Association for Behavior Analysis International

Transferability of resistance to change was assessed. On Experiment 1, five pigeons were exposed to a control and experimental conditions. Control condition consisted of pigeons trained on a multiple schedule, with a rich component (VI 30s) and a lean component (VI 120s), signaled by different key lights. Pigeons were then exposed to the presentation of a pair of neutral stimuli, with no programmed consequences. Extinction and prefeeding probe sessions were done afterwards with the presentation of the neutral and discriminative stimuli. Experimental condition consisted on the same manipulations, however, pigeons were exposed to a second order conditioning procedure, using the neutral stimuli as second order stimuli and discriminative stimuli of the multiple schedule as first order stimuli. Probes were done afterwards. Results are interpreted according to Behavioral Momentum Theory, assessing transfer of function. Experiment 2, assessed transfer of persistence with five pigeons without a control condition. Pigeons were exposed directly to experimental conditions, as mentioned above, in order to avoid effects of history. Extinction probes were done in order to assess persistence to both neutral and discriminative stimuli.

When confronted with a choice between a smaller-sooner reinforcer (SSR) and a larger-later reinforcer (LLR), selecting the SSR over the LLR is considered impulsive. These two options differ in both magnitude and delay. The present study sought to develop an experimental arrangement to determine how each of these reinforcer dimensions contribute to impulsive choice. Rats responded under a concurrent-chains procedure. The magnitude and delay for one option was constant across the experiment, whereas the magnitude and delay for the other option changed across session blocks. Baseline data indicated that choice was controlled by the combined effects of reinforcement magnitude and delay. Using the generalized matching equation, sensitivity to magnitude was, on average, slightly higher than sensitivity to delay (.83 vs. .77, respectively) but this varied somewhat across rats. These data suggest this may be a practical and efficient method for quantifying the impact of the individual reinforcer dimensions when choice involves combinations of reinforcement dimensions (e.g., impulsive choice) in rats. Such a method may provide a sensitive baseline to examine the effects of neurobiological manipulations (e.g., drug administration) on impulsive choice.

Based on the assumption that meaningful stimuli can be members of pre-experimentally established equivalence classes, this ongoing research aims to assess the reliability of online sorting tests for verifying pre-experimental relations. Ten participants were asked to sort 40 pictures based on what they considered as correct and then, to name the sorted sets. These pictures were taken from seven likely pre-experimental classes; Birds (A1B1C1D1E1), Vessels (A2B2C2D2), Gardening (A3B3C3D3), Dentistry (A4B4C4D4E4F4), Baking (A5B5C5D5E5F5), Car Mechanics (A6B6C6D6E6F6), and Abstract items (A7B7C7E7F7G7H7I7). Each class comprised physically similar and dissimilar pictures in order to assess non-arbitrary and arbitrary relations. Five participants sorted stimuli according to the expected classes. Three participants mixed classes and named them according to their mixed features (e.g., P101 blended Birds and Gardening classes and named them as one single class, “Nature”). Two participants sorted Abstract items into different classes. Partial results support sorting as a reliable strategy for assessing stimulus relations. Although participants have mostly sorted the pictures as expected, differences were exhibited when they clustered pre-experimentally defined classes. Naming requirements may help to identify discriminative controls for relational responses. Future stages will expand the size of each class and analyze the consistency of relations across participants.

Previous research has found that choice in and of itself can be a reinforcer; however, research has also found there are limits to this, such as when there are too many choices. The current study, replicated and extended behavior-economic research using behavior-analytic methods by (a) determining the prevalence of preference for choice in a large number of adults, (b) evaluating large numbers of options on preference for choice and satisfaction, and (c) evaluating the effects of time constraints on an individual’s preference for choice and satisfaction with those choices. Results showed that many participants preferred choice over no-choice contexts. One third of the participants reached a breaking point during the choice overload phase and time constraint phase. Additionally, results indicated that it was more difficult to choose when there were more choices and when there was less time. These findings demonstrate that offering extensive amounts of options may have negative effects but suggest further research be conducted on more substantial contexts.

Conditioned reinforcement is widely used in applied behavior analysis, but variables influencing its efficacy are not well understood. Pavlovian learning underlies conditioned reinforcement and larger C:t ratios facilitate that learning (C is the inter-reinforcer interval and t is the conditioned stimulus (CS) ---> reinforcer interval). Following Pavlovian training with nonhumans, the CS evokes sign-tracking (CS approach) and/or goal-tracking (feeder entry). Prior studies have shown that larger C:t values promote sign-tracking, and separate studies report that the CS is more reinforcing in rats’ that naturally sign-track. In this rat study, we combined these separate findings by manipulating C:t values across groups (1.75, 3.5, and 12). Sign-tracking was measured during training and CS reinforcer efficacy was measured in sessions in which an operant nosepoke produced the CS alone. With data-collection ongoing, more sign-tracking occurs in the C:t 12 than in the 1.75 group (Figure 1). The amount of sign-tracking was a significant predictor of operant responding for the CS on testing day 1 (Figure 2). Finally, C:t 12 rats responded more for the CS than C:t 3.5 rats; the difference between C:t 1.75 and 12, thus far, only approaches significance. These findings suggest C:t ratios and sign-tracking play a role in conditioned reinforcer efficacy.

For autistic adults, social skills can often be a challenge that impacts the ability to make and maintain meaningful relationships, and currently there is limited research on social skills interventions. The current study investigated the effectiveness of social skills instruction delivered via telehealth in a community-based program for autistic adults. Ten adults aged 23-36 years with a diagnosis of autism or other developmental disability and their support staff participated in this study. During the program, participants attended weekly virtual social skills instruction, supplemented by homework assignments to practice skills. Instruction was based on PEERS®, an evidence-based intervention for young adults with autism. Data were analyzed using a paired-samples t test. Results indicated that participants’ scores significantly increased (t(8) = -4.21, p = .00) on a knowledge assessment based on PEERS® content from pretest (M = 29.89, SD = 5.44) to posttest (M = 36.11, SD = 2.52) shown in Figure 1. Staff and participants both rated the intervention as having high social validity, shown in Figure 2. These results suggest that a virtual social skills intervention based on PEERS® was associated with increased knowledge assessment scores in autistic adults and could be used in a community setting.

This study examined an intervention package using a group contingency and public posting to increase the on-task behaviors of youth cheerleaders. Previous research has used group contingencies and public posting to increase on-task behaviors. Additional research has used treatment packages including one of these interventions, but not both. We used an intervention package, using both a group contingency and public posting, to increase pro-social behaviors, including on-task behaviors. Currently, there is no research using these specific components in an intervention package to increase on-task behaviors in a sports team. In this current study, a withdrawal design was used with a team of junior high cheerleaders to increase on-task behaviors. Momentary time sampling was used to record the on-task behaviors of each member of the team. Public posting and an interdependent group contingency were used to reinforce the on-task behaviors of the participants. The results of the first intervention phase showed an increase in on-task behaviors, with a decline during return to baseline, and an immediate increase with the return to intervention. The results showed the intervention package using a group contingency and public posting was successful in increasing the on-task behaviors of youth cheerleaders.

Around 60% of smokers attempt to quit smoking, but only 4% of those attempts without cessation assistance are successful, and proven behavioral and pharmacological interventions raise the percentage between 7% to 15% (World Health Organization, 2021). This study aimed to assess a pattern-setting program as a behavioral technology to reduce smoking behavior. First, we report a single case pre-experiment based upon a proposal advanced by Rachlin for establishing patterns within his soft commitment framework (2016). When the program started, the participant smoked around 11 cigarettes per day and ceased to smoke entirely at the end of the intervention after 117 days. The next step is to run an experiment with a larger sample, a control group, and a group evaluating only the effect of self-monitoring over smoking behavior. Finally, we discuss some limitations and suggest strategies to assess pattern-setting to help smokers who want to quit smoking and how new and effective behavioral technologies facilitate smoking cessation.

Selective mutism is characterized in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as the consistent failure to speak in specific social situations (American Psychiatric Association, 2013). There are several treatment approaches in the literature for the treatment of selective mutism, including pharmacological, psychodynamic, cognitive, family systems, multimodal, and behavioral (Cohan et al., 2006). The behavioral conceptualization of selective mutism is that it is a learned behavior – and one that typically serves an attention or escape from anxiety function (Cohan et al., 2006). Behavioral interventions typically combine strategies, such as contingency management (Amari et al., 1999), graduated exposure/systematic desensitization (Ale et al., 2013), intensive exposure (Bunnell & Beidel, 2013), systematic prompt fading (Beare et al., 2008), self-modeling (Blum et al., 1998; Kehle et al., 1990), role-playing (Fisak et al., 2006; Lang et al., 2011), social skills training (Rye & Ullman, 1999), prompting and practice opportunities (Howe & Barnett, 2013), and Social Effectiveness Therapy (SET; Fisak et al., 2006). The purpose of this poster is to present the results of a literature review of behavioral interventions to treat selective mutism. Results will be discussed within the context of practical implications and suggestions for future research.

Teaching with acoustical guidance (TAG) is a behavioral intervention that involves the delivery of an audible stimulus contingent on the performance of the desired response (Stokes et al., 2010), and may also be used in intervention packages, such as TAGteach (TAGteach International, 2004). TAG, TAGteach, or both, have been evaluated in a variety of domains including sports (e.g., Ennett et al., 2020; Harrison & Pyles, 2013; Quinn et al., 2015), gait rehabilitation (Baram & Miller; 2007; Cassamassima et al., 2014), and daily living skills (Wertalik et al., 2018); however, the terms TAG and TAGteach have been used somewhat inconsistently in the literature. The purpose of this poster is to discuss the findings of our scoping review on TAG and TAGteach interventions and to explicitly differentiate these two interventions. This scoping review followed the systematic methodology guidelines outlined in PRISMA-SR. In doing so, we searched MEDLINE, PsychINFO, and ERIC to locate peer-reviewed articles written in English that incorporated an audible stimulus to provide feedback during skill acquisition. Two independent reviewers screened the articles and extracted and synthesized the data. The results will be discussed within the context of practical implications and suggestions for future research.

The purpose of this study was to evaluate the effects of presession and interspersed attention in the disruptive behaviors and academic achievement of an elementary school student with disruptive behavior. Social validity measures were also conducted at the completion of the study to determine the student’s perception of the intervention as well as the teacher’s opinions pertaining to the feasibility of implementation and overall effectiveness of the intervention. Visual analysis of results indicated a decrease in disruptive behaviors during both presession and interspersed interventions, as well as an overall increase in academic achievement across treatment conditions. Social validity measures indicated the student was satisfied overall with the intervention and felt that it had a positive impact on his classroom behavior. Additionally, social validity measures completed by the classroom teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student’s disruptive behaviors, did not detract from the learning environment, and possibly improved classroom productivity, she preferred the presession attention intervention based on its simplicity and ease of implementation.

The functional analysis of verbal behavior requires an evaluation of responses across multiple sources of control. These data are typically arranged for visual analysis using time-series graphs or pie charts that treat each verbal operant independently of one another. Here, we extend the work of Porter and Niksiar (2018) by exploring the use of a multidimensional visualization strategy to compare the relative performance distributions of verbal behavior across N ≥ 3 properties on a radial, multi-axis radar chart. Leveraging the radar chart's plotting of data in the form of closed polygonal profiles affords the use of shape descriptors for quantitative comparisons. Through multiple-exemplar training, we demonstrate the multiple control over verbal behavior, and explore visual analyses of stimulus overselectivity. We also compare the relative strength of functionally distinct verbal operants to demonstrate the potential of radar charts for multidimensional models of the composite verbal repertoire.

Individuals with an intellectual or developmental disability experience poorer postsecondary outcomes compared to same-age peers. Research identified barriers to employment include soft skills. This single case study examined the application of self-evaluation to employable soft skill behaviors for three individuals with an intellectual or developmental disability. Technology was integrated into the evaluation process to increase efficiency. All participants worked in a Project SEARCH site for the majority of their school day fully immersed in an authentic work experience program. This study explored the effect of self-evaluation on a self-selected target employable soft skill behavior, how closely student self-evaluation scores matched with job coach evaluation scores, and the potential relation to self-determination. Data collection were halted due to the COVID-19 pandemic; however, results demonstrated self-evaluation may be a promising practice applied to employable soft skills. As students participated in the self-evaluation intervention, their target behaviors increased, and scores began to trend similarly to the job coach evaluation scores. Social validity evaluation showed key stakeholders felt the intervention was useful, easy to implement, and an important skill to learn to improve self-determined behaviors. Findings from this study provide practitioners with a practical, easy to incorporate strategy within an authentic work experience program.

Some human and non-human animals have been shown to prefer free-choice over forced-choice conditions, even when both conditions result in identical consequences. Some variables that may influence this preference for choice include variability of items, differing probabilities of reinforcement, and array size. Previous research has shown increasing array size to both increase and decrease individuals’ preferences of choice-making opportunities. Methodologically, these studies have varied and do not hold the probability of reinforcement or reinforcer loss steady. Therefore, the purpose of this study is to examine the main and interactive effects of (a) array size and (b) reinforcer probability on school-aged children’s preference for choice-making conditions.

Dance is a form of physical activity that may improve motor skills and coordination while simultaneously providing opportunities for social interaction and development of socio-emotional skills. A manualized program, Dance with a B-E-A-T! (Behavior Analysis and Therapy), combines recreational dance with components of behavior analysis and therapy to help facilitate improvements in motor skills, social skills, emotional regulation, and self-coping. Building on a pilot study completed by Davis and colleagues, the present study evaluated a similar program incorporating behavioral components such as antecedent strategies, positive reinforcement, shaping, priming, task analyses, and a token economy. In collaboration with day treatment staff of a mental health centre, the blended program was integrated within the school program provided by children’s day treatment. The intensive dance program was offered for five consecutive days to five participants who were 7-9 years of age from the same cohort according to COVID-19 protocol. These children presented with challenges including Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder. The aim of this project was to evaluate a behavior therapy and dance program to teach three dance combinations and examine collateral benefits. Observational probes at pre- and post-test measured percent of dance skills completed correctly (as per the task analyses), and in-person semi-structured interviews with a counsellor and elementary school teacher evaluated satisfaction and perceived challenges of the program within day treatment. Results suggest a positive impact on the motor skills of participants and high consumer satisfaction.

This study investigated the effects of Behavior Skills Training (BST) on classroom staff transfer of stimulus control techniques. These techniques included both least to most prompting procedures and the Limit-One Sd Delivery Method, limiting discriminative stimulus delivery to only one per opportunity. This study addressed the lack of training and knowledge of these techniques for classroom staff represented in the current literature. Without proper and systematic transfer of stimulus control, students are at risk of becoming prompt dependent, yet independent responding is essential for individuals with disabilities to live as independently as possible in their adult lives. The results of this study demonstrate that BST is an effective procedure to teach transfer of stimulus control techniques; all staff data represented an increase in their skills of prompting and Sd delivery. Although BST proved to be effective for the purposes of the current study, further research is needed, including more effective strategies for generalization and ways to address emotional distress that came with learning new, difficult skills with BST in this study.

There has been an increasing interest in using relational training procedures during clinical interventions for autistic individuals. The current study investigated the effect of using multiple exemplar training (MET) in promoting the derivation of untrained stimulus-stimulus relationship for a 7-year-old autistic boy in teaching causality. The participant was first taught to answer five why- questions on providing the rationale for an action (A-B training). For example, the participant was asked, “why do you laugh,” and an acceptable answer was, “because I hear a joke.” After reaching the mastery criteria, probes were conducted in several 10-trial blocks where the participant was asked to answer five novel corresponding what- questions (B-A testing). For example, the participant was asked, “what do you do when you hear a joke?” Results showed that the participant failed to show derivation. MET was subsequently delivered with two stimulus classes serving as exemplars. Following the MET, the participant successfully derived the correct response for the three remaining class members during the B-A testing. Implications for using MET during clinical interventions were discussed.

Applied behavior analysis and autism spectrum disorder diagnosis are two emerging areas in China resulting in large responsibilities placed on new BCBAs. Like the US, China is creating a certification system, however, their system is a leveled, unique certification system with two additional technician-like certifications. Regardless of the credential, behavior analytic professionals must rely on literature when seeking effective and conceptually systematic interventions. Furthermore, practitioners in therapeutic and educational fields such as ABA often find themselves educating families on their child’s diagnosis while providing vetted resources with accurate information. In China, literature is typically accessed through a university or purchased on an individual bases. As such, Chinese practitioners of ABA need to be aware of trending and accessible literature. This poster will review trends related to behavior analytic interventions but will extend the review beyond ABA interventions by also reviewing trends related to additional non-medical interventions related to individuals with autism spectrum disorder.

Social skills groups are used to provide opportunities for learners to practice social skills with peers regularly. Groups are typically organized based on age and interests, and are offered for kids, preteens, teens and young adults. Social skills groups are usually conducted face-to-face, however, during the COVID-19 crisis, conducting social skills groups in person presented many challenges. Telehealth has evolved as a new platform for participants to gather virtually to continue developing their social skills. Without the social interactions learners typically access while in school, participating in a social skills group virtually provides a safe and supportive environment where they can continue to learn the skills needed to improve social-emotional development. Compared to in-person social skills groups, through the use of Telehealth, we’ve been able to increase both the number of different social skills groups being conducted at a given time as well as the number of participants attending each group. Additionally, we have been able to increase the variety of groups we offer and further specialize them to their ages and needs. Social skills through Telehealth is a service delivery model that has offered us the opportunity to increase our outreach and will continue to post-pandemic.

Research on the effects of parental stress on a child’s cognitive function has insubstantial results, particularly among children with potential Autism trait. The current study examined whether parental stress is associated with cognitive scores among children with potential Autism trait relative to children without Autism trait. A subsample of 97 mothers and their 5-year-old children was extracted from the Stress in Pregnancy Study. Mothers completed a Parenting Stress Index, reporting magnitude of stress in the parent, and an Autism Spectrum Quotient questionnaire, disclosing possible Autism trait in their child. Children were administered the Wechsler Preschool and Primary Scale of Intelligence to assess different domains of cognitive function. A two-by-two Factorial ANOVA was conducted to compare main effects of predictors (parental stress and child’s potential Autism trait) and its interaction on child’s cognitive performance. The results showed a significant interaction toward the Children Full Scale IQ, F(1, 93)= 11.46, p= .001, Verbal Comprehension, F(1, 93)= 6.54, p= .01, Visual Spatial, F(1, 93)= 4.64, p= .03, Fluid Reasoning, F(1, 93)= 5.81, p= .02, and Working Memory, F(1, 93)= 13.25, p< .001. Notably, there was an increase in cognitive function among children with potential Autism trait and higher stress parent.

Squirrels by nature are not domesticated. In this behavioral experiment, a wild and untamed squirrel was trained to reach out and take food from the hands of the experimenter and others within 10 feet periphery in an open environment using shaping procedures through a changing-criterion design. The initial target behavior was reaching out to take food from distance. A step-by-step modification of target behaviors was planned and introduced in order to receive food. Using shaping procedures for systematic delivery of reinforcement for the achievement of successive target behaviors was established. The subject showed 100% mastery and acquired 9 different target behaviors in 28 days. The average latency reduced from 24.1 sec for Target Behaviour-1 to 2.9 sec for Target Behavior-9. In addition to achieving the target operant class, the subject also showed additional behaviors (accepting gentle strokes, showing up on its own, lingering around, making sustained eye contact, etc.) and generalization across people as the behavior-consequence contingency was strengthened.

This poster extends the generality of finding showing that polydipsia is induced by food delivery acting as a phylogenetical important event (PIE). Spontaneously Hypertensive (SHR) and Lewis (LEW) rats pressed on two levers simultaneously available in the initial link of a concurrent-chains procedure. Two random interval schedules (conc RI 11s RI 11 s) arranged entries to two terminal links. One terminal link delayed the delivery of 4-food pellets according to 6-delay components (0.1, 5, 10, 20, 40, and 80 s) randomly presented in the session. The other terminal link delivered 1-food pellet immediately. In one condition (W) a 100-ml bottle containing tap water was continuously available in the session recording the behavior of licking the metal tube of the bottle. In the no water condition (NW) an empty bottle was placed in the chamber. The SHRs developed a stronger polydipsia than the LEWs, with the SHRs showing a higher number of licks than the LEWs to start each cycle, during the initial and terminal links of each cycle, and during the 60-s blackout following each delay component. These results support the idea that the LEW is an appropriate control for the SHR rat, showing more motor impulsivity induced by food (liking behavior) in the latter than in the former strain of rats.

Previous studies have reported that individual vs. gregarious-housing conditions affects spatial behavior in a food-searching task in rats. Also, literature has shown that effort to obtain food affects food-searching behavior. The present study evaluated the effect of early exposure to individual vs gregarious housing and two conditions of access to food (restricted vs free) on the spatial food-searching behavior in rats. Six male-Wistar rats (38 days old) were exposed, for 19 weeks, to one housing condition (Individual N=3; Gregarious N=3); and then they were exposed to a food searching task, in a 1mx1m arena with nine food containers in two conditions (restricted vs free) for 12 sessions. We compared the spatial behavior (routes, recurrence, time in zone, distance, and entropy) between housing and food access conditions. We discuss the results in terms of the modulating function of these variables over the spatial behavior in a food-searching task.

Common approaches used to describe and analyze the demand for reinforcers have undergone several permutations over approximately the past two decades (e.g., exponential, exponentiated, mixed-effects modeling, zero-bounded, etc.). The aim of each approach is to fit a curve most precisely to data used to quantitatively describe complex cost-reinforcer relationships. Further, each of the above methods has improved upon the others by accounting for more of the data or reducing the number of parameters. This poster will propose to re-purpose a commonly used approach to describe a different type of behavioral economic data - discounting. We will demonstrate the use of an alternative approach for the purposes of analyzing demand data, using a one-parameter exponential decay, a one-parameter hyperbola model. We re-analyzed published data on dosage-level effects (Ko et al., 2002; Winger et al., 2002). Results suggest that a hyperbola model provides a reasonable description of the data (Mean R2 = .90; Median = .95; SD = .14) comparable to other newly proposed one-parameter models of demand (e.g., zero-bounded). We will discuss the advantages and disadvantages of the use of a hyperbola model to analyze demand (e.g., to describe a relationship with discounting).

In order to explore relational behavior in animals, rats were exposed to a discrete-trial successive-discrimination procedure using different pairs of auditory stimuli. The length of stimuli was 5s, 10s and 15s and reinforcement was contingent upon a lever-pressing response if and only if the second stimulus presented was longer (Group 1) or shorter (Group 3) than the first stimulus. For the other two groups of rats, refraining from responding in negative trials was also followed by reinforcement. Percentages of obtained reinforcers were similarly low for all groups of rats but for different reasons. Rats in groups 1 and 2 usually responded in both positive and negative trials, while rats in groups 3 and 4 tended to stop responding in both kinds of trials. Results are discussed in relation to previous experiments on transposition.

Functional assessment is a process for understanding environmental influences of problem behavior and can be conducted in practice using questionnaires with caregivers, direct observations of the individual, and systematic analyses. . We present a systematic review of empirical studies conducted in Brazil wherein we describe common functional assessment procedures of problem behavior and evaluate function-based treatment outcomes. This study includes peer-reviewed studies that have been conducted in Brazil containing functional assessment as pre-treatment through experimental procedures, direct or indirect observation, and measurement of behavior problems demonstrating a relationship between environmental events and behavior. The studies were primarily conducted with adults (66%). The school was slightly more utilized as a setting, with 21%. And the most common pathology associated with evaluations was schizophrenia (25%). The most studied topography was the inappropriate speech of schizophrenic patients (25%). Only five studies used functional analysis. Only one study was conducted with a single test. Only 40% of the five studies presented the results in line charts. Only one of the articles presented graphs with function differentiation in one phase of the research. We conclude that there is a scarcity of research on functional analysis of behavior problems conducted with the Brazilian public.

Historically, applied behavior analysis (ABA) has gained the connotation of being a therapy that solely treats individuals diagnosed with autism spectrum disorder (ASD). However, clinicians in the field have noted that the principles of ABA can be applied to children, adolescents, and adults of different disorders (and non-disorders). There is a concern with insurance companies in some states since they do not identify ABA as a therapy that meets medical necessity to treat disorders outside of autism. Therefore, funding sources for families of children with for instance; attention deficit hyperactivity disorder, anxiety disorder, conduct disorder amongst others are in a disadvantage in that they have to pay for services out of their pocket. One way to change this is to stimulate more studies that demonstrate the effectiveness of ABA, not only with individuals diagnosed with ASDbut other disorders as well. The goal of this systematic literature review is to investigate whether there are empirical studies that show the effectiveness of ABA with other disorders and to provide a summary of the disorders that have gained the most studies that show a "good prognosis" for individuals treated with ABA.

There are more than 53 million Black women in Brazil. Studying the intersection of race, class, and gender can help us better understand the reasons why those women are oppressed in society (e.g., have less access to reinforcement related to social status and financial resources for centuries). Black women are the majority of individuals who seek psychotherapy in public services in Brazil, and they often describe a specific feeling of loneliness. Taking into account that behavior analysis is a science that could help understanding this type of suffering in a more precise way, i.e., looking into the variables that cause this behavior, the aim of this study was to interpret in behavior-analytic terms what processes may be involved in the feeling described as “Black women’s loneliness”. We reviewed the Brazilian literature on the phenomenon and hypothesize some behavioral processes that may be involved in this feeling (e.g., extinction), among other contributions from the field, such as deprivation and its role as motivating operations, leading to a higher chance to engage in exploitative romantic and work relationships. We hope these analyses could help counselors to a better understanding of this feeling and, consequently, interventions better suited for this population.

Infants who require early intervention services often times do not have joint attention skills in repertoire. Previous research show that having joint attention skills is important for a child’s development. The purpose of this study was to induce joint attention using an Intensive Tact Instruction (ITI) for children with listener and speaker skills while using an Intensive Listener Instruction (ILI) for children with listener, but no speaker skills. They were all receiving Special Instruction services at an Early Intervention center or a Preschool during the time of the study. The dependent variables in the study included the measure of responding to joint attention (RJA), initiating joint attention (IJA), observing responses, and whether praise functioned as a reinforcer. A nonconcurrent multiple baseline design was used to measure the effect of the ITI and ILI on joint attention (RJA and IJA) and observing responses. Results indicate that a child requires specific cusps and capabilities to benefit from the intervention.

Functional Communication Training (FCT) is a function-based intervention designed to increase socially-acceptable communicative responses through differential reinforcement. A wealth of research supports its effectiveness across a variety of populations, including those with diagnoses of autism, intellectual disability, adaptive functioning deficits, and severe problem behavior. Despite clear evidence regarding the effectiveness of FCT, research on procedural variations is needed for individuals with pre-existing vocal communication repertoires, moderate and mild behavioral concerns, and those with high incidence disabilities such as attention deficit/hyperactivity disorder and learning disorders. The current investigation seeks to expand best practice to broaden the applicability of procedures consistent with functional communication training to benefit novel clinical populations. Authors evaluated an assessment designed to systematically analyze socially mediating variables thought to impact the verbal repertoire of a typically developing 3-year-old patient with a history of challenging behavior. Assessment procedures created evocative contexts to evaluate social variables hypothesized to contribute to the learner’s vocal utterances. Results of the assessment revealed that approximately 20% of the patient’s communication repertoire was unintelligible, thereby increasing her risk of developing challenging behavior. Implications for preventative, function-based treatment procedures are discussed.

Using the basis of Practical Functional Assessment and Skills Based Treatment, modifications were made in order to meet the individualized needs of the subjects. Subjects were chosen based on significant rates of problem behavior including aggression, property destruction and screaming. For one subject the modifications included the use and fading of edibles as well as the conditioning of non-edible reinforcement. For the other subject the modifications included the use and exchange of money. Both modifications proved successful in promoting the acquisition of acceptance of denial and delay. In order to demonstrate generality and effectiveness of Skills Based Treatment, the setting for each subject differed. One subject attended clinic-based sessions while the other subject was taught in a self-contained classroom setting. Acquisition occurred both when taught in small blocks of 2 to 3 hours and when taught across an entire school day. The data demonstrates that as acceptance of delay and denial is learned, problem behaviors decrease to socially significant levels. Additionally, functional communication skills were acquired and generalized across people and settings.

One in 691 children born in the US have Down syndrome, the most common chromosomal abnormality and leading cause of intellectual disability. Impairment in exploratory motor behaviors (such as reaching and grasping a play object) is a known component of the Down syndrome phenotype and is generally attributed to more generalized motor delays as well as associated hypotonia (Bauer & Jones, 2014). Exploratory motor behaviors are considered a “pivotal skill” in early development, which, when improved, may provide opportunities for increased development of other skills in infancy and early childhood. In 2014, researchers Bauer and Jones published a paper calling for increased behavioral intervention on exploratory motor behaviors (EMB) for infants with Down syndrome; however, to date, no research has been published exploring the efficacy of a behavioral intervention to increasing these critical skills. The purpose of this study was two-fold. First, we investigated the extent to which parents of infants with Down syndrome (ages 5-9 months) were able to use a behavioral intervention as a means for increasing and improving their infants EMBs following telehealth training (BST) and coaching. Second, we examined the efficacy of the parent-implemented play-based ABA method for improving EMBs for the infants. Follow up & generalization are described.

Individuals who have limited communication skills often use maladaptive behavior to communicate. In the past 40 years, we have used functional communication to teach individuals a replacement behavior to reduce the challenging behavior. Augmentative and Alternative Communication (AAC) Systems help individuals with limited communication skills use functional communication. One of these communication systems is Picture Exchange Communication System (PECS). A system designed for children with a diagnosis of autism, PECs has been empirically supported for use with this population. However, as the field of applied behavior analysis grows, PECS has been utilized with many other diagnostic populations. However, the research that involves other diagnostic populations outside of autism is limited. The purpose of the current systematic literature was to summarize PECs treatment outcomes for participants who carried a diagnosis outside of autism. The most common treatment outcome was the acquisition of PECS, which most of the participants acquired. Other treatment outcomes were maintenance, acquisition of other language or spontaneous vocalizations, generalization, preference for AAC systems, acquisition compared to other AAC systems, and effect on challenging behavior. However, many of the other treatment outcomes had limited participants to determine the overall effectiveness of these treatment outcomes on populations outside of autism.

The present study purpose to analyze the conditional relationships between an individual with autism spectrum disorder (ASD) and his mother in a situation of consumption and play. A mother-child dyad, the child diagnosed with ASD, participated in the study. A design with Exploratory Phase, Intervention Phase and a Follow-up Phase in play and consumption situation were used. The psychological phenomenon was analyzed, as a functional contact in the first two levels of the Taxonomy of functions: coupling and alteration. The modes of the observing-signal language were used as a means of conventional contact between the child, the mother, and the objects of the environment. A catalog and behavioral record were used to observe dyadic interactions in real time. The results indicate that in the follow-up phase the child's stereotyped behaviors decreased in frequency and duration; in addition, the child emitted behaviors that altered his own behavior, that of the mother and the objects of the environment. The results are discussed based on the concept of contingency, the psychological phenomenon as a relationship and the modes of language as the medium that enables interindividual interactions.

Recycling is a common environmentally sustainable behavior targeted by behavioral interventions in various settings. Previous research demonstrated increases in accurate recycling behaviors via manipulations of recycling bin and trash can quantity and placement in combination with different prompting strategies. Multiple studies have implemented recycling interventions in university buildings, office settings, and residential neighborhoods, but few have researched methods to increase this skill in individuals with disabilities. Specifically with this population, recycling represents a vocational training experience that could lead to employment opportunities for individuals with disabilities, including Autism. Research has shown that employment opportunities can provide benefits such as improved cognitive performance for adults with Autism, as well as increased access to advanced skill training. Yet there is a relative lack of research targeting accurate recycling among this population. This research aims to synthesize methods used in previous studies to increase both the frequency and accuracy of recycling within 4 classrooms in a self-contained school for special education. Baseline data show low frequency and accuracy of recycling behavior across all 4 classrooms. Participants include classroom staff and students.