior analysis, a variety of applications, including autism and other intellectual/developmental disabilities, and receive the coursework required by the Behavior Analyst Certification Board for the national certifications: BCaBA or the BCBA. Students in the M.S.Ed. program complete supervised fieldwork as well as an empirical thesis project. The students are mentored by four full time faculty and enjoy all the city of Philadelphia has to offer including cultural and culinary arts, and our very own Philly Metro chapter of ABAI!

The poster will describe the ABA/BCBA training programs in the Departments of Special Education and Educational Psychology at the University of Utah. The poster will describe program requirements, possible student funding opportunities, and current faculty and their research and service provision activities.

The ABAI Membership Board includes three committees. The Application Review Committee ensures the qualifications of applicants for full membership. This poster will provide a summary of recent membership trends and criteria for different membership levels in ABAI. Special interest groups (SIGs) provide services and support to members by hosting forums for information exchange and promoting areas of interest. The Student Committee facilitates the involvement and professional development of the ABAI student membership, and a description of their initiatives will be provided, including: Outstanding Mentor Award, Presidential Scholar Essay Contest, student participation efforts, and the Professional Development Series.

ABAI Student members, composed of undergraduate and graduate level individuals, constitute a significant portion of the association's total membership. The ABAI Student Committee's mission is to provide organizational support for ABAI Student members in order to promote participation in ABAI, as well as professional growth, and to enable members to contribute to the science of behavior analysis. The ABAI Student Committee is organized by three elected Student Representatives who serve on the ABAI Executive Council for a 3-year term (current, past, elect). The Student Committee is comprised of three subcommittees made up of students representing their respective ABAI accredited behavior analysis university programs. Student program representatives serve on one of the three subcommittees: the events subcommittee, the dissemination subcommittee, or the awards subcommittee. The purpose of this poster is to update students on current activities, facilitate conversation on professional development, and attract nominees for student committee and subcommittee positions.

Purpose: Promoting research in behavior analysis is one of ABAI's central goals and the primary purpose of its Science Board. The long-term development of behavior analysis, its strength, and its success depend much on both basic and applied research. ABAI works with several research organizations under the leadership of this board. In addition, ABAI provides grant writing information to members on the web and through articles and workshops.

ABAI supports scientist-practitioners through the work of the Practice Board, which focuses on matters of interest to agencies and providers of behavior analysis services. The objective of the Practice Board is to develop, improve, and disseminate best practices in the application of behavior analysis. The Board's primary mission is to bring the scholarship of a scientific association to issues facing practitioners; the Practice Board is currently developing areas in which these goals may be pursued.

ABAI publishes five scholarly journals in partnership with Springer:Perspecitves on Behavior Science, The Analysis of Verbal Behavior, Behavior Analysis in Practice, The Psychological Record, and Behavior and Social Issues. Their publication is overseen by the Publication Board, which consists of the editors of the journals and a publication board coordinator. This poster contains information on the journals that may be helpful for potential authors, such as information on categories of submissions.

Affiliated chapters of ABAI are local, state/provincial, regional, or national organizations that support the field of behavior analysis in specific geographic locations. Chapters range in size from a handful to hundreds of members. Organizational structures vary from chapter to chapter. ABAI encourages all of its members to become involved with the chapters in their locations. Many chapters hold conferences or regular workshops and provide terrific networks for behavior analysts. The objective of the Board is to strengthen, support, and coordinate ABAI affiliated chapters.

ABA India is a not for profit non-government organization which has contributed greatly to the development of behavior analysis in India. It conducted five International conferences, parent and professional workshops and webinars to raise awareness on behavior analysis in India. It hosted the ABA International Delegation visit and organized meetings with the Govt. of India however these efforts are continuing for the recognition of ABA in the country. Led by an enthusiastic group of parent- professional volunteers, it is actively working towards increasing memberships, bridging the gap between society and its needs and engaging with the public to clear misconceptions around the practice of the science.

The Alabama Association for Behavior Analysis (ALABA) serves as a scientific and professional reference group that embraces the principles and practices of behavior analysis. ALABA's primary goals are to promote the profession of behavior analysis in the community, to disseminate information responsibly to our communities about best practices in the field of behavior analysis, and to provide the best continuing education opportunities to members. We will present on our annual accomplishments and events. In addition, we will announce our keynote speakers for our upcoming annual convention to be held in Birmingham, AL October 7-9, 2020. Our membership draws from neighboring states, and we encourage anyone living in or moving to Alabama or a surrounding state to visit our poster to learn more about ALABA and how to become involved.

The Texas Association for Behavior Analysis is a 1400 member state chapter whose mission is to advance the science and application of behavior analysis to improve the world in which we live by disseminating knowledge from the science and providing resources to the behavior analytic community and the public in Texas in an ethical and high-quality manner. TxABA hosts an annual 8-track conference over 3 days during the spring (the next conference will be April 21-24, 2022 in Dallas, TX). Every year we invite respected academics and practitioners from around the world to speak at our conference.

The mission of the Virginia Association for Behavior Analysis is to promote and support the practice, research and dissemination of behavior analysis throughout the Commonwealth of Virginia. In order to meet our mission VABA has set forth the following goals: Goal 1: Improve Viability and Sustainability of the Organization Goal 2: Provide Quality Service to Our Members Goal 3: Advocate for the Science of Behavior Analysis in the Commonwealth

Abstract: We will highlight the main objective and the four missions of our SIG. That is, to bring together researchers, academics, clinicians, and students interested in the intersections of behavior analysis and neuroscience and to: (1) introduce behavior analytic research to the neurosciences and vice versa; (2) provide a meeting place and training environment for students and professionals alike interested in basic and applied neuroscience research; (3) provide a forum for collaborative relationships and the sharing best practices; and (4) advocate for and promote high standards in the application of behavior analytic treatments for individuals with neurological dysfunction. Those interested in contributing to our efforts in increasing the relevance and visibility of this SIG or with ideas for initiatives to do this are encouraged to visit the expo and speak to us.

The Speech Pathology and Applied Behavior Analysis (SPABA) SIG poster will provide information about the SIG’s mission, the composition of membership, the treatment and research areas applicable to the members of the SIG, and finally, the various benefits of membership in and donation to the SIG. The SIG’s mission is to promote the dissemination of behaviorally-oriented speech and language research and the application of evidence-based practices relevant to the full range of services provided by speech and language professionals. Expo attendees to our poster will receive information about SIG membership and its benefits and the resources that are available on the SIG website and the SIG's various social media platforms. Opportunities for participation on various SIG committees will be highlighted. In addition, SIG Executive members will be available at the poster for informal discussions with visitors, to answer specific questions and, in general, to promote interest in the dissemination of behavioral interventions for speech and language disorders.

The mission of the VB SIG is to disseminate theory, research, and practice to people around the world who are interested in Skinner's (1957) analysis of verbal behavior and a behavioral approach to language. The VB SIG has a dedicated group of elected council members who carry out the many functions of the VB SIG. VB News is the newsletter published twice annually with featured labs, interviews, and articles by both students and influential researchers. The VB SIG Student Group is a forum for students to discuss verbal behavior and write article summaries for our website and newsletter. Students can apply to two annual research awards: one for a completed research project in verbal behavior, and one for a grant proposal for a study in verbal behavior. These awards are presented at the annual business meeting at ABAI, as is the Jack Michael Award for enduring contributions to the study of verbal behavior. There are many ways to interact with others interested in verbal behavior, such as through our website, our listserv, Facebook, emails, and other outlets. The VB SIG Expo poster is a wonderful way for people to learn about the VB SIG and to get involved.

Cutting edge SaaS technology that collects, analyzes and reports behavior data in real-time. Created by behaviorists to address the unique needs of behaviorists, Behavior Agent is a powerful technology to collect and analyze data, and create compelling reports at the touch of a button that is so easy to use your staff will love it. Behavior Agent dramatically increases efficiency, and gives you back time to do what you love: helping your Clients thrive. There has never been more demand for behavioral services, with waiting lists getting longer by the day. Behavior Agent will dramatically improve your team's efficiency so you can help more people, without increasing your hours or headcount.

At The New England Center for Children (NECC®), our mission is to create a global network of educators, researchers, and programs so that those living with autism may live fuller lives. Compassionate individuals driven by a desire to help others will flourish at NECC and find a rewarding career path. Learn more about our supportive, team-based environment, outstanding training opportunities and benefits, and onsite graduate opportunities unequaled in our field – including a Ph.D. program. With experiential learning and access to top educators and researchers, NECC-trained staff are highly sought after, recruited into top positions around the world. All NECC teachers receive extensive training and learn to apply the principles of applied behavior analysis (ABA) to teach children, adolescents, and young adults to acquire skills and maximize independence. If you are looking to gain experience, expertise, and professional development from an internationally recognized center for the treatment and study of autism, visit our website www.necc.org, or stop by our virtual booth to speak with a member of our team!