Association for Behavior Analysis International

Continuity of care is vital in applied behavior analysis (ABA), particularly through Parent Implemented Interventions (PII). This panel will explore how empowering caregivers enhances the effectiveness of applied behavior analysis interventions while addressing the diverse cultural contexts of families affected by autism. We will discuss the significant role of parent-implemented interventions in promoting skill generalization and maintaining treatment consistency, as well as its potential to mitigate behavior regression and spontaneous recovery. Recent research indicates that families utilizing parent implemented interventions experience improved outcomes in both skill acquisition and behavior reduction, highlighting the necessity of effective caregiver training. We will also examine clinical approaches that practitioners can adopt to facilitate collaboration with families, ensuring that interventions are not only effective but also sustainable. Key questions will guide our discussion: What challenges arise in training parents to implement these interventions? How can practitioners better engage families to maximize treatment efficacy? This conversation aims to identify best practices and future directions for enhancing caregiver involvement in applied behavior analysis, ultimately leading to more effective and sustainable interventions across the lifespan.

The phenomenon of stigma has been widely studied in the mental health field, yet research on the stigma experienced by neurodivergent individuals and their family members has been overlooked in the field of applied behavior analysis (ABA). Previous research has shown that experiences of stigma negatively impact the mental health and quality of life of those subjected to it. Furthermore, stigma often prevents individuals from seeking necessary support for themselves or their children and from following intervention recommendations. Since many ABA practitioners serve neurodivergent individuals and their families, who frequently encounter stigma, understanding this phenomenon is crucial for providing effective and ethical ABA services. Stigma is a complex issue, and several types have been identified and studied within the mental health field. In this presentation, I will share how ABA practitioners can assess consumers’ experiences by (a) providing a set of questions, (b) discussing considerations for assessment, and (c) outlining how to interpret and use assessment data.

The diverse pool of clients who are seeking Applied Behavior Analysis (ABA) services in the United States is rapidly growing. Clinicians will provide care for clients that are different in their own culture, beliefs, and customs. Beaulieu et al. (2019) highlighted the importance of clinicians to receive training to serve diverse populations. Cultural competency is an ongoing learning process that requires the clinician to shape and refine these skills in their practice. In some cultures, seeking care might be perceived as a stigma (Liu, 2001), if the service provider is not culturally sensitive, they could be providing treatment that is not culturally accepted by families and may experience resistance. Therefore, providing culturally sensitive treatment plans to meet the needs of linguistically and culturally diverse populations is of great importance. The purpose of this presentation is to discuss how to identify cultural stigmas and provide practical recommendations for delivering diversified care to Chinese/Chinese American families through a behavioral perspective lens.

It is said that the term stigma originated in ancient Greece, where it referred to symbols burned into the skin of enslaved people and people judged as criminals or traitors. Goffman reinvented the term to mean “a general aspect of social life that complicates everyday micro level interactions.” Such custom led to alienation and discrimination of the persons stigmatized. Whether visible or not, stigma is within and without all of us today, in every culture and nation. Persons with autism and other neurodiversity in Japan are stigmatized in multiple ways as the collectivist social norms make them difficult to conform. Their parents and siblings too, internalize their perceived stigmas to the extent that they avoid engaging in public social activities with their autistic family members. This presentation explores how compassionate ABA is the solution to overcome such stigma in Japan, to combat discrimination, gender inequity, and social exclusion. It is not just ABA, but it must be Tsunageru (connecting) ABA, in which one reaches out to the deepest sorrows and desperations of those children and families quietly oppressed and ostracized.

There is immense potential for behavior analysis to improve outcomes for at-risk youth, including youth in child welfare and juvenile justice-involved youth. This potential includes direct services to address behavior issues but also includes working with staff and leadership to improve the operations of youth serving facilities, and advocate for changes in surrounding systems (policing, courts) and other youth serving systems (schools). To do so requires more behavior analysts with the passion to work with these populations, but who also have the experiences and expertise necessary to successfully serve vulnerable populations within historically underfunded and broken systems. Our panel of expert behavior analysts from academia, state government administration, and private practice will take audience questions and discuss i) what behavior analysis services look like in these spaces, ii) what strategies improve access to behavior analysis interventions for this population, iii) what training is needed for current and future behavior analysts to successfully serve this population, and iv) how to successfully navigate contingencies within juvenile justice and other child-serving systems. Finally the panel will end with a discussion of the mission and goals of a potential new Special Interest Group dedicated to working with child welfare and juvenile justice-involved youth.

Audience members should work with, or have an interest in working with, at-risk youth populations in child welfare or juvenile justice systems. Alternatively, audience members should be familiar with principles of behavior analysis and have knowledge of the logistics of providing behavior analysis services for their service population in order to understand and appreciate the differences in how behavior analysis services for juvenile justice and child welfare populations needs to be organized, funded, and the necessary training.

Self-advocacy is a crucial skill for helping individuals develop confidence, increase independence, maintain safety, create boundaries, enhance opportunities, and build relationships. As autistic women, these presenters will share their unique experience of working in and advocating for themselves within the field of Applied Behavior Analysis. Each speaker will bring their own perspective for approaches in increasing self-advocacy for individuals working in the field and for those receiving services. This presentation examines the critical role of self-advocacy in the lives of autistic individuals, highlighting its impact on personal empowerment. Drawing from recent research, case studies, and personal experiences, this session will explore effective strategies for fostering self-advocacy skills for those within the autistic community. Presenters will also share insights into ways to successfully navigate societal barriers, and discuss the importance of community support and mentorship in this process. This presentation will also address the unique challenges faced by autistic women, including gender-specific issues and societal expectations, showcasing a broader understanding of autism. This session aims to inspire attendees to promote self-advocacy initiatives, ensuring that autistic voices are respected, recognized, and empowered.

Target audience should be professionals working within the field of Applied Behavior Analysis who support autistic clients and coworkers and can promote self-advocacy in their practice.

Ableism is a global and systemic issue that impacts all fields and cultures. Ableism is the discrimination of and social prejudice against people with disabilities based on the unconscious or conscious belief that typical abilities are superior. In Applied Behavior Analysis, ableism often manifests through practices prioritizing compliance over autonomy and treating neurodivergent behaviors as deficits to be corrected. This presentation explores how ableism can be minimized in ABA by adopting a neurodiversity-affirming, assent-based approach. Drawing on the neurodiversity paradigm and emphasizing client dignity, this session will define ableism in ABA, offer strategies to recognize and counteract ableist practices, and present methods for promoting client autonomy and choice. Participants will learn strategies for honoring client agency and apply actionable steps to ensure their ABA practice fosters respect for neurodivergent identities. Through case studies and practical tools, attendees will leave with at least five strategies for minimizing ableism within applied behavior analysis and will be equipped to integrate these principles into their everyday practice, thereby fostering more ethical and inclusive ABA services.

As the field of Applied Behavior Analysis (ABA) continues to evolve, the role of technology has become increasingly central to practice. While artificial intelligence (AI) is often viewed as a tool for automation, this presentation introduces a conceptual framework for understanding AI in ABA as “augmented intelligence”, emphasizing its potential to support, rather than replace, behavior analysts. Augmented intelligence refers to AI systems designed to enhance human decision-making, enabling behavior analysts to leverage vast amounts of data and research to inform treatment planning and service delivery. This presentation will explore how AI can improve efficiency in clinical processes such as Functional Behavior Assessments (FBAs), data analysis, and intervention recommendations, while allowing behavior analysts to retain control of clinical judgment. Key ethical considerations will be addressed, including maintaining professional integrity, ensuring data privacy, and managing the human-AI interaction to prevent over-reliance on technology. Practical examples will be drawn from existing AI tools used in ABA, demonstrating their ability to assist clinicians in making informed, research-backed decisions that lead to better client outcomes. By reframing AI as augmented intelligence, this presentation will provide behavior analysts with a new perspective on how to integrate technology into their practice in a way that enhances human expertise, rather than supplanting it. The goal is to promote a balanced, ethical, and effective use of AI, positioning it as a valuable tool for behavior analysts in the future of clinical practice.

The revival of a collaboration between colleagues in Gqeberha, South Africa and PEER, Intl (Partnerships for Educational Excellence and Research) evolved after the pandemic. Our 20-year history of success gave us the courage to experiment with video conferencing. Lead teacher from Charles Duna Primary School invited PEER, Intl to specifically assist in improving the teaching and learning of maths instruction. The school was equipped with internet and a large classroom monitor. Slide presentations functioned as teacher guides; additional material was shared via email and no-cost messaging. Online sessions were followed by one in-person visit which included PEER members assessing learners Grade 4-7 in a 1:1 format. Unlike all prior experiences, an administrator from the Department of Education actively sanctioned our work. A paper-and-pencil assessment was designed by PEER to inform future instruction which then became a tool for 60 schools. The formation and maintenance of Professional Learning Communities are key to these changes.

Behavior analysts, psychologists, graduate students

The Advancement of technology has provided more options to support the application of behavior-analytic techniques. This presentation explores the integration of artificial intelligence (AI) into behavior analytic service delivery, focusing on its application in training behavior technicians. Cox and Jenning (2024) underscored the potential benefits AI for customizing services to address the unique needs of clients, increased efficiency in administrative tasks, enhanced decision-making through the synthesis of relevant research, and improved client outcomes through optimized resource allocation. The literature has demonstrated the potential of AI to enhance training within the behavior analytic field (Clark, 2020; Griffen et al., 2024; Huang et al., 2021). In last year’s convention, the presenter shared the results of AI-based training to improve compassionate care skills of BCBAs. This presentation is the extension of the previous study in which the AI-based training will be implemented for behavior technicians. The presentation will discuss innovative AI-driven training methodologies designed to improve the competency of behavior technicians in completing session notes with precision and consistency. Preliminary data from the ongoing study will be presented, providing insights into the effectiveness of AI-enhanced training for behavior technicians. Additionally, the presentation will explore the broader implications of incorporating AI in this capacity, including potential scalability, adoption in clinical settings, and avenues for future research and development. Clark, D. (2020). Artificial intelligence for learning: How to use AI to support employee development. Kogan Page Publishers. Cox, D. J., & Jennings, A. M. (2024). The promises and possibilities of artificial intelligence in the delivery of behavior analytic services. Behavior Analysis in Practice, 17(1), 123-136. Griffen, B., Lorah, E. R., Caldwell, N., Hantula, D. A., Nosek, J., Tincani, M., & Lemley, S. (2024). The effects of artificial intelligence on implementors’ fidelity of instructional strategies during handwashing acquisition in children with autism. Journal of Developmental and Physical Disabilities, 36(5), 793-819. Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3).

Job interviews are intimidating to most job seekers, but for autistic job seekers, the interview process can be especially challenging due to difficulties they may face with social interaction and communication. Some of these difficulties may be addressed with coaching and training, however this approach is limited as coaching and training are resource-intensive and do not scale. An artificial intelligence (AI) based solution does not suffer these limitations and may also be adapted to the individual needs and preferences of the job seeker. To learn how job seekers and job coaches view such an AI tool, we conducted an exploratory study to learn more about these employment interview challenges, conducting structured interviews with five autistic job seekers and five vocational coaches. During the structured interviews, participants interacted with a prototype of an intelligent employment interview coach chatbot to share their perspectives about using a chatbot to prepare for behavioral interview questions. From the themes uncovered in our structured interviews, we provide insight into the unique challenges that autistic job seekers face while interviewing, and the interview preparation support given by vocational coaches. We discuss the potential of an intelligent interview coach chatbot to assist autistic job seekers during the interview preparation process, and also share suggestions for future design considerations of intelligent interview coaches as collaborative assistants for autistic job seekers and vocational coaches. An AI based employment interview coach is well accepted by both the job seekers and job coaches.

One way to shift culture is to increase the number of people within that culture doing things differently (Glenn, 2003). One area of social justice work that people struggle with is talking openly about race in a way that matters. To change culture, the frequency of these conversations must increase. The conversations must contain specific content and strategies to ensure they effectively target the culture of oppression. As behavior analysts, we understand the contingencies necessary to establish the skill of talking about race and how to maintain it. A larger behavioral intervention framework that can be applied to any conversations regarding social justice will be discussed. Panelists will model a behavior analytic model for building behavioral momentum of racial discourse. They will answer questions about the behavioral contingencies used to begin and sustain meaningful dialogue regarding racial issues. Panelists will use their own friendships to illustrate how they shape and reinforce behavior related to open, honest and direct conversations about race.

Individuals who have completed at least their first year of coursework in behavior analysis; specifically those who have a strong understanding of the principles and concepts of ABA and how to use them to change behavior.

Applications of behavior analysis for individuals who have been incarcerated, and for correctional facility operations, is an underutilized, yet emerging area of service, both internationally and in the United States. However, behavior analysis informed programs and practices for these populations require important considerations and adaptations to be effective in these settings. The three presentations today will cover applications of behavior analysis informed interventions for incarcerated adult and youth populations within carceral facilities in Italy and the United States. Presenters represent multiple domains of service delivery from research, state government administration, and private practice. Systems level and individual interventions will be discussed including the introduction of Positive Behavior Interventions and Supports (PBIS) into adult and juvenile carceral facilities, as well as individual interventions, including academic support in the form of Precision Teaching. Presenters will share relevant data as well as discuss the barriers to implementing and sustaining quality services, and strategies for successfully navigating those barriers. This will include a discussion of relevant policy considerations and advocacy efforts necessary to bring behavior analysis informed solutions into these spaces.

Audience members should work with, or have an interest in working with, at-risk youth populations in adult correctional and juvenile justice systems. Alternatively, audience members should be familiar with principles of behavior analysis and have knowledge of the logistics of providing behavior analysis services for their service population in order to understand and appreciate the differences in how behavior analysis services for adult correctional and juvenile justice populations needs to be organized, funded, and the necessary training.

Juvenile Justice System Involved Youth face a number of academic challenges that are typically not well addressed using a lecture based instructional approach. Youth who live in these carceral environments are often substantially behind in grade level compared to similarly aged youth who have not been incarcerated. To address these challenges Adapt and Transform Behavior (ATBx) recently partnered with a high/max-risk juvenile justice residential program provider with the primary goal to increase academic achievement for a group of max-risk male youth. Despite limited time with the students, extremely promising results were achieved using Precision Teaching. Students who received tutoring demonstrated a dose dependent improvement in both math and reading skills and grade levels compared to students who did not receive tutoring. Group data will be presented to show average effects, as well as individual student data on changes in learning rates and changes in time required to achieve skill fluency.

This symposium introduces an actionable method of collaboration between behavior analysts and other professionals within special education. The presenter will review high level practices for students with disabilities which were identified by the Council of Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) to help close the research-to-practice gap in schools. The presenter will explicitly connect special education teacher training to standards in applied behavior analysis, establishing alignment and a common language between behavior analysts and teachers in early childhood through Grade 12.

Knowledge of special education in public schools Experience with school based behavior analysis Knowledge of behavior analytic teaching procedures

Only 5% of school-based BCBAs report addressing academic deficits according to a recent survey (Lyons, 2023), yet many evidence-based academic interventions in education have roots in behavior science. Despite the overlap between behavior analytic and typical educational academic interventions, a communication gap remains between behavior analysts and teachers. High leverage practices (HLPs) for students with disabilities, which were identified by the Council of Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) to help close the research-to-practice gap, are effective practices for students in all settings (McLeskey et al., 2019). HLPs are at the forefront of teacher training in special education though school-based behavior analysts are unlikely to have learned about them in their university training. The authors propose a crosswalk that aligns the Behavior Analyst Certification Board (BACB) test content items to HLPs for students with disabilities to increase collaboration between behavior analysts and special education teachers, address the research-to-practice gap in special education, and bridge behavior analysis and special education. Of the 22 HLPs for students with disabilities, the authors propose that 18 are highly aligned, one is partially aligned, and three are connected to the BACB test content items.

In the United States, health disparities persist across race, ethnicity, sexual orientation, gender identity, disability, socio-economic status, etc. (CDC, 2020). Black, Indigenous, and Other People of Color (BIPOC), LGBTQIA2S+ individuals, those living in rural areas, and people with disAbilities experience much greater health inequities than their white, heterosexual, cisgender, and non-disAbled, counterparts. People from historically minoritized and marginalized (HMM) groups are often excluded from accessing conditions, factors, and resources associated with positive health outcomes (University of Wisconsin, 2023). Research has shown that health outcomes are influenced by several eco-social determinants of health (eSDoH), which are the conditions in which people are born, live, learn, work, play, worship, and age that affect a wide range of health behavior and quality-of-life outcomes (Johnson et al., 2022). Moreover, eSDoH are fundamental social and structural factors that impact our wellness, well-being, and longevity. When one or more of these conditions pose challenges, it greatly increases the likelihood that they will becoming risk factors for poor health outcomes (Hold-Lundstad, 2022). Discriminatory and othering behaviors often play a role in poor health outcomes. Accordingly, eSDoH can have a significant, negative effect on client care, education and training, the diversity of the health care workforce, inequitable distribution of research funding, and career advancement (New England Journal of Medicine, 2022). This presentation will center the impact of eSDOH on HMM populations, highlight eSDoH considerations for behavior analysts, and provide recommendations for mitigating harmful contingencies that occur on the individual and cultural levels of selection (Danquah-Brobby, 2023; Skinner, 1981).

Paula Danquah-Brobby (she/they), PhD, BCBA, LBA, IBA is the Associate Dean of Access, Belonging, and Community Engagement for the College of Science at George Mason University. They have dedicated their career to social justice and advocating for historically minoritized and marginalized populations, both in the US and internationally. As a Board Certified Behavior Analyst (BCBA), licensed behavior analyst in the state of Maryland, Culturo-Behavioral Scientist, and International Psychologist, Dr. Danquah-Brobby has worked with children and adults diagnosed with [neuro]developmental delays (in various environmental  and cultural contexts) for over 20 years, including 13 years providing sustainable and capacity building consultative services to families, professionals, and organizations in low- and middle-income countries (LAMICs).

Prior to joining Mason’s College of Science, she was the department chair of Applied Behavior Analysis (ABA) at a minority serving institution (MSI). In this role, she created and embedded access, justice, equity, diversity, & inclusion (AJEDI) strategic planning initiatives throughout departmental policies, procedures, and systems; this included cultivating culturally responsive teaching/pedagogic approaches and practicum training for ABA students.

Their areas of interest include (but not limited to): ABA capacity-building and sustainability in LAMICs, international psychology, culturo-behavioral science (CBS), access, justice, equity, diversity, & inclusion, othering behaviors (e.g., racism, homophobia, misogynoir), intersectionality, eco-social determinants of physical and mental health, verbal behavior, naturalistic developmental behavioral interventions (NDBI), social validity, cultural competence (comprising cultural awareness, sensitivity, humility, & responsiveness), and mixed methodology research designs. Dr. Danquah-Brobby has given numerous presentations, interviews, and educational workshops throughout her career, and is the author of the chapter Spiritual Activism, in the book Women in Behavior Science: Observations on Life Inside and Outside the Academy. Moreover, she is an Advisor for the Cambridge Center for Behavioral Studies; serves on the editorial board for Behavior and Social Issues (BSI); a member of the National Association of Diversity Officers in Higher Education (NADOHE) and the Virginia Association of Diversity Officers in Higher Education (VADOHE); and participated on the Council of Autism Service Providers (CASP) Accreditation DEI workgroup.

The growing diversity within the client population necessitates that behavior analysts adapt their approaches to meet the unique needs of Latine clients, who often experience various challenges in accessing evidence-based services. This panel brings together experts in behavior analytic services and cultural competency to engage participants in dialogue on the challenges and opportunities in serving Latine families, fostering an environment that respects diversity and promotes effective behavior change. Key topics include the necessity of bilingual services, the adaptation of intervention tools, and the integration of culturally relevant practices into behavior interventions. As the demand for behavior analytic services grows within Latine communities, it is essential to address the unique cultural and linguistic needs of Latine clients thereby enhancing client engagement and promoting equity in access to services. Understanding cultural contexts can lead to more accurate assessments and more effective interventions. Implementing culturally and linguistically sensitive services can significantly improve client outcomes and satisfaction. This may reduce barriers to care, increase treatment adherence, and enhance overall community trust in behavior analytic services. As practitioners adopt these methods, they contribute to the broader movement towards cultural competence in healthcare, ultimately advancing the field of behavior analysis and promoting social justice.

Audience should be aware of the growing need for bilingual and/or culturally sensitive services.

Recent changes in the curricular requirements for graduate programs leading to certification as a behavior analyst promote inclusion of topics of diversity, equity, and inclusion (DEI) within several required courses. Disability is an important feature of diversity and must be included in efforts to promote DEI within behavior analytic curricula in pursuit of equity and inclusiveness. Neurodiversity- or disability-affirming applied behavior analysis is ethical behavior analysis that ensures client rights and dignity and is responsive to all forms of client self-advocacy. These practices inform goal selection, assessment, intervention, and analysis to promote behavior analysis that is socially valid and maximizes Neurodivergent client choice, autonomy, and quality of life (Lestremau Allen et al., 2024). Graduate coursework and supervision experiences shape student learning and inform future behavior analysts’ clinical and professional repertoires. Education and training that overlooks disability within DEI initiatives are unlikely to develop the needed repertoires to engage in behavior analytic services delivery and/or research in a manner that is compassionate, culturally responsive, and which affirms Neurodivergent client identities. The symposium will address how higher education faculty can promote neurodivergent-affirming practices, providing specific examples from two graduate programs on how neurodivergent-affirming practices are embedded within coursework and field experiences.

The target audience for this symposium includes behavior analysts who have some experience supervising, training, or teaching aspiring behavior analysts.

With over 80% of Behavior Analyst Certification Board (BACB) certificants declaring an emphasis in “autism spectrum disorders” in 2023, it is critical that ABA training programs align with Applied Behavior Analysis (ABA) principles while embracing neurodiversity and intersectionality. Autism presents a broad spectrum of traits, making it essential to understand the unique developmental trajectories of autistic individuals. In the course 'Lifespan Development of the Autism Spectrum' at SUNY New Paltz, students are introduced to developmental psychology through the lens of lived autistic experiences. This foundation is key to understanding how to apply single-subject design in real-world settings, which is central to ensuring individualized interventions that reflect both the applied nature of ABA and the diverse needs of autistic individuals. Social validity, as defined by Wolf (1978), emphasizes that interventions must be not only effective but also “acceptable, meaningful, and useful” to clients. By integrating intersectional discussions of race, gender, and culture, the course prepares students to develop culturally competent, neurodiversity-affirming interventions that meet the applied dimension of ABA, ensuring interventions are socially valid and rooted in the principles of single-subject design.

This study aimed to evaluate the effects of treatment integrity (TI) on intervention outcomes when implementing Greg Hanley’s skill based treatment (SBT) and employed a nonconcurrent multiple baseline design (NMBL). Participants were randomly assigned to one of three TI levels: 100%, High (70, 80, 90%), and Low (20, 30, 40%), and their technician implemented the intervention. The introduction of the intervention was staggered, and data were collected on participants' problem behavior and the independent demonstration of the skill taught in each phase of SBT. Participants assigned to the 100% and High TI levels met mastery without any modifications. All participants assigned to the Low TI level were able to meet mastery during the first phase, but as the intervention grew more complex, they met the criteria to move to the High level after 10 data points of no progress. Once receiving treatment at higher levels of TI, these participants also met mastery. The results show that SBT is effective when implemented with TI levels ranging from 70-100%. Given that treatment is effective at varying levels of TI, less experienced technicians can be relied on to implement the intervention, resulting in increased access to care.

All young adults with autism spectrum disorder (ASD) graduate from secondary education with a transition plan, yet research has shown that individual outcomes for individuals with ASD start declining after they exit from high school. As ASD is a lifelong condition, supporting adults with ASD who are experiencing major transitions is vital to help them achieve their ideal outcomes after exit from secondary education and can assist them in maximizing autonomy and dignity in their lives. The purpose of the current study was to conduct a systematic review of the effects of post-secondary transition interventions on outcomes for adults with ASD who have gone through a major transition. Overall, results showed that interventions were effective across several domains such as adaptive functioning, executive functioning, employment outcomes, job- specific skills, social skills, self-efficacy skills, self-determination and depressive symptoms. No results were observed regarding a college transition program significantly decreasing anxiety symptoms. Implications for further research, practice, and limitations are discussed.

Practitioners in the field of behavior analysis have been increasingly concerned with issues of assent and dissent displayed by the people they serve. Individuals with Autism Spectrum Disorder (ASD) often lack effective communication skills and for these individuals, the expression of assent and dissent is often in the form of challenging behavior. This is often more difficult to determine than in someone who can effectively communicate assent or dissent. Thus, the purpose of this study was to identify preferred stimuli that might decrease dissent behaviors displayed by adults with ASD during nonpreferred activities. After conducting parent and staff surveys, researchers implemented preference assessments to identify preferred stimuli and nonpreferred activities that evoked high levels of dissent. Although we are in phase 1 of the project (assessing levels of assent and dissent during preference assessment), our hypothesis is that when the participants are given preferred tangible stimuli; levels of dissent will decrease. Our hope is that through utilization of staff and guardian surveys in conjunction with a paired-stimuli preference assessment we will have determined a hierarchy of highly preferred stimuli that will help assist in decreasing dissent behaviors and increasing assent behaviors. Results will be discussed in terms of procedures practitioners can use clinically, and ethical issues related to assent for individuals who demonstrate poor or no effective communication. 

Subtype-2 automatically maintained self-injurious behavior (ASIB) presents one of the most significant clinical challenges for behavior analysts due to its insensitivity to changes in environmental stimuli and social contingencies, and is often more resistant to treatment (Hagopian et al., 2015). Competing stimulus assessments (CSAs) are a pretreatment assessment used to measure stimulus engagement and SIB across various stimuli with the goal of identifying stimuli that may reduce SIB by promoting alternative engagement (e.g., Fisher et al., 2000; Ringdahl et al., 1997; Gover et al., 2019). While CSAs have demonstrated utility in identifying stimuli that compete with the reinforcement obtained from SIB, less is known about how durable the findings are across repeated applications. In this case study, an individual with Subtype 2 ASIB, receiving treatment at an intensive outpatient behavioral clinic participating in two CSAs over 10 days. These results suggest that CSA outcomes may change over time, even within a stable clinical setting. This underscores the importance of repeated CSAs to inform the most effective treatments for Subtype 2 ASIB. Implications for the clinical application of repeated CSAs and their use in the development of robust and effective behavioral interventions will be discussed.

The behavior analytic research base for interventions targeting severe behavior is substantial, particularly within single-case design (SCD); however, further replication and extension are needed to solidify the evidence base (Walker & Carr, 2021). The use of “assent-based intervention” (Breaux & Smith, 2023) and a collaborative approach (Choy et al., 2025) resulted in a positive response to intervention, reducing all behaviors of concern and decreasing the use of protective holds for a 12-year-old male with autism who engaged in head-directed self-injurious behavior (SIB), aggression, and property destruction. A functional behavior assessment (FBA) was conducted using both direct and indirect methods, with collaboration from the student (Shillingsburg et al., 2019). A compound schedule of differential reinforcement of other and alternative behaviors (DRO/DRA) was used during academic activities, with tokens exchanged for self-reported reinforcers (degli Espinosa & Hackenberg, 2024). The intervention goals were acceptable to the student before implementation, ensuring social validity in advance of the intervention (Carter & Wheeler, 2019). Educators were trained to criteria with behavioral skills training (BST) and a direct observation checklist. Interobserver agreement (IOA) was collected for 59.3% of occurrences using video recordings. The intervention followed an AB design, and social validity measures showed high student acceptance.

This study investigated the effects of Virtual Face Conditioning on children with developmental disabilities. The participants were four preschool males who attended a self-contained classroom. The study aimed to determine if conditioning children with virtual faces could increase their attention to faces and whether this attention would transfer to live, in-person faces. Researchers measured participants' gaze responses to both virtual and live faces, as well as their orientation to adults' faces and voices in real-world settings. The researchers implemented a structured Virtual Face Conditioning protocol using iPad-based technology. Participants were reinforced with edible treats and praised for maintaining eye contact with virtual faces displayed on the screen. Researchers gradually reduced reinforcement as participants progressed through the next phases of the study. Results showed an increase in participants’ observed responses to both virtual and live faces post-intervention. These findings suggest that virtual face conditioning with iPad-based technology can effectively improve preferential attention to adult faces that can be transferred to live faces and other generalized real-life situations. Future research should explore the use of more salient stimuli, such as caregivers' faces, and investigate longer intervention durations to further strengthen the intervention process.

Individuals with intellectual and developmental disabilities often engage in challenging behavior (Crocker etal., 2006). If left without intervention, challenging behavior can lead to many negative impacts on the individual’s life such as, higher caregiver turnover rates, higher abuse rates, and higher rates of arrest (Friedman, 2021; McCauley, 20217). The purpose of the present review is to examine the current body of literature regarding challenging behavior in adults to identify interventions implemented with this population, their effectiveness, and social validity. The literature search encompassed the following databases: PsychInfo, Education Research Complete (ERC), Academic Search Complete (ASC), Education Resources Information Center (ERIC), Medline, and Psychology and Behavioral Sciences Collection. Search Terms were entered in three search fields. The first used terms associated with intellectual or developmental disabilities using “OR” inbwteen terms. The second field used terms associated with challenging behavior, and the third field used the terms (intervention* OR “behavior modif*” OR treatment). Inclusion criteria included (a) ID or DD diagnosis; (b) participant 18+ years old; (c) challenging behavior as a dependent variable. Search results across all the databases returned 6,947 results. Initial abstract screening excluded 6,611 studies. 335 studies were screend in full-text.

This study examines the effects of a spelling flowchart intervention on spelling outcomes for five third-grade students with or at risk for disabilities. A multiple probe across participants design is employed to evaluate intervention effects on three key outcomes: target spelling concept accuracy, whole word spelling accuracy, and participant flowchart step accuracy. This research builds on a pilot study through systematic replication, aiming to extend findings to a new group of students. The intervention focuses on explicitly teaching the long /a/ spelling concept, including its associated spellings (e.g., ai, ay, a_e) through a structured flowchart approach designed to enhance student engagement and support generalization of skills. Preliminary findings indicate that a functional relation has been established across participants, demonstrating that the intervention effectively improves spelling outcomes. Additionally, observations suggest positive trends in students’ ability to generalize spelling concepts beyond trained contexts. Complete results and analyses would be presented at the conference.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects social communication skills, social interaction skills, and restrictiveness and repetitiveness of behaviors. While many autistic children may receive early intervention services to support these areas, many are not able to access support until they are of age to attend school. Therefore, it is imperative that educators be trained in evidence-based practices to support the communication needs of young autistic children. This study trained educators to conduct a free-operant preference assessment with young autistic children or children at-risk for autism (Study 1) and implement either mand training or functional communication training (Study 2). A concurrent multiple baseline design across three educators who work with autistic students was used to evaluate the effects of behavior skills training on the target skills. Results indicated that the training was effective across all educators. Additionally, the social validity survey indicated that all the educators found the training and the target skills to be highly acceptable and feasible in their classrooms. Limitations and future research are discussed.

Reinforcers are used to enhance the effectiveness of interventions aimed at skill acquisition and reducing challenging behaviors (Karsten & Carr, 2009; Tullis et al, 2011). Behavior analysts use preference assessments to systematically identify student preferences and highly preferred stimuli that may function as reinforcers (Kang et al., 2013). Teachers and other school-based professionals may be asked to implement behavioral interventions and my benefit from learning how to identify potential reinforcers (Pence et al., 2012; O’Handley et al., 2021). Currently, there is minimal research on whether these procedures are used by non-behavior analysts but Karsten & Graff (2012) suggest that teachers and other school-based professionals are less likely to know of and use preference assessments. To better understand factors that may affect teacher’s knowledge and implementation of preference assessments, the purpose of this qualitative study is to interview special education preschool teachers about their prior knowledge on preference assessments, their beliefs regarding procedural acceptability and feasibility, and factors that may affect their implementation.

College students frequently encounter stressors associated with academic life, impacting their overall well-being and academic performance. This study has explored the efficacy of self-management as an alternative for addressing these challenges. The self-management approach involves (1) selecting a target behavior for change, (2) recording its occurrence, (3) establishing and progressively increasing a reachable criterion, (4) choosing a reward or reinforcer for the target behavior, (5) choosing antecedent stimuli to cue appropriate behaviors, and (6) monitoring and adjusting the strategy as needed. Ten college students participated in a nonconcurrent multiple-baseline design. Participants received instructions on self-management principles, collected baseline and intervention data, and engaged in weekly discussions about their progress and challenges with a researcher. Preliminary findings indicate a decrease in problem behaviors or an increase in desired behaviors from baseline to intervention, suggesting that college students can acquire self-management skills to address behavioral needs. However, the study faced limitations, including extensive participant commitment leading to increased attrition.

The continuous development of supervisors in ABA is crucial for service quality and professional advancement. This study investigated the effectiveness of interteaching, an active learning approach that employs preparation guides, small group discussions, clarifying lectures, and frequent testing to teach skills during The Supervision Skills Training (SST). It was implemented with 29 professionals from a Brazilian clinic specializing in ABA. Over 20 hours, distributed across 10 sessions, topics such as planning and organization, selecting meaningful goals, measuring progress, online supervision, and interpersonal skills were covered. Pre- and post-tests evaluated content absorption, complemented by a satisfaction survey. The results showed that all participants achieved the established goals, indicating the effectiveness of interteaching in promoting active learning and professional engagement. Participants’ high satisfaction reinforces the positive impact of the training. Limitations include the absence of a control group and the program’s short duration, which limits the generalizability of the results. Future research should explore the impact of interteaching in varied contexts and its long-term effects on supervisors’ performance and clinical outcomes. This study highlights interteaching as an effective teaching strategy for developing the professional skills of ABA practitioners.

Understanding effective teaching strategies for children with autism spectrum disorder (ASD) is essential for promoting engagement and skill development in age- appropriate recreational activities such as hopscotch. This research study investigates the efficacy of video modeling versus en vivo modeling in teaching a hopscotch play sequence to elementary-aged children with ASD. Using a comparative analysis, the research explores whether elementary-aged children instructed through en vivo modeling demonstrate a higher percentage of correct steps in hopscotch compared to those who receive video-based instruction. This study employs an alternating treatment design to assess learning outcomes among a sample of elementary-aged children diagnosed with ASD. The findings from this study could help improve how we teach motor skills to children with ASD, making playtime more fun and accessible. Furthermore, the implications of this research may stretch beyond the classroom, as they assist in enriching the lives of children with ASD, as well as creating more opportunities for inclusion, and enhancing their quality of life.

This poster will provide preliminary data for an Office of Special Education Programs (OSEP) funded project called Project Social Code. Project Social Code aims to establish social and communication skills in students via science, technology, engineering, and math (STEM) instruction. Specifically, Project Social Code is designed for elementary-aged students with intellectual and developmental disabilities (IDD). Most commonly, STEM instruction is embedded into a general education curriculum that students with IDD do not have access to. However, about 35% of college students with IDD select coding as their primary study. Given restricted access to STEM instruction during grade school, students with IDD might not be adequately prepared for college-level STEM instruction as their typically-developing peers. Project Social Code's curriculum includes STEM instruction and social skill instruction, as most engineering teams involve more than one person and thus involve complex social skills. Results from two case studies will be reviewed and discussed, including student social skills data and teacher fidelity data.

As higher education evolves, institutions must recognize and honor the diverse cultural experiences students bring to the classroom by adapting teaching methods and support services to meet unique student needs. Tennessee Tech's unique ABA learning community in rural Tennessee primarily includes international scholars and first-generation Appalachian graduate students. In this session, our students will showcase a qualitative study and share their journeys, challenges, and triumphs as they navigate cultural transitions, balance family responsibilities, and pursue their academic goals. International students will discuss their experiences adapting to American academic culture, while Appalachian students will reflect on how their rural backgrounds inform their approach to behavioral healthcare. Attendees will gain insights into creating more inclusive and supportive environments for diverse student populations through these firsthand accounts. Join us to hear directly from students bridging cultures and building careers in behavior analysis while maintaining strong connections to their global origins and Appalachian roots.

Mentorship is one of the most crucial aspects to successful new teacher induction programming (Ingersoll & Strong, 2011). However, there are practical and logistical challenges. Challenges include: a) lack of qualified mentors, b) different locations throughout districts, c) lack of autism-specific training, d) misalignment of experience, e) misalignment of training schedules, f) missed training, and g) lack of autonomy and choice. Online learning modules are a popular method of disseminating information among teachers and effectively increasing teachers’ content knowledge (Jimenez et al., 2016; Upendra, 2015). Project STAY (Supporting Teachers of Autism in Years 1-3) developed a dynamic, self-paced, virtual training that specifically targeted these barriers. We developed five modules based on qualitative research from the perspectives of various stakeholders. These modules were designed by a technology-driven research cohort specializing in accessibility and distance education. We will present information on the content, technical development, presentation, and reception of these modules from both new and experienced mentor teachers.

Mathematics vocabulary (MV) is one component of mathematical language critical to mastering mathematics (Fuchs et al., 2021). This study examined the implementation, effects, and social validity of a manualized intervention for teaching students with disabilities MV. Participants included 30 students in grades 6-8 (ages 11-14) who demonstrated a lack of mastery of third grade MV and were identified with a disability and 3 teachers. Students were randomly assigned to treatment or control groups, and teachers implemented the intervention with the treatment group. The intervention consisted of 46 words/concepts taught in 22 lessons using carefully sequenced examples and non-examples. Intervention sessions producing a mean of 6.8 student responses per minute occurred once per school day for a mean of 11.8 minutes per session (range = 6-21 minutes). The two groups were similar at pretest in mathematics achievement and MV; however, treatment significantly outperformed control on the posttest of MV (p < .001, g = 1.99). Observational data indicate the intervention was implemented as intended and is feasible for use in schools. Social validity data suggest teachers found the intervention acceptable. Results indicate well-designed, manualized instruction using multiple exemplars can be highly effective for teaching MV to students needing remedial instruction.

The concept of functional competence is linked to that of intelligent behavior, as interface notions in the field theory proposed by Ribes (2018) and the interdisciplinary intervention of psychology in education. The purpose of the study is to analyze intelligent behavior as a conditional relationship between an individual who learns and a learning object, as states and transitions between functional levels. Intelligent behavior is identified as varied and effective from a transfer test based on the extension contact of the taxonomy of functions. An intrasubject design was used, with a pretest, a training phase, a posttest, and a transfer test. In the training phase, the participants, students of both sexes in the fifth grade of primary school, were exposed to contingencies of occurrence and function in three different sequences. Group A: coupling, alteration, comparison; group B: coupling, alteration, comparison, and extension; group C: coupling, alteration, comparison, extension, and transformation. The results suggest, based on the results of the transfer test, that training based on extension contact articulates contingencies of occurrence and function that make possible the emergence of functionally effective and varied behaviors.

Learning to read can be promoted through technology. In this research we evaluated performance of Mexican primary students to learn to read English as a second language assisted by technology. Thus, 23 children were recruited, 14 boys and 9 girls, aged between 9 and 13 years (mean = 9.2, standard deviation = 1.6). They had access to the “Head Sprout” learning platform for 8 months. This platform has proven to be effective in learning to read English as a first language. It consists of 100 episodes. The first 50 episodes promote the basic reading skills expected of K-2 students. The participating children had to study under the supervision of their parents at home due to the COVID-19 contingency. After 8 months, participants studied an average of 28 episodes with an average cumulative time of 578 minutes. The platform recorded an average of 208 interactions (responses using the mouse) for each episode studied. Accuracy in each episode ranged from 80 to 97%. No significant differences were found by sex, age or whether they studied alone or with a sibling. In general, these data suggest a low time of use of the technological resource with high precision performance.

The Response to Intervention (RTI) model emphasizes the establishment of students’ learning outcomes through a preventive approach within the three-tiered progress monitoring process, based on a high-quality core curriculum and evidence-based strategies. This study implemented the RTI three-tier model through transdisciplinary collaborative consultation, providing evidence-based interventions and continuously tracking their effectiveness. The three-year study targeted four preschools, where, during the progress monitoring process, children aged 2-6 with medical assessment reports or disability certificates received more intensive intervention in Tier II and Tier III. By the end of this session, participants will gain information about: 1. How to implement the RTI model in early childhood contexts; 2. A comparative analysis of whether the transdisciplinary collaboration model has been applied, and the differences in the performance of children receiving intervention at the three tiers; 3. A review of the performance of children’s intervention outcomes, early intervention effect evaluations across three dimensions, and the quality of family life under interdisciplinary collaboration. The RTI three-tier model in this study, through adjustments and modifications to the transdisciplinary service model, confirms the feasibility of its application in Taiwan's preschools.

This study’s purpose was to evaluate the effects of a guided practice and shaping procedure on developing sentence writing by a 10-year-old male with autism spectrum disorder in a Self-Contained Special Education classroom. The dependent variable was the number of sentences written assessed in four components: number of words from word box, complete sentences written, capitalization/punctuation, and linear writing. Within a changing criterion design, permanent product assessed the participant’s writing using a point system earned from the components met. Within the guided practice and shaping intervention, each of the dependent variable’s components were taught individually to gradually shape the participant’s skill. After one component was mastered, the others were individually introduced. For guided practice, the researcher first modeled the target component showing how to correctly perform the skill. To assist the participant, a rule was given for him to self-direct. As the participant learned, the modeling, guiding, and prompting reduced so the participant performed independently. Throughout all the stages, contingent feedback was given to facilitate correct responding. The study's conclusions demonstrated the effective integration of utilizing guided practice, shaping, explicit rules, and self-monitoring to positively impact the participant's writing to mastery in the intervention and maintenance phases.

In many recent conferences focusing on Applied Behavioral Analysis much attention has been given to how the field can provide Neurodiversity-affirming practices. Publications in mainstream journals also have provided guidelines on this topic. As with all new recommendations a great deal of discussion is required to convert general guidelines into realistic practice. Members of this panel will discuss how to support affirming practices in a variety of clinical and educational settings that stay true to our science. We will discuss how professional language usage influences the application of the principles of application and how to look at whether one’s actual practice is aligned with states guidelines. Topics will include some misconceptions about what is required to be “ABA” and look at recent concerns about various strategies to promote verbal behavior and language development. We will also discuss how these complex issues can be discussed with family members of different populations we support.

All levels

Behavior analysts, clinical psychologists, and other mental health professionals interested in the application of behavioral principles in therapeutic settings

As Provost and Executive Vice President for Academic Affairs, Carl W. Lejuez (pronounced: LEZSCH-way) serves as Stony Brook’s chief academic officer, with responsibility for all academic units and operations. His appointment began on July 1, 2022.

Lejuez oversees the academic mission of the university, providing direct supervision for all academic units, support services, and operations, including enrollment management and student success, and coordinating all academic programs. The deans and directors of the West Campus colleges, schools, libraries, centers, and institutes report to him, as does the associate provost for the Lichtenstein Center. He also collaborates with the executive vice president of health sciences to support the health sciences schools on the East Campus. Across these areas, leaders work to provide greater alignment in our research enterprise, enhance interdisciplinary education, and offer enhanced services to all students and faculty.

Prior to his affiliation with Stony Brook, Lejuez served as provost and executive vice president at the University of Connecticut as well as the dean of the College of Liberal Arts and Sciences at the University of Kansas, where he also served the university as interim provost for two years. He spent the bulk of his academic career at the University of Maryland, where he was a professor in the clinical psychology program in the department of psychology and where he served as an associate dean for research for the College of Behavioral and Social Sciences. His other academic appointments include research professor at the Warren Alpert Medical School of Brown University, and an adjunct faculty member at the Yale Child Study Center in New Haven, CT.

Lejuez’s research focuses on the use of basic laboratory research findings for the development of behavioral interventions to address a wide range of psychological conditions including mood disorders, addictions, and personality disorders for marginalized and underserved populations. At Maryland, he founded and led the Center for Addictions, Personality and Emotions Research. Lejuez has received grant funding from several sources for his research and is widely published, having also served on several editorial boards and having been a founding editor of the publication “Personality Disorders: Theory, Research and Treatment.” Moreover, he is the co-editor of the “Cambridge University Press Handbook of Personality Disorders,” published in spring 2020 and currently has a contract with Oxford University Press for a book about a transdiagnostic behavioral therapy he has developed to be part of their “Treatments that Work” series.

He proudly carries the distinction as a first-generation student. He holds his M.A. and Ph.D., both in clinical psychology, from West Virginia University; and earned his B.A. in psychology from Emory University.