Association for Behavior Analysis International

One challenge in studying oral self-administration of alcohol in rats is establishing ethanol as a reinforcer. This has been accomplished using an intermittent access, 2-bottle choice (IA2BC) procedure. Here, we assessed the relation between intake during home cage access using the IA2BC and subsequent response rates during ethanol self-administration. As part of a larger project, female rats (N = 14) were given access to ethanol (20% v/v) for four weeks using the IA2BC procedure. They were then trained to lever press for ethanol in standard operant chambers and allowed to self-administer the drug during 1-h sessions for 21 days. Drug delivery was accompanied by an audiovisual cue. At the end of that period, lever pressing was placed on extinction for 11 days, which was followed by a series of three cue-induced reinstatement tests. Preliminary analyses failed to find a significant correlation between intake during IA2BC and response rates or ethanol intake during self-administration. Further, intake during IA2BC was not correlated with response rates during extinction or the first cue test, suggests that intake during periods of “free” consumption in home cages does not predict intake during operant self-administration or relapse to drug-seeking.

Pre-crastination has previously been defined as either doing something sooner with no additional cost (pre-crastinationnC) or doing something sooner at some additional cost (pre-crastinatioNC). There is minimal pre-crastinationC research using non-humans, which this research addresses and compares with pre-crastinationC in humans (n = 50) using Rosenbaum et al.’s (2014) “bucket study” methodology. Using a “hex nut-and-rod maze,” an original maze designed by the authors to mimic the bucket study task, twelve rats were trained to move a hex nut down a rod at different positions, and tested with two hex nuts at varying adjacent positions in a runway. Results showed rats tended to choose optimally (the hex nut closer to the goal) rather than pre-crastinateC, R2 = -.964, p < .001, which has been demonstrated in humans and was replicated here, R2 = .959, p < .001. Humans demonstrated strong evidence for a preference to pre-crastinateC when compared to chance (H0: μ = 0.5), t(49) = 5.64, p < .001, while rats chose optimally/did not pre-crastinateC, (H0: μ = 0.5), t(10) = -3.25, p < .001. Pre-crastinationC is a maladaptive behavior that requires additional research to understand, but our research clearly shows the phenomenon may be restricted to humans.

The concept of renewal, which refers to the recurrence of a previously decreased target behavior following a change in context, may be important for training interview skills as there are often multiple contexts. Some studies have examined the use of behavioral skills training to improve interview content, however, there has been no research on the occurrence of speech disfluencies during interviews. Awareness training has previously been successful for decreasing speech disfluencies during public speaking. The goal of the current study was to examine the effects of awareness training on the rate of speech disfluencies during interviews across contexts. Baseline consisted of a series of mock interviews with a specific interviewer (i.e., Context A). We then conducted an awareness training procedure with participants and a novel interviewer (i.e., Context B). If their rate of speech disfluencies met a specified reduction criterion, participants returned to context A. If this rate maintained, participants then moved to a final generalization test in a completely novel context (i.e., Context C). It was hypothesized that awareness training would be effective in decreasing speech disfluencies during interviews and that renewal would occur after a change in context. Results and implications of outcomes will be discussed.

The development of updated, intuitive and accessible software plays a crucial role in the development of scientific knowledge. The absence of software can lead to delays in experimental work, limitations on research questions and the need to conduct table-top procedures (that are more susceptible to human error). Considering the lack of free and open-source program of Matching-to-Sample (MTS) procedure, we developed PyMTS, a software based in Python programming language. PyMTS is an executable file that runs a program based in the information provided in specific folders. The software, designed to be simple and lightweight (not requiring a lot of computer performance), can be used on any Windows computer. Different parameters can be manipulated, with a special focus on variables relevant to stimulus equivalence research. We hope that this software will help other researchers by making it easier to plan MTS procedures and establishing cooperation in the development of better procedures within behavior analysis.

In humans, reducing the prevalence of a stimulus can drastically alter measures of its detectability. Two contrasting effects have been reported in the literature. One effect is a decrease in stimulus reporting, and another is an increase in stimulus reporting. The purpose of this study is to replicate the findings from human research in rats. Using the conditional discrimination procedure of Fox, Smethells, and Reilly (Experiment 1, 2013), rats were trained to discriminate between high and low (1 and 5 Hz) flash rates of a stimulus light at either 10% or 50% prevalence of the 5-Hz flash rate. Rats trained in the 50% prevalence condition show high degrees of accuracy for both flash rates whereas rats trained in the 10% prevalence condition tend to press the 1-Hz lever regardless of the Hz of the sample stimulus. Generalization gradients will be obtained using unreinforced probe trials. In Phase 2, the prevalence conditions will be switched for the two groups of rats and another series of probe trials will be presented. Overall it is expected that the rats will continue to underreport the 5-Hz stimulus because of the greater proportion of reinforcement received in the presence of the 1 Hz stimulus.

Understanding how the role of language is involved in possibly shaping certain psychopathology conditions or how the role of language is used during verbally-based “talk therapies”, is an important are of research (Stewart, 2018). According to Hayes (2004), Skinner stated that “a scientifically valid study of language and cognition was possible“, and therefore, “a door was opened by Skinner” to conduct an analysis of covert operants (private events) that Hayes has coined Relational Frame Theory. This study recruited approximately 50 undergraduate psychology students to participant in a matching task experiment using arbitrary stimuli and testing thecombinatorial mutual entailmentwhen the relational frame of opposites (i.e., hold and cold, love and hate) were paired with one half of the arbitrary stimuli sets. We have thus far had mixed results, with only half of the participants successfully matching the arbitrary images as opposites after training. Additional participants will be recruited, and an additional phase will be added to evaluate the effects of adding a language instruction that may increase success in the last phase or compete with participant self-generated language rules for matching the arbitrary stimuli.

Resurgence describes the reappearance of a previously extinguished target response when conditions worsen for an alternative response. The present crowdsourcing experiments examined control conditions used in the study of resurgence. Experiment 1 arranged during Phase 1 both the presence and absence of (1) target training and (2) alternative-response availability. Two distinct control responses with 50% opacity were available for all groups but never produced reinforcement. Upon removing alternative reinforcement from Phase 2 to 3, only the group with an alternative response in Phase 1 exhibited significantly higher target versus control responding. Experiment 2 extended these findings by examining whether increases in target versus control responding was affected by changeover requirements (COR) of zero (always dim), one, or three responses to increase control-button opacity from 50% to 100%. Only CORs of zero and three produced differential increases in target versus control responding during extinction testing. Overall, these findings suggest the similarity of training to testing conditions influence increases in target and control responding during tests of resurgence.

Behavioral practitioners may consult the BACB's ethics code, previous training, and personal experiences to navigate ethical dilemmas. However, little is known about how antecedent and consequence environmental variables influence ethical decision making (such as social and cultural variables). This study represents an initial step in evaluating the suitability of choice procedures to study culturally mediated ethical decision making with behavior analysts. We adapted the procedure used by Cox and Javed (2023) to present participants with a choice task via Qualtrics. Participants were presented with a scenario of an ethical dilemma and were asked to choose among two alternatives that varied in terms of probability of harm to self and harm to others across trials. We found that as the probability of harm for not ‘taking action' (in response to an ethical dilemma) increased, participants were less likely to select the alternative response option of ‘waiting it out’ and instead tended to choose to ‘take action’ in these scenarios. This effect was more pronounced when there was a risk of harm to others. By examining the factors that shape ethical decisions, researchers can contribute to the development of more informed and nuanced guidance for practitioners, fostering ethical conduct within the profession.

Endowment, a tactic frequently used by casinos and, in the modern day, electronic gambling is the process of giving a person some starting funds to gamble with, in expectation that the person will continue to spend more money once those funds are spent. Although the laboratory setting can sometimes make gambling less authentic, the substitution of telling undergraduate students that they are gambling with their extra credit suffices as proper motivation. This experiment is to see whether endowment increases or decreases higher-risk betting on a digital slot machine. Participants will be randomly assigned to a control and experimental group. Both groups will perform a simple fast facts math worksheet at the start of the experiment. Then, the experimental group will be informed that their work earned them the credits they are playing with which will be shown as a percentage of the 5 extra credit points they earn while participating in the experiment. The control group will just be given the slot machine afterwards and no correlation between the two items. Both groups will start with fifty percent of their extra credit available to bet. After playing 15 rounds of the slot machine both groups will be told they can play as long as they wish with a drop out button appearing on the screen. Before and after the experiment, a brief screening will be conducted in which the participant is asked about their perception of win rate and number of rounds. The results discussed will review the betting patterns of the control versus the experimental group alongside the information gathered from the screenings performed.

Previous experiments on concept learning in animals have largely used transfer tests with novel stimuli from the same modality as the training stimuli. It has been argued that using a modality different from the one used in training would be a stronger test of relational concept learning and generalization. As same/different concept learning has been previously demonstrated in rats using non-matching-to-sample tasks with olfactory stimuli, the goal of the current study was to investigate if rats could also learn an incrementing non-matching-to-sample task with 3D plastic objects as stimuli (3D Span Task) and if relational learning would then transfer to novel 3D stimuli and olfactory stimuli. In the 3D Span Task, responding to a session-novel shape stimulus was reinforced, but responding to a stimulus already encountered within a session was not reinforced. Four rats were trained on the 3D Span Task and all four rats performed the task with high accuracy. Three of the four rats showed generalized non-matching to novel 3D stimuli and two of the four rats showed immediate transfer to novel olfactory stimuli. Results suggest that relational learning can be demonstrated in a new modality and provide some evidence of cross-modal transfer of relational responding in rats.

Resurgence is the recurrence of a previously reinforced response following a decrease in the reinforcement conditions of an alternative response. This phenomenon is studied by conducting a series of phases that include a condition in which the target response is reinforced, then training an alternative response, and finally extinction of responses. The present study investigated a four-phase procedure that replicated the typical applied procedure of differential reinforcement of alternative behavior (DRA). The participants were university students. In Phase 1, participants were asked to earn as many points as possible by placing a ball into a basket. One point was delivered on a Fixed-Ratio (FR) 1 schedule. During Phase 2 (Pre-DRA), participants were prompted to engage in an alternative response (i.e., placing a ball into a second basket). Three points were delivered on an FR 1 schedule for each alternative response, and one point was delivered on an FR 1 schedule for each target response. Phase 3 was identical to Phase 2, except prompting was no longer provided. During Phase 4, no points were delivered for any response. Implications of differential reinforcement of alternative behavior without extinction and resurgence will be discussed.

Several core concepts in behavior analysis would be relevant in an approach to golf: shaping, variability, and the categorization of behavior by function over topography. With sparse behavior analytic golf research, a translational investigation was conducted to replicate and extend Skinner (1938) with human subjects, substituting lever press force for distance to the hole. The effect of shaping on variability was investigated and functional relations were sought between golf-related dependent and independent variables even though topography, or form, was not measured. Two amateur competing golfers hit shots with an 8-iron on an indoor golf simulator. A range-bound changing criterion design (RBCC) advanced mastery criteria to investigate shaping accuracy at shorter distance goal conditions of 25 yd (22.86 m), 50 yd (45.72 m), and 75 yd (68.58 m) interspersed with baseline and probes to an out-of-range target at 200 yd (182.88 m). Participants earned gift cards at reduced distances by making three or four consecutive shots within a specified range (criteria). During data analysis, accuracy was proxied by subtracting remaining distance from the target distance, resulting in progress to the target (accuracy considering distance) allowing for comparisons of performance at different target distances. Results of the changing criterion design indicate immediate changes in participant progress to target corresponding with changes in target distance with few overlapping data points, suggesting a functional relation. Results of the shaping procedures indicated participant accuracy improved within conditions, but similar to the results of Skinner, regressed when criteria became too difficult. Maximum 8-iron progress improved for one participant but declined for the other participant. Overall, the investigation potentiates the unique role behavior analysts can serve to improve golfer performance.

Recent studies have aimed to uncover the perspectives and attitudes of Latino families receiving applied behavior analysis (ABA) services, seeking a deeper understanding of the barriers they face when accessing these services for their children with autism spectrum disorder (ASD) (Castro-Hostetler et al., 2023). Surveys have underscored a significant obstacle: the language gap between service providers and clients. This challenge arises from variations in language proficiency between practitioners and the families receiving services (Castro-Hostetler et al., 2023). Additionally, disparities in cultural practices between clinicians and clients have proven to be an additional hurdle. Amigo Care, a home-based company, was established with the mission to break barriers in providing ABA services to Latino families in Maryland. A comprehensive survey was developed in order to gain insights on the perspectives of Latino families when materials, intake specialists, and clinicians are offered in Spanish. The objective is to enhance our understanding of how these families perceive the efforts made towards cultural responsiveness and to identify areas where further improvements may be necessary. This initiative reflects a commitment to fostering inclusivity and ensuring that ABA services are tailored to meet the unique needs of Latino families in the region.

Individuals living in rural communities are often faced with unique challenges that limit their accessibility to beneficial behavior-analytic services. These challenges can include but are not limited to geographical isolation, limited resources, and insufficient access to specialized professionals. Additionally, despite the increasing number of certified professionals in the field of behavior analysis, there are still deficits in accessibility across the country (Yingling et al., 2023.) The purpose of this article was to conduct a systematic review to evaluate the current state of the literature regarding the implementation and/or the accessibility of behavior-analytic interventions for rural populations. Given that a primary barrier to accessibility can be the considerable geographical distance between behavior analytic services and rural communities the current study specifically evaluated the implementation variables used to address this geographical barrier. As a result, implications for increasing the accessibility and awareness of behavior-analytic interventions in rural communities are discussed. Specifically as it relates to supporting individuals and their families that are impacted by the rural communities in which they live.

This study is a replication of Satsangi, Bouck, and Roberts (2016) with three 6th grade students with learning or intellectual disabilities who received special education services in a large suburban school. A single subject alternating treatments design was used to analyze the effects of concrete and virtual manipulatives on the percent of correctly solved one and two-step linear algebraic equations. Concrete manipulatives involved physically manipulating algebra tiles to solve an equation. Virtual manipulatives were computer-based algebra tiles presented on a website. Students had access to concrete and virtual manipulatives to solve algebraic equations during baseline. During intervention phase, virtual and concrete manipulatives randomly alternated to assess student performance. The last phase consisted of the best treatment only. All students exceeded their average baseline scores using both forms of manipulatives across intervention and best treatment phases. The average Percentage of Non-overlapping Data across participants (90%) and a combined weighted average Tau-U (0.93) confirmed concrete manipulatives as a highly effective intervention for all students and virtual manipulatives as a highly effective intervention for two of the three students. Interobserver-agreement for 30% of the sessions ranged from 83.5% to 100% across participants. Treatment integrity was 100% for all three students in this study.

High-risk youth who experience emotional, mental, or behavioral disturbances are often placed in residential care. Implementing escape extinction is not always feasible or appropriate in residential care and can be counter-productive if not implemented with high fidelity. However, manipulating the parameters of reinforcement (rate, quality, magnitude, immediacy) may be an effective alternative to extinction. Additionally, previous research has shown that self-monitoring can promote on-task behavior for individuals with emotional and behavioral disorders. We evaluated the effects of self-monitoring and differential reinforcement of alternative behavior without extinction to increase on-task behavior during educational tasks in a 13-year-old male residing at a psychiatric residential treatment facility. During baseline, the participant engaged in on-task behavior during 0% of the intervals. During the intervention phase, on-task behavior increased during both morning and afternoon observations. Results suggest that when extinction is not feasible, alternative strategies may be successful in reducing inappropriate behavior and increasing appropriate behavior.

Once aware of the power of the principles of behavior systematically applied to help to understand, explain, and predict behaviors, overt and private, those such experiences cannot help but to shape perspectives, grind the lens, by which a parent, or a child, learns to see the world. Modeling, exposure in the natural everyday setting, eventually allows deconstruction of events to the level of factors to understand the past or modify the future, be it the trajectory of ones child, or an event of world history. The 18 years of interactions, noticing patterns of behaviors, habits, offered a lifetime of opportunities for a child and parent to notice such patterns, and eventually explain and predict such patterns automatically, as the habit itself of doing so became "second nature," the neural mechanisms for doing so remaining intact reinforced naturally even when not intending to "apply behaviorism," and even phases of rejecting it. While the Dad/behaviorist was privileged to have had many outstanding ABA instructors, some of the greatest understanding of the real world application of the principles of behavior were taught by the growing daughter behaviorist. Behavioral Momentum, Successive Approximations, and Token Economies transformed from ideas on posters, to common explanations of everyday life. this presentation shares many more principles from the unique shared dad/daughter perspective from Pre k thru college application

There has been an increasing presence using electronic data collection (EDC) among applied behavior analysis (ABA) services. Studies show that both generic and custom-built proprietary software can effectively and accurately collect behavior data similar to traditional pen-and-paper data collection. The current poster evaluated the efficiency of computer-assisted relational training procedures in educational settings over an entire semester. In study one, an exploratory randomized trial was conducted using eight IEP-eligible students in a public school setting. Students were randomly assigned to either the control group or the experiment group. Through the course of three weeks, ABA instructions for students assigned to the experiment group transitioned to computer-assisted relational training. Results showed a significant increase in overall efficiency in relational training procedures compared with those in the control group (p = .003). Study two evaluated the overall outcome of a semester-long computer-assisted relational training procedure as well as its social validity and feasibility. Results from both studies suggested that EDC might offer unique benefits in extending relational training into educational settings. Implications of using EDC to assist relational training were discussed.

The Picture Exchange Communication System (PECS) helps build a functional communicative repertoire, including requesting, thus acquisition of picture exchange may result in reductions in problematic behavior if the requests act as a replacement behavior. Current research provides inconclusive data regarding the impact of acquisition of picture exchange on problem behavior (absent additional intervention components). In addition, these studies collected behavior data for only 5-15 min sessions during or after PECS training. We taught four preschool students with autism to communicate using picture exchange using the PECS Phase I-IIIB protocol and collected data on their problem behavior across the day for at least 2 days a week for 4 months. The results suggest that the acquisition of picture exchange through Phase IIIB did not diminish problem behavior and thus may not reduce problem behaviors in schools independent of other intervention components. The acquisition of picture exchange through Phase IIIB across all participants did not result in an increase in problem behaviors, suggesting that PECS does not result in increased distress.

This study assessed the effects of Direct Instruction Peer Tutoring (Stein et al., 2018) on the automaticity and mastery of multiplication and division facts. In an inclusive, general education classroom, thirteen fourth grade students ranging in ability levels participated. The study utilized a single-case, multiple-probe design across math fact levels. Each participant was individually assessed and monitored using permanent product timed tests across four Direct Instruction Peer Tutoring levels, determined from a pretest. The dependent variable was the amount of correctly written products or quotients for the given basic facts. The independent variable was Direct Instruction Peer Tutoring utilizing a system of basic fact levels to promote retention across a math operation. The class was grouped into pairs with one peer monitoring their partner’s practice and providing corrective feedback. The study blended Direct Instruction Peer Tutoring with Response to Intervention and differentiation practices by providing individualized support across math operations, target levels, varied assessment timings, and self-monitoring. Results of the study indicated that Direct Instruction Peer Tutoring was highly effective with all participants increasing their accuracy and fluency of basic facts and maintaining mastery across four levels. Routine, repeated practice, immediate feedback, and individualized support contributed to this study’s success.

This study’s purpose was to evaluate the effects of a Token Economy on decreasing the number of talk-outs by two 14-year-old middle school students in a self-contained classroom. One participant had an intellectual disability, and the other had ADHD. Both displayed high rates of talk-outs that disrupted the classroom and prevented learning. Within a reversal design, an event recording data system added the number of talk-outs during a 10-minute session. For intervention, the Token Economy system began with goal setting that session’s talk-out maximum number. Without interrupting the class, the researchers recorded each participant’s talk-outs for ten minutes. To earn a star, the session’s talk-out total had to be less than the goal specified at the beginning of the session. For every three stars earned, the participant had a choice to exchange his stars for one of five preferred items. If the session goal was not met, the participant did not earn a star. For both participants, high rates of talk-outs during baseline decreased to near zero levels during intervention. The Token Economy intervention proved successful in the classroom setting due to goal setting, explicit rules, contingent feedback, student voice, and choice of reinforcers.

Practitioners in Applied Behavior Analysis (ABA) encounter diverse client populations and must therefore be equipped to competently provide services across varied cultural groups. A diverse service population in combination with updated ethical guidelines for behavior analysts requiring the inclusion of cultural responsiveness, illustrates the need for curricula to develop culturally responsive practices. Unfortunately, there are currently no empirically validated approaches for increasing awareness, knowledge, and skills of cultural responsiveness in behavior analysts. Thus, an eight-hour training was developed on the topic of cultural responsiveness, comprised of cultural competence training, self-assessment, behavioral assessment and treatment, supervision, and ethics components. The purpose of this study was two-fold: (1) evaluate whether this eight-hour online course on culturally responsive behavior analytic practices would impact awareness and knowledge of participants, and (2) evaluate whether completing the online course would improve performance in clinical situations. Pre- and post-completion of the curricula, participants completed a survey, and a subset of participants provided a behavior sample (i.e., recorded video) to assess potential impacts on performance. Findings suggested that following the completion of the curricula, participants demonstrated increases in their knowledge of the material included in the course and self-rating of skills, but there were no significant increases in measured dimensions of cultural competence.

Board Certified Behavior Analysts (BCBAs®) are likely to interact with a wide variety of individuals, many of whom do not share their racial or cultural identities (Conners, 2021), which may increase the need for specific training in professional interactions that are culturally sensitive and responsive. Gatzunis (2023) used Behavioral Skills Training (BST) to increase the empathetic and culturally responsive functional behavior assessment (FBA) interviewing skills of caregivers who did not share the identity of the interviewers. Similar skills may be required for FBA interviewing related to sensitive behaviors, such as client use of discriminatory language. In the current study, we used BST and an FBA interview script to teach interviewing skills related to derogatory or discriminatory behavior to BCBAs in a multiple-probe design. During baseline and post-training, participants conducted mock FBA interviews with a confederate caregiver over videoconference. Data were collected on 22 interview skills across three areas: assessment skills, cultural competency, and empathetic and compassionate interview techniques. Indirect assessments were used to evaluate participant self-rated competence in conducting an FBA of discriminative language before and after training. Results suggest that BST improved the interview skills of all participants, despite some BCBAs self-rating their competence high during baseline.

Cultural responsiveness is an ethical responsibility for behavior analysts that must be upheld according to the Behavior Analyst Certification Board (BACB). Despite this guideline, behavior analysts may need to be adequately equipped to engage in a culturally responsive manner with service recipients. Previous studies have shown that behavior skills training (BST) can increase cultural responsiveness among practitioners (Gatzunis et al., 2023). Therefore, the purpose of the current study is to replicate and extend Gatzunis et al. (2023) by evaluating the effects of BST to increase practitioner cultural responsiveness in the context of completing the Reinforcer Assessment for Individuals with Severe Disabilities (RAISD, Piazza et al., 1996). A multiple baseline across participants’ designs was used to evaluate the effects of a remotely delivered BST package on the cultural responsiveness skills of graduate students. Following the training, a social validity assessment was delivered to assess participants’ impressions of the training. Results provide implications for developing the cultural responsiveness skills of behavior analysts in the context of completing the RAISD.

ABA is a relatively new, popular, and controversial discipline in Turkey. Even if the first studies and books were published in the '90s, some scholars would mention the previously unpublished manuscripts. The study adopts the qualitative inquiry, and the interviews were conducted with the first scholars in Turkey. The participants, full-time professors in different universities, were determined by the purposive sample selection and the adapted snowball technique to reach each scholar. The study aims to enlighten the development of ABA in Turkey and seeks the following research questions: 1) How was it revealed, and what was the first action for ABA in Turkey? 2) How does ABA become visible, and which institutions, organizations, and people take roles? 3) How is going on about ABA in today: weaknesses and strengths? The data narrative analysis applies all interview transcripts, and the verbal history of ABA regenerates chronologically. The study can bring a new discussion about ABA development in Turkey.

In Mexico, the National Institute of Statistics and Geography (INEGI) carries out a survey every two years on the quality and impact of government work (ENCIG: “Encuesta Nacional de Calidad e Impacto Gubernamental”). This survey investigates corrupt practices and satisfaction with services provided by the government. Although INEGI publishes a report, data is available to encourage analysis from different disciplines. In this work, principles of behavioral economics were used to offer a plausible explanation for the survey responses. For example, ENCIG 2021 data (answered by 39,930 residents across the country) showed that people reported different frequencies of corrupt acts depending on who would be involved in the report. When the corruption report included their participation, they reported less frequency. Results also suggested that belief in corruption in government processes is learned by reference (“hearing from someone else”) and not by direct experience. This is consistent with the assumption that individuals tend to find justifications for their dishonest actions. The analyzes performed not only provide empirical evidence for behavioral approaches to corruption, but can also help behavioral researchers design more ecological tasks to assess corruption. For example, interviewees' reports of trust in different social institutions would determine options used in a task.

nfluencing purchasing patterns of individuals can exert bottom-up economic pressure on corporations and investors to develop eco-friendly alternatives to existing products. The current study extends previous work in Young & McCoy (2016), Matthews et al (in press), and Hutchenson et al (2023), by evaluating and analyzing consumer choices of chocolate bars in attempts to increase sustainable consumption using Relational Density Theory (RDT). Before the study, participants were randomly split into four groups for stimuli training (Positive, Negative, Mixed, and Control). In the task they will be presented with pairwise combinations of images of chocolate bars with various advertising features. They will then be asked to make hypothetical purchasing selections. Following the task, each group will receive relational training using stimuli with differing functions, such as approach or avoid functions. Participants will then retake the same computerized task. Participants will also complete pre and post-test of assessments such as the climate anxiety questionnaire. Results have implications for applications of how climate anxiety can predict pro-environmental behavior. Discussion will highlight potential limitations, future research, and highlight the importance of pro-environmental behavior.

Naturalistic Developmental Behavioral Interventions (NDBI) consists of behavioral and developmental interventions that are implemented in a natural setting to teach new skills and decrease challenging behaviors (e.g. aggression, flopping, screaming). This term was developed by Dr. Laura Schreibman in 2015 as a way to categorize interventions that share the same principles and methods. Previous research has proven Naturalistic Developmental Behavioral Interventions to be an effective and successful model of intervention for increasing motivation, skill acquisition, and appropriate behaviors. Naturalistic Developmental Behavioral Interventions. In this systematic review we summarized the research on one Naturalistic Developmental Behavioral Interventions - incidental teaching. The purpose of this review was to (a) evaluate the extent to which incidental teaching has been evaluated in the literature, (b) examine the characteristics of participants included in incidental teaching studies, and (c) evaluate the extent to which generalization has been studied in the incidental teaching research. In this presentation we'll discuss major findings and implications for research and practice.

The research field Implementation science has traditionally focused on the implementation of evidence-based practices, but the field has increasingly recognized the importance of addressing de-implementation (i.e., the process of reducing low-value care). Most studies on de-implementation strategies have used a combination of strategies without addressing factors that sustain the use of LVC and there is a lack of information about which strategies are most effective and what mechanisms of change might underlie these strategies. Applied behavior analysis is an approach that could be a potential method to gain insights into the mechanisms of de-implementation strategies to reduce LVC. Three research questions are addressed in this study: (1) What contingencies (three-term contingencies or rule governing behavior) related to the use of LVC can be found in a local context and what strategies can be developed based on an analysis of these contingencies? (2) Do these strategies change targeted behaviors? (3) How do the participants describe the strategies’ contingencies and the feasibility of the applied behavior analysis approach? Method In this study, we used an applied behaviors analysis to analyze contingencies that maintain behaviors related to a chosen LVC, the unnecessary use of X-rays for knee arthrosis within a primary care center. Based on this analysis, strategies were developed and evaluated using a single-case design and a qualitative analysis of interview data. Results Two strategies were developed: a lecture and feedback meetings. The results from the single-case data were inconclusive but some of the findings may indicate a behavior change in the expected direction. Such a conclusion is supported by interview data showing that participants perceived an effect in response to both strategies. Conclusion The findings illustrate how applied behavior analysis can be used to analyze contingencies related to the use of LVC and to design strategies for de-implementation. It also shows an effect of the targeted behaviors even though the quantitative results are inconclusive. The strategies used in this study could be further improved to target the contingencies better by structuring the feedback meetings better and including more precise feedback.

Human trafficking (HT) programs often lack well-defined goals, fail to record data directly from survivors and do not assess enhancements to survivors’ quality of life (Krieger et al., 2022). To address the lack of research surrounding effective program evaluations, this project aimed to evaluate an HT housing program in southern Florida guided by recommendations from Macy et al. (2022). A retrospective analysis of 63 case files was conducted to evaluate the level to which wrap-around service provision resulted in successful completion of the program. Successful completion of the program required that survivors demonstrated effective finance management and were able to acquire and maintain housing and employment. Following preliminary data analysis for six case files that met these markers for success, data show that survivors obtained employment and housing within an average of 2 months of starting the program, received six service referrals and completed the program within an average of 27 months. This study will add to the limited literature on trauma-informed approaches for providing continuity of care services to this population.

Burnout is highly prevalent among behavioral providers and negatively impacts their well-being and service delivery. Past research has examined the prevalence of externalizing behavior (e.g., aggression, self-injury, elopement) among individuals with developmental disabilities. High frequency or intensity behaviors can lead to crisis situations, which may impact provider perceived competency and safety, and therefore, stress. This survey study examined provider experiences with client externalizing behavior, management training, and perceived stress. 634 direct care providers (115 man; 494 women; 25 other) completed our online survey. Respondents primarily worked with autistic individuals. Although a majority of providers indicated they work with individuals with externalizing behavior, only 67% indicated any formal training in physical management and restraint (Table 2). There was variability in the number of providers indicating that physical management and safety concerns related to externalizing behavior caused stress. We will conduct and present additional analyses regarding how aspects of training related to physical management and caseload characteristics impact stress and burnout. These findings will inform possible training practices that may decrease provider stress.

In the applied behavior analysis service delivery industry, behavior technician annual turnover has been reported to be 30%-75% (Molko, 2018). Such a high turnover rate presents several issues, including a detrimental impact on essential service provision and the accrual of substantial organizational training costs (Molko, 2018). A lack of supervisor support and feedback have been identified as factors that contribute to turnover rate (Arrington, 2021; Austin, 2022; Villanueva Jasa, 2022). Given these considerations, the current study investigated the effect of an incentive program that used technology to help supervisors provide more immediate positive feedback on turnover rate. This was done via a pre and post intervention design with a comparison of the test region group and non-test region groups (organization wide). Behavior Technicians received positive feedback for engaging in desired behaviors related to their work performance standards (e.g. filling out session notes on time, pairing well with clients, and high treatment fidelity). This feedback was recorded by supervisors through a QR code system that was then tracked with Microsoft Forms and Excel. Behavior technicians then received cards for each instance of positive feedback that was recorded. These cards were then used to enter a weekly raffle for gift cards. In addition, the total number of cards gained by a Behavior Technician accumulated for use towards company-sponsored outings. Once they turned in enough cards, the outing was announced and paid for. Monthly technician turnover rates were pulled from the company’s internal employment data system. Results showed a reduction in average monthly turnover post-implementation (14.6% vs. 11.5%). In addition, the intervention region average monthly turnover outperformed non-test regions (11.5% vs. 12.83% respectively)). The practical considerations regarding incorporating this type of program and future directions will also be discussed.

The current study sought to extend Issen et al. (2021) by evaluating the effects of brief group-based Acceptance Commitment Training (ACT) activities on Registered Behavior Technician (RBT) job performance in an Applied Behavior Analysis (ABA) center. ACT activities were taken from the Accept Identify Move (AIM) curriculum and presented in four workshops across four weeks. The workshops included 19 RBTs, 4 BCBAs, 1 BCaBA, and an administrative staff. A multiple probe across three participants (RBTs) design was used to evaluate changes in implementing Discrete Trial Training (DTT) steps and Instructional Control (IC) steps following the ACT workshop. The Cognitive Flexibility Inventory (CFI) survey was also conducted to evaluate the effects of the ACT workshop on participants’ psychological flexibility. Finally, an ACT knowledge questionnaire was conducted before and after the workshops to assess participants' understanding of ACT-related concepts. Results showed an increase in correct implementation of DTT and IC steps for participants one and two compared to baseline. Participant Three received an additional, individualized ACT session, which increased DTT and IC steps for this participant. These results provide implications for supporting staff effectiveness in center-based ABA.

Exit interviews are a tool commonly used by organizations to gather important information from separating employees (Flint et al., 2013). However, the usefulness of this information is influenced by the processes and procedures involved (Pace & Kisamore, 2017). In the field of organizational behavior management (OBM), behavioral systems analysis (BSA) allows for the examination of organizational systems with the external environment (Kast & Rosenzweig, 1972); this methodology is appropriate for large scale initiatives such as exit interviews, which often involve multiple procedures and numerous staff to execute. In the current study, we used BSA to evaluate and improve the exit interview process of an inpatient hospital unit. Process mapping revealed that the format of exit interviewing during baseline was a barrier to process efficiency, and it was hypothesized to negatively impact completion rates. To target this shortcoming, the exit interview was converted from a paper-based format to an online electronic version, thereby automating the process. Changes improved efficiency by reducing: (1) the number of process steps by 45.5% and (2) the number of resources by 33.3%. Overall, these changes produced a 48.0% increase in the percentage of exit interviews completed by direct-care staff. Implications and future directions will be discussed.

Unplanned and excessive staff absences can greatly impact ABA service delivery and the fidelity of behavioral interventions. Several studies have successfully utilized performance management strategies to reduce unplanned absences (Luiselli et al., 2009). In a previous study within an inpatient unit, we utilized performance feedback and contingent restriction to overtime (OT) opportunities at a direct-care staff level to reduce excessive absenteeism. This was initially effective, but eventually, call-outs increased. Additionally, despite increased unplanned absenteeism, supervisory data showed that few staff met the OT restriction contingency. Upon further investigation, it was determined that supervisors were inconsistently implementing the attendance policy. A supervisor-level intervention was introduced, which included establishing excusal criteria, training supervising staff to identify excused and non-excused absences, and delivering performance feedback on supervisor decision-making every month. This modification resulted in substantial decreases in direct care staff absenteeism, which were maintained over a six-month period. The implications and future directions of multi-level intervention programs will be discussed.

Within the field of OBM, Performance Management offers practitioners different tools to assess employee performance (Gravina et al., 2022). The goal of these tools is to identify environmental variables contributing to a performance deficit, which ultimately leads to indicated solution(s). While research supports the efficacy of these methodologies, what is less clear is how combining assessment strategies might further illuminate performance deficits. The purpose of this study was to assess variables preventing managers from directly observing employee behaviors using three different assessment measures. To accomplish this, managers’ time allocation on the floor was assessed via: (1) descriptive data collected on potential barriers, (2) a PIC/NIC Analysis was completed, and (3) the PDC-HS (Carr et al., 2013) was completed with 3 managers. Assessment data were then compared to identify similarities and differences, as well as to help inform intervention planning. In general, we found that each assessment offered a unique perspective, and recognized a solution based on solely one methodology (e.g., PDC-HS) would have been incomplete. Specifically, we found that information obtained by the PIC/NIC and descriptive data helped lead us to more refined intervention. Future considerations for practitioners and implications of utilizing multiple performance diagnostic tools will be discussed.

Acquired brain injury is the leading cause of death and disability worldwide. Challenging behaviors, such as resistance, refusal, and aggression can prevent successful community reintegration following an acquired brain injury. Differential reinforcement has been demonstrated to reduce challenging behaviors; however, applied behavior analysis remains under-utilized in brain injury rehabilitation. This project used a modified nonconcurrent multiple probe across groups design to evaluate an online training program for frontline workers on differential reinforcement. Participants were exposed to a didactic lecture followed by simulated client interactions, in which they were required to apply differential reinforcement. Preliminary pilot results indicate that participants’ scores on the post-test were higher than those on the pre-test. Further, participants reported the program increased their understanding of differential reinforcement and was easy to understand. This study supports that online learning is a viable training method for frontline workers and offers an accessible means for staff to access training in applied behaviour analysis that can be applied to their daily work with clients.

Primary complex motor stereotypies (pCMS) are repetitive, involuntary, rhythmic motor movements in individuals with a typical developmental history. pCMS has been differentiated from tics and other habitual behaviors both at the neurophysiological level and at the clinical level as pCMS is associated with an earlier onset (< 3 years of age), having fixed or consistent topography, occurring under highly stimulating evocative conditions, and lack of premonitory urge. We conducted a functional analysis of motor stereotypy, including both matched and unmatched stimuli, to identify the evocative contexts in which those behaviors were most likely to occur. Results suggested idiosyncratic responding across conditions; however, rates of stereotypy were differentiated across matched and unmatched conditions. Specifically, rates of stereotypy were observed to be highest within the matched stimulation conditions. Treatment involved a differential reinforcement of other behavior (DRO) paradigm within the context of these highly evocative contexts to decrease rates of stereotypy. Additional data on the participant’s subjective distress were collected in order to validate the acceptability and generality of the procedure.

Children with attention deficit/hyperactivity disorder (ADHD) are at higher risk of requiring psychiatric hospitalization. Stimulant medication is one effective intervention to address ADHD symptoms and psychopharmacological intervention is a common treatment component during psychiatric hospitalization. Monitoring the effects of stimulant medication is frequently done via indirect measures (e.g., rating scale) which may be challenging to implement during a child’s hospitalization. There are demonstrations in the behavior-analytic literature of utilizing objective, time series data along with single-case experimental methodology to assess medication effects. Such methodologies may have utility for child and adolescent psychiatry units. In the current case report, a reversal design was utilized to assess the effects of methylphenidate on the disruptive behavior, on-task behavior, and tic behavior of an adolescent male with multiple psychiatric diagnoses including ADHD during a psychiatric hospitalization. Observations occurred across six days when the patient was and was not on methylphenidate during an on-unit academic group activity. Results indicated that methylphenidate resulted in increased on-task behavior, decreased disruptive behavior, and did not increase tic behavior corresponding to previous research on this medication. Results also provide a demonstration of how behavior-analytic providers can be integrated into treatment on child and adolescent psychiatry units.

Children with externalizing behavior problems (EBPs) are at risk for chronic negative health, social-emotional, and behavioral outcomes. For other children such as those with and without intellectual disabilities and typically developing peers, services provided in an inclusive recreational summer camp setting have been shown to enhance social skills and competence which lead to positive peer relationships). We conducted a novel approach of combining two evidence-based programs to address the needs of rising second graders with EBPs by adapting them into a multimodal summer intervention program with children with and without externalizing behavioral disorders in an inclusive recreation setting. We discuss outcomes of the intervention, including the successful implementation and outcomes for participants, as well as issues surrounding implementation and pathways toward further development. Specifically, we address intervention outcomes on reducing problem behavior for children with EBPs, the impact on typically developing peers, and the and overall camp experience for all participants.

Ethical behavior analysts seek the least restrictive, most effective treatment for problem behavior (BACB, n.d.), however, in some cases, children with severe challenging behavior require aversive procedures including restraint and residential services apart from the general public. (Department of Health, 2007). In pursuance to curtail prohibitive contingencies and re-establish a quality of life, crisis management necessitates a multi-element behavior support plan (e.g. environmental considerations, explicit prevention, participant driven, minimize reactive strategies, and promote functional equivalent skills) in order to effectively reduce problem behavior (LaVigna, et al. 2022). In addition, long-term residential treatment due to refactory behavior results in prolonged stressors leading to ongoing challenging behavior (Griffith, et al. 2013). The purpose of this case study was to expand various positive intervention components i.e. non-contingent reinforcement during setting events, interdisciplinary approach and communication acquisition in order to reduce severe, treatment resistant challenging behavior. The results of this study showed a significant decrease in maladaptive behavior and increase with appropriate acquisition skills. This study demonstrated behavior support plans demand a higher ratio of proactive than reactive strategies to significantly increase treatment efficacy of high-risk behavior.

A levels system is a behavioral intervention with two or more levels that correspond to different standards of behavior and access to privileges. Universal levels systems are commonly implemented in a variety of settings, in which target behaviors and behavioral criteria for promotion and demotion are uniformly applied to all participants. Due to the legal ramifications and education inequities that arise when levels systems are universally applied across participants, an emerging literature base has evaluated the efficacy of individualized levels systems using highly controlled single-case design methodology; however, the status of this literature is currently unknown. Therefore, we conducted a systematic review and quality appraisal of the literature on individualized levels system, which included a total of eight studies. Several variables were extracted from each study to assess the myriad of ways in which levels systems have been individualized. These variables included experimental design, assessment procedures, treatment components, promotion and demotion criteria, and target behaviors. Findings are discussed in terms of the overall evidence-base for individualized levels systems, and practical issues are considered for future research on individualized levels systems.

An essential element of treatments targeting increasing appropriate behavior is the identification of stimuli that are potentially reinforcing; therefore, non-behavior analytic professionals who interact and provide intervention with various clients may need to identify preferred items. Previous research has taught non-behavior analytic professionals how to conduct multiple stimulus without replacement preference assessments using behavioral skills training (O’Handley et al., 2021). However, the literature suggests that paired stimulus preference assessments are among the most commonly implemented (Graff and Karsten, 2012) and lead to the most stable results across repeated administrations (MacNaul et al., 2021). This investigation assessed the effects of using behavioral skills training to teach the implementation of paired stimulus preference assessments for three social workers who worked at a residential facility for individuals who engage in severe challenging behavior. Results to date suggest that behavioral skills training can effectively increase the number of correct steps during paired stimulus preference assessment implementation. Maintenance follow-ups followed by social validity is in the process of being conducted.

Feeding disorders are prevalent in 25% to 45% of children (Silverman, 2010) and dysphagia (i.e., swallowing difficulties) is reported in 0.9% of children (CDC, 2012). To assess for dysphagia, a Modified Barium Swallow Study (MBSS) may be conducted during which an x-ray video is taken of the child eating. Children with feeding disorders often engage in inappropriate mealtime behavior (e.g., head turns, pushing away the spoon/cup), packing (i.e., holding bite/drink in the mouth), expelling (i.e., spitting out bite/drink), and negative vocalizations (e.g., crying) that may lead to unclear results during a MBSS. Applied behavior analytic interventions are the most efficacious treatments to reduce inappropriate mealtime behavior and increase consumption. However, research is limited in the application of behavior-analytic feeding interventions for preparing children for a swallow study. We review case studies utilizing behavior analytic interventions to prepare children with feeding disorders for a swallow study by increasing oral consumption and increasing the similarity between the treatment room and swallow-study setting. Across all cases, oral consumption increased resulting in participation in the swallow study such that clear MBSS results were obtained. These results will be discussed in terms of considerations for interdisciplinary collaboration for children with feeding disorders.

Functional analyses involve the systematic manipulation of antecedents and/or consequences (Iwata et al. 1994) and have long been considered the gold-standard for evaluating the functions of challenging behaviors. Piazza et al. (2003) adapted the standard functional analysis procedures to identify the function of inappropriate mealtime behavior among children with feeding difficulties. However, when replicated in a clinical setting, some limitations were identified. The purpose of this study was to modify functional analysis procedures to capture relevant establishing operations in a feeding context. Seven children who were recommended for intensive feeding therapy participated. All demonstrated high levels of inappropriate mealtime behavior during baseline assessments. A presentation assessment (Anderson et al., 2022) and a functional analysis were conducted for solids, liquids, or both across participants. Data for all participants showed elevated rates of inappropriate mealtime behavior in at least one test-condition compared to control indicating a socially-mediated function. These results were used to develop function-based treatments for participants. Future research should consider including additional components to assess motivating operations in functional analyses to further refine function-based treatments for feeding difficulties.

People with disabilities do not engage in recommended levels of physical activity. The purpose of the present experiments was to systematically replicate Step it UP! interventions (Seward & Redner, 2023; Normand & Burji, 2020; Nieto & Wiskow, 2020) with adults with disabilities. Participants were divided into two competing teams, and the team with the highest step count participated in a prize drawing. Experiment 1 (N=9) evaluated the efficacy of an extended version Step it UP! Game that included additional and longer sessions. Experiment 2 (N=8) evaluated the addition of contingent adult attention during the Step it UP! Game. Baseline, Step it UP!, and Step it UP! plus interaction sessions were evaluated in an alternating treatment design. The Step it UP! Game was effective with additional and longer sessions and all participants took more steps during Step it UP! Game sessions. Adding adult interaction to the Step it UP! Game did not increase the effectiveness of the intervention.

Professionals who support adults with intellectual and developmental disabilities (IDD) who engage in challenging behavior (CB) are at risk for burnout, which can negatively impact the quality of support provided to service users. However, the role that self-confidence plays in the development of burnout for this population is unclear. An online survey was completed by 202 professionals with various roles around Ontario who support adults with IDD engaging in CB. Participants included direct support professionals (n = 156) and leaders in direct support (n = 46). The survey contained the Maslach Burnout Inventory, a self-confidence instrument, and both open- and closed-ended questions about demographic, organizational, and client-related variables. Quantitative results suggest that participants consider several variables (e.g., support in the workplace, type of CB) to influence their self-confidence in responding to CB. Preliminary correlational analyses propose that significant relationships exist between self-confidence and more than one dimension of burnout, but supporting linear regression results are pending. Results may increase our understanding of the relationship between self-confidence and burnout. Additionally, results may inform pertinent organizational and training targets to improve self-confidence of professionals providing support to adults with IDD in the developmental services sector, including in behavior analytic services.

Behavior analysts are required and ethically responsible to provide services to address socially significant behavior with the ultimate intent of improving long-term outcomes such as an individual’s quality of life (QoL). QoL is a complex social construct, sensitive to context and circumstances at both individual and environmental levels (Schalock & Verdugo, 2002). There are research-based frameworks and a variety of assessments comprised of universal domains and indicators for practitioners to utilize when attempting to define and assess the construct for their clients. Commitment on the part of a practitioner to use available QoL frameworks and assessments to guide delivery of services may help ensure those services address relevant, socially significant behaviors and improve QoL for the individuals being served (Schwartz & Kelly, 2021). The presenter will share results of a recent systematic literature review investigating single-case behavior analytic research claiming to address QoL. This review will provide insight into the skills behavior analysts are targeting when aiming to improve QoL as well as what efforts are being taken to ensure they have in fact achieved that goal. Second, the presenter will describe results of a nationwide survey exploring behavior analysts’ perspectives and practices related to social validity and QoL.

Sensory-integration therapy (SIT) is sometimes recommended for individuals who emit problem behavior. Within the behavior-analytic literature, researchers have not found SIT to produce meaningful changes in problem and there is some evidence that SIT can make some problem behavior worse. Although SIT involves access to stimuli, which can be an effective intervention, there may be a mis-match between the stimuli selected for SIT and stimuli that produce stimulation similar to problem behavior. Additionally, when problem behavior is multiply maintained, it may be possible to use noncontingent access to a single stimulus to treat problem behavior in multiple functional contexts. In the research, following ineffective SIT, we evaluated the effects of access to tangible items on the participant's problem behaviors that were maintained by automatic reinforcement and social positive reinforcement in the form of access to tangible items. The results showed that tangible item that evoked problem behavior could be effectively used to suppress problem behavior regardless of functional context. This suggests that cross-function stimuli, even if they do not produce the same stimulation as problem behavior, could effectively treat problem behavior.

Despite the increase of Registered Behavior Technicians (RBTs) in the United States, the demand for qualified behavioral providers continues to outpace the supply. Previous research has demonstrated that approximately 70% of all counties in the United States had at least one RBT, however, many of these counties (n= 623) had no supervising Board Certified Behavior Analysts (Yingling et al., 2023). It is important to identify factors contributing to the lack of RBTs. We distributed an electronic survey to RBTs providing applied behavior analysis services across 19 counties in Florida. The survey included questions about the respondents a) training, b) supervision, c) working conditions, d) job satisfaction, and e) intention to leave their current job. Overall, results indicated that insufficient training in challenging behavior and skill acquisition, working conditions, satisfaction with pay, and the requirement to complete unpaid tasks outside of work were related to job satisfaction, intention to leave, and burnout. Recommendations based on the findings of this survey aim to improve overall access to behavioral services by encompassing factors such as job-employee fit, supportive work environments, strong supervision, training, and fair compensation.

Adults with intellectual and developmental disabilities (IDD) have historically low employment and retention rates. These disparities in employment can be partially attributed to job placements and minimal opportunities to cultivate employment skills. It is common for this population to be employed in entry level positions or in jobs that are not of interest to the individual, decreasing the likelihood of job retention. Through a multiple probe across participants design, this study evaluated the effects of an intervention package consisting of behavior skills training and an acronym (ELSE+) on job decision-making skills of college students with IDD. Data indicate the strong effectiveness of the intervention package to increase the participants’ ability to make decisions about good job fit, maintenance of the skills once the intervention was removed, and generalization of the skills to novel stimuli (a different job search website). The intervention’s goals, procedures, and outcomes were socially significant. This study has implications on decision-making and employment for this population and for people who support employment efforts of these individuals regarding the need for explicit instruction of decision-making skills through BST.

Online shopping is a common feature of modern adult life made easy through targeted advertisements, a large buy now button, and pre-entered credit card information. However, these features do not support making purchasing decisions based on what is best for the individual. Adults with intellectual and developmental disabilities (IDD) need explicit instruction on how to make informed decisions regarding online purchases. Four adults with IDD currently employed participated in this study. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. This poster presents a dissertation study conducted in Spring 2024. IRB approval has been attained and data collection is ongoing. Based on results of previous studies, we anticipate participants of this study will acquire, generalize, and maintain the decision-making skills through the intervention package. Implications for practice and future research and limitations will be discussed and expanded upon from the previous and current study.

Caregiver training programs for children with developmental disabilities and disruptive behaviors typically target child-caregiver interactions, with the majority focusing on the prevention and reduction of mild to moderate behavioral challenges (e.g., behavioral parent training; parent-child interaction therapy). While these training programs may be effective, the interventions are not typically derived from a function-based perspective and, therefore, may have less relevance for professionals working with caregivers of children who demonstrate severe behavior. The purpose of this case study is to illustrate a function-informed, individualized approach to caregiver training within an outpatient clinic for children with severe behavior. A functional analysis was implemented to determine the primary function of the child’s severe behavior. Indirect and descriptive assessment data were used to identify additional parent behaviors that may have also played a role in reinforcing severe behavior. All three sources of data (indirect and descriptive assessment, and functional analysis) informed a function-based caregiver training intervention. Skills training targeted caregiver behaviors related to extinction for challenging behavior and reinforcement for alternative behavior. We evaluated the skills training in a multiple baseline design across contexts and report outcomes in terms of both caregiver and child behavior changes.

Obsessive-compulsive disorder is a chronic disorder that is characterized by intrusive private events (obsessions) and repetitive behaviors related to these private events (compulsions) that impact roughly two to three percent of the population in their lifetime (Fontenelle et al., 2006). Typical treatment for behaviors related to obsessive-compulsive disorder includes psychotherapy techniques through cognitive behavioral therapy, exposure and response prevention therapy, and pharmacotherapy through the prescription of serotonin reuptake inhibitor (Koran et al., 2007). While there is ample research demonstrating the effectiveness and efficacy of these treatments for obsessive-compulsive behaviors, the psychotherapy methodology mentioned relies heavily on verbal behavior and has limited applications for individuals without the verbal repertoire to engage with said therapy methods. Nevertheless, both cognitive behavioral therapy and exposure and response prevention therapy have treatment components that can be modified through environmental manipulations that are typically done in the field of behavior analysis. To date, limited research has examined the treatment of obsessive-compulsive behaviors for individuals with intellectual disabilities with limited verbal behavior repertoire. This project is a collaboration between behavior analysts, psychologists, and psychiatrists on a case demonstration for a modified ERP treatment for a 15-year-old individual who engages in multiple OCD-related behaviors through single case design. Implications and results are discussed.

This poster describes the evaluation of an intensive analysis and function-based treatment package to address severe, disruptive behavior exhibited by youths with ASD and intellectual developmental disorder. Most of the youth included in the present study have been removed from more than one school program due to the severity of their disruptive behavior. A core component of our assessment was a highly-individualized, analog functional analysis, which we conducted until we found evidence of one or more functions. Next, we evaluated function-based treatment. Core effective treatment strategies included starting with a rich schedule of reinforcement, accessed via minimally-effortful, communicative responses, often simply tapping a card. After the new manding form occurred consistently and disruptive behavior remained low, minimal additional demands were presented and cued by progressive, VR token boards. The VR schedule inherently included variability and may have made it easier to surreptitiously expand response requirements, which we did very gradually in a manner we came to call “micro-demand fading.” Results from the first five learners in this program show an average reduction of greater than 99% of severe, disruptive behavior.

Practitioners delivering behavior analytic services may encounter unsafe and interfering behaviors such as self-injury and aggression. The aim of this study is to understand the use of hands-on procedures, including restraint and physical guidance, in the field of behavior analysis. A preliminary national sample of 158 behavioral practitioners (RBT, BCaBA, BCBA, BCBA-D) completed an online survey that included Likert-scale, open-ended, and check box options regarding their experiences with physical restraint, mechanical restraint, and physical guidance, including their training, comfort, and confidence; client responses; and alternative options. Results indicate that 60% of participants used physical restraint within the last year, primarily for aggressive or dangerous behavior, whereas fewer implemented mechanical restraint (23%), primarily for self-injury. The majority of participants reported adverse client responses following restraint (86%), most commonly physically resisting, vocal responses, and emotional responses. Although all participants had received training in physical guidance and nearly all indicated using physical guidance, 86% reported working with a client whose behavior indicated that they disliked physical guidance. Whereas 71% reported confidence using physical guidance, the majority were unable to identify alternative procedures. Results indicate the need for training in alternatives to restraint and physical guidance, and honoring client preferences regarding physical touch.