Association for Behavior Analysis International

Cannabidiol (CBD) is one of the major centrally active phytocannabinoid components of cannabis, and has been approved by the FDA only for the treatment of two rare seizure disorders. However, CBD has been touted as a potential treatment for anxiety in place of more traditional pharmacological treatments like benzodiazepines. Although there is some evidence of anxiolytic effects of CBD, its suitability as a substitute for benzodiazepines is unknown. This experiment was designed to assess to what extent CBD shares interoceptive discriminative-stimulus properties with the anxiolytic chlordiazepoxide (CDP), a benzodiazepine. In the present experiment, a range of doses (0-333.3 mg/kg) of CBD were administered in rats trained to discriminate 5.6 mg/kg CDP from saline. Due to the long time-course effects of CBD, generalization tests were conducted at 90 and 120 min post-CBD administration. Results indicate that CBD likely does not substitute for CDP, as mean percent CDP-appropriate responding remained under 20% at most doses. Future areas of investigation, including lowering the CDP training dose, could provide additional clarity regarding the present results.

Air pollution (AP) is a growing threat to human health including its effect on neurological development and function. AP is a complex mixture of gases and particulate matter, including trace elements, which may differentially contribute to its neurodevelopmental toxicity. In our lab, brains of neonate mice exposed to concentrated ambient ultrafine particulate matter showed brain accumulation of iron (Fe) and sulfur (S). To determine the neurodevelopmental impact of Fe and S specifically, male and female neonate mice were exposed to air or an aerosol mixture of ultrafine Fe and sulfur dioxide (n=12). Inhalation exposures occurred from postnatal day (PND) 4-7 and 10-13 for 4 hr/day. Following training on a fixed-interval schedule in adulthood, mice were trained on successive differential-reinforcement-of-low-rates schedules (10 - 36 s) followed by a discrimination reversal task. Peak deviation analysis of DRL responding showed relatively inaccurate timing in all groups across DRLs and no differences in within-bout response IRTs or overall reinforcers earned. Similarly, across three discrimination reversals, overall errors decreased, but there were no group differences in error patterns or response latencies. Thus, Fe and S in combination at the current dose may not recapitulate the behavioral impairments associated with developmental AP exposure.

Relative to nondrug reinforcers, illicit drugs may be more uncertain in terms of their availability, quality, and in the time and effort required to obtain them. In drug vs. nondrug choice, we have shown that a variable-ratio (VR) schedule of cocaine delivery increased cocaine’s potency as a reinforcer compared with an equal on average fixed-ratio (FR) schedule of cocaine delivery. However, it is unknown whether an history of chronic exposure to uncertain drug cost results in subsequent changes in the reinforcing properties of cocaine. Adult rhesus monkeys chose between cocaine (0-0.1 mg/kg/injection) and food (2 pellets/delivery) under concurrent FR FR schedules to establish baseline drug vs. nondrug choice functions. Subjects were then exposed to 60 days of cocaine availability (0.1 mg/kg/injection) under an FR 200 (fixed history) or VR 200 (uncertain history) schedule of reinforcement, followed by redetermination of cocaine vs. food choice functions. Then, subjects first exposed to the FR schedule experienced the VR schedule, and vice versa, followed by a final determination of cocaine vs. food choice. Thus far, cocaine choice is reduced or unchanged following a fixed history with cocaine and is increased following an uncertain history with cocaine. If replicated with additional subjects, these results suggest that exposure to uncertain drug costs could enhance the reinforcing properties of the drug compared with exposure to fixed drug costs.

Experimental analyses of coordinated responding (i.e., cooperation) have been derived largely from a procedure described by Skinner (1962) involving pairs of subjects (dyads). In this procedure, an active schedule of reinforcement is coupled with a mutual-response requirement (Tan & Hackenberg, 2016) reinforcing one response from each subject emitted within a short interval. Although it has been suggested that mutual-reinforcement contingencies enhance rates of temporally coordinated responding (de Carvalho et al., 2018; Tan & Hackenberg, 2016), simultaneous changes in reinforcement schedules and the presence or absence of mutual-reinforcement contingencies across phases raise questions concerning this conclusion. The present experiments assessed the control of coordinated responding by mutual-reinforcement contingencies while holding the active schedules (Exp1: variable-interval 20s; Exp2: fixed-ratio 1) constant. In Experiment 1, higher percentages of coordinated response were observed under mutual than under independent-reinforcement conditions, indicating the effectiveness of the mutual reinforcement contingency. Conversely, in Experiment 2, no substantial differences were observed across phases due to the large variability observed during the independent-reinforcement phases. The present results thus confirm that mutual-reinforcement contingencies do induce higher rates of temporally coordinated responding than independent-reinforcement contingencies and invite further investigation regarding how the active schedule influences patterns and rates of coordinated responding.

Previous studies have reported that the behavioral dynamics of a rat exposed to group foraging situations is different to the one observed when rats are individually tested. In general, in group situations, subjects decrease their feeding time and increase the traveled distance. In the present study, we evaluated the effects of presenting two female Wistar rats to a dyadic and individual food-searching task under conditions of free and restricted access to the food containers. Subjects were exposed to the task in a 99 x 99 cm experimental chamber with nine food containers. Locomotion patterns, traveled distance and recurrence in different areas of the experimental chamber were registered. No differences were found between dyadic an individual session in terms of traveled distance although it was observed a slight decrease in the free access condition. Also, more variation in routes were found in the dyadic that in the individual test with an increase in recurrence in this last condition for one of the subjects. The results of the study are discussed in terms of the modulating function of conspecifics in individual behavioral patterns.

Several lines of research have shown that interoceptive cues such as those associated with deprivation/satiation states may come to function as discriminative stimuli when they reliably predict environmental events. This has been described as state-dependent learning. The purpose of this study was to determine if conditioned suppression can be discriminated on the basis of different motivational conditions. Eight mice responded for a sweetened condensed milk/water solution on a VI 30-s schedule, with half of the sessions following a 24-h period of food deprivation and half following a 24-h period of free access to food (0-h deprivation). During training sessions, a 1-min tone presentation was followed by shock under one MO condition for each group: 24-h deprivation for group 1 and 0-h deprivation for group 2. Conditioned suppression was observed for both groups, but reduced differentiation in suppression between the shock/no shock condition was observed for the group for which the 24-h deprivation MO condition predicted shock. These data suggest that conditioned suppression can come under the discriminative control of interoceptive food deprivation/satiation states, but also that the discriminative properties of the interoceptive states associated with these MOs interact with their motivational functions.

Attention deficit hyperactivity disorder (ADHD)is a neurodevelopmental condition characterized by hyperactivity, impulsive behavior and sustained attention deficit. Recent etiological theories implicate changes on reinforcement sensitivity as a core process in ADHD. Spontaneously Hyperactive Rat (SHR) is a lineage widely used as an animal model of ADHD. Research with SHR had find changes on reinforcement processes as changes on acquisition rate, on conditioned reinforcement function and resistance to extinction. Previous research, conducted in our laboratory, indicated differences on conditioned reinforcement, only after several sessions under extinction contingency. One of the problems on the interpretation of this result is that evaluation of conditioned reinforcement effectiveness was done under an acquisition procedure, that could be, also, impaired. To evaluate this ambiguity, an experiment comparing acquisition of an operant behavior by SHR, Wistar Kyoto and Wistar rats was proposed. In the experiment subjects (N=7, for each group) were submitted to an acquisition procedure for 30 sessions, in which lever presses were followed by a food pellet. Preliminary repeated measures ANOVA, considering only SHR and Wistar lineages, indicated an interaction between group and session factors [F(29,330)=1.598; p<0.05]. These results are interpreted as impaired acquisition by SHR when compared to Wistar, WKY must still be evaluated.

Including one meaningful stimulus in a class of abstract stimuli in matching-to-sample (MTS) procedures increases the probability of equivalence class responding. Some research has shown a positive effect, even including multiple meaningful stimuli in a class. Eye-tracking technology can investigate fixation duration and frequency to stimuli in the MTS procedure. In the present experiment employing simultaneous MTS procedures, participants are presented with the sample stimuli when responding to comparison stimuli and can gaze back at the sample stimulus multiple times before responding. This poster seeks to investigate how the inclusion of one, many, or none meaningful stimuli with abstract stimuli would affect participants’ eye-movements regarding whether they fixate from comparison to sample stimuli. Three groups were taught 12 conditional discriminations, learning three 5-member classes, in a one-to-many training structure. Twenty-three adults participated in the experiment. Results show that the groups trained on meaningful stimuli in each class had a considerably lower percentage of trials where gaze went back to sample compared with the two other groups, which had similar results. This difference was not apparent in training. There were no differences between BSL and SYM trials for the group with few meaningful stimuli, but a slight increase in EQ trials.

Prior studies have demonstrated associations between maladaptive behavior (e.g., excessive drinking and gambling) and delay discounting. However, many studies related to delay discounting rely on indirect measures of behavior. In the present study, a direct measure of screen time usage was compared to results of a delay discounting. Preliminary results suggest Individuals who spend excessive amounts of time mobile devices may be more likely to discount future rewards than their peers.

Learning entails an adaptation to prevailing response requirements. Brief stimuli are often arranged to accompany criterion responses and may facilitate the emergence of novel behavior to meet new contingencies. When rats and humans respond under conditions of varying force requirements, response topographies contain a mixture of responses that meet the new criterion as well as a number of “subcriterion” responses that fail to meet the criterion. The present study asked if additional exteroceptive feedback would (1) hasten the emergence of criterion behavior and (2) reduce the amount of subcriterion responding. A two-component schedule was arranged. In one component, rats learned a two-response sequence under conditions of increasing force requirements. Each response that met the requirement was accompanied by a brief feedback tone. The second component arranged the same force criteria, but no feedback accompanied responding. Increasing the force requirement produced a rapid adjustment of force and induced a population of subcriterion responses, but in no case did the arranged feedback facilitate performance or reduce subcriterion behavior. In this case, arranging feedback did not assist learning. It may be possible that the brief tone was not a conditioned reinforcer or that the animal’s own proprioceptive feedback was a much more potent signal that overshadowed the exteroceptive stimuli.

Of all students with disabilities, individuals with autism and intellectual disabilities (ID) have the fewest post-school educational prospects. High school students with autism and ID often have the difficult experience of watching their general education peers and siblings go on to further their education while they are left behind. Typical opportunities for these individuals, particularly those past the age of 18, have been restricted to isolated public-school classrooms (until they reach 22) or community-based day habilitation centers. Lately in the area of special education there is an appeal for the advancement and growth of higher education opportunities for students with autism and ID. In response, school systems and institutions of higher education have started partnering to offer transition services through dual enrollment to individuals ages 18 through 21 with autism and ID. This poster offers a synopsis of effective models of higher education dual enrollment for students with autism and intellectual disabilities applied at one public university. These include a college inclusion model using mentoring during the day and in the residence halls in the evenings where students with autism and ID are fully assimilated into all aspects of the college experience. Relevant supporting research will be discussed and an exploration of the implications and approaches for creation and implementation of partnership programs will be put forward.

Consistent challenging behaviors of young children are known to have significant impact on the child’s optimal development, such as social-emotional development or communication skills (Dunlap et al., 2006). Parents of children who exhibit challenging behaviors report that these behaviors have negative effects on family’s stress, social isolation, and well-being (Meadan et al., 2010). Furthermore, many parents who live in low-resource settings outside the United States report exacerbated hardships due to limited access to resources, such as Korea. To strengthen capacity of parents in Korea, who have limited access to resources, we developed and examined the effectiveness of a series of online parent training modules on behavioral principles using a randomized controlled trial with waitlist control group (N = 88). We found significant interaction effects of Group X Time for (a) parental knowledge of behavioral principles, (b) positive parenting practices, and (c) parental stress, with no preexisting differences between the two groups. Qualitative social validity data indicated that parents were highly satisfied with the goals, procedures, and outcomes, and that the modules affected their parenting styles, increased knowledge leading to better child outcomes, and recommendations for future research.

Children with intellectual and developmental disabilities frequently engage in escape-maintained problem behavior, which can limit their access to academic instruction and lead to placement in more restrictive educational settings. While there are function-based interventions to treat escape-maintained problem behavior, these interventions have primarily been evaluated in clinic settings using procedures, such as extinction, that are not feasible for teachers to implement in classrooms. The goal of this study was to evaluate a multi-component intervention without extinction to treat escape-maintained problem behavior for two children with developmental delays (one child also had autism). Functional analyses indicated each participant’s problem behavior was maintained by multiple sources of reinforcement, including escape. Functional communication training + concurrent schedules reduced problem behavior for one of two participants and increased functional communicative responses for both participants. Chained schedules were implemented with one participant; results showed work completion and some types of functional communicative responses came under stimulus control, but rates of problem behavior showed an increasing trend. Results suggest continued evaluation of chained and concurrent schedules following functional communication training is warranted. Implications for future research are discussed.

Self-monitoring, by encompassing the methodical observation of one’s own behavior, is a process which can be used by teachers to improve their performance in the classroom. In this systematic review, we identified 22 articles of published research that included teachers as participants implementing self-monitoring procedures in a school setting from 1990 through 2020. These studies were analyzed with a focus on participants, dependent and independent variables, type of self-monitoring used, and outcomes. In addition, the studies were analyzed using the Council for Exceptional Children’s Quality Indicators for study quality. Results yielded 21 of 22 studies having indicated positive results, though some included self-monitoring as part of an intervention package. However, only eight of the 22 studies met all of the quality indicators.

The demand for effective and efficient instruction in education is clear; research at the experimental level is needed in order to extend a behavior analytic understanding of the process of learning. The purpose of the current study was to extend the understanding of learning by manipulating the presentation of stimuli presented in an array. Two presentation types were examined: An Additive Presentation (starting with one stimulus and progressively adding stimuli) and a Complete Presentation (presenting all stimuli). The targeted response was assessed using measures of fluency including performance standards, application, and endurance. Data show that an Additive Presentation of stimuli is correlated with more time to meet criteria (defined by fluency aims) than is a Complete Presentation of stimuli when the stimulus set is comprised of five stimuli. When the stimulus set size is comprised of seven stimuli, data show that the order of presentation is the more relevant factor.

Discrete-trial instruction (DTI) involves training response(s) under the discriminative control of multiple stimuli. A desired outcome of DTI is often that responses generalize to novel examples and not to novel nonexamples (i.e., concept formation). Multiple factors influence acquisition and generalization, though factors that influence acquisition may not have the same effect on generalization and vice-versa. Previous experiments demonstrated that the number of distinct stimuli included in training (i.e., set size) is one factor that affects acquisition during DTI, but did not evaluate whether the response taught generalized to novel stimuli. The present experiment measure acquisition and generalization with college students across two conditions: 1) gradually increasing the number of stimuli and 2) including all stimuli from the start of training. The findings suggest that the number of distinct stimuli required for acquisition and generalization varied across participants. Generally, response accuracy during training was not an indicator of response accuracy in the generalization probes nor did response accuracy during generalization probes indicate training mastery. However, response accuracy was more highly correlated with generalization when all stimuli were included from the start of training. The relation between generalization and accuracy-based mastery and considerations regarding mastery criteria for DTI when generalization is a desired outcome are discussed.

Escalating reinforcement schedules with reset contingencies maintain drug abstinence. Escalating reinforcement schedules can also sustain quiz submission in college students. This study investigated if the reset contingency is necessary for the submission of optional weekly quizzes. Undergraduate students were divided into three groups—fixed reinforcement schedule (Fixed Group), escalating reinforcement schedule without a reset contingency (No-Reset Group), and escalating reinforcement schedule with a reset contingency (Reset Group). The baseline measured how many participants submitted quizzes 1 and 2. Next, participants could earn 50 bonus points for submitting quizzes 3 through 12. Participants in the Fixed Group earned 5 bonus points for each quiz submission. Participants in the No-Reset and Reset Groups earned 3, 3, 4, 4, 5, 5, 6, 6, 7, and 7 bonus points for submitting respectively quizzes 3 through 12. If participants in the Reset Group missed one quiz, the bonus points reset at 3. Results showed fewer participants in the Fixed Group who submitted quizzes 3-12 while participants in the No-Reset Group submitted more quizzes throughout the study. Participants in the No-Reset Group also sustained more consecutive quiz submissions. These results suggest that the reset contingency is not necessary to maintain quiz submission in college students.

Mand training is an evidence-based strategy that involves altering the motivating operations (MOs) in a student’s environment and is commonly used to increase requests made among students with and without developmental disabilities (Jennett et al., 2008). There is evidence that behavior analysts serving as consultants can use Behavioral Skills Training (BST) to effectively train teachers and other classroom professionals to implement interventions with high fidelity, including mand training (Hsieh et al., 2011; Homlitas et al., 2014; Nigro-Bruzzi & Sturmey, 2010; Suberman & Cividini-Motta, 2020). The current project adds to previous literature on the utility of BST to train teachers and classroom staff to implement mand training in an early childhood special education (ECSE) setting. Using instructions, modeling, feedback, and in-vivo practice, staff were trained to contrive and capitalize on naturally occurring opportunities to teach requesting to ECSE students with varying verbal repertoires. Once classroom staff met mastery criterion for each skill with a confederate, they were observed with students in the classroom, and generalization of skills were measured. Results of the project will be shared and discussed in relation to past findings in the literature and future applications for the field.

This study expanded on the current research on using self-monitoring checklists to teach staff how to implement discrete trial training (DTT) effectively. DTT is a structured methodology for teaching new skills. Previous research has demonstrated that self-monitoring can be effective for teaching DTT methods to staff. If staff are inefficiently trained, delivery of the DTT procedures can negatively effect the child’s academic progress (Belfiore et al., 2008). To teach children independence in skills, it is important that the staff working with these students are well trained. Educators may not implement such evidence-based interventions for children with ASD with appropriate procedural integrity over a length of time (Collier-Meek, Sanetti, & Fallon, 2017). Research consistently shows us that many educators struggle to implement interventions as and as a result, these low levels of implementation generally result in poorer student outcomes (Collier-Meek et al., 2017). Therefore, the purpose of this study was to investigate the effects of self-monitoring on treatment integrity with staff implementing a discrete trial training program, as well as child skill acquisition, and maintenance of procedures. It was hypothesized that self-monitoring will help staff to develop skills required for implementing effective DTT methods, and also allow for staff to maintain the DTT skills. Results showed that all staff improved their performance once intervention had begun, and were able to maintain their high performance scores.

In behavior analysis, public goods games have been used to experimentally analyze cooperative behavior. Despite a growing number of studies using this and similar preparations, research is yet to evaluate how participants contribute other resources besides money. Furthermore, while research in values-based interventions have shown a contingent increase in prosocial behavior among participants, no study has yet examined this effect in an experimental preparation. The aim of the present study was twofold: (1) Assess how participants would allocate time—specifically towards pollution reducing activities—compared to money and (2) evaluate the effects of a values-based intervention on cooperation. During the public goods rounds, participants were instructed to allocate their given money or minutes to a collective fund in the standard task or for pollution reducing activities in the modified task. Values-based interventions asked the participant to evaluate and develop goals aligned with certain values concerning general social or environmental factors. Thus far, results have demonstrated more inconsistency in contributions prior to intervention and stability in responding post-intervention across both values-based tasks and the control task. This calls into question whether a values-based intervention can effectively alter cooperative behavior in an experimental task. More investigations, however, are warranted to isolate the necessary and sufficient variables for cooperation.

Applied behavior analysis (ABA) practitioners report high levels of burnout, exhibited as exhaustion and disengagement. Turnover, a stressful and costly experience for individual practitioners and the human service organizations that employ them, is a potential consequence of burnout. Work-life balance and work engagement are associated with lower burnout and lower intention to quit. Research concerning behavioral predictors of work-life balance, work engagement, and burnout—all of which are associated with turnover intentions—among ABA service providers is scant. Therefore, the purpose of the current study was to explore whether and how the use of self-care strategies and job crafting practices influence perceived levels of work-life balance, work engagement, and burnout among ABA practitioners who work in human service settings. In a sample of 826 ABA practitioners, 72% reported medium to high levels of burnout. Hierarchical regression analyses revealed that the use of both self-care strategies and job crafting practices strongly predicted work-life balance, work engagement, and burnout above and beyond sociodemographic variables (gender and years of experience). Findings can inform the development of effective organizational/systems- and individual-level self-care and job crafting interventions that support sustainable individual, organizational, and client-related outcomes. We contend that self-care and job crafting interventions support a culture of wellbeing in graduate programs, training/supervision curricula, and mentor/mentee relationships.

Currently, there is minimal research to engage members of the community to be involved in data collection. Traditional research standards encourage investigation of questions in which all variables can be controlled or influenced by investigators. By not conforming to these research values, broader contextual variables and new research questions can be studied at a community level (Fawcett, 1991). This study is a community-level initiative to engage members of three local neighborhoods to be involved in data collection on neighborhood box turtle sightings to aid local wildlife biologists in gaining information on species prevalence and conservation. We plan to examine the effectiveness of brochures, magnets, and social media platforms by systematically staggering these interventions across neighborhoods utilizing a multi-baseline design. Baseline data show an increase in data collection in one neighborhood without the introduction of a formal intervention and steady levels of data collection in the other neighborhoods. The first phase, a brochure delivered to all addresses in the first neighborhood, will be initiated this spring (March/April). Sustained data collection by community members will aid in a larger demographic data collection initiative on the local box turtle population.

The military lifestyle is a difficult, unique, and selfless lifestyle, yet poses many difficulties. One of these difficulties is the many ethical dilemmas to Applied Behavior Analysis practitioners. Within the military life, military and their families are to move every few years. Military lifestyle sends practitioners to remote areas with very few people on and surrounding the military base area. In some case the Applied Behavior Analysis practitioner is the only practitioner within miles, while in other cases they may be overseas with limited supports. Military may send practitioners to areas that have limited resources and cannot support adequate supervision. Remote supervision has been a huge help for many practitioners that are impacted by the military lifestyle and those that live in rural locations. Often times, the military will also send practitioners to areas that are very sparsely populated, with no other practitioner to provide Applied Behavior Analysis services from. There are many ethical dilemmas that can cause concern to Applied Behavior Analysis practitioners such as multiple relationships, exploitative relationships, working with limited resources, limited intervention staff, navigating cultural differences, and becoming burnt out. Further research is needed on the ethical dilemmas and limited supports of Military impacted Applied Behavior Analysis practitioners.

Government mandated access to ABA healthcare has resulted in the proliferation of ABA service providers. While these service providers readily use the principles of behavior analysis to engineer clinical outcomes, less emphasis is given when designing contingencies for their employees. This presentation discusses the use of an organization-wide performance management system engineered to increase the productivity of Behavioral Analysts at an ABA healthcare. Critical components of the Behavior Analysts’ job were identified and broken down into measurable units. The organization’s historical performance served as a baseline measure. Graphic feedback and recognition for top performers were provided on a weekly basis, resulting in a 170% increase over baseline.

Behavioral skills training (BST) is an effective method for training a number of socially significant behaviors within the field of behavior analysis. BST is often used to train staff working with individuals with intellectual or developmental disabilities, but has been used to train a wide variety of behaviors (skills related to sexual health, parenting, sports and musical performances, problem solving, and career advancement). We conducted a systematic review of BST literature outside of service delivery settings using the methods suggested by Moher et al. (2010) for systematic reviews and meta-analyses. We collected data on the characteristics of the participants as well as the types of skills targeted for training, the training components used, and the methods by which the training components were implemented, including relevant technology. We made quantitative and qualitative summaries of the articles reviewed, and provided commentary on the role and efficacy of BST when training skills with increased complexity.

Attention deficit hyperactive disorder (ADHD) is a neurodevelopmental disorder which has been reported to affect 6-9% of children (Wilens et al., 2011) and is one of the most common cognitive and behavioural disorders seen in school aged children (Larson, Russ, Kahn, & Halfon, 2011). Many interventions have been identified to attempt to decrease challenges within children diagnosed with ADHD. Sensory based interventions (SBI) such as brushing, and linear swinging, are presumed to promote self-regulation (Case-Smith, Weaver, & Fristad, 2015). SBI is commonly implemented, however research is limited. The aim of this study was to determine if SBI and/or a combination of SBI and differential reinforcement of alternative behaviours (DRA) and reinforcement of on-task behaviours would decrease challenging behaviours. A quasi-experimental ABAC research design was used to investigate if SBI or a combination of SBI and DRA plus reinforcement of on task behaviours were effective at reducing behaviours in four children diagnosed with ADHD. Results indicated a decrease in escape related behaviours in three of the participants during the SBI phase and a further decrease in behaviours during the combined approaches of all four participants. This study adds to literature supporting the field of applied behaviour analysis and inter-professional collaboration, and provides conservative support the use of SBI in isolation.

Avoidant and Restrictive Food Intake Disorder (ARFID) is described as a diagnostic category for individuals with feeding difficulties that cannot sustain adequate nutritional status and does not manifest from a distorted body image (Diagnostic and Statistical Manual of Mental Disorders-5th Edition, 2013). Individuals with this presentation may require intensive medical and behavioral therapy to increase oral consumption and address comorbidities that have developed from events preceding this diagnosis (e.g., illness, choking). There is a burgeoning amount of empirical data that focuses on this population and describes treatment approaches and their respective outcomes. We completed a chart review of all inpatient admissions from an interdisciplinary pediatric feedings disorders program from 2015-2019 and identified 16 patients that met inclusion criteria. The results of the review showed that 88% of patients experienced an acute event that preceded feeding difficulties, all patients met at least 80% of their admission treatment goals, and 92% of patients that completed their admission consumed 100% of their nutritional needs orally.

The Function of Behavior MEDICAL Screening Tool (FOB-MED) was developed to streamline an indirect functional behavior assessment administered by non-behavior analysts in a medical setting. A direct functional analysis can take approximately 2 hours for behavior analysts to conduct (Roane, Ringdahl, & Falcomata, 2015). In contrast, the FOB-MED consists of eight basic questions that produce hypotheses regarding function of problem behavior (i.e., escape, automatic, tangible, attention) in approximately 15 minutes. For 100 children enrolled in the current study, a FOB-MED was administered to a parent by a psychiatric social worker at the same time a functional analysis of problem behavior was conducted with the parent’s child by a behavior analyst such that the predictive validity of the FOB-MED to the functional analysis could be evaluated. The results for these 100 children were compared and analyzed using Signal Detection Theory (SDT) (Peterson, Birdsall & Fox, 1954). Preliminary results showed that the escape function was most accurately identified by the FOB-MED and the automatic function was most often identified as a “false alarm.” A discussion of validity for indirect methods to identify hypothesized function of challenging behavior with medical professionals is included in the poster presentation.

In recent years, applied behavior analysis (ABA) has grown to encompass more than the treatment of individuals with autism spectrum disorder. Substance addiction has been the focus for researchers and practitioners in ABA given the opioid crisis in the last several years (Karim & Chaudhri, 2012). The field has made strides in research and practice to address behaviors exhibited by individuals struggling with addiction though lacks consensus of universal operational definitions of these behaviors. There has also been disagreement on inclusion criteria for addictions within the DSM-V which contributes to funding issues for treatment (Kardefelt-Winther, Heeren, Schimmenti, van Rooij, Maurage, Carras & Billieux, 2017). This poster seeks to operationally define the target behaviors of addiction, inclusion criteria of DSM-V, and how present ABA can extend research on effective treatment methodologies outside of contingency management.

COVID-19 worsened mental healthcare in Mexico; approximately, 2 out of 10 people received healthcare. In response to this health emergency, the authors investigated whether acute stress could be reduced by training people in functional behavioral assessment (FBA). A sample of 120 wirh acute stress were trained in FBA with a telecourse. In this course, participants learned skills to help them cope with possible contingencies that increase stress. A repeated-measures ANOVA was conducted; it was found that people who were trained in FBA showed lower levels of stress than controls. This finding suggests that a timely detection of contingencies provides tools that improve mental health.

Adults from diverse communities who were placed in residential behavioral modification programs during their adolescence (n=248) were interviewed about their experiences and the impact of those inventions on their functioning. Information was also obtained on the use of restraint, stress positioning (such as requiring the student to stand “at attention” facing a wall), seclusion, and painful stimuli (such as forced exercising, electric shock, and corporal punishment). The use of stress positioning was a widely reported technique experienced by respondents regardless of type of placement, funder of their services, or ownership of the facility with 89.8% of respondents (n=219) reporting use of this technique on themselves or others. The type of stress positioning, the length and conditions of seclusion, and the use of pain varied by facility type, program ownership, reason for placement in the facility, and treatment funder. Respondents who had been placed in for-profit facilities and were funded through a private pay arrangement were most likely to report use of stress positioning, use of painful stimuli to effect change, physical injury due to the treatment, and long-term medical problems or complications related to the intervention. In addition to survey findings, ethical consideration and policy implications are also discussed.

Probability discounting conceptualizes how outcomes lose value as they become less likely to occur. This study used probability discounting as a translational paradigm to understand how people make decisions about seeking out health resources. We used probability discounting to measure decision making in college students related to monetary outcomes, texting while driving, obtaining a flu shot, and visiting a primary care physician when feeling ill. For each respective discounting scenario, we manipulated the likelihood of receiving a sum of money, the likelihood of a car crash, the likelihood of a flu shot being effective, and hypothetical health symptoms (e.g., sore throat, cough). varied systematically in each scenario in order to find what level of danger or effectiveness would make participants be more willing to make positive health decisions. Discounting health symptoms was correlated with discounting of obtaining a flu shot. We will discuss the fits of various discounting models to the datas.

Traumatic brain injury, resulting from concussion, is a growing concern in youth, collegiate, and professional sports. The CDC estimates that between 1.6 and 3.8 million recognized concussions are reported in the United States each year (Kroshus et al., 2015). Unfortunately, concussion-related incidents are significantly underreported by athletes. This is concerning since most concussion symptoms are experienced only as private events of the athlete (Corman et al., 2019). Untimely identification of concussion symptoms increases the potential for serious long term brain injury. A literature review of concussion reporting reveals a large body of research on the issue of underreporting; however, theories are largely rooted within social psychology and education (knowledge, attitude, beliefs, expectations, etc.). Although behavior analytic work has been published on concussion prevention (Quintero et al., 2020; Tai & Miltenberger, 2017), no behavior analytic research has been found with concussion reporting as a target. In the current work, the authors present a brief literature review of concussion reporting. The social-educational theories are then translated into underlying behavior analytic principles (i.e., reinforcement of reporting, punishment of nonreporting, motivation for/against reporting, etc.). The authors conclude with practical strategies for how concussion reporting in athletes can be increased through behavior analytic intervention.

The music schools in Mexico are characterized by training high-level musicians. However, nowadays a high rate of injuries is registered during the training and professional exercise of music. Specialized literature attributes this phenomenon to a lack of preventive behaviors within the school context of the musician. The objective of the present investigation was to modify harmful study practices in guitarists. Six undergraduate guitarists from two educational institutions participated. Participants were selected from a population of 18 students by assessing their study habits. An AB design was used. In the baseline, the behaviors considered as risk factors were recorded during their practice sessions, in the intervention stage preventive behaviors (warm-up, breaks, stretches, explicit goal tracking, etc.) were instigate through social contingencies. The results show a reduction in the symptoms reported by the participants, as well as an increase in preventive behaviors.

Renewal assessments typically arrange reinforcement for target behavior in one context (Context A), extinction in a second context (Context B), and a renewal test by returning to Context A with extinction still enforced. During outpatient behavioral treatment, however, Context A (e.g., home) associated with reinforcement for challenging behavior and Context B (e.g., clinic) associated with extinction alternate. We developed a “nonsequential” renewal assessment wherein Contexts A and B, associated with reinforcement and extinction for target behavior respectively, alternate during treatment to more closely approximate outpatient treatments. Here, we extended this procedure to an individual who engaged in posturing maintained by escape from demands. Contexts A and B were signaled by different treatment rooms and therapists. During baseline in Context A, posturing produced escape. Next, we arranged sessions of functional communication training (FCT) in Context B that alternated with sessions of reinforcement for posturing in Context A. We assessed renewal of posturing by re-presenting Context A with FCT in place. We subsequently exposed the participant to a standard renewal assessment. As in our previous research with college students and rats, our nonsequential approach resulted in more renewal than the standard laboratory approach. Implications of these findings for practice will be discussed.

Discrete Trial Teaching (DTT) is an evidence-based intervention for various students with disabilities. Traditional DTT is implemented in a one-to-one instructional format. However, one-to-one pull-out instruction is not fully feasible in Taiwan. Nearly all special education instruction is implemented in group, especially for self-contained special education classes in Taiwan. Therefore, the purpose of this study was to explore whether DTT embedded in group instruction is as effective as one-to-one DTT (1:1 DTT). Two students with severe disabilities (autism and intellectual disabilities) were participated in the study. An alternating treatment design was implemented to compare the two instructional formats. Adam was working on categorization in 1:1 DTT, and matching in embedded group DTT. James was working on two objectives. One was categorization and matching; another one was looking at pictures in 1:1 DTT, and looking at teacher in embedded group DTT. Results indicated that 1:1 DTT was more effective than embedded group DTT for both students. Adam met instructional objectives in both conditions, but mastered faster and more effectively in 1:1 DTT. James mastered both objectives in 1:1 DTT, but failed in embedded group DTT. However, the teacher reported that James eye contact was improved from 1 second to 2.5 seconds duration, although in a slow rate. Social validity data showed the classroom teachers preferred embedded group DTT than 1:1 DTT.

Impairments in social cognition is a key symptom of ASD and Down’s Syndrome. Individuals with these developmental disabilities have a dif?culty understanding the beliefs and desires of other people. In recent years, literature has begun to examine the link between impairments in social cognition and abilities that demand spatial and social skills, such as visual perspective taking (VPT). Flavell (1977) de?ned two levels of perspective-taking: VPT level 1 is the ability to understand that other people have a different line of sight to oneself, whereas VPT level 2 is the understanding that two people viewing the same item from various points in space see different views. Additionally, some theorists believe that Theory of Mind and VPT share standard cognitive processes (Hamilton et al., 2009). Both skills involve the simultaneous representation of two differing points of view (Aichhorn et al., 2006). We aim to compare the social-cognitive processes in individuals with ASD and Down’s Syndrome based on a thorough literature review of research conducted in the last decade. As VPT is a sociocognitive ability that impacts social interaction, the study will lay a theoretical framework for clinical interventions to meet underlying perspective-taking deficits causing social skill impairments.

Basic research has shown that session-end criteria can influence break points obtained for pigeons responding on progressive-ratio schedules. Although applied researchers have used progressive ratio schedules to assess reinforcing efficacy of stimuli in clinical populations, there remains a dearth of evidence on optimal parameters (i.e., step-size, session-end criteria) of progressive ratio schedules in this context. The purpose of this study was to evaluate the extent to which session-end criteria impact breakpoints and problem behavior of 5 children diagnosed with a developmental disorder responding on progressive ratio schedules. We retroactively examined data obtained in Leon et al. (2020) and applied the following session-end criteria to second-by-second data streams: 1-min, 2-min, and 3-min of no target response. Breakpoints were nearly identical in the 2- and 3-min criteria sessions for all 5 participants; whereas, breakpoints were slightly lower in 33- 50% of sessions in the 1-min criteria phase. Additionally, for 2 of 3 participants that emitted problem behavior during the study, more problem behavior was observed in the longer session end criteria sessions (i.e., more problem behavior in 3-min relative to 2-min and more problem behavior in 2-min relative to 1-min).

People with intellectual and developmental disabilities (IDD) and autism spectrum disorders (ASD) often have difficulty in tolerating new or infrequently contacted stimuli (e.g., Fisher et al., 2019; Woodcock & Humphreys, 2009). Limited tolerance for health-related behavior, such as nail cutting, haircuts, and dental cleanings can cause distress for these individuals and their families (e.g., Cavalri et al., 2013). During the Covid 19 pandemic, face masks are a new stimulus that may cause distress for many people, especially those who may not understand the need for a mask. The inability to tolerate face masks could limit safe access to public locations for people with IDD and ASD. Therefore, we evaluated preference for different types of face masks with three adults with intellectual and developmental disabilities and limited verbal communication skills. Using a multielement design, we assessed the duration each participant wore five different face masks. Our data indicate that, for two of three participants, a single stimulus assessment using a multi-element design is an effective way to assess preference for different types of face masks. This assessment was also helpful in determining appropriate, individualized treatment steps for increasing cooperation with wearing a face mask.

Money management skill is essential to student with developmental disabilities that assist them to successfully transition to local community environment. This paper analyzes 20 published articles that report the results from research conducted on money management skill training for students with developmental disabilities that were published between 1997 and 2020. No studies that met inclusion criteria investigated or attempt to improve budgeting or financial planning skills. From this research synthesis, guidelines are offered for research and practice. Future research should consider the importance of meta skill in money management.

Functional analyses are conducted to understand problem behavior and inform function-based treatments. The performance-based, interview-informed synthesized contingency analysis (IISCA) is a brief model that has recently been developed with the intent of improving practicality and acceptance of functional analysis procedures among clinicians. However, the efficacy of the performance-based IISCA for identifying environmental contributors to problem behavior has yet to be fully evaluated. We compared the relative efficacy of the performance-based IISCA with the full IISCA in a single-subject design with two participants who exhibited problem behavior. We began by conducting open-ended interviews with the caregivers to identify the unique contingency to be incorporated in the functional analysis process. The performance-based IISCA involved a single session in which the putative reinforcers were presented following problem behavior and removed following 30-s of calm behavior. A socially mediated function was implicated after five instances of problem behavior was observed each time a reinforcer was removed. The two participants then experienced the full IISCA that included a single test condition compared to a matched control with five, 3-min sessions conducted total. The results of both analyses corresponded and informed a subsequent function-based treatment that eliminated problem behavior and strengthened communicative responses.

Stimulus preference assessments (SPA) are routinely used by behavior analysts to identify stimuli that are likely to function as reinforcers (Graff & Karsten, 2012). Although SPAs are routine, decision-making criteria on which SPA procedure is most effective within a specific context is limited. Lill and colleagues (in press) proposed an a priori decision-making tree, Stimulus Preference Assessment Decision-Making System (SPADS), to aid practitioners in selecting an appropriate SPA based on a summary of published, peer-reviewed research up to 2018. Decisions are derived from peer-reviewed research that includes stimulus dimensions, client characteristics, and outcome. We surveyed 24 BCBAs about their use of SPAs, how they select items to include, and which SPA they would select for specific scenarios based on the SPADS. Results showed that practitioners use SPA on a routine basis with clients. BCBAs most frequently reported using observations and structured interviews to determine which stimuli to include. Overall, respondents reported most confidence with use of Paired Choice and Multiple Stimulus without Replacement. Selection of the most appropriate and efficient SPA for each scenario did not consistently align with recommendations based on the SPADS. The data indicate that it is important to identify ways to encourage practitioners to make evidence-based decisions. Reference Graff, R. B., & Karsten, A. M. (2012). Assessing preferences of individuals with developmental disabilities: a survey of current practices. Behavior Analysis in Practice, 5, 37–48. https://doi.org/10.1007/BF03391822 Lill, J. D., Shriver, M. D., & Allen, K. D (in press). SPADS: Stimulus Preference Assessment Decision-Making System: A practical decision-making model for practitioners. Behavior Analysis in Practice.

Since the beginning of the Corona Virus pandemic, access to behavioral healthcare services has become significantly different following the closure of most clinical facilities. Telehealth technologies have become an increasingly common strategy in accessing behavioral interventions services among families of children with disabilities. This study presents a review of interventions research on telehealth training in applied behavioral interventions. Twenty-eight studies meeting inclusion criteria were reviewed to assess the types of techniques taught, including behavioral assessments and interventions, procedures for administering the trainings, effects of the intervention on behavioral outcomes, and their social validity. Preliminary findings showed that many interventions were trained, including ABC data recording, functional analyses, functional communication training, activity schedules, picture exchange communication, and many others. Improvements in behaviors were observed for both caregivers and clients. Social validity assessments showed that telehealth training were cost efficient, convenient, and easy to access. Implications of the review for policy and future research are provided.

One-on-one training based on ABA has been shown to be effective in cognitive rehabilitation in children with intellectual disabilities (ID). However, its high costs, extensive training hours as well as shortage of professionals limit the expansion of the one-on-one training method. Recently, various computerized training programs such as Cogmed, Cognifit, and Rehacom have been developed, yet their usage are limited for children with ID in terms of task difficulty and scope of training. In this study, an app-based cognitive rehabilitation training program combined with token economy, YESS, was developed and its effectiveness was evaluated. In study 1, 48 children with ID were assigned to either YESS or control group. YESS group completed 6 games per day while the control group did not receive any training for 5 months. Participants’ executive functions (EF) and their parents’ parental stress were assessed before and after the training. Results showed that YESS is effective for enhancing EF (cognitive flexibility and planning) of children with ID and decreasing parental stress. The issues found in the process of study 1, such as difficulty problems and monotonous design, were modified, and the effectiveness of the updated program is being reevaluated in study 2.

Many listener training programs target the development of appropriate nonverbal responses to the verbal behavior emitted by the speaker. This type of training is commonly used in the early intensive behavior intervention programs (EIBIs) provided for individuals with developmental disabilities, including autism spectrum disorder (ASD). Instructional procedures play a critical role in the acquisition of listener responses. Practitioners frequently face difficulties in teaching arbitrary auditory-visual conditional discriminations with individuals with limited experience with such tasks. Therefore, this study was to investigate the effects of the stimulus pairing observation (SPOP) procedure in conjunction with match-to-sample (MTS) training to establish untrained listener responses in three children with ASD and limited vocal repertoire. The participants were 4 and 5 years old, and the study used a multiple probe across participants design. Each participant was received MTS and SPOP training until the acquisition criterion was reached. Then, post-test probes were conducted across five stimuli set for each participant after exposure to MTS and SPOP. The results indicate that the intervention is effective in the emergence of untrained listener responses. Also, the participants were able to maintain their untrained listener responses.

Parents influence all aspects of their children’s development. Parent training may help in mental health service provision and increase the chances of treatment generalization to new people and settings. Parent training usually teaches positive parent practices, such as attending, describing, and praising behaviors considered adequate. Behavior skills training (BST) is one format that can be effective for parent training. This study aimed at analyzing which procedures have been used to train parents and their effectiveness. Additionally, it looked at the frequency with which BST and its components have been used in parent training. A systematic review was conducted in 3 phases. At the end of these phases, 28 articles remained. Regarding procedure effects, in 24 out of the selected 28 articles we found an effect of the independent variable on parent behavior. On procedures used for parent training: only 4 studies used the term “behavior skills training” to describe procedures. Instructions, modeling, role play, and feedback were the main procedures implemented in the 28 selected studies. Frequent systematic and narrative reviews are recommended to systematize the literature to those professionals and researchers that might need synthetic, updated, and organized information to make decisions.

When problem behavior is maintained by multiple reinforcers or a combination of reinforcers, functional communication training (FCT; Carr & Durrand, 1991) may begin with an omnibus mand (Hanley et al., 2014; Ghaemmaghami et al., 2018). However, specific and complex communicative responses may a desirable outcome of treatment (Tiger et al., 2008). The present study replicated the methods described by Ward et al. (2020) to differentiate an omnibus mand (“my way please”) into specific mands (“Break, please”, “I want iPad”). First, an interview informed synthesized contingency analysis (IISCA; Hanley et al., 2014) was conducted and suggested that the problem behavior of a young child to be sensitive to escape from demands to access tangibles, edibles, and attention. An omnibus mand was taught to replace problem behavior and then the omnibus mand was differentiated into specific mands using the systematic shaping process described by Ghaemmaghami et al., (2018) to increase the complexity of functional communication. Problem behavior remained low while specific FCRs were acquired. Terminal probes suggested that the systematic shaping process was necessary to teach complex communicative responses while maintaining low rates of problem behavior. A social validity questionnaire indicated that classroom teachers were satisfied with the outcomes.

Reviews of the literature indicate that interventions based in applied behavior analysis (ABA) are highly effective approaches to treat the symptoms of autism spectrum disorder (ASD), although under-utilization of services remains a significant problem. Potential barriers to utilizing services for families include an insufficient number of trained providers, distance to access services, and the time commitment required for comprehensive services. There is thus a need to provide evidence-based services without these barriers. Parent training, such as the Research Unit on Behavioral Interventions (RUBI) Autism Network’s parent training program, has proven efficacious in empowering caregivers and improving the behavior of children with ASD (Scahill et al., 2016), but is typically provided in clinical settings. A telehealth version of RUBI could potentially eliminate impediments to utilization of ABA services. Therefore, the purpose of the current study is to evaluate the feasibility of adapting RUBI parent training to be delivered to caregivers via telehealth, directly in their homes. We will report the current results of this intervention using the RE-AIM framework (i.e., reach, efficacy, adoption, implementation, and maintenance) and discuss implications for both future research and clinical practice.

Tokens are among the most common consequences delivered by behavior analysts who work with individuals with developmental disabilities (Graff & Karsten, 2012). However, recommendations for establishing tokens as conditioned reinforcers vary and many questions remain about best practices. In this study, children with intellectual and developmental disabilities completed preference and reinforcer assessments, from which we identified two to three backup reinforcers. We then evaluated four procedures for establishing tokens as conditioned reinforcers, usually followed by extinction tests to determine if the token had assumed any independent value. We began with stimulus-stimulus (SS) pairing of tokens with the backup reinforcers. If SS pairing did not establish tokens as conditioned reinforcers, we evaluated response-stimulus (RS) pairing and/or noncontingent token-exchange training, in which participants exchanged noncontingently delivered tokens for backup reinforcers. If neither of these procedures established tokens as conditioned reinforcers, we assessed response-contingent token-exchange training. Results suggest that (1) exchange plays a critical role in supporting reinforcer effectiveness, and (2) the conditions under which we evaluate the effects of token training might influence our results and conclusions.

Within recent years, advances in screening and diagnosis allows children with autism and developmental disabilities to receive intervention earlier. Earlier diagnoses of autism and developmental disabilities highlights the need for strong, evidence-based early interventions. Additionally, research demonstrates that earlier intervention is associated with better social skills, language acquisition, communication, and reductions in challenging behavior. Earlier intervention can potentially circumvent some of the risk factors associated with autism and potentially increase the amount of time spent with typical peers in general education. One important preventative life skill derived from the research and school readiness literature was related to following directions. The three-step prompting procedure appears necessary for participants who initially do not respond to other intervention techniques aimed at demonstrating increased levels of compliance. The three-step prompting procedure provided teachers and parents with a tool to promote compliance with children and for increasing overall independence in following directions. The relative ease in training and implementation with a three-step prompting procedure makes it ideal for use in a wide variety of settings as a tool for teaching instruction following; unfortunately, to date, most of the literature available on the uses of this procedure to address noncompliance in highly structured settings. The current study aims to expand the literature base on the use of the three-step prompting procedure as a teaching tool in a group setting. This study provides an extension of the previous research into the three-step prompting procedure as it relates to young children with autism and developmental disabilities in a group setting. The purpose of this study is to compare the effects of teaching instruction following using a three-step prompting procedure versus no explicit instruction and the concurrent effects on on-task and problem behavior of young children with autism and/or developmental disabilities in a group setting.

After acquiring basic verbal behavior, the children extend its functional use of verbal behavior to more naturalistic, contextual situations. The purpose of this study was to investigate the effects of online teaching method on establishing functional verbal behavior in school lives. An elementary school student with autism spectrum disorder participated in the study. The target verbal behaviors were consisted of four sets(20 stimuli): talking naturally (5 stimuli), reacting on unexpected situations(5 stimuli), talking in the contexts(5 stimuli), teaching to peers(5 stimuli). We implemented the multiple baseline design across tasks. The experimenter conducted the probe trials once a week. An experimental stimulus consisted of sentences expressing context and peer’s talk in computer display. The student was required to made four different verbal behaviors fitting in the school situations. The parent was required to teach verbal behavior by iPad including stimuli of teaching program. At baseline, the appropriate verbal responses were low place. After home-based teaching, the appropriate verbal responses drastically increased. The result suggested that telehealth program was effective for increasing functional verbal behavior.

Eye contact is an important ability observed early in human development. We investigated eye-face gaze to gain greater understanding regarding the specific variables controlling the natural acquisition of this behavioral class. We used extinction of high probability responses, keeping motivating operations in place to evoke mands with eye-face gaze as a function of differential reinforcement. We wanted to answer the question: Can children with autism spectrum disorder (ASD) learn social pragmatic skills (e.g., eye-face gaze) while manding? We use a non-concurrent multiple probe baseline design across participants, and we analyzed the data visually. We demonstrated that these procedures increased eye-face gaze while manding for three children with ASD. The procedures controlled the behavioral class of two and had some control over the behavioral class of the other. It is an important finding because these participants had manding in their repertoire and through extinction and differential reinforcement of a more complex behavior, an improvement in their performance was possible. It could pave the way for more efficient tactics to assist this population access social interactions.

Individuals diagnosed with autism spectrum disorder (ASD) may fail to acquire interactive play and leisure skills due to deficits associated with the diagnosis. Through interactive play, individuals gain more opportunities to develop proficiency in areas such as problem solving, communication, and emotional development. In an effort to inform practice and research, this systematic literature review analyzes behavioral interventions used to teach interactive play and social leisure skills to individuals diagnosed with ASD. The predetermined inclusion criteria resulted in 23 studies to be analyzed. The findings of this review indicate that there are interventions that successfully increased interactive play and leisure skills with children, but there is a gap in the research regarding teaching these skills to adolescents and adults. Additional needs for future research are discussed.

Studies in literature (Evans et al., 2005; MacNeil et al., 2009) shows that patients diagnosed with neurodiversity disease rich higher levels of anxiety and phobias. These awkwardness come true even in medical visits, with direct consequences on the patient's health, on family members and on the costs of the National Health Service (Cisini et al., 2019; Raffin, 2018) The purpouse is to create and evaluate a training procedure available for the operators in Modena Health Services. The aim is to ensure an easier execution of instrumental clinical examinations, for users with Autism Spectrum Disorder in developmental age. The start point was create raw materials: task analysis and support in Augmentantive and Alternative Communication (photos, videos and PCS). Secondly, we gather from the literature techniques with proven efficacy for the reduction of phobias during clinical exams. Gradual exposure and differential reinforcement, from the Applied Behavior Analysis, were detect as the most efficient (McMurtry et al., 2016; Shabani and Fisher, 2006). Thanks to studies researchers can create procedures for anxiety and fear reduction relating to the execution of clinical examinations. The procedures involved were: Electrocardiogram, Echocardiogram and blood pressure measurement. The goal is to create a model of “good practice”, ethical sustainable and plain, that can be share with service operators. Furthermore, the project providing for the use of effective techniques to users with no link to a diagnosis with neurodiversity.

The health emergency caused by Covid-19, with the consequent measures of social distancing, produced operational problems with the implementation of services to people with disabilities and their families. In the present study, we conducted a parent training program almost completely via telehealth to teach a parent some strategies to increase the compliance of their son. The boy was a 5-year-old with Autism Spectrum Disorder (ASD) who engaged in challenging behavior when asked to comply with academic tasks, and which was maintained by negative reinforcement. The intervention consisted of a package which included behavioral skills training (BST) with written instructions, video modeling, rehearsal and feedback, to implement demand fading procedures and concurrent schedules arrangements. The intervention reduced challenging behavior to zero, allowing the parents to increase the number of academic tasks presented to the child.

Achieving independence in functional living skills is an important aspect for people safety and dignity. The purpose of this study has been teaching to independently initiate and complete nighttime routines to an adolescent with Autism Spectrum Disorder. A chain composed of brushing his teeth, using the bidet, wearing the pajamas, managing independently his clothes, checking them and putting the dirty ones in the laundry basket was taught using task analysis, most to least prompt fading and positive conditioned reinforcer. The chain was initially evoked with a Whatsapp video message asking to “get ready for the night”, in combination with gestural and verbal prompt and its completion was reinforced with a previously chosen conditioned reinforcer. An intervention has been implemented to transfer the control of the chain to a telephone reminder, set one hour before the bedtime. Data showed rapid acquisition of the nighttime routines, generalization when the participant was alone with his parents and maintenance after 2-months follow up.

Restricted and repetitive behaviors in Autism Spectrum Disorder (ASD) are associated with neurocognitive deficits in flexible choice behavior. Probabilistic reversal learning tasks can be used to evaluate behavioral flexibility by examining individual differences in anticipatory, perseverative, and regressive errors. The present series of experiments conducted via crowdsourcing examined performance in a midsession reversal-learning task to assess error patterns. In two experiments with typically developing participants, we found that responding on the first ‘correct’ pattern rapidly approached the arranged probability of reinforcement. In a separate experiment with individuals with and without ASD, we found that the number of regressive errors was positively correlated with scores on The Autism-Spectrum Quotient (AQ), which measures the degree of traits associated with ASD. We also found that individuals with ASD made more perseverative errors initially, but there was little difference between groups in the total number of perseverative errors. The current set of procedures could be used to assess behavioral (in)flexibility and adaptability in learning in individuals with ASD.

The present study used a multiple probe across behaviors design, with an embedded alternating treatments design to compare the acquisition rates and efficacy of two modified communication programs, the Picture Exchange Communication System (PECS) and a speech generating device (SGD), to teach requesting to a child with multiple disabilities, including autism and visual impairments (VI). Instruction in each intervention phase were adapted from the first three phases in the PECS Manual (Frost & Bondy, 2002) and modified to accommodate the participant’s VI by adding textures and providing a verbal prompt in all three phases. During baseline conditions, the participant demonstrated little to no communicative responding. With intervention, the participant’s communicative responding increased in all three phases (simple request, distance and persistence, and discrimination) to proficient levels for both communication options, however, the PECS program yielded noticeably faster results in the distance and persistence phase. Participant preference and treatment acceptability for each option were also assessed. The participant showed preference for the PECS option. Parents found both procedures to be acceptable, however, the PECS option was also the parents’ preference. The importance of participant and parent preference for using one communication option over another is discussed.

Activity schedules have been used to teach individuals with ASD a variety of skills. Video activity schedules are an evolution of traditional activity schedules in that video models replace the static pictures within the schedule and is delivered on a device rather than a binder. While research has demonstrated that traditional activity schedules are effective at teaching new skills to individuals with ASD, less is known about video activity schedules. The systematic search and predetermined inclusion criteria identified 72 articles, which was a total of 306 unique applications of video activity schedules, for this review. Most of the participants were adolescent and adult aged males. Nearly 50% of the participants had daily living or adaptive skills targeted. Nearly all of the individual cases completed a single task rather than multiple tasks using the video activity schedule. Seventy-one percent of studies were conducted in the school with most of those studies being conducted in special education classrooms. The identified gaps in the literature included a lack of studies conducted in general education classrooms, use with younger participants, and use to teach academic or play skills. Assessment of the quality and outcomes of the included studies will also be discussed.

Learners with autism may experience more challenges tolerating certain tactile sensations than learners who do not have autism. Per CDC, NJDOE, and NJDOH guidelines, it was necessary to ensure students with autism could tolerate wearing cloth face coverings for as long as possible in anticipation of returning to in-person instruction (i.e., a 6-hour school day). This was especially critical for students whose instruction necessitated that instructors spent extended periods of time less than six feet away from them. We found that two such students with autism initially tolerated wearing cloth face coverings for very limited durations (i.e., less than 60 seconds), and another did so inconsistently during 5-minute observations. This was complicated by a state-mandated school closures, meaning that needed teaching could not be delivered in person. Instruction was initially delivered via live videoconferencing with instructors providing coaching to parents regarding reinforcement and error-correction procedures. Mask-wearing durations were shaped using a changing-criterion design in which durations changed both within sessions (for one learner) and target durations (or ranges changed across conditions (for all three leaners). Ultimately, all three learners were able to wear cloth face masks for the entire school day upon return to in-person instruction.

Research has indicated that RIRD often results in the reduction in level of vocal stereotypy in children and adolescents with Autism Spectrum Disorder. However, only one previous study has evaluated the efficacy of RIRD on vocal stereotypy for participants older than 18 years old. Furthermore, though some studies point to punishment as the mechanism by which RIRD produces its effects (Ahearn et al., 2007; Aherns et al., 2011), it is still described as a redirection procedure with unclear contingencies (Cassella et al., 2011). This study used the uninterrupted data collection procedures described by Carroll and Kodak (2014) and Wunderlich and Vollmer (2015) which have been shown to provide a more accurate analysis compared to the interrupted technique. Additionally, this study replicated and expanded upon Wunderlich and Vollmer (2015) by introducing a component analysis of the effects of RIRD on an adult participant. The results showed that motor RIRD was effective in reducing the vocal stereotypy, that random talking may be an establishing operation for vocal stereotypy, and that levels of appropriate vocalizations, while initially suppressed for 12 sessions, did not change meaningfully throughout the study.

Prior to intervention, neither Audrey nor Paulina, both 14-year-old girls with autism, consumed medications in pill form. Though many medications available in tablet/capsule form are also available in liquid, chewable, dissolvable, or sprinkle- capsule forms, one learner only accepted one of these, some medications are available in none of these forms, and in some emergency settings a non-pill form may not be available. Along with parents’ wishes, this prompted us to implement an intervention package to teach both learners to swallow pills. This consisted of individualized positive reinforcement systems and stimulus shaping sequences. For Audrey, initial efforts to shape swallowing edible placebo items identical in size to desired medications or vitamins using a pill-swallowing cup were unsuccessful. Success was ultimately achieved using a 12-step size-fading procedure incorporating a variety of dried pulses (e.g., split peas, lentils) and several sizes of sugar-filled gelatin capsules, delivered in a spoonful of yogurt. For Paulina, similar gains were accomplished in 5 size-fading steps; reinforcement thinning is ongoing, and an additional size-fading step may be implemented. Audrey now consumes placebo items of the desired size in the absence of tangible reinforcement. Additional generalization data will be added for Paulina at the time of presentation.

Previous research has shown that behavioral parent training (BPT) is one of the most effective methods to improve parenting skills and promote meaningful parent-child interactions. A few attempts of preliminary research demonstrate the enhancement effect of Acceptance and Commitment Training (ACT). However, most of the BPT studies and one previous preliminary study of BPT with a subsequent ACT intervention occur through face to face instruction. The purpose of the present research is to a) extend BPT training through telehealth, b) use ACT to enhance the effectiveness of BPT for parents of children with Autism Spectrum Disorder (ASD), and 3) extend research on BPT and ACT for parents in China. The effects of the training are being evaluated by direct observation of parent-child interaction via telehealth. The study is still underway but preliminary results have shown that all of the participants show improvements in implementing behavioral procedures in their parent-child interactions.

Noncompliance with medical procedures may represent a serious issue for people with intellectual and developmental disabilities (IDD). In this study we applied graduated exposure, shaping and stimulus distraction to teach two adolescents with autism spectrum disorder (ASD) to tolerate a blood draw. Both participants showed low level of compliance and high level of signs of anxiety and distress during baseline, consisting in a simulated blood draw. During the intervention phase participants were gradually exposed to a blood draw procedure while approximations to the target behavior were reinforced. Results, shown in a non concurrent multiple baseline design, demonstrated that the treatment was effective in obtaining blood samples during an actual blood draw, with significantly lower levels for both participants of signs of anxiety and distress respect to baseline.

Auditory-visual discrimination can be difficult to establish in children with autism spectrum disorder (ASD) and minimal verbal and pre-academic repertoire. It is common for children who have not mastered tasks involving conditional discrimination, to demonstrate restricted stimulus control during these types of tasks. One strategy to overcome errors related to restricted stimulus control is by using a differential observing response (DOR). DORs are responses that when presented before or with the antecedent stimulus, facilitate the child’s sensory contact with the relevant aspect of the stimulus. The purpose of the current study was to replicated Fisher et al. (2019)’s by incorporating a DOR during an auditory-visual conditional discrimination task with children with ASD. A multiple-baseline design across target sets was used to evaluate the effects of the intervention on the levels of correct selection responses. We also conducted probe of tact responses before the implementation of the intervention and after mastery of target sets. Results were similar of Fisher et al. study in that participants demonstrated the acquisition of target sets and emergence of novel, untrained tacts.

Individuals diagnosed with autism are at a higher risk for COVID due to developmental delays and deficits in health-related life skills. However, the extent to which these deficits exist is unclear, as existed assessments for life skills are not specific enough to capture various skills needed during the COVID-19 pandemic, such as keeping the mask on for extended periods of time, following social distancing rules, maintaining social interaction with peers remotely, etc. The current study examines the COVID-related health skills among children diagnosed with ASD. A caregiver assessment was developed, and a total of 36 skills were identified following recommendations from the CDC to promote children’s physical and mental health. Six skills were identified in each category: Personal Protection Equipment, Symptom Identification, Social Distancing, Hygiene, Daily Routine, and Health and Well-being. Forty caregivers completed the indirect assessment, and results show that children diagnosed with autism often demonstrate deficits in COVID-related health skills. The distribution of skills did not show a clear pattern across different age-groups, suggesting that the developmental approach failed to account for these life skills. Preliminary psychometric properties of the assessment were reported, and implications and recommendations for practitioners were discussed.

The purpose of this study was to investigate the effect of a visual cue (arrow) for specifying a “speaker” in conversation for students with autism spectrum disorder using online telehealth situation. Two elementary school students with autism spectrum disorder participated in the present study. They could talk about their favorite things such as trains, however had weakness in conversation with other people. At first, the therapist set the topic of conversation and evaluated the spontaneous talking and numbers of turn-taking. Telehealth method was used with Zoom. In Student-Student Condition, two students sat facing each other in computer display and made online conversation. In Student-Therapist Condition, each student sat facing with adult therapist and was provided with “arrow” on computer display to specify the speaker implying “your turn for talking”. For both students, numbers of turn-taking were very few in Student-Student Condition. In Student-Therapist condition, Student A showed drastic increase in numbers of turn-taking. The result suggests that the “arrow” functioned as visual indicator for specifying “speaker” in naturalistic conversation.

Challenging behavior maintained by multiple sources of environmental control presents unique challenges during treatment. Often, reduction of these behaviors involves interventions that target each source of reinforcement individually. Following acquisition of multiple functional communicative responses (FCR’s) and reduction of the target challenging behavior, the dense schedule of reinforcement used during functional communication training (FCT) still needs to be thinned for the FCR to generalize successfully across settings and time. Multiple schedules have been used successfully following FCT teaching FCR’s for single functions. The current study, involving two residents of a residential treatment facility, investigates the thinning of a “More Time” request utilizing a multiple schedule. Following successful acquisition of the FCR, schedule thinning consisted of signaling availability of reinforcement of the response with a visual stimulus. Throughout schedule thinning, the work requirement was systematically increased following emission of the FCR until the terminal schedule was reached. Both individuals demonstrated high levels of independence with the FCR and low rates of challenging behavior throughout schedule thinning.