Association for Behavior Analysis International

This symposium integrates the work and advances of three research laboratories located in three different universities in Mexico. The first presentation from the Laboratory of Behavioral Processes and Animal Models, located at Guadalajara University, presents an integrated view of the main findings on the problem of recurrence in animal models and its potential implications for human behavior. The second presentation given by the Laboratory of Behavioral Systems and Metacontingency Design, shows the experimental task employed and the latest findings given a behavioral view of participative leadership and the efforts to implement a professional service delivery strategy through small business workshops. Finally, the third presentation is given by the Institute of Psychology and Education at Veracruz University and it describes their interest in developing a Behavior Research Training Program that applies the principles derived from the individual scientific practice model. This symposium shows the broad coverage of behavior analysis in different Universities and different geographical locations in Mexico and their adherence to standard research and training criteria in behavior analysis.

Behavioral recurrence refers to the increase of previously reduced behaviors under specific conditions. Some of the procedures that allow the assessment of behavioral recurrence include spontaneous recovery, reinstatement, renewal, resurgence, and resistance to change. Each of these procedures, highlights the persistence of behavior despite arranging contingencies aimed at reducing the occurrence of behavior. In recent years, the Laboratory of Behavioral Processes and Animal Models has focused its research on identifying the parameters and contingencies under which recurrence occurs across these different procedures. This body of work spans over multiple studies that provide empirical evidence and set the ground for theoretical insights on how recurrence can be observed in basic and applied settings. The aim of this presentation is to summarize the key findings from our laboratory’s work, as well as to highlight the potential implications of these results for understanding behavioral relapse on the design of more effective interventions in applied behavior analysis

This presentation shows the development of a research program that started in 2017 with two main focuses: a) The experimental analysis of leadership employing a dyadic task and b) the design and implementation of a training workshop directed towards small business owners. The themes of these main objectives, participative leadership (Camacho, et al., 2017), organizational change (Malott, 2003) and verbal behavior (Malott & Kohler, 2021) have been intertwined in the leadership literature yet few research endeavors (see Komaki, 1998) have bridged the valid gap between applied behavioral research and professional service delivery (Johnston, 1996). The presentation shows the dyadic task employed as well as the main empirical findings in laboratory settings (Camacho, et al, 2017, Camacho, et al., 2021; Camacho & Jimenez, 2020) as well as during the latest training workshop. Also, the presentation includes a component analysis (Goal setting, behavior measurements and easy to follow rules) for the next scheduled workshop based on three organizational leadership functions previously outlined (Camacho & Arroyo, 2024).

The Individual Scientific Practice Model (MPCI, acronym in spanish) and the different uses of language in the construction and application of science have guided the 2021 curricular design of a Behavior Research Training Program attached to the Institute of Psychology and Education of the Veracruz University, as well as the development of research projects based on the lines of generation and application of knowledge of a program supported by a behavioral perspective. The purpose of this presentation is, first, to analyze and discuss within the framework of psychology as a scientific discipline from a field logic, the MPCI, and the stages proposed by Toulmin, 1953 and Ribes 2009 on the construction and application of science. The lines of knowledge generation and application of the program are briefly analyzed - language as behavior, psychological and educational processes, psychology and human behavior - as well as the research projects of students from two generations, grouped by problems from a behavior field theory. The analysis of the research process is discussed, based on the logic of the use of language, especially the extension of the categories of the behavior theory in the solution of teaching and learning problems in the educational field from the analysis of behavior.

Numerous research studies have investigated teaching methods and potential prerequisite skills that lead to generative learning across different populations. The current symposium includes basic, translational, and applied studies related to bidirectional naming and equivalence relations, with adults and children with autism as participants. The first presentation evaluates whether cover, copy, and compare study strategy could be used to teach equivalence relations to undergraduate students and whether drawing could occur as a form of mediating response in testing. The second presentation assesses the effects of multiple exemplar training on both the development of bidirectional naming and stimulus generalization in children with autism. The third presentation discusses two experiments that examined whether intraverbal bidirectional naming facilitated the formation of generalized equivalence classes with adults. Finally, the fourth study is an applied study that assesses class expansion and transfer of function after instructive feedback training with children with autism. The symposium concludes with thoughtful comments from the discussant.

Participants should be able to define and describe stimulus equivalence relations. Participants should be able to define and describe verbal operants.

The present study is an extension of Jennings and Miguel (2017) by investigating whether intraverbal bidirectional naming (I-BiN) facilitated the formation of generalized equivalence classes. This study includes two experiments (E1 and E2), four adults participated in each. Both experiments used a one-to-many training structure, matching-to-sample (MTS) tests, I-BiN tests, post-sorting tests, and social-validity survey. Stimulus generalization was measured across four novel stimulus sets. Pre-MTS test, tact test- and training followed by listener test, intraverbal training, (A´B’ and A´C’) were completed similarly in E1 and E2. After mastery of the training conditions, two different test sequences were introduced: In E1, successive blocks of post-MTS tests of across baseline, symmetry and equivalence relations and I-BiN tests was divided, while in E2, tests were merged into one block I-BiN and MTS-test, respectively. Then, both experiments exposed the participants to sorting tests. The results demonstrated that the establishment of few intraverbals led to correct responding during I-BiN and MTS tests, and the result was confirmed by the sorting tests, as well as all eight participants achieved mastery during the generalization tests. Vocal MTS-test and a post-experimental interview confirmed the use of tacts and I-BiN during MTS-tests.

Cover, Copy, and Compare (CCC) is a study strategy in which students cover their notes, attempt to copy them, and then compare for accuracy. This translational study evaluated whether CCC could be used to teach equivalence relations to undergraduate students and whether drawing may occur as a form of mediating response in testing. A video training package and experimenter feedback was used to teach participants to engage in CCC with notes in the form of a graphic organizer (GO). During the CCC condition, participants constructed GOs depicting the relations among the three equivalence classes, each consisting of three familiar stimuli. After completing CCC, six of the seven participants scored over 90% on their first matching-to-sample (MTS) posttest. We evaluated generalization of the CCC strategy with a three five-member classes of all abstract stimuli. All participants utilized the CCC strategy, constructed GOs with fidelity, and scored over 90% on the first posttest. Social validity data indicated participants found the approach highly acceptable. These findings provide additional evidence of the benefits of teaching mediating responses to produce high equivalence yields, particularly visual bidirectional naming (V-BiN; Miguel, 2018) as participants visualized the images then reacted to them by drawing them on their GO.

In the past several years, verbal behavior research has focused on teaching methods that lead to generative learning so not every single operant needs to be taught. One of these strategies, multiple exemplar instruction (MEI) is said to lead to the transfer between speaker and listener repertoires consistent with bidirectional naming (BiN). However, MEI is often confused with Multiple Exemplar Training (MET) which has previously been shown to lead to stimulus generalization. As an attempt to distinguish between the kind of generativity obtained with each procedure, a recent study with preschool children diagnosed with autism has demonstrated that MEI produces responding consistent with BiN, but not stimulus generalization. The purpose of the current study was to assess the effects of MET, rather than MEI, on both the development of bidirectional naming (BiN) and stimulus generalization with children with autism. So far results show that MET leads to the development of stimulus generalization, but it is inconsistent in the development BiN for targeted sets, supporting the functional distinction between MEI and MET.

The rapid advancement of computer technology, artificial intelligence (AI), machine learning, deep learning, and machine vision has created unprecedented opportunities in the study of animal and human behavior. These tools enhance the precision and speed, of behavior data collection and analysis. AI-based systems, particularly those using machine learning and deep learning, automate complex tasks like behavior recognition and movement analysis, reducing human error. Machine vision and pose estimation provide detailed insights into the spatiotemporal dynamics of behavior, allowing for a deeper understanding of both individual actions and broader patterns. This symposium presents four studies demonstrating cutting-edge AI applications in behavior analysis. The first applies real-time tracking, machine vision, and a closed-loop system to develop spatial contingent schedules of reinforcement. The second uses pose estimation to analyze and identify behavioral schedules in rats. The third study compares the accuracy of human observers and AI systems in recording gross motor movements and topography. The fourth introduces machine learning models that automatically measure vocal stereotypy in children with autism and examines the correlation between values measured by machine learning and those recorded by a human observer. Together, these studies show AI’s role in advancing research and applied practices in behavior analysis.

Audience members interested in artificial intelligence applications in the science of behavior will benefit from a basic understanding of computer-related terminology. This includes those seeking insights into integrating AI technologies for enhanced data collection and analysis in behavioral research and practice.

The Computational Experimental Analysis of Behavior (CEAB) is an emerging field that implements Computational Intelligence in methods and data analysis to understand behavioral phenomena. We implemented a novel Reinforcement Schedule (RS), based on real-time tracking with Machine Vision and a closed-loop system, called Spatial Contingent Schedules (SCS), in which reinforcement depends on a given spatial feature, i.e., a reached traveled distance. Two experiments were conducted under an A-B-A-C-A-B design, where A = Extinction, B = SCS, and C = JokedRS. We used a Modified Open Field System (1x1 m) with a servo water-dispenser at the center (Coord. .45, .45). In experiment 1, a Fixed Traveled Distance Schedule (FD) was used as SCS, and in experiment 2, a Variable Traveled Distance Schedule (VD). A Spatial Dynamics Behavioral Analysis, using Machine Learning, was conducted. The rats were sensitive to the contingencies for both SCS, and a variable ranking analysis showed that Spatial Anticipation of Reinforcement (SA) and Giving Up Time of the Reinforcement Zone were the most sensitive variables in distinguishing the effects between SCS. It is highlighted that SA was systematically observed under FD. The implications of CEAB and SCS for pushing the methodological and empirical boundaries of EAB are discussed.

Traditional behavior research often focuses on discrete responses, but organisms exhibit a wide range of behaviors in natural settings (Skinner, 1966). Spatiotemporal features of behavior are sensitive to reinforcement contingencies (León et al., 2020). Machine learning, both supervised and unsupervised, can detect behavior patterns in uncontrolled environments (Turgeon & Lanovaz, 2020). This study extends machine learning applications to identify behavior schedules in 12 rats using spatiotemporal data. Twelve three-month-old Wistar rats, individually housed with a 23-hour water restriction, were divided into four groups. They were exposed to fixed time (FT) and variable time (VT) schedules with fixed (FS) or variable space (VS) for water delivery over 30 sessions and 10 sessions without a programmed schedule. We utilized DeepLabCut for pose estimation, refining a pre-trained mouse model with our data. The primary measure was joint positions and skeleton representations from DeepLabCut. SimBA provided additional behavior recognition, and CEBRA offered latent behavior analysis. Results include reduced movement and behaviors under variable space and time contingencies due to environmental variability. This study implies that advanced machine learning can revolutionize behavior analysis, offering a more accurate understanding of animal and human behaviors, thereby better meeting species-specific needs in different natural environments.

Behavior frequency data is collected for individuals with autism to monitor progress and inform decision making by behavior analysts. This data impacts important life decisions, such as restrictive procedures fading, psychotropic medication prescribing, and residential placement (Vollmer et al. 2008). Studies have demonstrated exorbitant training and monitoring hours are required from a behavior analyst to ensure this data collected by direct care staff is accurate (Mozingo et al. 2006; Reis et al. 2013). The current comparative analysis evaluates the effects of human and AI data collectors on the accuracy of human gross motor frequency and topography data collection. Participants to date have consisted of typically developing adults who are prompted to make gross motor movements at latencies which decrease across sessions, and the topography and frequency of the movements are scored by a human data collector, a motion detection camera, and a generative AI system. Preliminary data suggest that the Axis camera system’s ability to discriminate frequency of behaviors decreases as the latency between movements shortens.

This symposium explores innovative goal-setting strategies in skill acquisition and fluency training across diverse populations, learning tasks, and instructional settings. The first presentation examines fluency versus percentage-based mastery criteria in training simple response chains to college students, providing insights into maintenance and generalization of skills. The study has broader implications for behavior-analytic supervision and client outcomes. The second presentation focuses on goal-setting strategies during math fluency interventions in elementary schools, comparing three approaches: "Beat Your Personal Best," the "x2 Minimum Celeration Line," and a no-goal control condition. There were benefits of shaping strategies that emphasized progressive performance goals. The third presentation investigates effects of different reinforcement densities through percentile schedules during math frequency-building interventions. By systematically varying reinforcement density, the study identifies optimal conditions for maximizing performance, though results indicate that individual factors may influence the effectiveness of goal-setting strategies. Taken together, these studies contribute to a nuanced understanding of how varied goal-setting parameters impact training outcomes, maintenance, and generalization, offering practical recommendations for behavior analysts seeking to refine instructional practices and enhance skill acquisition, retention, and fluency.

Intermediate Knowledge of Behavior Analysis: Familiarity with fundamental concepts in behavior analysis, including mastery criteria, fluency training, reinforcement schedules, and procedural fidelity. Understanding of Experimental Design: Awareness of common experimental designs used in behavior-analytic research, such as adapted alternating treatments designs and systematic replications, as these will be referenced throughout the presentations. Experience with Skill Acquisition Programs: Practical experience in implementing or supervising skill acquisition programs, particularly those involving chaining, fluency-based instruction, or other goal-setting strategies. Competence in Data Interpretation: Ability to understand and interpret graphical data, as findings will be presented using visual data displays (e.g., correct responses per minute across sessions). Interest in Applied Research: A keen interest in applied research that seeks to enhance training methods, retention, and generalization of skills across educational and therapeutic settings.

This symposium includes three talks exploring interventions and analyses aimed at improving public speaking performance and understanding the variables that contribute to effective communication. Goben will describe the effects of remotely delivered group training, which included video-based behavioral skills, training on professional conference presentation behaviors. This study will highlight improvements in public speaking skills and the generalization of those skills to larger audiences and longer presentations. Fu will describe the results of an establishing operation analysis that identifies contextual variables influencing the use of speech disfluencies (e.g., um, ah, er) during public speaking. These variables include audience size, audience type, and the difficulty of the topic. Lastly, Laske will share experimental findings from a parametric evaluation of speech disfluencies, investigating how varying rates of filler sounds (e.g., um, er, ah) and words (e.g., like, so, you know) impact perceived speaker effectiveness. Together, these talks will provide valuable insights into effective public speaking training methods and the influence of different contextual factors on communication success.

Prerequisite experience attendees should have are an understanding of single-case design, consequence-based interventions, and conditioned motivating operations.

Feedback is a common behavioral intervention to address performance issues in a variety of settings. Feedback has been heavily studied in organizational behavior management; most of this research has focused on the parameters of feedback delivery and behaviors of the feedback provider that impact the effectiveness of the feedback delivered. However, only two studies to date have examined how to teach individuals to effectively receive feedback. The current study investigated the efficacy of task clarification and feedback to teach appropriate feedback reception skills to individuals. One participant met mastery criteria of the feedback reception skills with task clarification alone, while two participants required an additional intervention component, performance feedback, to reach mastery criteria. The results of this study show that task clarification was effective in initially increasing feedback reception skills across all participants, however, additional components may be necessary to maintain performance increases. Implications of the present study are discussed and suggestions for future research in the area of feedback reception skills are provided.

Historically, research published in the Journal of Organizational Behavior Management (JoBM) has largely used single case or within subject experimental designs. However, recent trends in the use of single case versus other research methodologies in JoBM are unknown. In this study, we examined all issues of JoBM from 2000 through 2022 to identify the type of research design employed (single case, between subjects group, correlational) in empirical articles. When a single case design was used, we also identified the specific type of single case design employed. Results show that 60% of empirical studies employed a single case experimental design and about 20% employed a group experimental design. Although single case designs remain dominant, a slight decreasing trend in their use and an increasing trend in the use of group designs is apparent during the last two decades. The most commonly used single case designs were multiple baseline designs, followed by withdrawal / reversal designs, and multielement / alternating treatments designs. We discuss the implications of these findings for the field of organizational behavior management.

Resurgence is the re-emergence of a previously extinguished behavior when reinforcement conditions for an alternative response worsen. This phenomenon highlights factors influencing dynamic behavior change and behavioral flexibility, playing a role in adaptive patterns like foraging and problem-solving, along with contributing to relapse in clinical interventions. In this symposium, presenters explore the effects of various reinforcer dimensions contributing to resurgence. The first presentation investigates whether delays to reinforcement alone are sufficient to produce resurgence with rats, clarifying previous findings that did not directly control for decreases in reinforcer rate with increasing delays. The second presentation examines the impact of increases in alternative reinforcer delay or decreases in alternative reinforcer rate on resurgence, providing insights into the effects of reinforcer thinning and informing practical applications. The third presentation evaluates the influence of delivering two qualitatively distinct reinforcers simultaneously versus delivering a single reinforcer on resurgence, discussing implications of the findings for future translational and applied research. The final presentation addresses how physical effort associated with accessing alternative reinforcement affects resurgence in a preclinical arrangement with humans. Collectively, these studies offer important theoretical and practical implications for the development of more robust behavioral interventions aimed at mitigating relapse or promoting behavioral flexibility.

This symposium is most suited for individuals who are currently enrolled in or recently completed graduate-level work in behavior analysis.

Objective: Mirror visual feedback (MVF) technique use a mirror placed in the center of the participant and induced the illusion of bilateral movement during actual unilateral movement. While studies using electroencephalography (EEG) have explored the neurobehavioral mechanisms of MVF during rhythmic finger movements, the effect of non-invasive brain stimulation (NIBS) on MVF-induced cortical oscillations during rhythmic finger movements is unclear. Elucidation of this could lead to the possibility that NIBS modulates MVF-induced cortical oscillation and enhances the effects of rehabilitation such as mirror therapy. This study aimed to investigate whether transcranial static magnetic stimulation (tSMS) applied to the primary motor cortex (M1) modulates neurobehavior interaction of rhythmic finger movements with MVF. Methods: Participants performed an auditory-paced tapping task with their right index finger using a MVF before, immediately after, and 15 minutes after stimulation. Dependent measures: EEG and reaction time were recorded. Results: We found that the difference in beta- and gamma-band power between the left and right M1 was decreased after tSMS, and reaction time did not change. Conclusion: Our findings suggest that tSMS could reduce the imbalance of activity between the left and right M1 during MVF and could be used in combination with mirror therapy.

Reporting on events in the past is ubiquitous in our day to day interactions. Despite the importance of these responses, research in assessing and treating difficulties with these responses has rarely been conducted by behavior analysts. In this symposium, we will present several studies that provide behavioral accounts of memory. First, a series of basic studies will be described that illustrate examples of episodic stimulus control in rats. Second, we will discuss an applied assessment that tests episodic reporting in children without advanced vocal verbal repertoires. Finally, we will discuss two methods that might increase recall responses in children. In one, differential reinforcement alone successfully taught two children diagnosed with autism spectrum disorder to respond to events in the past. We will discuss the implications of existing repertoires on these results. In the other, neurotypical children were taught a series of tact to evaluate the effects on recalling past events. Throughout we will review previous behavioral research in remembering and how these new studies extend our existing understanding of these complex responses.

Audiences should have knowledge on a behavioral approach to verbal behavior. Audiences should also understand the basic components of an operant chamber for rats.

Reporting about past events and behaviors is an everyday activity for most of us and is critical for normal functioning. Cognitive psychologists have dominated research in what they have called episodic memory which has been considered a uniquely-human process. However, studies using complex conditional discrimination training have demonstrated that animals can learn to respond under the control of particular events, that is, when and where the events occurred. We describe several studies that illustrate examples of this What-Where-When remembering in rats. Rats were trained on an incrementing non-matching to sample task with odor stimuli using a five-term contingency under which responding to odors not previously smelled in a particular context during the current session was required for reinforcement. Accurate performance on such trials was demonstrated in all three rats and demonstrated a form of episodic stimulus control. We provide a behavioral account of such remembering in terms of contextual control of generalized conditional discrimination.

The ability to accurately describe personal experiences is socially significant and refers to episodic memory outside of behavior analysis. However, it is only sometimes clear if someone can not report events in the past if it is a memory problem, a skill deficit, or a stimulus control issue. This talk will discuss a method to assess episodic memory skills in autistic children. Six participants played with three different toys in three different contexts. Later, they were asked to answer questions about what they did outside and inside the room they played in. The questions were asked in terms of what they did (the specific event), the toy (the actions of the event), and the event’s context (the specific place). Episodic memory skill levels were individualized for participants. On average, the participants responded to all three questions more accurately when inside the room rather than outside. We will discuss the implications of the results for treatment considerations.

Teaching recall skills to children is a rarely studied subject despite the significance of these skills across several domains of everyday life. This research aims to test the effect differential reinforcement alone has on increasing accurate reporting. Participants in this study were diagnosed with autism spectrum disorder or Down syndrome and did not reliably report events in the past. We used a modified component analysis to determine the effect simple differential reinforcement has on increasing reporting. Results show variable success with only differential reinforcement. We will also review a series of secondary measures that provide alternative ways to interpret the effects of treatment, such as a description of error patterns. The results provide insight into the necessity of more complex teaching methods like probe fading that are paired with differential reinforcement and provide new insight into methods of teaching children complex verbal behavior skills like answering questions about events in the past.

This study aims to evaluate the effects of tact training and tact overtraining on the accuracy of recalling past events. Three neurotypical children (4-5-years-old) participated in the study and a multiple baseline design was implemented. During probes, participants played with different toys and games, including a card game (critical activity) during which the experimenter presented 10 images and the participant looked at them in silence. After 10min, they were asked to answer questions about past events (e.g., What pictures did you see today at the playing room?). Intervention consisted of two phases: In phase 1 the experimenter implemented tact training to assess the number of stimuli participant could recall after 10min. In phase 2 an over training of tact responses was implemented, in which the participant had to emit tact responses 5 times in the presence of each stimulus. Data collection is still in progress and partial results with participant 1 shows that, so far, tact training alone s did not increase recalling contradicting previous research.

The growing diversity within the client population necessitates that behavior analysts adapt their approaches to meet the unique needs of Latine clients, who often experience various challenges in accessing evidence-based services. This panel brings together experts in behavior analytic services and cultural competency to engage participants in dialogue on the challenges and opportunities in serving Latine families, fostering an environment that respects diversity and promotes effective behavior change. Key topics include the necessity of bilingual services, the adaptation of intervention tools, and the integration of culturally relevant practices into behavior interventions. As the demand for behavior analytic services grows within Latine communities, it is essential to address the unique cultural and linguistic needs of Latine clients thereby enhancing client engagement and promoting equity in access to services. Understanding cultural contexts can lead to more accurate assessments and more effective interventions. Implementing culturally and linguistically sensitive services can significantly improve client outcomes and satisfaction. This may reduce barriers to care, increase treatment adherence, and enhance overall community trust in behavior analytic services. As practitioners adopt these methods, they contribute to the broader movement towards cultural competence in healthcare, ultimately advancing the field of behavior analysis and promoting social justice.

Audience should be aware of the growing need for bilingual and/or culturally sensitive services.

Differential reinforcement of alternative (DRA) behavior is an effective intervention for decreasing problem behavior. However, DRA with extinction can produce extinction-induced adverse side effects, such as extinction bursts and resurgence. Extinction bursts involve an increase in the frequency of a target response at the start of extinction for that response. Resurgence is an increase in a previously extinguished target response when reinforcement conditions for the alternative response worsen. The studies in this symposium evaluated predictions of the temporally weighted matching law, which may account for both extinction bursts and resurgence (Shahan, 2022). First, Avellaneda and colleagues investigated extinction bursts following changes in magnitude of alternative reinforcement with rats. Kishel and colleagues evaluated extinction bursts following magnitude manipulations among children with intellectual and developmental disabilities. Next, Calabrese and colleagues evaluated extinction bursts following rate manipulations of alternative reinforcement in children with intellectual and developmental disabilities. Finally, Thuman and colleagues conducted a retrospective analysis of extinction bursts of alternative behavior and resurgence of target behavior during terminal probes for schedule thinning in applications of functional communication training. The symposium will close with a discussion by Dr. Dorothea Lerman.

This symposium is for graduate students, practitioners, and researchers who have at least a basic understanding of the processes of differential reinforcement and extinction.

Schedule thinning with compound schedules of reinforcement (e.g., multiple schedules) is effective for reducing reinforcement density during treatment of severe problem behavior. Extinction programmed within the compound schedules may induce transient increases in behavior. When an alternative behavior (i.e., functional communication response [FCR]) is trained and then contacts extinction during schedule thinning, increases in target behavior (i.e., severe problem behavior) may be considered resurgence; whereas increases in alternative behavior may be considered an extinction burst. Transient increases in alternative or target behavior may be problematic and lead to treatment integrity errors. Contemporary quantitative formulations suggest that resurgence and extinction bursts may result from the same principles governing choice (Shahan, 2022), therefore, a better understanding of these processes may inform treatment for severe problem behavior. In the current retrospective analysis, we examined the prevalence of extinction bursts of alternative behavior and resurgence of target behavior during terminal schedule probes (Strohmeier et al., 2024) for 69 consecutively encountered participants. Within session data analysis indicated extinction bursts of alternative behavior and resurgence of target behavior for some participants, but neither were uniformly present. We describe the characteristics and report the prevalence of each process and discuss clinical implications for schedule thinning.

Timeout is a commonly used punishment procedure within clinical and parental practices, and when implemented properly, can be effective in reducing problematic behavior. Depending on the procedure, timeouts can function as either reinforcing stimuli or aversive stimuli. Despite the prevalence of timeout in practice, there is still much to learn about the conditions that make timeout an effective aversive or reinforcing stimulus and thus, the conditions under which timeout procedures will be effective behavior management strategies. The present symposium arranges four recent basic and applied timeout studies. The first presentation describes a laboratory evaluation of the effects of response-independent pellets delivered during timeouts on the effectiveness of timeout punishment of rats’ lever-pressing. The second presentation describes a laboratory evaluation of the effects of the timeout duration and food delivery rate during time-in on rats’ timeout avoidance. The third presentation describes a laboratory evaluation with pigeons to disentangle the confounded components (e.g., contingent work and timeout) that underlie positive practice overcorrection procedures. The fourth presentation describes a clinical evaluation of combining a differential reinforcement of other behavior with a timeout procedure to reduce unsafe playground behavior of young children. The symposium will conclude with a discussion led by Dr. Michael Perone.

Research has been concerned with the conditions that make timeout from positively reinforcing contexts most effective as a negative reinforcer. Toegel et al. (2022) found that the quality and rate of food delivery during time-in affected the aversiveness of timeout as measured by rats’ avoidance behavior. The present experiment replicated and extended this work. During time-in, non-contingent food pellets were delivered to rats on a variable-time 30-s schedule. Signaled timeouts were scheduled every 30 s. Each lever press postponed the onset of timeout by 30 s. The time-in and timeout components were signaled by the presence or absence of white noise and general illumination by the houselight, respectively. The duration of timeout and rate of pellet delivery during time-in were manipulated across conditions, and the aversiveness of timeout was measured by avoidance response rate and avoidance proficiency (the percentage of timeouts that were avoided). The effect of timeout duration depended on the rate of pellet delivery during time-in.

Positive practice overcorrection (PPOC) is a procedure used to decrease challenging behavior in academic, clinical, and home settings (Doleys et al., 1976; Carey & Bucher, 1983; Cole et al., 2000). When challenging behavior occurs, an individual is required to complete a task, which requires effort and often involves practicing appropriate behavior. The procedure involves both contingent work and timeout (TO) from the reinforcing environment. The purpose of the current study is to examine the mechanisms underlying the effectiveness of PPOC procedures by disentangling the confounded components of the procedure within an animal model. In Experiment 1 (single response), there is only 1 source of reinforcement; the same behavior occasionally produces reinforcement and PPOC/TO. In Experiment 2 (concurrent), there is an alternative source of reinforcement without PPOC/TO. In both experiments, a TO without work is yoked to the average duration to complete the terminal PPOC work (i.e., FR) to determine if the reduction in the behavior is due to the contingent work or the TO from reinforcement. In Experiments 1 and 2, both PPOC and TO suppressed responding, however in Experiment 2, PPOC produced more suppression than the yoked TO of the same duration. Limitations and implications are discussed.

Grant writing can be a daunting and overwhelming process. This panel aims to empower behavior scientists to effectively navigate the grant writing process. Recognizing the unique research questions of behavior analysis and the challenges behavior analysts face when applying for grant funding, the panel features experienced professionals from diverse backgrounds who will share their expertise in securing research funding. The session will include a live Q&A, allowing participants to ask specific questions about the grant writing process. Panelists will provide insights into identifying funding opportunities, crafting compelling grant applications, and articulating the significance and impact of their research across various funding mechanisms. Additionally, the panel will discuss common challenges encountered during the grant submission process. By discussing both their diverse experiences and the common hurdles faced during the grant submission process, this session aims to inspire and motivate practitioners and researchers to secure funding for their innovative and impactful projects.

The intended audience for the grant writing panel includes pre-doctoral and post-doctoral researchers, as well as early- to mid-career behavior analysts and scientist-practitioners. Participants should have a foundational understanding of behavior analysis principles and be familiar with the research process. They are expected to have experience in conducting research, including formulating research questions and basic methodologies. This panel is designed for those who are eager to enhance their grant writing skills, navigate funding opportunities, and address the specific challenges associated with securing research funding in the field of behavior analysis.

There are close to 700 Verified Course Sequences listed on the Association for Behavior Analysis International Website. The charge of such sequences is to prepare preservice behavior analysts to participate in supervised fieldwork experiences and sit for the Behavior Analyst Certification Board™ Exam. At conferences, behavior analysis listserv, and on social media, there is much informal discussion about the methods of instruction as well as the quality of preparation programs. Many of these discussions surround what to teach. However, these discussions rarely include suggestions for how to teach, integrating instruction into a changing higher education infrastructure, or most importantly the empirical evidence to support their assertions. How does what we teach and how we teach it align with students’ prior learning histories, expectations and aspirations? During this panel discussion, we will examine the state of the evidence for teaching preservice behavior analysts, discuss gaps in the literature, and brainstorm ways to fill those gaps using the Scholarship of Teaching and Learning (SoTL).

Faculty and staff teaching behavior analysis courses to preservice behavior analysts in either Accredited Programs or Verified Course Sequences

We investigated the role of bidirectional naming in the emergence of analogical reasoning in 4 typically developing children between the ages 5 and 7. All participants learned to tact both the categories (clothes, furniture, and vehicles) and the relations (same and different) among 9 stimuli. They were subsequently tested on analogical responding during which they were presented with two stimuli belonging to the same or different categories and asked to select the comparison that matched the sample. During the last analogy test we asked participants to tell us why they selected a certain comparison. Tact training produced derived analogical responding (symmetry and transitivity) in all participants with two requiring direct training to solve baseline analogy relations. The results of this study suggest that tact training is sufficient to produce analogical responding in children. The current study supports previous research that state that participants must engage in both speaker and listener behaviors consistent with bidirectional naming to respond accurately to analogy tasks.

An autoclitic is defined as a verbal behavior that modifies the function of other verbal behaviors. Children with Autism Spectrum Disorder (ASD) often struggle to use and respond correctly to autoclitic frames. This study aimed to address how children with ASD respond to the autoclitic frames “is” and “is not” as part of their listener behavior. Using a nonconcurrent baseline design across participants, six children with ASD were taught to differentiate between these frames during structured activities involving colored cups and hidden preferred items. Discrete trial teaching (DTT), along with model and verbal prompts, was used during the teaching sessions. The participants successfully mastered listener responding to the autoclitic frames and generalized these skills to novel materials. This research contributes to the growing understanding of autoclitic behaviors in children with ASD and aims to improve communication through targeted interventions. The results and their implications will be discussed during the presentation.

In this session, we will explore compassion within the framework of Goldiamond's (1974; Layng et al., 2022) constructional approach to behavior change. According to Scallan and Rosales-Ruiz (2023) and Abdel-Jalil, et al. (2023) compassion involves identifying suffering, showing empathy, and taking action to prevent or alleviate suffering. Goldiamond's constructional approach focuses on establishing behavioral repertoires rather than reducing undesired responses. This approach forms the basis for developing compassionate interventions. Practitioners can create compassionate learning environments by understanding the underlying functions of undesired behaviors, offering learners genuine choice, and providing ongoing opportunities for learners to express assent. During this session, we will examine practical examples with animal learners to illustrate how to identify and address superimposed contingencies, incorporate genuine choice effectively, and use devices to indicate assent clearly. Additionally, we will discuss how these strategies are employed to identify, prevent, and alleviate suffering, ultimately leading to compassionate behavior interventions. This session aims to equip practitioners with the tools and knowledge needed to implement compassionate behavior interventions that prioritize animal welfare and well-being. By embracing Goldiamond's constructional approach, we can move toward a more compassionate approach to behavior interventions.

BCBAs Practitioners Animal Trainers Instructors

Behavior-change practitioners are often hired to address a client’s unwanted behaviors. These behaviors can be distressing to caregivers but may also indicate the client’s suffering. In such cases, practitioners have an opportunity to respond with compassion. Practitioners may use various strategies to alleviate suffering, but their choices will affect the client’s experiences during and after services. This presentation will set the foundation for the symposium by introducing the critical features of compassion and examining them through the lens of the constructional and pathological approaches to behavior change (Goldiamond, 1974/2002). Next, we will show how the guiding questions of the constructional approach can support practitioners in delivering services to their learners, whether animal or human. Following the constructional approach enables practitioners to develop personalized programs that (1) align with the learner’s critical reinforcers, (2) find starting points that ensure early success, (3) guide learners through programs that promote confidence, and (4) help them access natural communities of reinforcement to sustain lasting change. While the constructional approach alleviates suffering, it also goes beyond compassion by fostering conditions that allow the learner to thrive.

Traditionally, practitioners have viewed coercion through the lens of aversive control. However, positive reinforcement can also be coercive when the animal has only one way to access desired outcomes. It is especially coercive when those outcomes are highly valued and withheld to potentiate their value. For a choice to be considered genuine, there must be a set of alternative contingencies that provide access to critical consequences (Abdel-Jalil, et al., 2023; Goldiamond, 1976; Linnehan, et. al., 2023). Animals must have more than the opportunity to walk away (and get nothing) from a training session (Heidenreich & Layng, 2024). They must also be able to access the same reinforcing outcomes when engaging in other behaviors. Genuine choice provides information about contingencies impacting behavior and an opportunity to mitigate undesired emotional behavior such as distress, anxiety, and frustration. This has been defined as a critical feature of compassion (Scallan & Rosales-Ruiz, 2023). This presentation will provide many examples of how to shape and maintain desired goal behaviors while reinforcing other behaviors, resulting in the same desired outcomes. This is also accomplished without limiting access to reinforcers. Practitioners can provide genuine choice and compassionate interventions by learning to incorporate increased degrees of freedom.

Practitioners often rely upon shaping alternative, desired behaviors in traditional approaches to addressing undesired animal behavior. This is frequently observed in interventions utilizing differential reinforcement procedures. This strategy can overlook the critical task of identifying the function of the disturbing behavior and the reinforcing consequences that maintain it. Essentially, practitioners often superimpose a new behavior, hoping it will overshadow the undesired behavior while failing to address the underlying maintaining consequences. This presentation will illuminate the concept of superimposition and its fallout when applying behavior interventions. Superimposition can result in undesired emotional behavior and the associated emotions, often labeled as fear, aggression, conflict, or anxiety. Practical examples will be provided that illustrate superimposition, followed by strategies to address undesired behaviors' underlying functions. This presentation will also compare systematic desensitization and negative reinforcement procedures to address fear responses. This knowledge is pivotal for practitioners seeking more effective, compassionate, and lasting solutions to behavior interventions emphasizing learner well-being.

Training for husbandry procedures is a fundamental responsibility for caretakers of animals in managed care. Husbandry behaviors are often defined as facilitating animals' day-to-day and medical care. This may include foundation behaviors such as targeting and stationing and more complex behaviors such as injection training. As practitioners move towards more compassionate care for learners, they strive to offer them genuine choice over when, how, and what they are being trained to do and by whom, and they seek to do so with the learner's genuine assent (Linnehan et al., 2023). This presentation documents an ongoing journey to give learners more control via genuine choice and assent in their husbandry training. It will highlight beneficial general practices and suggest ways to increase degrees of freedom in applied settings. It will also showcase some inexpensive and relatively easy-to-build tools to facilitate ongoing communication for canine and caprine learners during husbandry procedures, which might be easily adapted to other species with similar morphology