Association for Behavior Analysis International

Nail trims, a necessary husbandry task, can be aversive for many dogs. With repeated nail trims dogs sometimes escalate in their response and emit dangerous behavior. Their responses suggest that the aversive quality of nail trims is a risk to the person trimming the nails and a welfare concern for the dogs. However, with the rise of force-free techniques, the traditional manner in which we complete regular husbandry tasks has been reimagined - specifically, through cooperative care. In the case of nail trims, one option is the use of a scratchboard, in which the dog emits a scratching behavior on an abrasive board, thereby trimming its own nails. To date, no research has evaluated the various training protocols that currently exist for training this behavior. The purpose of this study was to assess three different training procedures used for training a dog to use a scratchboard: luring, transfer, and free shaping. We enrolled shelter dogs and pseudorandomly assigned them to a training condition, which began after a baseline condition. We measured number of trials to criterion and frustration-related behaviors. All of the techniques were successful for training the behavior. We will discuss results at both a group and individual level.

Tact training can be particularly challenging for individuals with attention-related difficulties, especially in home environments where distractions are prevalent. LaLonde et al. (2020) suggested that individuals with disabilities often struggled to acquire tacts due to difficulties attending to relevant stimuli. Partington et al. (1994) highlighted that verbal prompts could interfere with establishing stimulus control by nonverbal stimuli, potentially hindering tact acquisition. Modifying the stimulus modality might address this challenge. The present study investigated whether the modality of stimuli, tactile (the actual object) vs. visual (picture cards), impacts the acquisition and generalization of tacts. The participant in this study was a 5-year-old girl diagnosed with autism spectrum disorder (ASD) receiving home-based services. Trials were conducted in the home setting to compare acquisition and generalization across the two modalities, considering the unique challenges presented by the environment. The findings of this study aim to provide insights for ABA practitioners working with children with ASD who face tacting and generalization challenges. By examining the impact of stimulus modality on tact training, we hope to offer evidence-based recommendations for clinicians working in challenging environments.

A 20-year-old diagnosed with both autism and Tourette’s Syndrome engaged in persistent vocal and motor responses that interfered with learning, activities of daily living, vocational tasks, and social interaction. A common intervention for Tourette’s related responses, is differential reinforcement of incompatible responses such as engagement in deep breathing with arms crossed in front of the chest. However, DRI alone was not effective at reducing persistent vocal and motor responses for this participant and actually resulted in an increase from baseline. Additional tasks, that were not incompatible with target responses such as walking to a different location, walking on a treadmill, shooting a basketball, bouncing a basketball were identified informally through observation and teacher interview. These tasks were added to the intervention. Persistent vocal and motor responses decreased to near zero levels with this addition. Effects were further demonstrated using a brief reversal to baseline. Implications regarding the utility of informally identified competing tasks will be discussed.

In this study, we evaluated Behavioral Skills Training (BST) for teaching phone safety skills to adolescents with Autism Spectrum Disorder (ASD). We taught three individuals to how to discriminate between safe and unsafe text messages, and then how to respond to the messages using instructions, modeling, rehearsal, and feedback until mastery criteria was met. After BST was completed, we conducted post-tests and in-situ generalization probes across different people, settings, and text message types to evaluate the effects of BST. All three of our participants were able to successfully discriminate both safe and unsafe messages and they demonstrated the correct safety responses post-BST. One of our participants did require a rehearsal and feedback booster session to achieve mastery. Additionally, all three participants successfully generalized the skills with new teachers in new settings and maintained the skills 2 to 5 weeks post-BST. The Interobserver agreement was 94% overall (range, 83% to 100%).

Autistic individuals may experience difficulties with social-emotional reciprocity and nonverbal communication during social interactions. Although Applied Behavior Analysis (ABA)-based techniques have been shown to be effective in promoting specific, topographically defined social behaviors (e.g., greetings and farewells, turn-taking, etc.), it remains unclear to what extent these improvements lead to broader repertoire changes. The current study investigates the impact of commonly targeted ABA social skills training. Three autistic learners aged 7–9 participated in the current study. Each participant received an intervention package targeting turn-taking, greetings and farewells, and eye contact. Using a multiple-baseline design across participants, results indicated that ABA-based techniques were effective in increasing participants’ performance in contrived settings. However, differing degrees of generalization were observed in naturalistic settings as measured through direct observation and criterion-referenced indirect assessments. Implications for social skills training in ABA settings will be discussed. Authors: Kaitlin Preciado, Shaianne Kealoha, Aulani Latorre-Holt Keywords: Autism, Social Skill, Generalization

Engagement in elopement, the act of leaving a designated area without permission, is a serious safety concern, particularly for individuals with autism spectrum disorder (ASD). Anderson et al. (2012) found that 49% of children with ASD over the age of four had eloped at least once in their lifetime. This behavior can result in severe injuries or even death. This study aimed to examine the impact of Functional Communication Training (FCT) on reducing elopement in a male participant with ASD. A trial-based functional analysis revealed that the elopement was automatically maintained, rather than driven by socially mediated variables. The intervention involved teaching the participant to use functional communication as a replacement for elopement, with added parent collaboration to support generalization. The results showed that FCT significantly increased independent requests and reduced elopement. This study highlights the effectiveness of FCT in addressing elopement behaviors in individuals with ASD, emphasizing the importance of both therapy and family involvement in successful behavioral outcomes.

Posttraumatic stress disorder (PTSD) has significant physical, social, and mental health consequences for individuals and their families (American Psychological Association, 2013). Effects of PTSD include social isolation, disruption in psychological functioning, and chronic health issues, which can be especially true for individuals who also have caregiving responsibilities (Christie et al., 2019). Caregivers of children with a diagnosis of autism spectrum disorder (ASD) also report having increased difficulties accessing interpersonal and behavioral support for themselves and their children (Schieve et al., 2007). To date, there is limited research assessing the relationship between levels of posttraumatic stress in caregivers as it relates to their children’s engagement in complex behavior (i.e., aggression, self-injury) commonly associated with ASD. To bridge this gap, we investigated the association between caregivers’ PTSD symptoms and their children’s complex behavior. We administered the PTSD Checklist for DSM-V (PCL-5) and the Aberrant Behavior Checklist subscale for Irritability (ABC-I), examining the association between self-reported caregiver PTSD symptoms and their children's ABC-I scores. Preliminary results show a positive correlation between caregiver self-reported PTSD symptoms and their children’s engagement in challenging behaviors associated with ASD, indicating a need for further research in this area.

The purpose of this study is to evaluate the effectiveness of using match-to-sample, intraverbal prompts, and self-monitoring strategies to teach females with autism spectrum disorder (ASD) how to independently and properly manage self-care during their menstrual cycle. This research is an extended variation of Klett and Turan’s (2011) study on the generalized effects of social stories and task analysis in teaching menstrual care to young girls with autism. The current study aims to expand on these findings by incorporating additional instructional strategies, specifically match-to-sample for identifying menstrual products, intraverbal prompts for reinforcing verbal routines, and self-monitoring techniques for promoting independence in the menstrual care process. Participants will be taught how to independently select, use, and dispose of menstrual products, monitor hygiene steps, and track their behavior through self-reported checklists. The effectiveness of these strategies will be evaluated based on improvements in skill acquisition, accuracy of task completion, and overall independence during the menstrual cycle. Additionally, generalization of skills across settings and the caregiver satisfaction related to menstruation instruction will be assessed. Results are expected to contribute valuable insights into the development of more effective, individualized interventions for teaching menstrual care to females with autism spectrum disorder, thereby addressing a critical gap in the literature on autism and self-care.

Symptoms of autism spectrum disorder (ASD) are typically noticeable within the first 3 years of life. Instruments for early detection of ASD are critical, as these will promote better clinical outcomes. The Toddler Autism Symptom Inventory (TASI) is an instrument designed to assess behaviors consistent with autism symptoms in toddlers through parent report, showing adequate diagnostic predictive value among English-speakers. However, there is limited knowledge about its use among Spanish-speaking families. The purpose of this study was to examine the relationship between the Spanish version of the TASI and ADOS-2 scores in a Latino sample of autistic children. This study was part of a broader project examining the predictive value of autism screeners in Latino children. 16 Spanish-speaking child-parent dyads (nmale=12), with an average child’s age of 39 months (SD=10.78) participated. Results yielded a moderate positive correlation between the calibrated severity scores of the ADOS-2 and total scores of the Spanish TASI. Additionally, there was a strong positive correlation between the social affect domain from the ADOS-2 and the Criterion A section from the Spanish TASI. Preliminary data from this study suggests that the Spanish TASI may be a useful instrument in the identification of ASD among Latino children.

There is a shortage of services for adolescents and adults with autism worldwide, particularly in Brazil, where early intervention services have grown considerably over the past decade. However, services targeting these age groups have not kept pace with this evolution. This study investigated the services offered to autistic adolescents and adults by Applied Behavior Analysis (ABA) providers through a descriptive quantitative survey, using an anonymous online questionnaire. 31 professionals working with neurodiverse individuals in clinical contexts participated in the study, with a mean age of 32.24 years. The majority were women (92%). The participants were highly qualified (45.2% with specialization, 35.5% with a master’s degree, and ?? 12.9% with a doctorate). Transition plans prioritized social and communication skills (88.9%) and independence (85.2%), but only 33.3% included vocational goals. Despite the involvement of ABA teams (96.3%), the lack of formalized comprehensive plans and the limited inclusion of skills geared toward adulthood undermine the transition to the workforce and independent living. The results indicate a significant gap in the formalization of transition plans and the inclusion of vocational skills, compromising preparation for adulthood, particularly in the job market.

Background: Autism spectrum disorder (ASD) affects 1-3% of all children in most developed regions of the world. Due to national shortages in clinicians, patients may wait months to years for a diagnostic evaluation. For example, the median age of diagnosis in the US remains over 4 years, hindering early intervention. The American Academy of Pediatrics has stated that “…(biomarker) use could improve the reliability and validity of clinical diagnosis….” and enable early intervention. However, no US Food and Drug Administration-approved biochemical test for ASD is available to achieve these goals. We developed a biomarker test (named ClearStrand-ASD) that can rule out ASD in children after birth up to 36 months with high negative predictive values (NPV), where ASD is a concern. Methods: Foundational studies were conducted using deciduous teeth and hair samples from cohorts in the US, Sweden, the UK, and Japan. Here, we have undertaken a large state-wide study to validate the performance of ClearStrand-ASD against gold-standard clinical measures of ASD. In 490 children from two cohorts in California, ASD was assessed using DSM-5 criteria (168 cases and 322 controls). Hair was collected after birth to 36 months, and a single strand was analyzed using laser ablation-inductively coupled plasma-mass spectrometry (LA-ICP-MS) to generate time series data on essential and non-essential elemental profiles at 500-1000 time points. Analyses were done in a CLIA-certified laboratory. Data science methods focused on leveraging the full time series of data on all elements to train classification models with an emphasis on optimizing the negative predictive value (NPV) at a certain level of sensitivity. Results: Results are presented on models trained on 294 participants, which were then locked and tested in a blinded independent set of 196 participants. Separate models were developed for males and females. Based on an elevated prevalence of 7% (overall prevalence in the US is 2.8%), the test showed a sensitivity of 80% and an NPV above 95%. Conclusion: ClearStrand-ASD provides an objective biochemical test to aid clinicians in ruling out ASD in an efficient manner. The test may help reduce the time to confirm ASD diagnosis and initiation of earlier intervention, resulting in better outcomes for people on the autism spectrum.

Individuals diagnosed with intellectual and developmental disabilities (IDD) are at a higher risk of engaging in challenging behavior (Soke et al., 2016). Researchers have evaluated the relationship between physiological arousal and the occurrence of challenging behavior (Goodwin et al., 2019). More recently, behavior analysts have extended this work to evaluate the predictive validity of physiological responses on bouts of challenging behavior during functional analyses. McCabe and Greer (2023) demonstrated that heart rate was not a reliable predictor of challenging behavior, regardless of its topography or function. We replicated and extended McCabe and Greer by measuring electrodermal activity (EDA) during functional analyses. Participants were children diagnoses with an IDD who were referred for assessment of challenging behavior. Participants wore an Empatica® research-grade wearable biosensor while completing a functional analysis (Iwata et al. 1982/1994). Our preliminary results suggest that in some cases, physiological events (i.e., elevated galvanic skin response) were predictive of challenging behavior. Moreover, accelerometer data suggest that the physiological arousal was not attributable to a movement artifact.

De-escalation strategies, or procedures that result in short-term cessation of targeted behavior, are often needed for autistic youth with dangerous behavior to maintain safety. Most de-escalation recommendations are not individualized based on the presentation of behavior. This study evaluates a multielement assessment comparing five de-escalation strategies for autistic individuals who engaged in dangerous behavior, including self-injurious behavior and aggression, in an intensive out-patient setting. At the onset of an episode of dangerous behavior, therapists responded based on one of the de-escalation conditions and measured instances of targeted behaviors as well as latency to calm criteria. Conditions alternated between various strategies that included differential reinforcement of other behavior (DRO), differential reinforcement of alternative behavior (DRA), non-contingent access (NCA), and the use of coping skills. The Attention DRO and NCA Quiet Space conditions consistently resulted in the shortest latencies to calm criteria for the first participant, Ricky. The average inter-observer agreement (IOA) of this evaluation was 93.76%. Researchers are conducting ongoing analysis to determine the most effective de-escalation strategies for additional participants. Preliminary results of our study suggest that treatment teams should individualize de-escalation strategies based on the individual’s skills and the unique presentation of the dangerous behavior.

Children noncompliance with essential healthcare routines is a widely reported problem, especially for children with autism spectrum disorders (ASD). Study 1 was to evaluate collaboration of three who exhibit noncompliance with eye exam routines in an education program serving children with ASD in Turkey,Study 2 evaluated the effects of a shaping procedure to teach children with ASD to cooperate with haircuts. Probes in the simulated setting were conducted periodically to evaluate potential maintenance of compliance in the absence of treatment, as well as generalization of performance to novel therapists. Child compliance was also assessed during haircuts and eye examinations conducted by healthcare professionals in the actual relevant environments to determine the extent to which trained performance generalized. Results showed that mere exposure to the simulated environment increased compliance for all children. Treatment was necessary to increase compliance for six children. Successful generalization of compliance in the actual healthcare environments was observed for all children. The results extend the literature by assessing the extent to which treatment for compliance with healthcare routines that does not involve escape extinction can be effective and by assessing whether the effects of compliance training in an analogue setting will generalize to the actual healthcare setting.

Match stimuli assessments have become a more common treatment for treating automatically maintained behavior, focused on determining stimuli that compete with the reinforcement of a target behavior. However, there has been less focus on the collateral effects of this intervention on behaviors that fall within the same response class but are topographically different. The focus of this study was to identify matched stimuli to be used as a competing reinforcer. The subject was a 12-year-old male who presents with autism spectrum disorder. Spitplay fell within a response class that also included hand-biting, licking, and tapping, which all operated under the function of automatic reinforcement. Items selected were based on the sensory output they potentially produced that matched spitplay only. Sessions were conducted for the selected items along with a control (i.e., no matched stimuli), measuring frequency of spitplay and hand biting. Results displayed no direct impact on rates of spitplay, however, the intervention demonstrated success with decreasing hand biting. While this was not the target behavior stimuli were matched to, desired effects of the intervention transferred to this behavior. The study provides preliminary exploration on the effects of matched stimuli assessment on an entire response class of behaviors.

In this clinical case study, we used a concurrent operants reinforcer assessment to determine the function of property destruction demonstrated by a child on the autism spectrum. Caregivers reported that the child frequently engaged in paper ripping (i.e., destroying books, tax documents, and photo albums) when the mother’s attention was diverted. However, it was unclear if the mother’s diverted attention served as a discriminative stimulus signaling the availability of paper ripping and accessing automatic reinforcement (i.e., paper ripping was less likely to be blocked when the mother was not attending) or as an establishing operation for her attention. To elucidate the function, we conducted a concurrent operant reinforcer assessment in a simulated apartment using an ABAB reversal design. Alone condition procedures were implemented in one room, and attention condition procedures in another. In the reversal, we switched the contingencies in each room. We measured rate of paper ripping and time allocation to each room. Results suggest that paper ripping was maintained by automatic reinforcement and that the mother’s diverted attention functioned as a discriminative stimulus, signaling that paper ripping would be available. This study adds to the literature demonstrating the utility of concurrent operant assessments for identifying behavioral function.

Preference assessments are essential in applied behavior analysis, but not all highly preferred stimuli function as reinforcers. Identifying effective reinforcers is crucial for behavior change programs, requiring efficient and reliable means of identifying these stimuli. Previous research has compared two formats of a paired-stimulus preference assessment, a single- and double-presentation arrangement, and found that a single-presentation arrangement corresponds with the double-presentation arrangement but requires less time to conduct. Previous research, however, did not include a reinforcer assessment, so the utility of this assessment format is limited. The purpose of this study evaluated the effectiveness of the single-presentation paired-stimulus preference assessment in identifying preferred stimuli that function as reinforcers and compared it with the double-presentation format. The single-presentation format was embedded within the double-presentation assessment and followed by the concurrent operant reinforcer assessment. Results revealed strong correspondence between both formats, with high Spearman rank correlation coefficients (r? = 1.0, 0.97, 0.89) across participants. Reinforcer assessments confirmed that all highly preferred stimuli identified also functioned as reinforcers. These findings support the use of the single-presentation arrangement, but future research should investigate the social validity of this assessment in regard to clinician acceptability, usage, and implications for client programming.

Individuals with autism spectrum disorder (ASD) often receive pharmaceutical treatment; however, a concern with prescribing oral medications is that individuals may not correctly swallow pills (Polaha et al., 2008). One method of addressing this issue involves crushing pills; however, this method is often countertherapeutic because it can reduce medication efficacy or result in inaccurate dosing (Paparella, 2010). The purpose of this study was to assess the efficacy of a multiple-component intervention for increasing pill swallowing. Two individuals who attended a residential school for individuals with autism participated. Differential reinforcement of alternative behavior (DRA) alone was conducted first, and additional components were added if criterion performance was not achieved. Additional treatment components included stimulus fading, simultaneous presentation, and pill placement. One participant met the treatment termination criterion with the implementation of DRA alone, and the other participant required additional components, including stimulus fading and pill placement. The implications of the findings for increasing pill swallowing in individuals with ASD will be discussed.

The present study examined the utility of an evidence-based behavioral health multi-treatment package consisting of empirically-supported applied behavioral analytic (ABA) interventions for nonverbal children diagnosed with level 3 severe autism. Implemented in Greece and conducted for approximately 3.5 years (42 months) at home, at school whenever permissible, and in community-center-based settings, this longitudinal study tracked eight students as they received several ABA interventions, including generalized imitation training, echoic/vocal mand training, discrimination training, individualized photographic activity schedules, and various secondary supplemental interventions. This study showed that the multi-treatment package increased student prosocial and independent capabilities, reduced problem behaviors, and reduced overall autism symptomology ratings in this sample. This research contributes to the development of a model route of treatment in clinical and home settings for children diagnosed with severe autism. Further research should seek to replicate these findings in controlled, multicultural samples and determine the most potent interventions for improving educational success in children diagnosed with severe ASD.

One 5-year-old girl diagnosed with autism spectrum disorder with specific rigidities and ritualistic behavior occurring during mealtimes was treated utilizing the Balance Program framework (Ruppel, KW, et.al., 2021). Major delays included communication, socialization, and insistence on sameness. The client and treatment team had prior experience implementing the Balance Program to increase cooperation during clinic-based routines with a focus on ending preferred, child-led activities, transitioning to the workspace, and engaging in discrete trial teaching. At the start of treatment, the client’s skills included responding to her name, emitting a functional communication response (e.g., “my way”), emitting a tolerance response (high five), and cooperating with adult-led skill acquisition activities in the clinical setting. Generalization of skills from the classroom to other settings had not occurred and the client was unable to discriminate between conditions (“my way” versus “staff’s way”) or to generalize skills to unpracticed routines such as mealtimes. Of particular concern were rigid, repetitive, sensory-seeking behaviors that occurred at high rates and interfered with the client’s ability to consume a meal or snack with peers in a reasonable amount of time. Specifically, problem behaviors included rolling, smearing, picking, licking, and mouth-stuffing food items during mealtimes.

Generalization is a marker of successful behavior change, and Stokes and Baer (1977) provided a set of strategies that could promote generalization within teaching, such as Multiple Exemplar Training (MET). Most research has incorporated MET within teaching strategies but few studies have examined how MET influences generalization outcomes. The current research assessed MET’s effect on generalization outcomes by comparing three different stimuli sets, consisting of one, three, and five exemplars, on six generalization variables during tact training. One child diagnosed with autism, was taught to label three different sets of stimuli, each with different numbers of target examples (1, 3 or 5) and then generalization outcomes were assessed across variables such as settings, SD’s, stimuli, etc. Overall, the student learned all targets and demonstrated correct responding across all generalization probes. Results showed that the number of training examples did not differentially affect generalization outcomes, and that training time across all three sets was comparable. Although preliminary, our findings indicate that MET may not be required for generalization to be achieved for tact training for some individuals. Moreover, it may be advantageous to use less exemplars to increase teaching efficiency. However, additional replication with more participants are needed.

Behavior intervention plans are helpful in increasing safe engagement with medical procedures. Some of these plans are helpful for individuals diagnosed with autism spectrum disorder (ASD) who might display hyper- or hyposensitivity to environmental stimuli. Routine medical procedures may evoke challenging behaviors due to aversive reactions to sensory aspects of the medical procedure. For example, the electroencephalogram (EEG) procedure requires prolonged engagement with various tactile stimuli which may be aversive to individuals with autism spectrum disorder. In this evaluation, one patient with ASD displayed symptoms suggestive of a seizure disorder warranting referral for participation in an EEG. Alejandro’s severe challenging behaviors prohibited a safe completion of the procedure. A 30-step plan was then created in the hope that it would help him tolerate the steps that go into an EEG. The client then completed the EEG and found that he had no conditions that could start a seizure in the EEG.

Many individuals diagnosed with Autism Spectrum Disorder are not able to benefit from highly language-based anxiety reducing behavioral interventions. Shinrin-Yoku, translated into English from Japanese as "forest bathing," is the practice of deliberately interacting with nature for specified short periods. There are many studies in the medical literature detailing the positive results of shinrin-yoku in terms of reduction of pulse rate, increases in levels of natural killer cells and decreases in perceived anxiety (e.g., Bowler, Byung-Ali & Pullin, 2010). In the current study, the effects of shinrin-yoku on the pulse rate and self-reported anxiety levels of individuals diagnosed with Autism Spectrum Disorder were examined. Consistent benefits were demonstrated in terms of reduced pulse rate and self-reported reduced anxiety, with pulse rate reducing 6-8% on average. Future directions for how to possibly bring the effect indoors are explored. Shinrin-yoku may be an effective anxiety reducing procedure for individuals who do not respond to other more language-based interventions.

Functional analyses (FA) are commonly used to identify the function of challenging behavior, with both standard FA and trial-based functional analysis (TBFA) demonstrating the ability to reliably identify behavioral functions. However, there is limited research on conducting FA in home settings. To address this gap, we conducted a TBFA in the home setting using procedures similar to those described by Bloom et al. (2013). The participant was a 12-year-old boy diagnosed with autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD), referred for the assessment and treatment of severe challenging behavior. The results of the TBFA were compared to a traditional FA conducted in an intensive outpatient (IOP) hospital setting. Results demonstrated strong correspondence between the two approaches, suggesting that TBFA can effectively identify behavioral functions even in less controlled settings, such as the client’s home, where resources may be limited. These results highlight the potential for conducting FA in naturalistic settings while maintaining validity. The implications for in-home assessments and future research are discussed, focusing on the efficiency, effectiveness, and feasibility of conducting FA in these settings.

Individuals with autism spectrum disorder (ASD) often face challenges in establishing and maintaining meaningful friendships. They may struggle to discriminate the signs of unhealthy friendships, which can lead to involvement in manipulative or abusive relationships. This line of research seeks to help individuals make informed decisions when seeking meaningful and healthy friendships. We evaluated Behavioral Skills Training (BST) and Self-Questioning Training (SQT) to teach two adolescents with ASD to discriminate between healthy and unhealthy friendship traits and to provide a rationale for each video model. Following BST and SQT we observed an increase in identifying the correct traits and providing the correct rationales across the initial sets of exemplars for both participants. We assessed novel exemplars following the acquisition of the main teaching sets. Overall, we did not observe an increase in responding to the untaught sets, suggesting that our teaching arrangement was insufficient in promoting generalization, therefore we subsequently taught out all additional exemplars. Further refinements are needed to teach a generalized repertoire. Learning these skills may help protect individuals with ASD against the establishment of unhealthy friendships, bullying, and reduce the risk of harm for vulnerable populations.

Rural communities face unique challenges, such as limited access to resources and a shortage of community partners, which hinder the establishment of sustainable programs and services, particularly more specialized services, such as ABA (Bethune & Kiser, 2018). The growing demand for behavioral services, particularly in rural areas where resources are limited, exacerbates the difficulties in providing adequate support for this population (Traub et al., 2017). Yet, the availability of behavior analysts in rural schools remains limited. Considering this, low-intensity ABA services, which have shown promise in addressing a variety of skill deficits, are particularly relevant for rural settings (Bethune & Kiser, 2018). This study presents a model of how providers can successfully implement low-intensity ABA programming in a rural, public elementary school. Data will be presented on treatment outcomes of ABA programming designed to target functional communication, compliance with academic demands, and appropriate classroom behavior for a 6-year-old male with autism. In this model, 4 hours of one-on-one ABA services were provided per week. Results indicate that ABA programming effectively increased complexity and independence of mands, increased appropriate classroom behavior, and increased completion, accuracy, and efficiency of academic demands. Implications of offering low-intensity ABA services in a school setting will be discussed.

Children and adolescents with autism spectrum disorder (ASD) are at a greater risk of seeking emergency department (ED) services during behavioral crises, such as acute aggression, suicidal or homicidal ideation, self-injury, or other types of challenging behavior (e.g., pica, dangerous behaviors). Research demonstrates children and adolescents with ASD often return to the ED due to challenging behavior, suggesting that gaps in care exist (e.g., follow-up appointments, referrals). However, the current knowledge basis is largely based on data from other countries. Given the unique landscape of healthcare in the United States, it is prudent to elucidate characteristics of children and adolescents with ASD who are seeking emergency care due to challenging behavior, as well as systems-level factors that both contribute to our understanding of challenging behavior and ASD in ED settings. In this study, we focus on frequency and characteristics of children and adolescents with ASD presenting to the ED with challenging behavior over the course of a 6-year period in the Midwest region of the United States. Clinical implications for ED staff are discussed.

Children exhibiting externalizing behavior problems (EBPs) are predisposed to enduring adverse health, social-emotional, and behavioral consequences. Services offered in an inclusive recreational summer camp environment have been demonstrated to improve social skills and competency among children, including those with and without intellectual disabilities, by fostering healthy peer connections. Over two years, we adapted and integrated a multimodal intervention program for rising second graders from low-income minority backgrounds with EBPs into an inclusive recreational summer camp, focusing on supporting behavioral, academic, social-emotional, and self-regulatory functioning. We utilized a simulated classroom model within which a range of behavioral interventions were implemented, along with a social-emotional and academic curriculum. Simultaneously, caregivers also participated in weekly parent-training group sessions. The current work examines the outcomes across a range of pre- and post-intervention measures, including the reduction of problem behaviors for children with EBPs, increases in positive pro-social classroom behaviors, parent-child relationship outcomes, and overall camp satisfaction for all participants. The combined program was successful at reducing factors related to negative developmental trajectories for children with EBPs, increasing skills related to the development of positive classroom and social behaviors, and providing an overall enjoyable experience for both caregivers and children.

Psychiatric disorders are often treated with pharmacological approaches that primarily manage symptoms but rarely address cognitive and behavioral difficulties in an integrated manner. This study explores the effectiveness of an integrated neuropsychological intervention and applied behavior analysis (ABA) to improve cognitive skills, autonomy, and functional abilities in a 32-year-old patient with bipolar disorder and PANDAS syndrome, associated with mild-to-moderate cognitive delay. Bipolar disorder and PANDAS syndrome, which involve complex neurological and psychiatric symptoms (Porter et al., 2022), have compromised the patient’s autonomy. The intervention, conducted at home, aimed to increase autonomy in daily activities, improve cognitive abilities (short-term memory, visual memory, executive functions), and enhance quality of life. Neuropsychological assessment tools such as MoCA, RAVLT, Story Memory, Verbal Span, Rey-Osterrieth Complex Figure and the Clock Drawing Test. The area of self-care skills had been assessed with the ACCEA Assessment (Guercio, 2020). Shaping and error correction strategies were applied to memory and executive functions, while forward chaining and token economy enhanced autonomy. Six months later, follow-up results showed improvements in cognitive abilities and autonomy, with verbal span and executive functions within the normal range. These findings suggest that an integrated ABA and neuropsychological approach can be effective for complex psychiatric disorders.

Objective: Hearing loss is a predictor of dementia. In this study, we explored the potential of improving hearing loss caused by auditory discrimination dysfunction using paired associative stimulation (PAS) combined with auditory stimulation and transcranial magnetic stimulation (TMS). This approach enhances auditory synaptic efficiency, as indicated by the second positive wave (P2) in electroencephalography, which is associated with auditory discrimination.

Methods: Normal adults participated. First, P2 latency was measured, followed by PAS synchronizing 4000 Hz tones (target) with TMS to the left temporal cortex. In the discrimination task, 4000 Hz and 4000 Hz ± 200 Hz tones were each randomly presented 100 times (300 total). Pressed corresponding buttons for each frequency as the behavioral measure, while P2 amplitudes were assessed as the neural measure.

Ethics: The intensity and frequency of TMS were kept within the safety range validated by prior studies and ethical approval.

Results: Although the discrimination accuracy at 4000 Hz was low (5%), the amplitudes of P2 at the target tone of 4000 Hz was greater than at other frequencies.

Conclusion: The increase in P2 amplitudes suggests PAS improves auditory discrimination by enhancing synaptic transmission efficiency, potentially aiding hearing loss prevention to reduce dementia risk.

Compared to Whites, racial and ethnic minority populations exhibit higher rates of treatment dropout. However, research examining such disparities in treatment dropout within partial hospital settings is lacking, despite the potential value of such insights for underrepresented populations. We hypothesized that race would moderate the relationship between hopefulness that treatment will work at the initial stage of treatment (treatment hopefulness) and treatment dropout. Data were collected from individuals seeking treatment at an Acceptance and Commitment Therapy (ACT) Partial Hospitalization Program (N = 7,764). Race moderated the relationship between treatment hopefulness and treatment dropout. Specifically, while higher levels of treatment hopefulness significantly reduced the likelihood of dropout for White and Black patients, this effect was less pronounced for Asian, Latinx, and patients who identified as “other” (B = 0.442, SE = 0.219, p = .044). These findings suggest that initial attempts to instill hope may be more beneficial for White and Black patients. A clinician’s initial time in session with Asian, Latinx, and “other” racial groups may be better spent exploring other factors that may lead to dropout.

Equipping adolescents in juvenile justice facilities with skills that foster successful rehabilitation and reduce the likelihood of recidivism is critical for their long-term reintegration into society. Adolescents in juvenile residential facilities often lack access to or do not participate in activities that promote essential life skills (e.g., sportsmanship, reading, cooperation) during leisure periods (Farnworth, 2000; Quarmby et al., 2019). Moreover, although residential facilities depend on staff to facilitate such activities, staff members frequently either do not facilitate them or fail to engage with the residents (Luna et al., 2021). Using the same procedures and coding system from Luna et al. (2021), the current study evaluated activity availability, time allocation by staff and residents, and the conditional engagement between staff and residents during leisure periods in a juvenile justice facility. Additionally, researchers implemented a communicative, staff-led activity and measured changes in these variables. Results from baseline observations revealed minimal conditional engagement and limited time allocation to activities that promoted communication and skill building. Alternatively, the staff-led communicative activity significantly increased both time allocation and conditional engagement. The findings provide valuable insights to inform current and future recreational programs in juvenile justice facilities.

One possible manifestation of a pediatric feeding disorder is when a child does not feed themselves by their appropriate, developmental age (e.g., typically by 24 months). Children who do not feed themselves, herein referred to as “self-feeding,” rely entirely on caregivers to feed them multiple times a day and therefore require substantial support to meet their nutritional and caloric needs. To date, evaluations targeting self-feeding involve primarily either pre-loaded spoons and cups or scooping with a spoon. The following clinical case study demonstrates an alternative to teaching a child to self-feed purees with a spoon to circumvent the amount of time it would take for the child to contact success with the demand by initially teaching the child to self-feed purees deposited from a puree pouch presented in an adaptive pouch holder. We used an ABCA design to evaluate a treatment package that included escape extinction, noncontingent reinforcement, graduated guidance, and differential negative reinforcement to increase self-feeding in a 3-year-old boy diagnosed with a pediatric feeding disorder, vision impairment, and global developmental delay. The results demonstrated an increase in independent self-feeding from an adaptive puree pouch holder following the introduction of treatment. Self-feeding maintained at a 12-month follow-up and generalized to the home setting. The case study provides a clinical example of incorporating adaptive feeding equipment into behavioral treatment programming to increase mealtime independence with purees.

Children with autism spectrum disorders are more susceptible to comorbidities than their neurotypical peers (Kennedy et al., 2024). This may include constipation, ear infections, dental issues, etc. Past research has relied on indirect measures (e.g., secondary verbal reports) to identify symptoms of pain and discomfort even though some pain and discomfort states produce direct observable symptoms. For example, gastrointestinal distress can be determined by stool typing (Lewis & Heaton, 1997). Still, it is not always ethical for another individual to be present when a child (particularly one who is toilet trained) is in the restroom. One potential way that clinicians can detect the presence of a pain or discomfort state indirectly is through observable events (i.e., public accompaniment) or behaviors (i.e., collateral response) that correspond with the private events of gastrointestinal discomfort. The current study utilized repeated measurement of known observable symptoms of pain and discomfort states (e.g., gastrointestinal distress) and behavioral indicators (e.g., stomach pressing) to identify the potential correspondence between the two.

Adults with autism are more likely to visit local emergency departments for a psychiatric disorder than those without autism (Vohra et al., 2016). This is largely due to extensive comorbidities and presentation of challenging behavior, but in many cases visits are deemed unnecessary (Vohra et al., 2016). In some cases, individuals may engage in hospital-seeking behavior which serves a behavioral function (Stevenson et al., 2019). This study builds on previous research which details the challenges faced due to a shortage of mental health clinicians trained to work with the population (Maddox et al., 2022) as well as the benefits of cross-disciplinary collaboration (Bowman et al., 2022). In addition to applied behavior analysis services, a community-based residential provider for adults with intellectual and developmental disabilities began providing psychiatry and therapy services. Data collected from 2014 through 2024 was used to identify the frequency of behavioral or psychiatric-related emergency room visits across a population of 200 service recipients. Data analysis demonstrated a significant reduction in visits following implementation of psychiatry and therapy services. However, there was a sustained further reduction of visits with regular cross-disciplinary collaboration including ABA services. Data analysis confirmed a 94.87% decrease overall when compared to baseline.

Behavioral treatments for severe problem behavior (SPB) are largely predicated on identifying effective reinforcers that increase appropriate behaviors and maintain low levels of SPB. Current clinical methods for identifying reinforcers vary widely and do not permit analysis of reinforcer dimensions critical to the efficacy and durability of behavioral treatment. This may severely limit practitioners’ ability to individualize behavioral interventions and ensure long-term treatment success. One approach is leveraging a theoretically based model of operant behavior to facilitate identification of reinforcers optimized for intended clinical application. Mathematical Principles of Reinforcement (MPR) is a general quantitative framework that offers one way to characterize the behavioral mechanisms underlying response strength and behavioral persistence to identify effective and durable reinforcers (Killeen, 1994). The current study uses MPR to analyze reinforcer assessment data obtained in clinical settings, with a critical first step being the evaluation of whether MPR can effectively model reinforcer assessment outcomes generated in these applied contexts. Specifically, we examine how MPR parameters vary across different stimuli and manipulanda, providing insights into the generalizability and applicability of this framework to clinical data.

Self-injurious behavior (SIB) is a significant concern, particularly in individuals with intellectual and developmental disabilities, due to its potential for severe physical and social consequences. The functional assessment of SIB can be especially complex when the behavior involves multiple response and functional classes, often requiring a series of individualized assessments to identify the maintaining variables. This project documents the clinical application of multiple modifications to the functional assessment process to identify the variables maintaining various topographies of SIB in a young girl with Down Syndrome. After conducting a standard functional analysis, we implemented several design modifications and follow-up assessments, including pairwise, reversal, trial-based, and single-behavior functional analyses. These assessments were prescriptive in developing a function-based treatment tailored to the participant’s needs. Results indicated that the participant's SIB was multiply maintained, highlighting the importance of individualized and comprehensive assessment strategies not only to understand the maintaining variables but also to inform the development of effective, function-based interventions.

Behavior analysts have been discussing ways to ensure that respect for autonomy, dignity, and compassion are present when working with adults with disabilities. A focus on dignity within human and legal rights, specifically for this population, could inform an essential need for understanding the social validity of procedures used by behavior analysts. A foundational part of behavior-analytic practice is identifying the preferences of the individuals we serve. A preference assessment is an essential tool used by behavior analysts to predict stimuli that may function as reinforcers. To understand the acceptability of these procedures by individuals whose preference is assessed, collecting social validity data of preference assessment procedures can inform practices that respect individuals’ choice and dignity. This study reviews and summarizes the literature on preference assessment and its social validity in adults with disabilities from 2013 to 2023 in the Journal of Applied Behavior Analysis. We reviewed 11 studies, of which only one reported social validity data. We discuss implications and future direction.

Reading and writing behaviors are permeated by listening and speaking behaviors, and Equivalence-Based Instruction (EBI), has supported reading comprehension and improved speech accuracy in children with hard-of-hearing (HH) and cochlear implants. This work aimed to verify the effects of an EBI on oral word reading and picture naming in three hard-of-hearing children using bilateral hearing aids devices. In addition to behavioral reading and writing relationships, they were evaluated using standardized tests, and reading and vocabulary scores were demonstrated below expectations for their school year and chronological age. Participants received three ALEPP teaching units, EBI reading and writing software according to multiple baseline design. As a result, it was observed that naming pictures was much better (around 50% correct) than reading words (below 20% accurate) in the baseline. After teaching the respective units, everyone learned the relationships between taught stimuli, improved their naming of pictures and their reading of words emerged, achieving around 100% correct answers. Beyond being like those obtained by listeners, the results can support a proposal to complement regular education in the literacy process for children with hard of hearing and aid devices.

Human research demonstrates synchronous reinforcement is more reinforcing, effective, and preferred compared to asynchronous reinforcement, but there has been little research regarding this topic in non-humans. In prior human studies, the reinforcers were complex audiovisual stimuli (e.g., videos). A difficulty facing non-human research is identifying a continuous reinforcer suitable for studying both synchronous and asynchronous contingences, but sensory reinforcement may be a suitable paradigm with rodents according to the literature. Rats in a dark environment will press a lever to turn on a light, which has been shown to be a reinforcer. The current research uses this paradigm in the exploration of synchronous and asynchronous contingencies of reinforcement. During synchronous reinforcement, visual stimulus onsets with the depression of the lever and terminates with its release. During asynchronous reinforcement, depression of the lever starts a timer recording the response duration; release of the lever turns on the visual stimulus for a duration matched to the response. In the ongoing study, we have shown synchronous reinforcement maintains somewhat more responding than asynchronous reinforcement, similar to findings with humans. Ongoing phases of this research arrange choice between synchronous and asynchronous reinforcement to determine behavior allocation among different contingencies of sensory reinforcement.

The Odor Span Task (OST) is an incrementing non-matching-to-samples procedure to study remembering in rodents. Reinforcement is delivered for selection of odors when they are session-novel but not when presented later as a comparison. Testing occurs in an arena with multiple stimulus locations; rats remove a scented lid to obtain reinforcement. To examine whether rats track the sucrose pellet reinforcer rather than learn the OST, we presented four types of probe trials on separate days, mixed randomly with baseline trials, to rats that were performing accurately on the OST. On “no-bait” trials, no reinforcer was under either of the two stimulus lids. On “screens” trials, a pellet was in both stimulus cups; a plastic screen prevented access to the pellet in the S- cup. On “opposite” trials, the pellet was under the S- and no pellet was under the S+. On “all wrong” trials, two S- were presented on the trial with a pellet in one cup. Somewhat lower accuracy on probe (70%) compared to baseline trials (90%) was observed; on “all wrong” probes, performance was somewhat biased to the S- that contained a pellet. The screen condition may prove to be the most effective control.

We compared synchronous and asynchronous schedules on the acquisition and extinction of operant behavior reinforced by visual stimulation. Sixteen rats were exposed to a darkened operant chamber without illumination during a baseline period. Rats were randomly assigned to learn under one of two conditions. During Synchronous Reinforcement, the chamber light was illuminated whenever the response lever was held down. During Asynchronous Reinforcement, the light was illuminated after the lever press (the duration was matched to the duration of the press). The final condition was a return to the baseline condition to study extinction. After extinction, all rats repeated the study with the other contingency arranged on a different response lever. Lever pressing was acquired in both arrangements, and there was a slight tendency for increased pressing during asynchronous reinforcement. Press durations were noticeably increased during synchronous reinforcement compared with asynchronous reinforcement (see Figure), and this was the most dramatic effect observed. Responding declined during extinction, but was not affected by the conditions of acquisition. The findings suggest that the temporal alignment of reinforcement may shape different properties of behavior, e.g. holding the lever versus releasing it, laying the foundation for future study on further comparison between the two schedules.

Video-recording equipment is potentially useful for research within Behavior Analysis. Whether for human or nonhuman animals, recording an organism’s behavior, particularly when not otherwise observable, can provide valuable insight into answering experimental questions. Detailed within this poster is a low-cost method for acquiring, building, and constructing cameras using Raspberry Pi components. Raspberry Pi makes highly customizable micro-computers that can be used to fulfill a variety of needs. The cameras described within this poster were built to record sessions within standard two-lever operant-conditioning chambers and to develop sign- and goal-tracking indices for rats. Additionally, these devices can be operated remotely and can automatically transfer video files to other computers or storage systems over a local network. The cameras remain customizable after their construction as parts like the lens can be changed as needed to satisfy the demands of the current research project. A list of parts used to build the cameras used in our lab is provided, along with suggestions for replacement parts to satisfy other research purposes. We share this information and detailed plan to aid other researchers in collecting supplemental data in a relatively easy and affordable way.

Renewal occurs when extinguished behavior reemerges following a change in the extinction context. This study investigated the effects of conducting extinction sessions in multiple contexts, known as Multiple Context Training (MCT), on renewal with rats. During baseline, rats pressed a lever on a variable interval (VI) 30-s schedule to receive food pellets. Rats were then assigned to four groups. The two experimental groups underwent extinction of lever pressing in 6 and 12 different contexts, respectively, while the two control groups experienced extinction in a single context (one for 6 sessions and the other for 12 sessions). Finally, each group was exposed to the training context to test for renewal. Although prior studies suggested that extinction across multiple contexts may mitigate renewal, our findings did not support this hypothesis. No differences in mean response rates were observed between the 6-context and 12-context groups compared to their respective control groups during renewal testing. These results suggest that merely increasing the number of extinction contexts may not attenuate renewal. This highlights the complexity of context effects on relapse and underscores the need for further investigation into the factors that influence extinction generalization.

There is growing interest in testing interventions that reduce delay discounting (DD). Delay exposure (DE) training has shown promising results in rodents. It consists of rats pressing a lever to produce a cue stimulus for a 17.5 s interval, at the end of which a reinforcer is delivered (Renda et al., 2021). The present study aimed to address two limitations in DE research: extensive number of training sessions required (60 or more) and exclusive use of group designs. Using a within-subjects design, a respondent variation of DE and its standard control condition (Immediate Exposure-IE) were evaluated in DD of rats tested in adolescence and adulthood. All DE and IE standard aspects remained the same except that the presentations of delay cues and reinforcers were response independent due to equipment limitations that prevented using a third operandum. Eighteen male Sprague-Dawley rats were daily exposed to a delay-discounting task (DDT, Liley et al., 2019) until steady responding was obtained at late adolescence (starting postnatal day – PND98, Ghasemi et al., 2021) and early adulthood (week 25 = PND175). Eight of the 18 rats continued DD assessment plus different experimental manipulations added to the DDT across six conditions. The remaining 10 rats were kept as a waitlist control group (no DD assessment/treatment until PND 300). The first manipulation added to the DDT controlled for the additional access to pellets entailed in subsequent DE/IE conditions. This 60Pellets+DDT condition consisted of 1-hr pre-DDT response-independent access to the same amount of reinforcement delivered during DE/IE manipulations (i.e., 60 pellets). The third and fifth conditions consisted of DDT+DE and DDT+IE (counterbalanced across half of the animals) with 60Pellets+DDT reversals interspersed between them (fourth and sixth conditions). Based on subjects’ performance during the first six conditions, a second control manipulation was introduced. This Wait+DDT seventh condition entailed rats waiting in the operant chamber during the 60-min before the daily DDT session without operanda, delay cue, or pellets. All 18 rats, including waitlist, were exposed to a DDT retest starting on PND 300 (i.e., middle adulthood). Waitlist rats were then exposed to 60Pellets+DDT and DE conditions starting on PND 315. We found that exposure to 60Pellets+DDT condition during early adulthood unexpectedly produced important reductions in DD of five out of eight animals, with an average of 16 sessions needed to produce steady low DD. These rats maintained low DD levels throughout the remaining six conditions of the experiment, regardless the manipulation, including DE/IE. The DD of the three remaining animals also dramatically decreased during subsequent conditions and, when reached, remained low until the end of the experiment. DD of waitlist rats did not change between early- and middle-adulthood tests separated by ~20 weeks, and only slightly decreased under 60Pellets+DDT and DE conditions. These preliminary and promising findings suggest early- but not late-adulthood response-independent access to reinforcement reduces impulsive choice long-term with a relatively brief intervention. The contribution of respondent DE/IE, repeated DD assessment, and maturation on this effect is unclear. Further efforts aimed at reproducing these effects and identify the processes involved are warranted.

Negative reinforcement has been programmed using a variety of arrangements with humans and nonhumans. However, to our knowledge, no previous experiments have evaluated human responding on variable cycle schedules of avoidance, which may be more representative of avoidance schedules maintaining responding in daily life. In a human-operant arrangement, we evaluated acquisition and extinction of responding reinforced by variable-cycle schedules of money-loss avoidance. We compared responding maintained by a denser (10 s) and leaner (40 s) variable cycle avoidance schedule using a multielement design. Using a computer program, we presented six participants with two buttons, each corresponding to one condition. During acquisition, participants began each session with $20 for each condition and lost $0.10 to the variable cycle schedule. During extinction, no losses occurred. The leaner reinforcement schedule tended to lead to higher response rates and slower extinction than the denser schedule. The results also demonstrate a method of evaluating responding maintained by negative reinforcement in a practical, in-person, single-session format.

Eating disorders (EDs) are pathological conditions characterized by alterations in behaviors related to eating, significantly impacting physical health and psychosocial functioning. Among the functional aspects underlying the diagnoses of EDs, guilt emerges as a central symbolic context in establishing verbal responses essential to the development and maintenance of these disorders, enabling the transformation of aversive functions related to eating. Grounded in the behavioral analysis framework, this study explores how covert verbal behaviors, such as guilt, influence the establishment and maintenance of EDs. Using the Implicit Relational Assessment Procedure (IRAP), 34 university students were assessed on their relational responses involving healthy and fast-food items paired with phrases indicating guilt or indifference. Participants also completed the Sick Control Stone Fat Food Questionnaire (SCOFF) and the Eating Disorder Examination Questionnaire (EDE-Q) to measure ED-related symptoms. Preliminary results revealed a statistically significant differentiation between participants with and without ED indicators, especially in guilt-related fast-food responses (Group 2: t=3.073, p<0.01). These findings highlight the sensitivity of IRAP in identifying potential ED risks, offering insights into the role of verbal relations in ED pathology.

Students play a video game consisting of Multiple Concurrent Fixed Interval and Fixed Ratio schedules and told to find as many hidden objects as possible. Previous research in this lab has explored the effects of schedule parameter changes, such as schedule values and incentives, on sensitivity to the contingencies and strategies developed. Instructions in these studies has been minimal. The current study specifically evaluated the effects of instructions. For some groups the instructions were consistent with the contingencies, such as “some games you have played required hitting a troll multiple times” (considered appropriate instructions for FR contingencies) or “some games you have played required timing your responses” (considered appropriate for FI contingencies). Another group was given instructions opposite to the schedule contingency. Another group was given instructions for both FI and FR contingencies. Strategies used to hunt invisible items was recorded three times during each of the three sessions. Results suggest that sensitivity to FR contingencies appear faster than sensitivity to FI contingencies, and that instructions may have a greater effect on strategies developed under an FR than an FI schedule.opposite instructions, and another group was given instructions for both FI and FR schedules. Strategies used to hunt invisible items was recorded three times for each of the three sessions. Results suggest that sensitivity to FR contingencies appear faster than sensitivity to FI contingencies, and that instructions may have a greater effect on strategies used under an FR than an FI schedule.

Resurgence is the recurrence of previously established behavior (e.g., problem behavior) when conditions of reinforcement for current behavior (e.g., alternative behavior) worsen (Lattal, 2017). Understanding resurgence is important for designing durable clinical intervention. In a recent review, Podlesnik (2023) found a steep increase in the publication rate in the past decade; however, studies varied in terms of design, procedural manipulations, definitions of resurgence, and types of analyses. Typically, models of resurgence consist of three phases (training, elimination, and testing). LeCompte (2021) compared the three-phase model to a four-phase model with rats in response to mixed findings regarding the influence of exposure to extinction on resurgence. Results showed greater levels of resurgence for rats exposed to the three-phase procedure as compared to the four-phase procedure. The purpose of the current study is to replicate and extend LeCompte (2021) by comparing three- and four-phase resurgence models with young children in an analogue clinical setting. Preliminary results suggest both models can capture resurgence effects, but differences in resurgence magnitude may be more a function of the order of exposure (i.e., reductions during second exposure to extinction relative to first exposure). Results discussed in terms of clinical application of the basic resurgence assessment models.

Social Discounting is a quantitative description of how the subjective reinforcing value of an outcome decreases as social distance from the respondent increases (Jones & Rachlin, 2006). An individual may perceive relatives as socially closer than non-relatives and, therefore, be more altruistic with respect to relatives than non-relatives (Rachlin & Jones, 2008). Reciprocation history, defined by Osinski (2009) as “recipient’s loyalty”, has been shown to change the subjective value of an outcome decreases as a person’s loyalty decreases. The present study aims to evaluate how different social distance prompts, manipulating reciprocation and relatedness, impact social discounting. The present study exposed participants to three social distance prompts, each of which will prompt participants to order their social distance list by a different variable: (1) relatedness, (2) reciprocation history, and (3) closeness. After participants complete a social discounting task, rates of altruism and fit to the hyperbolic function as a function of social distance prompts will be evaluated.

Under the premise that chaining might occur between proximate responses independently of an explicit chaining contingency (“superstitious” chaining), the present study assessed whether the transition to response classes that occur later in the inter-reinforcement interval might reinforce responses that tend to occur earlier , such as adjunctive behaviors, regardless of the presence of an explicit chaining contingency. In the first experiment, rats were exposed to a fixed interval of lever pressing for food while water was concurrently available, until adjunctive drinking (SID) was stable and the typical bitonic pattern of drinking developed in the first segment of the inter-reinforcement interval. In the second experiment, rats were exposed to a fixed interval chained program in which wheel running produced the extension of a lever. In both experiments, test sessions were conducted where we measured the effects of removing the lever on SID and wheel running, while maintaining food delivery constant. In both experiments, we observed a decrease in the occurrence of the first behavior when the second behavior was absent and in close proximity with slight pressing. The similarity of the effects in both experiments and the relevance of the proximity between response distributions are consistent with a “superstitious” chaining hypothesis.

Two studies assessed the effects of asymmetric or symmetric resource distribution in prosocial interactions in same-sex or different-sex dyads. The experimental situation involved solving shared virtual puzzles. Participants could take their or their partner's pieces to complete the puzzle and obtain points only for themselves, or they could give pieces to their partner to work and gain points. In Experiment 1, sixteen university students were randomly distributed into two experimental groups of four dyads, each group exposed to different sequences of asymmetric (75%-25%) and symmetric (50%-50%) resource distribution. Participants worked in different experimental cubicles, visually and verbally isolated from each other. In Experiment 2, twenty-four university students were assigned into three groups of four dyads, exposed to the same resource distribution sequence (symmetric-asymmetric-symmetric), and differentiated by the participants' sex (man or/and woman). Participants worked in the same cubicle and could establish verbal exchanges. Findings suggest that asymmetric resource distribution affects prosocial interactions, favoring taking away resources from others over giving resources to another. However, effects differ by initial exposure to symmetric or symmetric distribution and dyad composition. Results are discussed in terms of the relation between institutional contingencies and prosocial interactions.

Educators often need specialized training to manage intensive challenging behaviors, such as self-injury or aggression, in students with disabilities. However, opportunities for hands-on experience under expert supervision are limited. Virtual reality (VR) simulations offer a promising alternative for safe, risk-free training, though they typically require staff to manage the simulation and assess trainees, limiting accessibility. Integrating artificial intelligence (AI) into VR training could automate both content delivery and performance assessment. This study examined the effectiveness of an automated VR training system designed to teach functional communication training (FCT), a complex intervention for challenging behavior. Using a waitlisted randomized controlled trial, 49 teacher candidates in a classroom management course were randomly assigned to either a VR intervention group (lecture, modeling, and VR) or a control group (lecture and modeling only). Participants completed pre-, post-, and maintenance tests on FCT application over three weeks. Results showed those in the VR group demonstrated significantly better implementation of FCT steps in post-test (d = 2.45) and maintenance phases (d = 1.58) compared to the control group. However, self-reported knowledge, confidence, and usefulness were similar across groups (p = .318, p = .459, p = .643, respectively). Overall, participants responded positively to the VR experience, highlighting its potential for professional development in higher education.

In this poster, the Project MABAS (Enhancing the Promotion of Mental Health Wellbeing of Children and Youth in High-Need Schools through Preparing School-Based Behavior Analysts and Social Workers) team, which includes faculty from the Applied Behavior Analysis and Social Work programs, will provide an overview of Project MABAS. It will highlight the various activities Project MABAS is completing to prepare students enrolled in the program (i.e., scholars) to effectively work in interdisciplinary teams to improve outcomes for children and youth experiencing behavioral or mental health challenges. The poster will include an overview of the conceptual framework of the Project MABAS and the project’s target competencies for the scholars, which are developed through a variety of activities including each program’s required coursework, additional graduate courses in Children’s Mental Health, additional trainings (e.g., culturally and linguistically inclusive mental health services), fieldwork-based assignments, portfolio development, participation in conferences, and coordinated fieldwork. Furthermore, the poster will include data from a sample shared case study ABA and Social Work scholars completed in collaboration during their coordinated internship in a local high-need school.

Individualized behavioral interventions are effective in decreasing challenging behavior; however, behavioral practitioners must be trained on these interventions and prepared for the challenges that come with implementing interventions across settings. Such training is often conducted in-person with a trainer role-playing as the client. In-person training barriers include unrealistic role plays and reactivity to being observed. Our team developed a virtual reality (VR) training on core behavioral intervention skills. In this study, we trained four research assistants (RAs) to conduct role plays simulating child behavior while 15 first-year M.A. students of applied behavior analysis (ABA) were asked to respond as the practitioner. After completing baseline role plays in four contexts (prompting, differential reinforcement, functional communication training, schedule thinning), participants completed VR training on these four skills, and completed the same role plays. We evaluated RA procedural fidelity during role plays, accuracy of RA self-monitoring of skill implementation, and participant error patterns pre- and post-VR training. Results indicated overall procedural fidelity and accurate self-monitoring >80%, with more RA deviations from role play scripts following participant implementation errors. Participants’ correct skill implementation increased after VR training, with more errors of commission than omission and more errors following challenging behavior than correct or non-responses.

Latino families often have difficulty accessing services due to the lack of providers trained in culturally responsive practices such as providing services in Spanish. This study evaluates the effectiveness of behavioral skills training (BST) in teaching practitioners in behavior analysis to work with an interpreter. A nonconcurrent multiple baseline design across participants was used to evaluate the effectiveness of using BST to teach applied behavior analysis (ABA) graduate students to work with an interpreter during parent training with Spanish speaking families with limited English proficiency (LEP). To assess the effectiveness of BST, pre- and post-BST data were recorded on each of the graduate student participants’ performance. The results indicated that BST was an effective teaching procedure. Social validity surveys collected from the graduate student participants and the parents receiving the parent training suggest that the procedures used were acceptable. Parents also reported that their child’s communication improved and/or increased throughout the current study. Suggestions for future research and implications for practice are discussed.

Brief experimental analysis (BEA) is a useful framework for practitioners to correctly match interventions to individual students. Within the academic intervention space, BEAs are particularly useful to investigate skill versus performance needs – and potentially the combination of intervention components. This systematic review evaluated the use of BEAs to identify effective math interventions designed to promote fluent responding. Our systematic review identified nine studies that used BEAs to enhance the fluent responding of children in school-based settings (i.e., K-12). Results suggest BEAs can be a useful framework to identify effective interventions – yet this may not always match with student preference. In addition, results suggest the methodological approach to testing interventions varied across studies. We will engage in a discussion on how to increase the internal validity of BEAs when testing interventions within the domain of mathematics. In addition, we will discuss how to incorporate social validity within the BEA framework to provide further perspective on intervention selection.

In this study, the effects of two versions of the Good Behavior Game (GBG) on student disruptive behavior and academic engagement were assessed and compared. In the GBG-reminder version, teachers provided reminders of appropriate behavior following rule-breaking behavior and teams with reminders within criteria won the game. In the GBG-token version, teachers provided tokens for rule-following and teams earning tokens above criteria won the game. Participants were four teachers teaching 1st and 2nd grade in public schools in Iceland, and those 12 students in two 30-student classrooms indicated by teachers as showing the most problematic behavior. Following an initial baseline, the two versions of the GBG and a baseline condition were alternated across sessions in a multielement design. Both versions of the GBG had positive effects on target behavior, with academic engagement increasing by 47-49% on average and disruptive behavior decreasing by 74-84%, with more reductions observed with the GBG-reminder version. GBG-token was preferred by 50% of teachers and 75% of students. Findings indicate that both GBG versions can improve student behavior and academic engagement, allowing teachers to choose either version based on their preferences or that of their students.

Behavioral Skills Training (BST) is an evidence-based training procedure that has been proven to be effective in training various skills such as most-to-least prompting, manual signing, and training others via BST (Parsons et al., 2012; Parsons et al., 2013; Sarokoff & Sturmey, 2004; Sarokoff & Sturmey, 2008). However, BST requires more time, resources, and money compared to other forms of training such as verbal based training. Previous reviews have focused on the effectiveness of BST as a protocol to train staff, as opposed to the effectiveness of BST in initially training skills to staff versus retraining of skills. Using the PRISMA model (Page et al., 2021), a total of 40 articles were identified that were published between 2004 to 2023. Results indicated that BST was effective in 97.5% of studies but only 15% of the studies used BST for retraining of target skills. Analysis and discussion of the synthesized results will be discussed in the context of clinical and research implications as well as future research directions.

Behavior analysis provides a framework to understand how behavior emerges and is maintained in dynamic environments. This poster extends these principles to verbal interactions, framing them as behavior-environment interactions shaped by selection and adaptation. Like other forms of behavior, verbal interactions can be examined through established behavioral concepts such as matching and resurgence, offering fresh insights into communication dynamics. Grounded in evolutionary biology, this analysis investigates how verbal behavior adapts to environmental and social influences, including the actions of conversational partners. By taking a molar, multiscale perspective (Baum, 2018), this work builds on Skinner’s foundational ideas from Selection by Consequences (1981) and Verbal Behavior (1957), emphasizing the parallels between verbal and nonverbal behavior. By analyzing verbal interactions within an evolutionary framework, this poster highlights the adaptive nature of communication and the pivotal role of environmental and social factors in shaping verbal behavior. This approach broadens our understanding of how language evolves and functions within social contexts.

Behavior analysts have noted concerns about the acceptability of behavioral treatments among the public and a subsequent lack of implementation. One factor that may influence acceptability is the conceptual framework implicit in the described treatment. Studies that have evaluated conceptual frameworks have often manipulated treatment activities simultaneously, surveyed only undergraduate students, and were largely published between the late 1960s and 80s. This study sought to provide a current and isolated evaluation of conceptual framework on acceptability ratings of psychological treatment descriptions among the public. Participants were adults in the US recruited via Prolific. Using a between-groups design (n=95), we presented brief vignettes describing symptoms of anxiety and depression and subsequent proposed treatments that were described from either a behavioral or cognitive conceptual framework. Participants completed the Treatment Acceptability Questionnaire after each vignette. All vignettes were rated as acceptable. There were no appreciable differences in the rated acceptability of interventions described from either a behavioral or a cognitive conceptual framework. Results suggest that conceptual framework may not influence treatment acceptability ratings.

With commercial and healthcare applications of Artificial Intelligence proliferating, the question of whether Artificial Intelligence can add value to the practice of Applied Behavior Analysis exists. Presented here are preliminary data of Artificial Intelligence as it is applied to common concerns presented to or encountered by Behavior Analysts in daily practice. Queries like "how do I help my child sleep better", "my child only eats french fries", or "how can I help my client distinguish between different colors" were submitted to an Artificial Intelligence engine. A collection of the queries presented to the Artificial Intelligence engine by Board Certified Behavior Analysts was analyzed. A collection and analysis of the output or responses presented by the Artificial Intelligence engine was analyzed and scored on a four-point rubric for quality. Early data suggest that Artificial Intelligence can add value to the practice of Applied Behavior Analysis in the form of a job tool for Behavior Analysts or where no resources were available, a possible option for consumers seeking help. No Artificial Intelligence "hallucinations" occurred. Useful, practical information was provided to the vast majority of queries submitted. These data are encouraging. Future directions are discussed.