Association for Behavior Analysis International

Applied Behavior Analysis (ABA), has witnessed significant changes in the licensure and credentialing of professionals. This transformation is crucial for being able to address the growing demand for effective, evidence-based behavioral services for individuals affected by autism and related disorders. How can we be certain that a behavioral services provider possesses the knowledge and experience required for effective, evidence-based services? The historical development of behavior analysis credentials reflects the need for standardized qualifications. Credentialing emerges as a critical process that verifies these qualifications and establishes a standard against which professionals in the field can be evaluated. Accreditation provides a third-party verification that specific, relevant standards have been met. This shift in the field has led to some confusion regarding credential and job title, which has significant consequences, impacting legislators, insurance funders, service providers, and the individuals and families affected by autism. In conclusion, accreditation plays a crucial role in ensuring that qualified professionals can provide ABA services to those in need. Access to these services is a right that families deserve, and by addressing these challenges, we can work towards a more inclusive and effective system of care for individuals affected by autism and related disorders.

ABA therapists ABA service organization leaders

While much is known about patterns of responding on basic schedules of reinforcement, less is known about the transitions from one kind of schedule to another. Fixed-interval schedules lead to a scalloped pattern of responding with a relatively long post-reinforcement pause, while variable-interval schedules produce a shorter pause and a constant rate of responding. In the current experiment, pecking of four pigeons was maintained on a baseline of either a fixed-interval or variable-interval schedule. Across conditions, an increasing or decreasing number of reinforcers were delivered following a variable interval. These conditions included 0%, 10%, 30%, 60% and 100% variable-interval reinforcers. Over the course of the experiment, the programmed schedules transitioned from entirely fixed-interval to entirely variable-interval, or vice versa. Post-reinforcement pauses were shortest when all reinforcers were delivered following variable intervals, longest following fixed intervals, and intermediary when a combination of fixed and variable intervals resulted in reinforcement. Implications about the nature of responding on fixed- and variable-interval schedules will be discussed.

Previous research in transitive inference (TI) has suggested that the expect preference B>D could be explained by regarding the indirect value acquired by B stimulus in comparison to the indirect value acquired by stimulus D. This hypothesis holds under de assumption that A (from A+ B-) was always reinforced, whereas C was partially reinforced (regarding B+C- and C+D- pairs). Under this rationale, Zentall and Sherburne (1994), employed a series A+B-, C±D- during training and testing the BD with continuous reinforcement. Zentall and Sherburne obtained a preference 64.6% for B stimulus and a 78% of preference for B during their second experiment. Nevertheless, it remains unclear if a reinforcement probability of .5 prevents value transfer or just reduces value transfer. The aim of the present study is to determine the effect of probabilistic reinforcement with probability values above and below the chance level (e. g., .3 and .7). With this manipulation it would be possible to evaluate a S+ with high value transfer values (p = .7) versus a S+ with low value transfer values (p = .3). If a C+ with high transfer value is paired with D-, it would be expected a lower B>D preference or indifference during test.

Measuring delay discounting may have important implications in clinical settings for substance use disorders and may function as a dependent measure in assessing various treatment interventions. In the current study we investigate whether contextual differences influence participants choices on a delay discounting task. A group design (N=42) assigning participants to one of two different groups, either completing the task in a traditional lab condition (n=20), or in a classroom condition (n=24), was conducted. Delay discounting data were assessed using the adjusting amount procedure presented in Dixon (2006), collecting data through a web-based software. Indifference points and delay discounting measures were extracted from participants scores on the task. All participants in the lab condition completed the task, whereas two participants did not complete in the classroom condition. In addition, three participants in the lab condition and ten participants in the classroom condition were excluded due to predetermined exclusion criteria. Results indicate that contextual arrangements influence participants scores, yielding elevated reaction times and more reliable task completion in lab conditions, though delay discounting measures did not differ between groups. Hence, measuring delay discounting in clinical settings should emphasize stable conditions when assessing clients degree of delay discounting.

According to relational frame theory transformations of functions are contextually controlled by stimuli defining the kind of stimulus relation involved (i.e., Crels) and stimuli specifying the function that is transformed (i.e., Cfuncs). The transformation of the functions of particular stimuli is a prerequisite to consistently fulfilling a reinforcement contingency within function transformation tasks (e.g., Finn & De Houwer, 2021). These tasks present Crel and Cfunc stimuli to specify transformations of functions and provide a means for investigating the establishment of contextual control of transformations of functions by particular stimuli. This poster presents the results of experiments with human adults in which various parameters influencing the establishment of Crel and Cfunc control were manipulated. Specifically, the experiments manipulated whether the Cfunc stimuli were presented in pre-training designed to establish Crel control, whether one or two stimuli served exerted Crel and Cfunc control, and size of the inter-trial differences in the properties of the stimulus serving as the source of the transformations of functions. Results indicate that these parameters have a significant impact on how readily contextual control over transformations of stimulus functions was established.

Stimulus equivalence researchers usually seek to isolate critical variables to enhance the probability of equivalence class establishment. However, this highly controlled environment diverges from the contingencies of daily life. The present experiment assessed whether participants learn and derive arbitrary stimulus relations under a less stringent experimental arrangement. Furthermore, we assessed how familiar stimuli affect the learning process under this condition. Sixteen undergraduate/graduate students were assigned to one of two experimental conditions and performed successive Matching-to-Sample training-testing cycles. A 27-trial training block taught nine baseline relations (AB, BC, CD, for Classes 1, 2, 3). Regardless of participants’ performances in training, they advanced to a 54-trial testing block that assessed 15 emergent relations (BA, CB, CA, DB, DA) and the maintenance of baseline relations. In Condition 1, all stimuli were abstract pictures; in Condition 2, Set A included familiar pictures (a bee, an airplane, a house). Participants repeated the training-testing cycles until they achieved 100% accuracy in testing, or up to two hours of experiment. 3/8 participants in Condition 1 and 5/8 in Condition 2 achieved the mastery criterion. Participants’ accuracy improved across the cycles. Familiar stimuli seemed to facilitate the acquisition of baseline relations and, consequently, the emergence of stimulus relations.

In most Pavlovian conditioning studies, the spatial dimension of behavior is often overlooked, with experimental subjects typically being immobilized. However, it has been reported that freely locomoting organisms exposed to Pavlovian contingencies form a Conditional Response that incorporates their spatial behavioral patterns, such as displacement and orientation toward sources of stimulation. This study presents an experimental setup and recording system designed to observe domestic dogs with unrestricted movement under Pavlovian contingencies. In one condition, we paired tones with food delivery using a FT 60-second schedule using an automated dispenser equipped with an integrated buzzer, while in a second condition, food was not presented. We continuously recorded locomotion patterns, orientation toward food, the owner, and other locations, as well as contacts with the stimulation source. Our results revealed distinct behavioral patterns in each condition. This research discusses the importance of including continuous spatial behavior recording in Pavlovian contingencies and demonstrates the feasibility of using domestic dogs as experimental subjects.

Rats were exposed to a two-choice conditional discirmination procedure in order to explore transposition. Conditional signals were pairs of lights flickering at differet rates (.25 s, .30 s and .35 s) and between groups reinforcement was contingent upon pressing the lever below the light with the higher or the lower flickering rate. After 60 traning sessions, flickering rates of each pair of lights per trial were increased (.05 s, .10 s y .15 s) or decreased (.45 s, .50 s y .55 s) during additional three sessions. For all rats accuracy of the performance remained at the chance level across the experiment despite: a) contigency criterion; b) increases in lenght and variability of the intertrial interval; and c) increases and decreases in flickering rates during test sessions. The results were the same in additional two experiments in which signals during training were .20 s, .30 s y .40 s or 20 s, .25 s, .30 s, .35 s and .40 s. These results suggest that flickering is a poor dimension for conditional stimulus control as well as for transposition.

Delay discounting is a quantitative measure of self-control, whereas social discounting is that of altruism. Steeper delay and social discounting are related to various maladaptive behaviors. Previous research reported that children with attention deficit hyperactivity disorder (ADHD) discount delayed rewards more steeply than typically developing children, while children with autism spectrum disorder (ASD) discount delayed rewards at the same level as typically developing children. Several delay discounting tasks have been developed to measure children's delay discounting. However, previous efforts to study social discounting in children have used a task that is developed for adults. The present study aimed to measure delay and social discounting in children ages 9-12 years with ASD and ADHD using new tasks specifically developed for children. In the delay discounting task, the children chose between immediate or delayed rewards across 11 trials. In the social discounting task, the children chose between sharing or not sharing rewards across eight trials. These tasks had less trials and smaller amounts of rewards than tasks for adults. Hypothetical food and money were used as rewards. The applicability of the tasks and the effects of the reward condition are discussed.

The term comprehension refers to the act of grasping the meaning of something. This notion explains why this term has been traditionally studied as a series of processes internal to the organism. The purpose of the present study, from a different conceptualization, is to analyze socially relevant behavioral changes based on the functional contact of complementary modes with objects or events in the environment. Psychological reactive systems constitute forms of behavior occurrence organized in three generic behavioral modes: sensory, motor, and linguistic. First-year students from a secondary school in the Educational System of the State of Veracruz, Mexico, participated in the study. A within-subject design was used to analyze the facilitation of performance in three active linguistic modes – pointing out, speaking, and writing – based on exposure to the reactive reading mode on an emigration text. The results suggest that the functional level achieved by the participants is related, mainly, to life experiences regarding the topic of emigration, exposure to the reactive mode of reading and its simultaneous enablement of the three active modes and to the morphological characteristics and means of occurrence of the different modes of language.

Conformity can be understood as an increased probability of adjusting to a social norm. Some behavior analysts point that conformity is the result of extensive reinforcement for conforming and punishment for not conforming. Even discussed theoretically, few empirical data can be found in behavior analysis. The present study investigated the effects of feedback on a task as a reinforcement for conforming or not to a group standard in a single-subject design. Eight undergraduates participated in the study. Each were grouped with four confederates in a task of analyzing the prevalence of black or white in images, but all the images had the same proportion of black and white. An ABACA design was programed for four participants and an ACABA design for the other four, in which A is a baseline, B is reinforcement of nonconformity (the experimenter announced the same color announced by the participant as correct when she has not conformed) C is reinforcement of conformity (the correct answer announced was the same when the participant conformed). The results showed that contingencies for conformity were more effective than contingencies for nonconformity and that after a history of reinforcement for conformity participants didn’t adjust to contingencies for nonconformity.

The Interview-Informed Synthesized Contingency Analysis (IISCA) is a functional analysis format that comprises five main components: a single test condition, informed procedures, synthesized contingencies, matched control, and an open-contingency class. Although the IISCA has been supported as an efficacious functional analysis format for identifying contingencies and informing function-based treatments (Layman et al., 2023), some modifications have been made for other practical considerations (Metras & Jessel, 2021). One such modification is the latency-based IISCA, which changes the measure of the problem behavior from rate (i.e., count per specific period of time) to latency (i.e., time from initial stimulus to first response). We conducted 18 IISCAs (9 latency-based and 9 rate-based) to assess the problem behavior exhibited by nine autistic children. All IISCAs were conducted by Brazilian professionals, and each child experienced both formats. All IISCAs, regardless of measure (rate or latency), were differentiated and identified a socially mediated function for problem behavior. The results show that the latency-based IISCA can demonstrate control over problem behavior as effectively as the rate-based IISCA. The research concludes that it is possible to identify socially mediated contingencies using the latency-based IISCA, similar to the rate-based IISCA.

This study evaluated effects of response effort on acquisition and maintenance of avoidance and escape using a human-operant arrangement. Participants attended three laboratory sessions. Each session was divided into three 30-min periods. In each period, participants played a computer game in which they defended a small sum of real or in-game money. Money losses occurred on a free-operant Sidman avoidance schedule unless participants made avoidance responses on one of three moving targets (the active target). Alternatively, participants could make separate escape responses to produce 10-s timeouts from the avoidance schedule on a progressive-ratio schedule. Avoidance response effort was manipulated by (a) changing the size of the moving target (diameter = 150, 100, and 50 px) across the three periods of each session and (b) changing the response-loss interval (2, 8, and 16 s) of the avoidance schedule across sessions. Results suggest that response effort manipulations were successful: Avoidance occurred primarily on the active target, avoidance was sensitive to the response-loss interval, and behavior was allocated to the targets as an inverse function of target size. Progressive-ratio breakpoints suggest that reinforcing effects of timeout were unchanged by manipulations to response effort. Possible implications and limitations of the results will be discussed.

Designing environments that promote walkability supports societal objectives such as improving public health and having successful public transport systems. This study measured the likelihood of completing a hypothetical walking task to a grocery store and restaurant based on distance and weather by using a novel approach of an economic demand framework to analyze demand, choice, and consumption. Undergraduate participants were given six hypothetical walking tasks, varying by weather condition and destination setting, and asked to rate on a scale of zero to ten of how willing they were to complete the walking task as distance increased by one block. We were able to apply the demand framework to a new topography of socially conscious behavior. It also looked like a number of factors moderated the demand framework. This study could further impact the development of sustainable cities and accessible environments using novel and effective analysis to increase walking as a fundamental mode of transport.

Transitions can be a major source of problem behavior for individuals with intellectual disabilities (Schmidt et al., 2000). Research on transitions suggests that problem behavior may occur more frequently when transitioning away from a preferred activity to a lesser preferred activity (Schreibman et al., 2000). A less well studied area within the context of transitions is disruptions to planned, upcoming activities. This study reports on an assessment designed to evaluate problem behavior to transitions that were disrupted by unplanned activity for two boys who were admitted to an inpatient facility for assessment and treatment of severe problem behavior. In some cases, the unplanned activity was relatively higher preferred, and, in some cases, they were relatively lesser preferred. For both participants, problem behavior occurred when the unplanned activity was relatively lesser preferred but did not occur when the unplanned transitions were to a relatively more highly preferred activity. These data suggest that intervening on a transition that is lesser preferred can reduce problem behavior for individuals with intellectual disabilities. The clinical application and considerations for treatments are discussed.

Wright et al. (2010) proposed a set of operational definitions human observers could apply to spectrograms when attempting to visually discriminate the ultrasonic vocalizations (USVs) produced by rats. However, the degree to which human observers can accurately apply these definitions is unknown. In response, we evaluated three common techniques for teaching visual discriminations. Study 1 used a multiple baseline design to assess the effects of multiple-exemplar training, simplified definitions, and live training on the accuracy of three observers’ categorizations of randomly selected USV spectrograms. Sessions involved scoring 10 spectrograms with varying instructional approaches. Participants in BL (Wr) and BL (New) sessions used the Wright et al. and simplified definitions, respectively. ME (Wr) and ME (Wr+Ppt) sessions included printed and digital visual examples of the Wright et al. definitions, respectively, with post-session feedback. ME (New) sessions mirrored ME (Wr+Ppt) sessions except examples matched the simplified definitions. Live training sessions were like ME (New) sessions but included trial-by-trial feedback. Accuracy scores were lowest when participants used the Wright et al. definitions and highest following live training. Study 2 replicated these findings with three additional observers, emphasizing the efficacy of simplified definitions and live training in enhancing USV scoring accuracy.

Resurgence is the recurrence of a previously extinguished response with the worsening of alternative conditions. Some studies indicate that the presentation of stimuli related to alternative reinforcement during the test phase may reduce the resurgence of the target response and increase the persistence of the alternative respondent. The aim of this work was to evaluate the effects of alternative reinforcement-related stimuli in groups of Wistar rats when delivered contingently, but with differential pairing histories. In phase 1, press target lever was reinforced. In phase 2, target response was in extinction and press to an alternative lever was reinforced, accompanied by a stimulus (i.e., light) depending on a probability (0, 0.5, and 1). In phase 3, the alternative reinforcer was discontinued, and the stimulus was presented contingently to alternative response . Differential levels of resurgence were noted across groups, with more resurgence being showed for subjects without a history of association with the stimuli. Alternative responding was not maintained with the stimuli presentation for neither group. Expanding the investigation of this manipulation would allow us to understand the conditions under which the effect reported in the literature becomes robust.

Pairing, sometimes called rapport building, is a recommended procedure in behavior analytic practice to build therapeutic relationships and help establish instructional control with clients. Pairing has been described as mutual consumption of the reinforcing activity (e.g., enthusiastically narrating the activity; Sundberg and Partington, 1998). However, until recently, pairing skills have not been explicitly described or empirically trained. Lugo et al. (2017) operationally defined therapist behaviors to promote rapport building and examined a procedure to increase therapist use of those skills. Other studies (e.g., Gormley et al., 2020) replicated this procedure to assess its impact on different client skill outcomes. One area that has not been examined is optimizing this procedure for the implementing staff. Given that ABA service environments are often regarded as inherently stressful in ways that may impede performance, Acceptance and Commitment Training (ACT) has been used to bolster training and other performance management interventions (e.g., Little et al., 2020). Training in rapport building could be enhanced similarly and result in beneficial outcomes for staff performance. Also, the benefits of ACT have been rarely examined outside of an intervention package. Thus, the present study examined the enhancing effects of ACT on therapeutic relationship building skills and, if needed, behavioral skills training (BST). A multiple probe design across participants was used to evaluate the impact on three of the rapport building skills across two clients per therapist. Results suggest that ACT alone may result in temporary performance boosts, but most participants required additional support through formal BST. Limitations and future suggestions are also described.

Through its utilization of ecological, teaching, reinforcement and reactive strategies, the multi-element behavior support (MEBS) paradigm has been shown to decrease the frequency and severity of problem behavior for people with intellectual and developmental disabilities. The aim of this poster is to provide a framework for the utilization of the MEBS paradigm in human service employment settings where employees’ challenging behavior serves as a barrier to their competence, confidence and credibility. Utilizing environmental, educational and compensation strategies, solutions to common performance problems for direct support workers will be discussed. Further, using a culturally attuned approach, recommendations will be made for functional, effective and non-aversive reactive strategies for safe rapid control over workplace problems, aimed at decreasing the episodic severity and increasing the dignity of workers and management when such episodes arise. Employee wellbeing will also be discussed within the context of quality of life as both an outcome variable and support strategy for direct staff and management.

Burnout is reported to be an issue in many fields, and applied behavior analysis (ABA) is no exception (Jimenez-Gomez et al., 2021). Some ABA clinics have reported attempts to decrease burnout and increase morale and productivity by having fun work events such as pajama days, amongst other things (Tagg, 2022). However, it is unclear whether these attempts to decrease burnout and increase morale are effective. Said another way, “are morale-boosting activities effective?” The purpose of our study was to assess the effects of pajama days, potlucks, and other “morale-boosting” activities on reported burn-out (Kristensen, Borritz, Villadsen, & Christensen, 2005) of employees in a Severe Behavior and an Early Intervention clinic using a multiple-baseline across clinics design. During baseline, we conducted “business as usual,” with no planned “morale boosting” activities. During the intervention, 2-5 “morale boosting” activities were conducted throughout the week, ranging from pajama days to spirit week. Implications of the results and future research directions are discussed.

Employee of the month awards are often believed to decrease employee turnover and increase employee job satisfaction. However, several managers at Holding Hands Inc. in Los Angeles County, California have hypothesized the opposite: that their employee of the month award is making staff quit after they win. They have cited anecdotal evidence that some behavior technicians were quitting shortly after winning the award. We argue that this must be an evidence-based practice. The author did an observational study, using existing data on employee tenure for award winners and non-winners, and dates of awards to evaluate this hypothesis. Overall, statistical analysis of the data did not show evidence for a causal relation between winning the employee of the month award and resigning from the company. However, there was also no evidence shown that the award decreases staff turnover or improves staff retention. Future studies within and outside of Holding Hands Inc. can further evaluate aspects of the award that affect staff retention.

The Competent Learner Model (CLM) System of Team-Based Professional Development Tools addresses four complex, interrelated realities faced by most educators in most schools anywhere in the world. 1) Increasing numbers of students with autism and other significantly complex learning and behavioral challenges related to neurodiversity are included in general education settings. 2) Complex student needs require school-based multi-disciplinary teams (MDTs) to work together to design and deliver evidence-based behavioral interventions and instruction with consistency. 3) Insufficient training and support to use empirically validated interventions with fidelity. 4) Lack of tools and training to implement programs to achieve and sustain intended effects. As we know, an evidence-based program is never enough to ensure effective use, implementation, and sustainability in practice. Along with the interest to adopt behavioral interventions in various systems across the world, there has been increased interest in utilizing a behavioral package of instructional tools. To meet that need, the Competent Learner Model System™ is built on the principles of Organizational Behavior and Change Management as the foundation of a dissemination infrastructure that includes university certificate programs, licensing, standardized instructor, coach and coordinator training processes, ongoing continuing education requirements and a quality assurance integrity check system to go along with the Competent Learner Model™ instructional tools for learners.

There is a growing need for Board Certified Behavior Analysts (BCBAs) in school districts nationwide. Many districts do not hire full-time BCBAs, but rather contract with service providers who plan, develop, and monitor behavior support service delivery options to meet the needs of students diagnosed with Autism Spectrum Disorder (ASD) and/or students with other behavioral and social/communication challenges. While contracted support is helpful, it tends to be utilized in a reactive manner and the need for support often exceeds the contracted BCBAs availability. In an effort to become more proactive, school districts can support teachers who are interested in learning to use ABA to improve student behavior. RBT certified teachers can implement behavior plans with the goal of achieving outcomes that direct future intervention and improve students’ quality of life. In addition, certified teachers can work under the direction of a BCBA to prioritize goals, conduct preference assessments, and implement behavior plans that involve modeling, schedules, and self-management. Teachers have the advantage of being aware of individual student’s strengths and weaknesses. Certified teachers can support colleagues and offset the administrative burden of recruiting contractors.

The University of Houston-Clear Lake (UHCL) Center for Autism and Developmental Disabilities (CADD) established the Connecting the Dots (CTD) program to provide free caregiver training to families of children with an autism spectrum disorder. The CTD was managed by Board Certified Behavior Analysts® and overseen by UHCL professors Dr. Jennifer Fritz and Dr. Sarah Lechago. From 2016-2022 this program served a total of 473 families and their children, and of these families, 69% completed the program for a total of 326 families served. The program included 12-weeks of 2-hour on site or virtual services in which a target behavior to decrease and/or a target behavior to increase was identified, as well as a lecture series geared towards increasing the caregiver’s general knowledge of both verbal behavior and target behaviors for reduction. Caregiver participation was evaluated through procedural integrity checks. Procedural integrity across 326 families was 96%, with 98% of their child’s responding meeting the targeted goals of either increase or reduction. A significant barrier of note occurred between the years 2020-2021 when the country was affected by the COVID-19 pandemic. All services were no longer given face-to-face and instead transitioned to telehealth. From the years 2016-2020 the clinic met 100% of the projected goal to serve 348 families. During the pandemic, the clinic met 43% of the projected goal serving 125 of the desired 368 families. The families that completed the program during 2020-2021 met their goals for procedural integrity and client responding; therefore, telehealth is a viable method of providing services when technological or other barriers do not preclude service provision. However, with the additional barriers presented, such as presence of other family members (e.g., siblings), caregivers working from home, and potential lack of resources, it was difficult for families to commit to the services and complete the program. Based on this information, in-person services seem to be a more efficient method of service provision.