Association for Behavior Analysis International

Many have been inspired by B. F. Skinner’s vision of how the science of behavior can improve culture. However, the understanding of “culture” has different meanings within our scientific community, challenging our conceptual framework and interpretation of applied work. This symposium explores ontological and epistemological aspects of “cultural analysis” from a behavioral perspective; discusses “culture” as a complex adaptive system, with many integrated moving parts; and illustrates how culturo-behavioral analysis can complement the work of Nobel-prize winner Elinor Ostrom in the management of common pool resources.

Board certified behavior analysts; licensed psychologists; graduate students.

Sigrid Glenn is Regents Professor Emeritus at the University of North Texas.  She was the founding chair of UNT’s Department of Behavior Analysis and the founder and former director of UNT’s Behavior Analysis Online program. Her published research includes work in conceptual, experimental and applied areas; current interests are primarily conceptual and philosophical, especially as these pertain to culturo-behavioral systems. Dr. Glenn is past president of ABAI and a founding fellow of the Association. She was the 2015 recipient of the Award for Distinguished Service to Behavior Analysis. Other awards include TxABA Award for Career Contributions to Behavior Analysis in Texas; CalABA’s Award for Outstanding Contributions to Behavior Analysis; the Michael Hemingway Award for Advancement of Behavior Analysis; the Cambridge Center for Behavioral Studies Ellen P. Reese Award in Recognition for Significant Contributions to Communication of Behavioral Concepts; and--most important to her--the ABAI 2008 Student Committee Award for Outstanding Mentorship of students.

Dr. Iversen received his Ph.D. in Experimental Psychology from University of Copenhagen, Denmark (1978). He is professor of experimental psychology at University of North Florida, Jacksonville, since 1986. His research has addressed basic mechanisms of operant behavior, primarily in non-human subjects. Examples are detailed analyses of effects of individual reinforcements in rats, intermittent reinforcement of stimulus control in rats, visual guidance of drawing in chimpanzees. Research has also involved operant conditioning of brainwaves in humans to enable communication in completely paralyzed ALS patients. He has served on the board of Journal of the Experimental Analysis of Behavior for 5 3-year terms and currently serves on the boards of European Journal of Behavior Analysis and Mexican Journal of Behavior Analysis. Dr. Iversen believes that strong methodology is necessary to advance science of behavior, and he has developed several automated methods to shape and control behavior as well as methods to analyze complex data from behavioral experiments. Together with Professor K. A. Lattal from University of West Virginia, Morgantown, Dr. Iversen edited a two-volume text on methodology in operant conditioning (1991) and together with Dr. Wendon Henton wrote a book on response patterns in classical and operant conditioning (1978). In addition, he has published several papers that document development of behavior control techniques and methods of data analysis.

Acquisition of operant behavior customarily takes place within a few minutes for standard response units such as brief lever presses, and the process of operant acquisition is often referred to as “simple”. However, research shows that acquisition may consist of several different processes operating at different times within the overall acquisition process. Experiments will illustrate the different processes when acquisition is “slowed down” by making response units more complex by adding dimensional requirements such as duration, direction, distance, or speed to the response. Examples will range from lever presses that are studied in duration and direction, through wheel running studied as length, direction, and speed of individual run bouts, and sequences of different responses. Acquisition of complex response units is also demonstrated in chimpanzees drawing in different directions with a finger on a monitor and further illustrated for the human EEG (electroencephalogram) where different EEG patterns can be brought under stimulus control. In operant acquisition, already existing responses can be selected and modified, and non-existing responses can be created by reinforcement contingencies. The defined response unit and the arranged contingencies of reinforcement are crucial variables in acquisition of operant behavior. The distinction between response selection and response creation is not always heeded in the literature but has implications for both experimental and applied research.

Graduate students, researchers, and experienced clinicians.

Magnus Johansson is a licensed psychologist, former CEO of a private care organization, and with 10 years of experience working as a consultant, primarily with leadership and organizational development using Organizational Behavior Management and Contextual Behavioral Science. During 2015-2017, Magnus was project manager for cultural adaption and pilot testing of the PAX Good Behavior Game in Sweden (www.paxiskolan.se), collaborating with Ata Ghaderi at Karolinska Institutet as PI, and Dennis Embry at the PAXIS Institute.

In 2017 Magnus initiated a Ph.D. research project at Oslo Metropolitan University. The aim is to develop a way to measure Nurturing Work Environments, and to investigate the effects of interventions to improve nurturance, using the concept of evidence-based kernels supported by an Ecological Momentary Assessment smartphone app. Anthony Biglan and Ingunn Sandaker are supervisors in the project.

The Good Behavior Game (GBG) has decades of research in classrooms with positive short-term and long-term effects impacting a broad range of outcomes, such as reduced behavioral problems, preventing substance abuse and improving educational attainment (Kellam et al., 2011). GBG has its roots in the behavior analytic tradition (Barrish, Saunders & Wolf, 1969) and PAX GBG (e.g., Streimann et al., 2017) has evolved by increased inclusion of the students as well as adding several evidence-based kernels (Embry & Biglan, 2008) to create a set of tools for teachers to use in their everyday classroom activities within the regular school curriculum. Adapting PAX GBG, which was created in the USA, to accommodate the cultural differences in Swedish schools was an important undertaking before conducting a pilot trial. This presentation will detail the process of cultural adaption and its outcomes, as well as describe the application and co-dependence of several of the evidence-based kernels included in PAX GBG. Implementation strategy, adherence and future recommendations based on experiences from the pilot trial will also be discussed. The pilot trial was a within-subjects design, with 14 classrooms in grades 1-2. Outcomes were assessed before the intervention and after five months, using classroom level observations by independent observers, as well as teachers and parents filling out Strength and Difficulties Questionnaires for the participating students. Results showed large effects on both observations and teacher's SDQ-ratings. Uniquely, this trial also investigated teachers' perceived stress, indicating a very large decrease in stress levels.

Those interested in universal prevention and strategies to create nurturing, happy, and productive classrooms.

At this invited symposium, four different scenarios of Behavior Analysis field devoted to ASD (Autism Spectrum disorder) will be presented. Hübner, from Brazil, after giving a brief Brazilian scenario of Behavior Analysis, related to ASD, will describe how a Public University (University of São Paulo, USP) can play an important role in helping academic preparation of students to attend children with ASD and their parents, as well as offering services to prepare therapists to work in the field. Through step-by-step application of Behavioral Systems Analysis tools, USP Center for ASD (CAIS) was transformed: a specific undergraduate discipline, entitled Applied of Behavior Analysis to Autism, was created, guaranteeing greater visibility and stability of the work carried out by CAIS and, consequently, a higher number of undergraduate students enrolled in each semester, among other improvements that will be discussed. Williams, from USA and Spain, will bring her life’s experience as a scientist/practitioner in Applied Behavior Analysis, discussing challenges of maintaining such an approach in applied settings, while maintaining contact with the breakthroughs and extensions arising from ongoing applied research. Stromberg, from Sweden, will provide an overview of the development of behavior analytic services at the Autism Center for Young Children in Stockholm, as well as a national perspective on the use of Early Intensive Behavioral Intervention (EIBI) at other publicly funded habilitation centers. Finally, Eldevik, from Norway, will also focus on EIBI challenges in the country, such as having experts in ABA oversee, properly trained staff implement the intervention, getting parents involved and providing a minimum of 20 hours per week intensive intervention. Recent outcome data about dose-response relationship between weekly hours and outcome will be discussed.

Board certified behavior analysts; licensed psychologists; graduate students.

The main objective of the presentation is to demonstrate the effects of behavioral systems analysis, more specifically, the Behavioral Systems Engineering Model, in the improvement of services provided by the Center for Autism and Social Inclusion, (CAIS-USP). In a country where health services are deficient and where there is a good number of students interested in Behavior Analysis, the Public University can play an important role in helping the academic preparation of students to attend children with autism and, at the same time, giving services to prepare therapist to work in the field. With step-by-step application of Behavioral Systems Analysis tools, CAIS- USP was transformed. The main results were the establishment of feedback data, such as pre and post test data performed by the therapists before and after classes, the results of the discrete trial assessment to which the therapists were submitted to, data on the frequency in class and its correlation with the results of evaluations. The results involved information about the alumni, regarding the performance in the autism area and the results of the children ´s assessments in the VB-Mapp, before and after the beginning of the interventions. Another result of the present study was the creation of a specific undergraduate discipline, entitled Applied of Behavior Analysis to Autism, guaranteeing greater visibility and stability of the work carried out by CAIS and, consequently, a higher number of undergraduate students enrolled in each semester. Considering all the stages of the applied intervention model, the conclusion is that the most fundamental one was the definition of the macrosystem and the mission of the CAIS. From these definitions, several processes had been redesigned and tasks were distributed, allowing the collection of feedback data, fundamental for the planning and decisions taken in each semester.

Today I will talk about my life’s experience as a scientist/practitioner of applied behavior analysis. In this presentation I would like to speak about the importance and challenges of maintaining such an approach in applied settings while maintaining contact with the breakthroughs and extensions arising from ongoing applied research.

Dr. Gladys Williams leads the program on autism and verbal behavior at the David Gregory School in NJ. She is the founder and director of Centro CIEL in Barcelona and Oviedo, Spain, and of LearnMore, inc. and institution to promote effective teaching strategies. Dr. Williams earned her doctoral degree in Special Education and Behavior Analysis from Columbia University - Teachers College, where she was a recipient of the Fred S. Keller Research Grant to study language development and autism. She has been granted several awards for her contributions in the field of applied behavior analysis. Dr. Williams has published 18 articles in peer reviewed journals such as the Journal of Applied Behavior Analysis, American Journal on Mental Retardation, Teaching Exceptional Children, etc. She has participated as guest reviewer for JABA, Behavior and Social Issues, and The Behavior Analyst. She is a frequent guest speaker in Europe and South America. At this time, Dr. Williams’ main objective is to implement effective strategies to teach functional verbal language to nonverbal children and to investigate strategies and techniques to facilitate social skills and functional language acquisition. Her quest is to utilize the behavioral technology to benefit children around the world.

For the past thirty years Early Intensive Behavioral Intervention (EIBI) has been implemented in Norway and other European countries. In most countries it has been a challenge to deliver EIBI according to some suggested minimum standards. The most common challenges have been: to have experts in ABA oversee, and properly trained staff implement the intervention, to get parents involved and to provide intervention in the home, and to provide intensive intervention (a minimum of 20 hours per week). As a result of this, the outcome of EIBI has generally been moderate. However, outcome of EIBI has been much better than “treatment as usual”. Outcome reported from various studies in Europe confirm a dose-response relationship between weekly hours and outcome. I will present recent outcome data from a study where we compared effects of EIBI provided 10 hours a week and 20 hours a week. The outcome will be related to EIBI benchmarks.