Association for Behavior Analysis International

Aphasia is a verbal communication disorder that results as a consequence of a brain injury and affects one or more components of the complex process of understanding and producing verbal messages. This damage significantly decreases individuals’ quality of life. Specifically, the main symptom of amnestic aphasia is the anomie, which consists of a marked difficulty in producing names both in denomination tasks and in the context of spontaneous speech. The main therapeutic treatments for post-stroke aphasia consist of approaches based on deficit and functional communication training, which may be combined with pharmacological treatment and non-invasive brain stimulation techniques. In the realm of deficit-based approaches, there seem to be no studies describing interventions on this type of disorder based on the principles of Applied Behavior Analysis. The aim of the present study is to test the effectiveness of a naming protocol (Miguel, 2016) in a patient with Amnestic Aphasia, resulting from brain injoury. The results indicate that the participant was able to regain the ability to name common stimuli, across six different categories. These data represent a preliminary effort in outlining strategies based on Applied Behavior Analysis in the context of recovering impaired communication functions following brain damage.

The inclusion of meaningful stimuli in conditional discrimination training has been shown to affect emergent responding in a matching-to-sample format (MTS). However, experiments have usually included one meaningful stimulus together with abstract stimuli in the potential stimulus classes, while few studies have included more than one meaningful stimulus. At the same time, previous experiments have looked at the effect meaningful stimuli have on test accuracy and reaction time. In contrast, no previous studies have looked at the effect meaningful stimuli have on eye movements. The present experiment was set up as a between-group design, and the present analysis seeks to investigate how the inclusion of varying numbers of meaningful stimuli with abstract stimuli would affect participants’ eye movements regarding the number of transitions (movement) between stimuli in both training and test for stimulus equivalence relations. Three groups were taught 12 conditional discriminations, learning three 5-member classes, in a one-to-many training structure. Twenty-nine adults participated in the experiment. Preliminary results show that participants in the group with only abstract stimuli had considerably more transitions between stimuli in test for stimulus equivalence than the other two groups, especially at the beginning of training.

Virtual reality (VR) is a computer interface used to create a multidimensional environment with multiple sensory channels, including visual, auditory, tactile, and sometimes olfactory perception. VR head-mounted visual display (HMD) systems offer advantages of both contrived and natural environments, creating an interactive and immersive experience for the user. Despite the growing research of VR technology application in various fields, there is little information on the effectiveness of VR for skill acquisition in typically developing adults. One area in particular where VR technology may be helpful is in the area of data collection. An automated data collection system may allow us to access to data that is normally difficult to gain access to in traditional paper and pencil data collection systems, such as latency to response during a discrete trial teaching session. As a result, we taught seven typically developing adults a receptive language DTT task in VR. We analyzed latency to correct and incorrect responses in the VR teaching sessions. Results showed that latency of incorrect responses increases from baseline to teaching trials, and latency of correct responses decreases from baseline to teaching trials.

J.R Kantor’s Interbehaviorism, developed in the early 20th century, is a system which is characteristic of a naturalistic foundation to explain all scientific psychology, behavior, and activity. The aim of this citation analysis is to examine the influence of Interbehaviorism between 1984 and 2021; a window of time encompassing contemporary applications since research by Ruben (1984), who evaluated major trends in Interbehavioral psychology between 1937 and 1983. The current analysis focused on peer-reviewed Empirical (experimental) and Non-Empirical (reviews or conceptual) studies citing Interbehavior-related search terms. The analysis was further organized by journal, topic, empirical details (populations, participant demographics, manipulation, measures, results), and country of origin. Databases searched included Web of Science, PsycInfo, and Google Scholar. The analysis revealed 91 articles that met the inclusion criteria. Of these, 10 (10.9%) were Empirical and 81 (89%) were Non-Empirical. The Non-Empirical category included 21 (23.5%) Review and 60 (74%) Conceptual articles. These results shed light on the ongoing nature of the influence of Interbehaviorism on contemporary research.

Writing fluency—the skill of transcribing and generating text with ease—is an essential skill for K-12 students to develop. Students who have deficits in writing fluency may have further difficulties developing advanced writing skills, such as organizing and reviewing. Unfortunately, students with disabilities typically struggle to develop multiple skills related to writing fluency. The purpose of my research is to investigate the effects of a supplemental, academic interventions on the writing performance of adolescents with disabilities. Specifically, the academic intervention entails brief, computer-based timed practices followed by instructional feedback from an instructor. The study used a multiple-probe across participants design and recruited three participants with disabilities. It included two dependent measures: 1) a primary measure, total words written, and 2) a distal measure, correct writing sequences. All of the participants showed improvements in total words written during the interventions (Tau-U = 0.63). But they showed modest results on correct writing sequence (Tau-U = 0.39).

School refusal behavior refers to child-motivated refusal to attend school and/or difficulty attending classes for an entire day. Chronic absenteeism can have an impact on reading proficiency, graduation rates, college attendance, and overall income. A functional behavior assessment can be conducted to determine the maintaining variables of school refusal behavior(s). This present study examined whether function based treatments to address school refusal behavior can be implemented during remote instruction for a high school student attending a self contained charter high school. The student. She resides at a Adolescent & Teen Residential Treatment Program. She has a history of physical abuse, sexual abuse, and severe physical neglect. At the time of this study, schools are closed and providing distance learning due to the COVID-19 pandemic. The treatment package included differential reinforcement of high rates of behavior, non contingent reinforcement, and a high low probability sequence. Data were collected on both attendance and participation. Attendance data are collected as part of each student’s personal record. Participation data were collected by permanent products of assignments completed and submitted via Google Classroom.

Research on the effects of online counseling for parents to correct children's undesired behavior has shown success. However, little research has been conducted on its effects on teachers. With advancing technology, the potential to make counseling for teachers at various levels of education available on the internet has developed. This could increase the likelihood that they apply appropriate behavior management methods in their classrooms with guidance from the internet. The aim of the study was to evaluate whether pre-school teachers could take advantage of online counseling available in a behavior management webpage that provides instructions on how to apply empirically developed methods for behavior management. The study asked whether the teachers´ behavior, as well as their students' behavior, would change after they had access to internet counseling. Direct measures were taken of whether the teachers really used the advice they had chosen to follow. The results showed that the undesired behavior of students decreased and the use of teachers' correct reactions to their students' behavior increased after they started using internet counseling on the webpage. Results also showed that teachers used the advice from the internet to some extent.

SAFMEDS, an acronym for "Say All Fast a Minute Each Day Shuffle," was coined by Lindsley (1983) as a functional flashcard procedure for building large repertoires of sight words in each content area. This demonstration project evaluated the effectiveness of SAFMEDS on the class wide acquisition and fluency of basic concepts in curriculum-based assessment/Precision Teaching course. The perspective of this project was to implement SAFMEDS procedures as a means of teaching college level students to recognize important concepts related to instruction covered in a curriculum-based assessment/Precision Teaching course. Second, the instructor wanted to take advantage of the opportunity to model the importance of frequent and daily measurement of curriculum using the SAFMEDS procedure with the class. One university class with 48 students participated in this research. Three individual students from this class display their data and describe the importance of utilizing their data for making instructional changes. The students in the class completed three decks of SAMFEDS across a 10-week period with an instructional aim of 40+ SAFMEDS flashcard correctly identified during a series of one-minute timing. Results from this study replicated the SAFMEDS data paths across three classes and seven decks of SAFMEDS. The monitoring of this procedure was used by the instructor to determine whether the SAFMEDS procedures was effective on a class wide basis for improving the acquisition of key concepts imbedded within the curriculum. Additionally, this daily in class probing of students' performance was a means of modeling appropriate implementation, recording, charting, and evaluation of students' learning pictures. The consistent pattern of celerating data seemed to indicate that this was an effective instructional strategy for the class. Implications and limitations of the current study were also discussed.

Paraeducators are often expected to manage student behavior within the school setting yet are often not required to obtain training on how to implement behavior support strategies. An adapted alternating treatments design study was used to evaluate the effects of behavioral skills training (BST) with and without on-the-job feedback were assessed for two paraeducators working with middle school students. Paraeducators were provided BST on two antecedent-based behavior support strategies followed by on-the-job feedback for one of the strategies. The results demonstrated that BST may be an effective and efficient training methodology for training paraeducators to implement behavior support strategies, while follow-up on-the-job feedback may not be necessary for all paraeducators.

Working in the human services field can be mentally, physically, and emotionally demanding, leading to increased stress, poor health, reduced efforts, and ultimately attrition from the field. Behavior analysts are challenged with many competing contingencies in their work. From supervising staff, providing feedback, analyzing data, revising programs, writing treatment plans, supervising students, mentoring others, or most importantly, working directly with the patients, families, and caregivers they serve. As organizational leaders, it is imperative that we identify and implement solutions to ensure the day-to-day work of a behavior analyst maintains their primary focus on the patient over the administrative tasks that come along with the responsibilities of providing behavior analytic services. So, how do we create systems that empower service providers to not only to navigate the stressors, but to excel in the core responsibilities of our work? One solution is the case manager model. This model addresses all of these barriers and can be individualized for your organization based on your values, mission, and vision, regardless of size, while also supporting direct care staff and providing career pathways. For the business-minded participants, this model increases your gross margin while ensuring high quality service delivery and staff retention.

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A behavioral contract is an agreement between two or more parties and is used to motivate the execution of desired appropriate activities and to-dos. Such agreements can be a clear and structured way to arrange appropriate conditions for behavioral changes. This study examined the extent to which the use of behavioral agreements contributed to the reduction in the number of consumed tobacco cigarettes per day for a participant already in treatment for serious drug addiction. In addition to cutting out drugs, he was motivated to quit tobacco smoke altogether. To gradually reduce smoke, a changing criterion design was used over six weeks. The participant registered the number of smokes per day in a token economy form. Through the economy system, the participant collected tokens and exchanged them in backup reinforcers and finally a bonus reward. The results showed a stable, downward trend with the immediate effect of the behavioral agreement. The participant eliminated his smoking consumption during the intervention phase. Ethical dilemmas and implications from the results are discussed, and also the study discusses whether quitting smoking should be included in substance abuse treatment. Keywords: Behavioral agreements, token economy, termination of smoking, changing criterion design, substance abuse treatment.

A common criticism of applied behavior analysis (ABA) and a fundamental tenet of assent-based learning is that edible reinforcement is "problematic" (Leaf et al. 2016). The Behavior Analyst Certification Board’s Ethical Guidelines reference evaluating any harmful effects reinforcers might have on learners, such as sugar and caloric intake from edible reinforcement, which is commonly used in ABA. In our school setting, behavior analysts have evaluated the efficacy of edible, social, and leisure reinforcers on the stability of response rate for adolescent learners, often finding that social, non-edible reinforcers (YouTube videos, sensory toys, and praise) are more powerful than arbitrary edible reinforcement. This contradicts the findings of research by Butler & Graff (2021) where “for all participants, edible items were associated with the highest response rates during reinforcer assessments”. Our reinforcer assessment findings and work by Butler & Graff (2021) demonstrate that reinforcers should be tailored to be learner specific to produce the most desirable rates of responding in the least stigmatizing manner possible. Included data from learners’ reinforcer assessments support the hypothesis that social reinforcers compete with edible reinforcement for a high percentage of individuals served, and that for some learners responding decreases over time when edible reinforcers are used. References: Leaf, J.B. (2016) Applied behavior analysis is a science and, therefore, progressive. Journal of Autism and Developmental Disorders 46 (2) pp. 720-731. Butler, C & Graff, R.B. (2021) Stability of preference and reinforcing efficacy of edible, leisure, and social attention stimuli. Journal of Applied Behavior Analysis 54 (2) pp. 684-699.

Having a child with autism spectrum disorder (ASD) brings lot of joy and learnings everyday for parents but can also bring challenging situations in daily life. This family context can ask a great deal of adaptation ability from parents. Early services and formal support are important and informal support (i.e., family, friends, or community) can have a crucial impact on parents’ wellbeing and ability to adapt. Immigrant families, who have left their family and friends, are more likely to face the diagnosis and intervention trajectory alone. Cultural perceptions and knowledge about developmental disability can also be an obstacle to sharing experiences with their entourage. The current study investigates the discourse and emotions expressed by parents who have a child with ASD when being questioned about their relationship with their family (that stayed in the origin country or not) and their reactions. Their discourse about having a child with special needs and learning to navigate in a new country is also explored. Eighteen immigrant families were interviewed about their experiences of having a child with ASD in a foreign country in an area of Montreal, Canada. Emotional responses were extracted using thematic analysis to explore themes emerging around informal support, perception, and views of family’s entourage regarding the diagnosis of ASD. The findings of this study are essential to guide the support needs of parents during the trajectory of early childhood for families who have a child with ASD.

With the prevalence of autism continually on the rise, more Autistic people will enter the work force. However, research and employment data say Autistic individuals have a difficult time securing and maintaining employment. One of the issues Autistic people face is a lack of effective and efficient vocational training. While Autistic students are afforded a free and appropriate education, many leave school without sufficient vocational training. The one constant in Autistic people’s lives are parents and caregivers. The current research focused on using Behavior Skills Training (BST) teaching parents how to correctly fade prompts when teaching their Autistic children who require vocational skills. Three parent/student dyads were recruited to collect baseline data on a vocational task, go through BST on stimulus control, prompt hierarchy, and prompt fading. A multiple probe design was used collect and analyze data for this research. The study resulted in all the parent participants acquiring and maintaining prompt fading skills and their children progressing on a vocational task faster than teaching as usual. Future research should focus on training educators and vocational coaches how to use and fade prompts in order to teach more vocational skills.

Autism spectrum disorder (ASD) is a lifelong disorder that affects children and families. Racial disparities affect the rate of identification, access and use of services, and relationship with professionals making these diagnoses. Black children are diagnosed with ASD 1.6 years later, misdiagnosed with a conduct disorder, or identified with more severe ASD than White children (Mandel et al., 2007; Constantino et al., 2020). Black children are more likely to be diagnosed with more severe forms of autism, suggesting under-diagnosis of children with milder forms. Poorly timed ASD identification or failing to identify Black children with ASD will decrease the likelihood of obtaining ABA treatment, especially for early intervention. We conducted focus groups, surveys and interviews with parents and professionals and analyzed data from the Florida Department of Education on six school districts to understand how Black children are identified. We also report on parent and professional perceived barriers to successful identification. Understanding the barriers coupled with our recommendations for overcoming these barriers will inform autism providers, educators, and behavior analysts in developing culturally sensitive and effective practices enabling them to better support Black parents through the ASD identification process and allow these children more equitable access to ABA services.

Despite inclusion efforts in higher education in recent years a growing commitment to educational equity among historically underserved students is required. There is limited support for persistence and graduation of college students with learning disability. These groups of students come from a diverse racial and ethnic backgrounds such as historically Black, Latinx and other subgroups that identify as non-white. Herbert et. al (2014) suggested that learning disability such Autism as one group that should be supported. A more systematic, culturally sensitive approach is essential to connect the educational gaps. There is limited research on successful interventions for underrepresented college students with Autism. Behavior Skills Training (BST) is a method to teach students, staff, parents, and anyone else you are teaching a new skill. BST as “a procedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills” (2004, p. 558). This Project utilized a workshop training using behavior skills training, modeling, rehearsing, feedback to teach college students with disability selected skills including time management, self-advocacy, job interview skills and other daily living. Early data suggest that there’s a significant difference in the success of students early in the semester, compared to past graduations rates. 5 out of 8 students showed an increase of overall GPA. 3 students reported increased in social skills. Although this project is currently underway, promising significant outcomes are anticipated.

Evidence indicates that Facing Your Fears (FYF), a group-based cognitive-behaviour therapy, is effective for reducing anxiety and increasing emotion regulation in children with autism. Treatment fidelity, or the accuracy of treatment delivery, is a critical component for sustainable implementation and positive child outcomes. Few studies have focused on clinicians' fidelity implementing FYF or maintenance of accuracy over time. To our knowledge, no research has examined the use of virtual behaviour skills training with self-monitoring for improving clinicians’ fidelity implementing FYF. In a multiple-baseline design across three clinicians, we evaluated the efficacy of the training for increasing fidelity of a target from the FYF curriculum (preparing for and conducting exposures), selected by the clinicians. All clinicians met the fidelity mastery criterion (i.e., 90% across two sessions) within three sessions. Their performance maintained at two-month follow-up and will be reassessed at six-month follow-up. Clinicians also rated their confidence and competence of FYF implementation pre-and post-training, and all clinicians’ ratings increased post-training. Clinicians will reassess their confidence and competence ratings at six-month follow-up. Clinicians reported that the training procedures were acceptable on a social validity measure administered post-training. Incorporating evidence-based training to improve FYF treatment fidelity could optimize training and improve child outcomes.

Children with autism demonstrate delays in pretend play skills, which can negatively affect their ability to form social relationships with peers. The purpose of this study was to compare interventions for teaching children with autism pretend play skills. The interventions evaluated included (a) prompt delay which involved waiting a specified time before physically prompting play actions, (b) instructive feedback in which secondary play targets were presented during the inter-trial interval without providing prompts or reinforcement, and (c) prompt delay with instructive feedback which was combined both procedures. We implemented these interventions in a trial-based arrangement and conducted free-play probes throughout training. We used an adapted alternating treatments design embedded within a multiple probe design across sets of play materials to compare the effects of each intervention on the pretend play actions and vocalizations of a 5-year-old girl with autism. She met mastery criteria faster with prompt delay with instructive feedback in the first comparison and with prompt delay in the second. Play actions generalized to free-play probes, but play vocalizations did not. Video modeling with contingent reinforcement was implemented and found efficacious for increasing her vocalizations. Overall, results indicated different interventions were effective in increasing pretend play skills.

Bi-Directional Naming (BiN), is a capability that allows an individual to learn novel speaker and listener responses from incidental exposure to unique stimuli and the corresponding name. The speaker and listener responses emerge without direct teaching or reinforcement, which increases rates of skill acquisition exponentially. The naming capability often emerges in neurotypical children between the ages of 2 and 3 but is frequently missing for individuals diagnosed with autism spectrum disorder. Much of the existing literature in this area has demonstrated the effectiveness of Multiple Exemplar Instruction (MEI), which consists of teaching stimuli across speaker and listener response topographies, in inducing BiN in neurotypical individuals who do not have the naming capability. The current intervention replicated and extended previous research that demonstrated the emergence of BiN through the implementation of MEI in typically developing preschool children (Greer, et al., 2007). Specifically, the effectiveness of MEI in inducing BiN was evaluated in a 10-year-old male diagnosed with autism spectrum disorder who did not previously have the naming capability. Results suggested that, following MEI across speaker and listener responses for three teaching sets, the naming repertoire emerged for the initial, untrained set of stimuli.

Hearing disorders can cause problematic symptoms and lower the quality of life for anyone that has them. Individuals with neurodivergence such as Autism Spectrum Disorder are more likely to be born with or develop an auditory disorder at some point in their lives, which can cause further problems in cognitive, social, and emotional development. Research has shown that although there is a definite correlation between autism and hearing disorders, the nature, cause, and identities of the hearing disorders remain generally vague beyond the broad umbrella of ‘auditory processing disorder’. It is pertinent to gather research on the connections to the two diagnoses; to learn and discover ways to accommodate and provide relief, therapy, or assistive technology for individuals with both ASD and auditory disorders. In doing so, many individuals with both broad disorders, concurring or not, will be able to have better development, communication, and social skills, among many other benefits. Research for this poster was found using the online databases available to students of the University of West Florida through John C. Pace Library.

Background: Some group-based early intervention program for children with ASD was reported to be effective, such as G-ESDM. The majority of services for children with ASD is still 1:1 implementation (one interventionist to one child) through private practitioners in China, resulting in high cost and many families cannot afford. However, unlike clinical-based therapy settings, preschool programs provide opportunities to play and communication with other peers, hence maximizing learning opportunities and reducing social isolation. Objective: This study aims to investigate the effectiveness of group-based situational social games for preschoolers with ASD. Methods: Thirty-one children with ASD aged between 3 to 6 were recruited and randomly assigned to the experimental group (N = 15, Meanage = 4.85, SDage = 0.74) or the control group (N = 16, Meanage = 4.47, SDage = 0.89) as shown in Table 1. Children in the experiment group were provided an eleven-week group-based situational social games which included eleven social themes plays to guide children to use appropriate social communications skills, twice a week and 60 min each time, besides the regular intervention, 20 hours one-to-one ABA intervention. Children in the control group were provided only the regular intervention. The measure used before and after intervention were the Chinese Version of Psycho-educational Profile - 3rd Edition (C-PEP-3), the Child Autism Spectrum Quotient (AQ), the Social Communication Questionnaire (SCQ) and the Child Autism Rating Scale (CARS). Results: After eleven weeks’ intervention, the results showed that the C-PEP-3 verbal cognition score of the two groups improved significantly post-intervention compared to pre-intervention (P < 0.05) and the C-PEP-3 interpersonal relationship score increased significantly in the week 11 compared to that in the baseline in the experiment group (P < 0.05) but not in the control group (P = 0.077). The total score of SCQ and AQ decreased significantly (P < 0.05) only in the experiment group. Conclusions: The group-based social game interventions for children with ASD are effective in improving children's social communication skills. More research is needed to explore social game themes, optimal duration of intervention, and the maintenance of intervention outcomes.

Task interspersal is a procedure often used when teaching individuals diagnosed with autism spectrum disorder (ASD) that involves presenting trials of maintenance tasks before trials of acquisition tasks. This procedure has been shown to be effective in teaching a variety of skills to individuals with ASD (e.g., Chong & Carr, 2005; Pitts & Dymond, 2012) and its general procedures were recently summarized through a survey by Bottini et al. (2019). However, no research has examined the different contexts in which service providers may use task interspersal with individuals with ASD and the procedural variations that may occur across these contexts. The present study surveyed direct care providers to evaluate differences in procedural approaches when task interpersals were used as an antecedent intervention to prevent undesired behavior rather than as a consequence following challenging behavior. Preliminary results from 18 professionals working in the field of ABA indicate that nearly 90% of respondents utilize interspersals antecedently and as a consequence following the occurrence of challenging behavior. Procedural variations were noted between contexts with regard to the ratio of mastered to target tasks, type of reinforcement used, and reinforcement schedule. Results of the survey will clarify interspersal procedures utilized in the field.

Masturbation is defined as the touching and stimulation of one’s own genitals for sexual arousal and pleasure. This may involve the use of hands or rubbing against surfaces and/or the use of objects. Due to the lack of sex education and social awareness those with autism spectrum disorder at times may engage in inappropriate sexual behavior during inappropriate times or while in inappropriate places. Individuals with ASD are especially at risk for sexual abuse, self-harm and causing harm to others when engaging in socially inappropriate behaviors such as public masturbation. Masturbation is part of normal sexual development and should also be expected in individuals with ASD (American Academy of Pediatrics, 1996). Having an intellectual disability does not limit the act of masturbation, instead it is important to ensure individuals receives individualized appropriate sex education and provide adequate support of appropriate sexual behavior (American Academy of Pediatrics, 1996). Participants include one youth residing within a congregate setting diagnosed with ASD. Youth was an 18 years of age female who communicated in four-to-five-word sentences often scripted or prompted. During the time of the study youth was receiving Applied Behavior Analysis services paired with Speech therapy. Applied Behavior Analysis services was provided within the school and social skills groups within the congregate group home.

Empirical evidence supports that pre-session pairing, or rapport building, between a clinician and client can increase clinical outcomes in ABA services. Kelly, Axe, Allen, and Maguire noted the effects of pre-session pairing on decreasing challenging behaviors in 2015 while Shillingsburg, Hansen, and Wright (2018) delineated 9 steps in the pairing process to best support children with Autism for in seat, at a table, discrete trial instruction. Furthermore, Lugo, King, Lamphere, and McArdle (2017) sought to operationally define the behaviors characteristic of pre-session pairing to then train staff to better implement these skills. This presentation explores the systematic approach to training BCBA supervisors and technicians in pre-session pairing and the addition of a “Rapport Building” curriculum to a client’s individualized learning program. The presenters will describe the training of clinicians across skills, review the development of a systematic pre-session pairing program, and compare clinical outcomes between clients whose programs include a systematic approach to pairing and those without. Finally, the presenters will examine the social validity from parents, payers, and technicians to support the pre-session pairing program.

Access to ABA services is limited due to the number of certificated providers with waitlists nationwide. Access becomes even more limited for families in rural areas. Additionally, navigating schedules for busy families limits availability for services. For these reasons, a telehealth caregiver behavior skills training, the Online and Applied System for Intervention Skills (OASIS), was developed to teach parents to implement behavior analytic procedures with their children. This feasibility study sought to replicate research from the University of Kansas in another state and pilot procedures for future research. This single-subject design included 3 participant families. The participants were caregivers, specifically mothers, of young children (age 3-6 years) with ASD. Caregivers completed pre-assessments, 16 weekly modules with coaching from a certified OASIS coach/RBT, and post-assessments following completion of the program. Preliminary data suggests that parents demonstrated increases in self-efficacy, family quality of life, and knowledge of principles of ABA, as well as decreases in parent stress.

In this study, the effect of self-management strategies presented to a student with autism spectrum disorder with a high technological device on the achievements of geography lesson was investigated by using a single-subject research design, a multiple probe design across behaviors. For this purpose, a 19-year-old early student who was diagnosed with autism spectrum disorder participated in the study. Three of Turkey's seven geographical regions (Marmara, Black Sea and Mediterranean) were chosen for geography lesson outcomes. In the implementation phase of the research, it was observed that the participant achieved the geography lesson achievements at a level that met the predetermined criteria and could generalize to different conditions. In addition, it was observed that the participant continued the gains obtained in the probes taken in the 2nd, 4th and 6th weeks after the intervention ended. The findings of the study indicate that self-management strategies using high technology are effective on the achievements of geography lessons. Inter-observer reliability data were collected at each stage of the study. Inter-observer reliability data for all phases is between 80% and 100%.

Research supports the use of token economy systems for increasing desired behaviors in children with autism and also indicates use of response cost can function as effective punisher for undesired or dangerous behavior. Mark Dixon's AIM curriculum includes a daily point system that is intended to combine components of ACT into a functional behavior plan. At this time, there is limited research on the effectiveness of the AIM curriculum, with the exception of a study demonstrating the effectiveness of the curriculum to teach job performance skills to children with autism (Issen, Himan, & Dixon, 2021). In the current study, the AIM daily point system was used as a guide to incorporate engagement in targeted, functional replacement behaviors (adaptive skills) and coping skills, while also effectively punishing high intensity, dangerous behavior via response cost. The hexaflex behaviors were operationally defined for the child and the therapy team, and use of these supplemental skills resulted in the delivery of reinforcement. Additionally, AIM daily activities were used as supplemental activities to target replacement skills such as non-preferred task completion, requesting help, requesting break, and using age-appropriate coping skills. This intervention was used in addition to continued 1:1 instruction of replacement behaviors and supplement skills, and consistent caregiver training, to decrease frequency of elopement, tantrum, and aggression. As a result of the treatment package, all targeted behaviors have decreased to near zero levels and independence with adaptive skills has increased. The full treatment package was successfully faded and the acquired skills are maintaining, and have generalized across several people and settings.

Behavioral intervention for problem behavior often relies on the results of a functional analysis to identify environmental contributors. The interview-informed, synthesized contingency analysis (IISCA) is a specific functional analysis format developed to be of practical value among clinicians. Adaptations to the IISCA procedures have since been discussed to further improve acceptability and accessibility by (a) introducing evocative events following periods of calm to reduce dangerous escalation, (b) including moment-to-moment measures of problem behavior to allow for ongoing visual analysis of data, and (c) maintaining measures of positive affect. The format including these adaptations has been termed the performance-based IISCA and has yet to be empirically evaluated. We conducted the performance-based IISCA with six participants who engaged in problem behavior. During the analysis, the reinforcers were presented contingent upon problem behavior and removed following 30 s of calm behavior. Overall, the performance-based IISCA required 8.33 min to conduct and functionally related environmental events were identified without any bursts in problem behavior. In addition, all the participants spent the majority of the time exhibiting calm and engaged behaviors. The results suggest that the performance-based IISCA may be a safe and efficient format for clinicians to consider.

Operant renewal is a form of treatment relapse that occurs when a previously suppressed response reemerges due to a change in context. Previous research has demonstrated that renewal of target responding may occur despite the availability of differential reinforcement for an alternative response (DRA). Nevertheless, the current literature on renewal presents mixed findings regarding the impact of dense and lean schedules of DRA on the magnitude of renewal. In addition, little is known about the impact of repeated renewal tests. We used a translational approach to study the effects of dense and lean schedules of DRA during repeated renewal tests with undergraduate college students and a simulated computer task. All participants experienced two, three-phase ABA renewal arrangements. In the dense and lean renewal arrangements, we differentially reinforced alternative behavior in Context B and the renewal test in Context A on a VI 3-s or a VI 12-s schedule, respectively. Overall renewal effects were small. Further, the data suggest that although renewal is possible in both arrangements, a slightly higher magnitude of renewal may be more likely with a lean schedule of reinforcement versus a dense schedule. However, the data also suggest that repeated tests may decrease the magnitude of renewal.

Problem behaviors such as aggression and self-injury are prevalent among children diagnosed with autism spectrum disorder (ASD). Fortunately, treatments such as differential reinforcement of alternative behavior (DRA) are efficacious in reducing problem behaviors among children with ASD. However, changes in treatment conditions such as treatment integrity errors can result in resurgence of problem behavior. Surprisingly, there is no systematic research geared toward developing effective techniques to mitigate resurgence during DRA treatments. While previous research has shown that cues paired with DRA treatments (hereafter treatment cues) can mitigate relapse when compared to the absence of such cues, there been no research dedicated toward either (1) understanding the behavioral mechanisms underlying treatment cues or (2) enhancing the effectiveness of cues for DRA treatments in mitigating resurgence. We addressed each of these questions in a series of translational experiments with MTurk participants after demonstrating that treatment cues effectively mitigated resurgence in that population compared to the absence of cues. Results of the present research will contribute to our understanding of behavioral mechanisms contributing to relapse and the development of more effective DRA treatments.

Delay discounting has been studied through animal models and psychophysical adjustment procedures. Many procedures have been developed to assess delay discounting in humans and many of these procedures using diferente rewards. The Experiential Discounting Task (EDT)was developed to assess human delay discounting using primary, secundary and general rewards. In the present study we examined the delay discount and the impulsivity measured through the area under the curve using different rewards. Construct validity was evaluated by comparing the EDT giving a reward with videogame time with an EDT with food reward, time playing videogame and a standard delay discounting task. We stablished 4 evaluations keeping the same delays. Both EDT had poor test–retest reliability and discounting rates obtained with those task were uncorrelated with the other rewards. R square above 75% in the individual. We also measured the value assigned to the reinforcer with an visual analog scale and found the same value in each medition. These findings may suggest that there are not measured variables beyond the stablishment operations and demolition operations. Also the EDT measures point out that a different construct of DT is measured by traditional delay discounting tasks with different rewards

Self-management in schools involves the personal application of behavior change procedures which produces a corresponding change in desired behaviors. Self-management procedures may offer expectational utility for those with autism given the degree of independence afforded by these interventions. Research has shown the effectiveness of self-management in increasing on task behavior as well as the effectiveness of peer praise in increasing on task behavior in the mainstream classroom. Although research has evaluated the effect of self-management on on-task behavior, further replications are needed to ensure the effectiveness of these procedures. The current study sought to evaluate the effectiveness of self-management in increasing on-task behavior in the mainstream classroom. A self-management system with visual prompts and peer mediation was created for the client while staff took data on his on-task behavior for 2-minute intervals. Additionally, a reversal design was utilized to evaluate the effects of the intervention. Overall, the findings suggest the intervention was effective in improving on task behavior and subsequent modifications to the intervention resulted in improved performance compared to that of baseline. The implications and limitations of the intervention will be discussed.

This presentation identifies the issue of chronic absenteeism in the special education population. It then examines research-based strategies that would help create a positive learning environment, and increase student engagement. Then, the presentation offers an action plan to address this issue. The presentation addresses sustainability by examining the issue of chronic absenteeism in the special education population and then offers solutions to creating a learning environment that will increase and sustain student engagement in the special education population.

Functional Behavior Assessments (FBAs) effectively assess function of behavior and lead to more effective interventions than interventions not based on function (Newcomer & Lewis, 2004). Unfortunately, questions remain regarding school personnel’s ability to obtain knowledge and skills necessary to conduct FBAs and create meaningful behavior change (Scott et. al., 2005). An FBA form was created to guide the FBA process for pre-service school based personnel. A pre/post test design was used in conjunction with the (TATE) Technical Adequacy Training Tool (Iovannone et al., 2015) to compare technical adequacy of FBAs developed with the guiding form, to FBAs developed without the guiding form. Qualitative data was gathered via survey to seek feedback from users regarding their experience with the guiding form through the FBA process.

The relationship built between the educational system and families can be complex yet essential to the child's overall success. An integrated review was conducted to synthesize primary evidence around parent training and family engagement within the school system. The purpose of this review is to illuminate the cross-section between parent training and parental involvement/engagement. Parent training has been recognized as an evidence-based intervention while parental involvement research is a relatively new research topic. Parent training is more commonly found within the community setting, however, the bond between the school system and families have been growing to address children’s problem behaviors. This review seeks to answer the larger question of how parent training bridges the home-school-community communication divide to serve families better. The preliminary database search was conducted across several electronic databases (e.g. ERIC) using text words, database-specific subject headings, and age limits, when available to address parent training, parent engagement, and parental involvement. The initial search yielded 811 articles. After duplicates and the removal of articles, 268 were left for full article screening with five articles remained for the full-text review. The analysis found that, that few articles focus on bridging the home-school connection by incorporating the core principles of family involvement or engagement within their studies parent training methods.

Technology has resulted in the emergence of WhatsApp™, and Zoom Video conferencing as competitive alternate training platforms to in-person training sessions. The wide reach of internet based technology has made telehealth an effective and low-cost method of training parents as interventionists using the principles of Applied Behavior Analysis (ABA) for children with Autism Spectrum Disorder (ASD). The current study aimed at training a parent of a child with ASD to implement and deliver evidence based autism intervention.The outcomes were measured using a gold standard developmental based assessment, the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). The results indicate notable changes in scores on the assessment, acquisition of skills on the part of the child and the parent’s skills in playing the role of the interventionist, coupled with the development of a harmonious and positive relationship between mother and child. Suggestions for further research include using the telehealth model and evidence based parental training for the dissemination of quality services to a larger population.

This poster will be a tutorial in adapting an in-person operant research lab to a distance learning format so that nontraditional students and teachers can still experience the experimental operant chamber concepts typically limited to animal and in-person lab settings. The poster will also highlight student experiences and social validity of the technique as well as suggest future research in this area.

Graduate coursework in applied behavior analysis is profoundly important, given that graduates typically go on to influence the lives of countless individuals via applying behavioral principles to change socially important behavior. Students must receive high quality education to be positioned for the best possible start in their behavior analytic career. We evaluated the influence of the components on course outcomes (i.e., quiz scores, final grades, and social validity) of an online course on “Advanced Topics in Behavior Analysis”. Results indicate that activities that involved active learning are most highly related to greater performance. Specifically, we found a statistically significant relationship between creating more posts in asynchronous online discussion with achieving higher grades (Spearman’s Rho = 0.404; p = 0.002). Conversely, passive learning activities, such as accessing pre-recorded lectures was not significantly related to course grades (Spearman’s rho = 0.207; p = 0.113). This study provides further evidence that active learning strategies must be incorporated into higher education pedagogy. Future directions will be suggested, related to the monitoring of, and setting the occasion for active responding in online coursework.

Cigarette smoking is the leading cause of preventable death in the United States, where an estimated 14% of adults currently smoke (CDC, 2019). Practicing behavior analysts are an untapped resource for treatment referral and in some cases treatment delivery. We review practical considerations for clinicians interested in providing smoking cessation referrals and treatment. We describe recommended procedures for referrals to evidence-based treatment, including the 5 A’s (Tobacco Use and Dependence Guideline Panel, 2008) and Ask, Advise, Connect (Vidrine et al., 2013), and web- and mobile-based cessation programs. We also provide a framework of general contingency management (CM) procedures for smoking cessation and describe common CM variations. We detail important clinical decision points including method of biochemical verification, reinforcer selection, and considerations for use with electronic cigarettes and smokeless tobacco products. Finally, we touch on the ethical considerations regarding scope of competency for behavior analysts interested in practicing in this area. Behavior analysts can use this information to help clients quit smoking.

Recent years reveal a marked uptick in university- and hospital-campus adoption of tobacco-free regulation, a movement promising significant health and environmental benefit. Given the similarities between community-level change agents (i.e., those that might yield meaningful advancement of public health or sustainability-focused policy) and campus policy, demonstration of campus regulation success—in compliance and outcome—via behavior analytic methodology is of notable value. The present study examines combustible tobacco-product refuse accumulation on a large university campus preceding and following enaction of a tobacco-free policy. We collected, counted, and compared tobacco wastes across four sites; behavior analytic involvement from the early planning stages of policy implementation guided intervention efforts (e.g., preliminary surveying among campus faculty, staff, and students as to where smoking most frequently occurred). Statistical testing suited for time-series research designs supplemented visual analysis. Results infer (a) a meaningful and sustained reduction of tobacco byproduct in all locations, and (b) a successful application of behavior analytic methods in evaluating a policy with plausible community benefit.

The rise of COVID-19 made behavior analysts worldwide reconsider best practice for providing behavior analytic services to individuals in need during a global pandemic. Telehealth has become more a widely utilized mode of behavior analytic service delivery since the onset of the pandemic, as telehealth has been shown to be an efficacious alternative to in-person services (Wacker et al., 2013; Suess et al., 2016; Tsami et al., 2019). With many behavior analytic services opting for a telehealth-based mode of service delivery, it is important for behavior analysts to assess the preferences and acceptability of the telehealth services from clients and caregivers (PECC, 2014). The purpose of this project was to analyze the acceptability of consultative behavior analytic services delivered using a telehealth model quarterly across the timespan of a year and three months to assess and treat challenging behavior. Results indicate that the consultative telehealth services have remained generally accepted by caregivers over time and have become gradually more accepted by clients over time.

Individuals with developmental disabilities and/or mental health conditions may engage in behaviors that put themselves and others at risk. As a result, treatment strategies are implemented to keep these individuals safe. If needed, restrictions of the individual’s rights may be implemented which prevent the occurrence of the target behavior (e.g., freedom of movement, restriction of personal items, search of personal property, etc.). Previous research has demonstrated a fading process to systematically remove restrictions when no longer necessary. This study provides further demonstration on the use of a restriction removal process for a client with a freedom of movement restriction.

The purpose of the study was to do an experimental analysis of task refusal around academic demands for one girl with developmental disability. Task refusal was analyzed in two different experimental analyses, the first a demand analysis, testing if the behavior was maintained by an escape from demands and the second a transition analysis, testing if the behavior was the result of the transition context. Task refusal did not occur in the demand analysis, indicating that the behaviour was not maintained by an escape from demands. Contrary, task refusal occurred solely in the second experimental analysis when transitioning from a rich to a lean academic activity. In this case the context of terminating a preferred academic activity and transitioning to a less preferred academic activity was aversive, but not the demand itself. In addition, an embedded break was implemented as an intervention to decrease the task refusal during the rich to lean transition. In a multielement design, an embedded break condition was compared to a no break condition. During the embedded break condition, task refusal was reduced.

Student success within a classroom setting is largely affected by the ability to actively participate, follow instructions and learn new content. The high probability (or high-P) request sequence is a strategy identified to support individuals with compliance to less preferred tasks (see for example, Mace, Hock, Lalli, West, Belfiore, Pinter & Brown, 1988) with mixed results. Some research has looked at specific mechanics within a high probability request sequence that determines increased likelihood of compliance. One area is the relation of high probability requests to the low probability request, with some research suggesting presenting relevant high probability tasks can increase compliance to low probability tasks (Planer, DeBar, Progar, Reeva & Sarokoff, 2018). Woodbury Autism Education and Research Centre presents their own adaptation of the Planer et al (2018) study with children aged 4 to 12 years, all with a primary diagnosis of autism spectrum disorder. An alternating treatment with baseline design was used to determine the effects of relevant and irrelevant high probability tasks on compliance to low probability tasks, as well as reinforcement delivery. Results suggest task relevance and reinforcement should be considered within the high probability request sequence.

Children with autism spectrum disorders (ASD) often displayed deficits in joint attention, an early emerging ability typically includes responding joint attention and initiating joint attention. The behavior analytic procedure, a most-to-least prompt procedure, is often used to improve children’s joint attention behavior. The level of prompt to be used for children with different abilities remains further explored, and the systematic prompting strategy could be expanded. The present study used a quasi-experiment design to compare an experiment group (20 children at the university’s laboratory) and a control group (20 children received treatment as usual at the community organizations), aiming to examine the effectiveness of prompt procedures for children of different symptoms. The results of study indicate an evidence-based decision-making procedures, and it will help clinicians and parents understand the dosage of interventions of changing a pivotal skill like joint attention. Further discussions were made on how to advance family’s appropriate time and money investments under the Chinese social and economic background.

Individuals with autism spectrum disorders (ASD) and other developmental disabilities often need to be explicitly taught personal hygiene skills. A subset of personal hygiene skills are intimate care skills which include menstrual care, penile care, and washing and cleaning of intimate body parts. The taboo and private nature of intimate care skills has can lead practitioners to avoid teaching these skills which may make individuals with ASD and other developmental disabilities more vulnerable to abuse and other health concerns. Due to the intimate nature of these skills, interventions need to be viewed as socially acceptable by the individuals, caregivers, and practitioners that will be the primary implementers. Teaching intimate care skills can improve independence, quality of life, and overall health. The purpose of this synthesis was to examine and summarize interventions to teach intimate care skills and examine the social validity of these interventions. Interventions fell into four categories including (a) chaining, (b) social stories, (c) lesson packages, and (d) punishment procedures. The results of the reviewed studies indicated improved performance on intimate care skills for participants and a lack of social validity measures utilized throughout the studies. Further discussion includes strengths, limitations, and suggestions for future research.

Offering high-quality data-based intervention using telehealth technology brings new challenges. It is necessary to assess if otherwise efficient interventions could offer similar results via online meeting delivery. This pilot study included three children with autism spectrum disorder (ASD) whose families implemented a program targeting challenging behaviors at home while being supervised virtually by professionals. Three psycho-educator from public services received online training on the Prevent-Teach-Reinforce for Young Children (PTR-YC) program. Each of them then acted as a facilitator for each of the families, by guiding them through the program’s steps using weekly virtual meetings. As per the PTR-YC program, 1) families targeted a challenging behavior to decrease and appropriate behavior to increase, 2) took daily data on both behaviors, 3) completed a functional behavior analysis (FBA), 4) chose intervention strategies, and 5) implemented them while being coached by their psycho-educator. All those steps were done using online meeting technology (Zoom or Teams). All three teams completed the 10 weeks program and data were collected using the PTR-YC behavior rating scale. This poster presents those clinical results as well as a brief overview of the clinical record, such as targeted behaviors, results of the FBA, and interventions implemented.

Applied behavior analysis (ABA) organizations that provide services to children with autism commonly apply contingencies to improve performance or behavioral processes. Such contingencies are believed to be especially important for maximizing ABA service delivery quality (ASDQ). For some behavioral processes, group contingencies applied to the behavior of individuals within the process are likely to be more feasible and efficient than individualized contingencies. Historically, behavior analysts have used group contingencies at the operant level of selection, such as independent, interdependent, and dependent group contingencies. However, recent experimental work in culturo-behavioral science suggests the metacontingency, an analogue of the operant contingency at the cultural level of selection, can also control the behavior of individuals in a group. Accordingly, in this paper I describe and compare “group-oriented” contingencies and make a case for conceptualizing the metacontingency as a fourth group-oriented contingency. Next, I provide examples illustrating how leaders in an organization might use operant and group-oriented contingencies for process improvement to promote quality in an ASDQ framework. Lastly, I conclude with a discussion of future research needed to examine potential differences in the effects of different group-oriented contingencies and their utility for promoting ASDQ.

In the RFT perspective, prejudice is built into the language itself and, for this reason, produces implications for human behavior. The objective of the current investigation, still in progress, is to employ relational training to enhance flexibility, reducing racially biased responses. The participants are two children (female ten years old; male five years old) with autism that presented incidentally prejudiced responses during intensive ABA intervention on social playtime. The procedure comprises three different phases. Initially, Phase 1 is a pre-test to attest to these observed biases. Then, phase 2 is relational training, including coordination and difference frames. Finally, phase 3 is a post-test phase that evaluates for changes on these biased repertoires. Meaningless stimuli and drawings of black and white people were the stimuli sets employed in this procedure. At the present moment, the boy is finishing the relational training. The continuity of this procedure will potentially add more information about modifying biased responses in children with autism through relational training.

Object imitation is often an early skill area targeted with young children with autism spectrum disorder (ASD). When teaching imitation, it is important to consider the characteristics of the environment that may come to exert control over the imitative response. The purpose of this study was to examine the effects of the size of the target stimulus on acquisition. We compared acquisition of object imitation across three conditions: no size prompts (target stimulus and distractor stimuli were approximately the same size), size prompts (target item was larger than the distractor stimuli), and a control (no formal teaching was conducted). Currently, one four-year old female Hispanic student diagnosed with ASD is participating. She mastered the targets in the no size prompts condition first. Correct responses increased in the size-prompt condition to high, but variable, levels of accuracy. Correct responses increased to moderate levels in the control (despite no formal training during these sessions). We will discuss how to develop imitation training to ensure stimulus control of the model, rather than various aspects of the stimuli.

Individuals diagnosed with autism often experience difficulties identifying emotional responses of others and themselves. They are unable to identify emotions, which leads to lack of understanding of social situations and appropriate ways to reciprocate social interactions. Past studies and current common practices focus on tacting “emotions” by looking at pictures or real persons exhibiting various facial expressions. This present study uses a five phase approach to teach individuals diagnosed with autism to identify and respond to complex emotions. The five phases targeted different components such as identifying facial expression, verbal behavior, and body gestures, responding to emotions exhibited by the other person, identifying the context (antecedent and consequence) of the emotions and if the person is still experiencing the emotion in a different context, and generalizing to a natural learning environment. The results suggest that the all fives were required in order for the participants to identify and respond to complex emotions.

The Covid-19 pandemic has forced service providers to pivot to using alternative service delivery models such as telehealth. Early Intensive Behavioral Interventions (EIBI) are an applied behavior analytic approach that can be effective for teaching skill acquisition for individuals with autism. There is limited research on service providers’ use of telemedicine to deliver EIBI. The purpose of this study was to examine how EIBI autism specific service providers in the state of Minnesota used telemedicine for service provision prior to and during the pandemic. An online survey was distributed in 2019 to EIBI autism providers (n=50) to evaluate how and where providers were using telemedicine and to assess supports. EIBI telemedicine billing claims from 2020-2021 by county were also evaluated to assess the trends by county type (e.g., rural, urban). Descriptive and statistical analyses indicated that 36% of providers used telemedicine prior to the pandemic and a statistically significant increase in billing in 2020 was observed. Overall, billing differed by county type [F(4,718)= 32.5, p< .001] with Urban counties having the most claims and Rural having the least. More research is needed to assess what the barriers and facilitators are for utilizing tele-based services and if the trends are equitable.

The current study used telehealth to deliver Acceptance and Commitment Therapy (ACT) training for parents of children with Autism Spectrum Disorder (ASD) during the Covid-19 pandemic which had promising results. ACT has been effective with parents in the in-person format (Blackledge & Hayes, 2006; Gould et. al., 2017) and via telehealth (Thorne, 2018). Nine parents of children with ASD completed a six week online ACT parent training delivered asynchronously. Each session included specific topics and exercises which included: (a) values identification; (b) present moment awareness; (c) defusion; (d) the matrix (moving toward/away); (e) committed action; and (f) self-care. Pretest and posttest measures were completed by the participants which assessed depression (Beck, 1996; BDI-II), emotion dysregulation (Gratz and Roemer, 2004; DERS); parental stress (Abidin, 1995; PSI-4-SF), psychological flexibility (Bond et al., 2011; AAQ-II), and child behaviors (VABS-3, Maladaptive Behavior Domain; Sparrow et al., 2016). Paired sample t-tests revealed that depression [t(8) = 4.28, p = 0.003, d = 4.44], parental stress [t(7) = 3.60, p = 0.009, d = 1.42], and psychological flexibility [t(7) = 2.55, p = 0.038, d = 7.35] improved post-intervention, while statistically significant decrease was not noted for emotion dysregulation and child internalizing and externalizing behaviors.

Social determinants of health that influence the delivery of ABA treatment were identified and targeted for a 20-year-old male diagnosed with autism disorder, ADHD, anxiety disorder, disruptive mood dysregulation disorder, insomnia, and encopresis.Prior to starting of ABA treatments, the clinical teams focused on issues such as housing, transportation, legal matters, and access to other health professionals. The results suggest an effective ABA treatment for encopresis is only possible when all of these conditions are addressed.

Comorbid psychiatric disorders are observed in children and adolescents with autism spectrum disorder (ASD) at substantially higher rates than those found in typically developing peers. The most common comorbid psychiatric disorders are attention deficit hyperactivity disorder (ADHD) and anxiety (including general anxiety disorder, phobias, panic disorder, and post-traumatic stress disorder). The symptoms of these disorders could diminish the effectiveness of therapeutic treatment via applied behavior analysis (ABA), aimed at addressing the core symptoms of ASD (i.e., social and communication deficits, repetitive/restrictive behaviors). Identification of behavioral symptoms associated with comorbid psychiatric disorders for clients receiving treatment for ASD assists in differentiating matters related to scope of practice for board certified behavior analysts (BCBAs) and aids clients/caregivers who may benefit from referrals to other providers as part of a multidisciplinary approach to treatment. Secondly, this research highlights the value of ABA treatment for behaviors associated with conventional psychiatric conditions, which could benefit clients as well as the field of behavior analysis. A rapid screening survey instrument was developed to administer at initial assessment to caregivers of clients with a diagnosis of ASD and at subsequent reviews to identify and track the presence of behaviors consistent with comorbid psychiatric symptoms. Results will provide data on initial presentation and the progression of behavioral and/or psychiatric symptoms with ABA treatment and collaborative care as necessary.

Outpatient treatment of problem behavior in public health system can be challenging, requiring the integration of medical, clinical, and behavior-analytic professional skills. The present case study describes a possible course of action when functional analysis results seem inconclusive or unstable, requiring further efforts in order to highlight possible underlying variables. An adolescent with autism and intellectual disability was referred for aggression, Self-Injurious Behaviors (SIBs) and screaming. Despite the implementation of a functional analysis and a treatment based intervention, outcomes were unstable, suggesting the need of further assessment and of a medical consultation. For this reason, three different functional analyses were carried out and a different pattern of data emerged each time. Namely, problem behavior was not observed in the first analysis, while access to rituals and attention were identified as most likely functions, respectively in the second and third functional analysis. Also, a psychopathological assessment was completed. The pharmacological treatment was changed, coherently with the psychopathological diagnosis. At the same time, the behavioral treatment was adjusted. This led to a significant improvement of the treatment outcomes, in terms of a dramatic reduction (0% per session) of problem behavior and increase of alternative responses (i.e, manding). This case study represents a preliminary effort to adopt an interdisciplinary approach in the outpatient treatment of problem behavior in public healthcare system.

This study evaluated the effectiveness of noncontingent reinforcement (NCR) to reduce aggression in Autistic children. The study also investigated how NCR may effectively schedule thin while still maintaining low levels of aggression. Aggression is a behavior that impacts 53% of Autistic individuals and decreases their quality of life (Fitzpatrick et al., 2016; Mazurek et al., 2013). Preference assessments were conducted to ensure appropriate reinforcers were utilized for the functional analyses. Additionally, a functional analysis was conducted with participants to assess the function of their aggression. Following the assessments, baseline levels of aggression were established, and NCR was implemented. NCR resulted in significant reduction in both participants. Schedule thinning was then initiated. Although differential reinforcement of alternative behavior (DRA) was hypothesized to be necessary to maintain low levels of aggression during schedule thinning, neither participant met the criteria for DRA to be used. This study extended the research by showing the effectiveness of NCR and maintain the reduction as schedule thinning occurred, making it a feasible treatment for clinical use. Suggestions for future investigations on the use of NCR in clinical practice, the social validity of NCR, and the impact DRA may have when combined with NCR are discussed.