Association for Behavior Analysis International

Cannabis is widely marketed and colloquially claimed to be a sleep aid despite minimal evidence to back these claims. The marijuana purchase task (MPT) is one way to elucidate the association between sleep and cannabis use. Participants (n = 79; 78% white; 48% identified as women; 48% identified as men; and 4% identified as non-binary) with a mean age of 24.11 completed a single laboratory session consisting of four hypothetical marijuana purchase tasks (MPTs) involving either a typical use situation or a driving or sleep context. The MPTs were alternated with exposure to cannabis or neutral picture cues based on block randomization by gender. The sleep context was associated with significantly greater α (p < .006) but non-significant effects for other indices (p range = .123-.707). Finally, cannabis cues increased Omax (p = .013) and breakpoint (p = .035) in the sleep context but not in the typical use context. These results suggest that while a sleep context does not have an overall effect on cannabis demand, being in the presence of cannabis cues may reverse this effect.

Public schools are complex environments housing students with diverse needs and professionals of varying expertise. While around 12% of behavior analysts primarily focus their work in public schools, there is likely a larger percentage of behavior analysts collaborating with public school programs as a portion of their daily work. However, there is a lack of clarity regarding what training behavior analysts receive prior to working within public education. Successful behavior analysts in public schools require knowledge that extends beyond traditional behavior analytic coursework, encompassing areas such as child development, education law, the distinct roles of educational staff, interdisciplinary collaboration, and academic interventions. Consequently, there is an evident need to prepare behavior analysts to develop skills tailored to the specific demands of public school contexts. This panel consists of experienced clinicians who have worked extensively in public education and are united in their dedication to establishing educational frameworks for the preparation of behavior analysts to work effectively in public school settings. Throughout our discussion, we will delve into the essential competencies required for the advancement of our profession in education and address obstacles, whether in applied behavior analysis or the educational realm, that we must surmount to expand our influence.

BCBA's or BCBA trainees seeking greater competence in working in public school settings. BCBA or BCBA trainees are interested in gaining insights into the challenges of working in public school settings and would like to obtain additional knowledge about ways to overcome these challenges.

The Constructional Approach (Goldiamond, 1974/2002) allows for behaviors that empower non-verbal learners to communicate assent for invasive and non-invasive medical husbandry procedures, and behavioral management practices in the zoological settings. Compassion based assent coupled with the Constructional Approach creates a flexible foundation upon which complex behaviors are rapidly developed for both non-verbal learners and their trainers. Employing assent creates a profound shift from the traditional linear and pathological approaches by creating programs designed to serve the needs of a learner across the arc of their life. By training behaviors with assent contingencies, zoological professionals cultivate empathy awareness for their non-verbal learner’s experience in training procedures. Team members develop greater dedication and empathy for their learners, experience enhanced job satisfaction, and programs advance as organizational cultures envelop assent-based practices. In our discussion of case studies, we will explore how compassion, empathy, and the Constructional Approach changes animal welfare decisions and training outcomes.

How do we know if we have a learner’s assent? This question has gained importance with both human and animal learners. To answer this question, it is essential to examine the alternative contingencies available to an individual during teaching. The use of positive reinforcement techniques is often considered non-aversive, and if a learner repeatedly initiates teaching sessions, it is generally assumed that participation is uncoerced. However, participation in positive reinforcement-based teaching may be coerced if the learner has no alternative way to access reinforcement (Goldiamond, 1974/2002). In this experiment, a rat received a positive reinforcer (chocolate pudding) contingent on participation in a training procedure. Results showed that when alternative contingencies were made available (e.g., free pudding, hiding, escape), the rat withdrew assent from the original procedure. Further, it was found that the rat did not engage with some alternatives (free pudding) unless alternatives that decreased the aversiveness of the environment (hiding, escape) were also available. These results support the ideas that assent cannot be obtained when 1) there are limited alternative ways to obtain a reinforcer, 2) available alternatives do not result in the same reinforcer, and 3) available alternatives do not decrease the aversiveness of the environment.

Extinction involves the suspension of reinforcement for a target behavior and is a commonly used procedure in differential reinforcement of alternative behavior interventions. Empirical evidence supports the use of extinction to produce effective and efficient reductions in severe problem behavior. Notwithstanding this evidence, the use of extinction may also come with a host of concerns related to social acceptability, ecological validity, response bursting, and the relapse of problem behavior. Toward answering questions related to these concerns, some research has focused on evaluating the variables which contribute to the sensitivity to extinction and extinction bursts, as well as identifying interventions that do not subsume extinction. We present a collection of presentations which span the continuum from translational to applied research investigating critical questions regarding extinction. In this symposium, Dr. Andrew Craig will present on the effects of continuous and partial reinforcement on extinction performance. Sydney Arthur will present on the effects of degrading the quality parameter of reinforcement for interventions without extinction. Skylar DeWitt will present on the investigation of the magnitude of resurgence following differential reinforcement interventions with and without extinction. Finally, Dr. Mayank Gandhi will present data on the prevalence of extinction bursts for automatically maintained severe problem behavior. We are fortunate to welcome Dr. Daniel Mitteer as our discussant.

Recent human-laboratory analyses of extinction performance have demonstrated lack of sensitivity of human behavior to extinction contingencies. The current experiment aimed to evaluate whether arranging high (continuous reinforcement, CRF) vs. low (partial reinforcement, PRF) rates of reinforcement for human behavior in the laboratory affected extinction performance. Five adults pressed buttons for point reinforcers in two laboratory visits. During each visit, button pressing produced reinforcers for ten, 2-min baseline sessions after which pressing was placed on extinction for twenty, 2-min sessions. During one visit (the CRF condition), every press to a target button resulted in points in baseline. During the other (the PRF condition), target-button pressing produced points according to a variable-interval 10-s schedule in baseline. Button pressing tended to persist across sessions of extinction, but it persisted more in the PRF condition than in the CRF condition for most participants. Extinction also was associated with elevated levels of pressing to inactive buttons that were never associated with reinforcement. Additional work is needed to better understand why human behavior persists during extinction when evaluated in laboratory settings.

Individuals with autism are more likely to engage in severe problem behavior than their peers. An evidence-based treatment for severe problem behavior involves placing the problem behavior on extinction and differentially reinforcing an alternative response (DRA). However, extinction is not always feasible and may be unsafe or impractical to implement in some circumstances. For this reason, researchers have begun investigating the use of DRA without extinction with this population. At present, it is unclear how DRA with or without extinction may produce durable treatment outcomes, particularly as it pertains to the resurgence of problem behavior. This presentation describes a study that investigated differential resurgence outcomes following DRA with and without extinction using a three-phase resurgence assessment in a translational model. This presentation will describe significant differences in the presence of resurgence between groups, including differences in the magnitude or persistence of resurgence. Implications for future human-operant investigations of resurgence will be discussed.

This symposium presents four exemplars of conceptual considerations and/or methodological approaches to honoring client choice within therapeutic and educational programming. Specifically, two papers explore the meaning of assent within applied behavior analysis (ABA): one presents a potential experimental approach to defining the capacities for providing assent, and the other introduces an ongoing study which seeks to measure the state of the field in terms of assent-based practice. The third paper presents clinical applications of the constructional approach (Goldiamond, 1979; Layng et al., 2021), itself an assent-based system, within a tertiary-level, complex behavior outpatient clinic. The fourth and final paper discusses potential risks of the pathologization of particular types of play exhibited by autistic youth and presents a call-to-action for a more inclusive, flexible, and developmentally-sensitive approach to play. Collectively, these talks explore critical concepts for navigating the pivotal territory at the intersection of ABA and the neurodiversity movement. The symposium will conclude with a discussion of the ways in which behavior analysis can embrace neurodiversity, empower clients, and continue to apply the principles of ABA to promoting quality of life, in an ever-evolving landscape.

Necessary prerequisites include: - an awareness of the neurodiversity movement - awareness of the topic of assent - experience with applying and/or solid conceptual understanding of the principles of ABA - exposure to the BACB ethics code

Families with autistic children demonstrate higher risk factors than families without autism, and that level of risk is further and positively correlated with the severity of behavioral challenges experienced within the family system (e.g., Brassard, 2021; Cheng & Lai, 2023; Davis & Carter, 2008). The constructional approach and non-linear contingency analysis described by Goldiamond (1975) provides a unique lens to assessing complex contingencies and has demonstrated success when applied within clinical contexts across psychiatric populations (Goldiamond, 1979; Layng et al., 2021; Merley & Layng, 1976). This presentation demonstrates case examples of analyses and interventions applying the constructional approach and non-linear analysis to intensive parent interventions of children with severe and complex behavioral disorders served within Nationwide Children’s Hospital’s Complex Behavior Program. Clinical data demonstrate that when this case conceptualization and analysis is applied across multiple clients and family systems with various presenting severe behavioral concerns, matrix resolution can be reached for positive, socially valid outcomes for children and their families. The constructional approach applies a compassionate and assent driven case conceptualization that factors in multiple maintaining contingencies within the patient’s learning history and context, and drives change directed by the client and their families (Abdel-Jalil et al., 2023; Scallen & Ruiz, 2023). The constructional parent training program discussed in this presentation works to teach parents to apply and design problem solving strategies using non-linear analyses and intervention to solve environmental challenges associated with their children’s ongoing behavioral needs, increasing confidence and reducing dangerous behaviors, factors also associated with decreased parental stress (Miranda et al., 2019).

Play has been observed across species and cultures (Pellegrini, 2011) and has been theorized to function for a variety of reasons including fostering social, cognitive, and emotional development in children (e.g., Ginsburg, 2007; Tamis-LeMonda, Shannon, Cabrera, & Lamb, 2004; Zhao & Gibson, 2003). While the exact definition of play has not been agreed upon (Sutton-Smith, 1996), most researchers identify play as being spontaneously initiated and naturally reinforcing to the individual (Knox, 2008; Moore & Lynch, 2017). While a child who engages in play is given the freedom to follow what is motivating to them, autistic children are not often afforded the same freedom (Yoon, Goodwin, & Genishi, 2023). In fact, autistic play is often described in the literature through a deficit lens and identified as a behavior that needs fixing (e.g., Lee, Lo, & Lo, 2017), inevitably becoming the target of intervention. In this presentation we will explore the function of play and how practitioners can align treatment goals to match that function, focusing on identifying the strengths and values of the individuals they serve. Topics for future research within the field of applied behavior analysis will also be discussed.

Once children begin to learn names incidentally, studies have shown that they learn faster and in new ways that catalyze their verbal development. This has led some researchers to call incidental naming a verbal developmental cusp and emphasize its critical role in teaching language to young children, particularly those with developmental delays. However, the conceptual debate surrounding naming, and the variability in testing and training strategies mean that incidental naming is currently being studied by only a handful of laboratories and classrooms around the world. The lack of clear recommendations regarding the critical variables in incidental naming may further discourage clinicians and applied researchers from approaching this topic. In my talk, I will highlight key challenges in the literature specifically with respect to naming tests, proffer potential solutions, and describe why practitioners and applied-researchers should care about incidental naming. I will also highlight examples of researchers studying concepts functionally similar to incidental naming but using other terminology and advocate for more collaboration between these perspectives.

The current study focused on identifying the behavioural processes that are involved when children learn to name objects by employing the non-simultaneous naming procedure, similar to that used by Sivaraman et al. (2021). Only one published study has used this procedure with children, who were all typically developing toddler participants, but no research has been conducted with adults. Additionally, the current study explored the potential impact of specific relational contextual cues for naming, including pointing, mutual eye gaze, and linguistic terms (e.g., “this is a”). The study thus sought to determine the relative impact of these relational cues on the learning of novel names in human adult participants. In other words, would the learning of specific novel names be impacted negatively when these typical naming cues are absent? Preliminary findings from two of four conditions indicate that such relational cues do indeed play an important role in naming. Overall, the results of this work may inform other research in terms of highlighting the potential importance of contextual cues when adults and indeed children are learning to name.

Obsessive-compulsive behavior is a term used to describe the topographical overlap between Higher-order Restricted Repetitive Behaviors commonly observed in autistic individuals and compulsions characteristic of Obsessive-Compulsive Disorder. Due to the complex variables maintaining these behaviors (e.g., positive and/or negative automatic reinforcement and other operant functions), specific individualized treatments, such as adapted Cognitive Behavioral Therapy (CBT) and Functional Behavior-based CBT, have been developed to address these behaviors in autistic individuals. The research supporting these treatments is slowly growing; however, there are still significant gaps that need to be addressed. In our symposium, we examine the current body of literature and identify prominent gaps, such as limited extended follow-up studies, a lack of function-based treatment, and minimal incorporation of client voice in treatment. Further, we discuss the potential ethical implications that can arise from these gaps. Finally, we provide practical recommendations for researchers and clinicians providing adapted and Functional Behavior-based CBT to autistic individuals with obsessive-compulsive behaviors.

Working knowledge of basic behavior principles (e.g., functional assessments, function-based treatment) and the BACB Ethics Code for Behavior Analysts.

Functional Behavior-based Cognitive Behavioral Therapy (CBT) is an empirically supported, manualized intervention for treating obsessive-compulsive behaviors (OCBs) in school-age autistic children. By using a combination of traditional CBT (e.g., psychoeducation, exposure, and response prevention) and applied behavior analysis (e.g., functional behavior assessment, basic behavioral principles), this treatment has proven to be efficacious; however, few follow-up studies have been conducted. Our study uses a mixed methods approach to evaluate the long-term effects of Functional Behavior-based CBT in reducing obsessive-compulsive behaviors in autistic children. Our quantitative results (Repetitive Behavior Scale–Revised Sameness, Compulsive, and Ritualistic Composite scores) revealed a significant reduction in parent OCB ratings from baseline to treatment (-1.81, SE = 0.16, t[3812] = -11.01, p < .0001), and a small and nonsignificant increase between treatment and follow-up (0.26, SE = 0.25, t[3812] = 1.06, p = .29) conducted 6.31 years later. We corroborate these findings with matched comparison parent and child semi-structured interviews, which provided insight into factors that may have contributed to successful or unsuccessful outcomes. We discuss considerations for improving the long-term effects of Functional Behavior-based CBT for reducing obsessive-compulsive behaviors and the benefits of using a mixed methods approach to evaluating treatment outcomes.

This panel will honor the lifetime contributions of Dr. Joseph Pear, who passed away in December 2022. Panel participants will share some of Dr. Pear’s lifetime achievements and fond memories of Joe as an exquisite scientist and writer who could make clear the most complicated concepts. A true gentleman, his patience, humility, and compassion were evident in his teaching, applications to clinical settings, supervision, and in any other sphere of life. His innovations in the field can be viewed from at least two angles: An inquisitiveness about finding a full account of human behavior, and a desire to make the world a better place with interventions that use positive reinforcement. These guided the development of experimental, applied, and clinical research and supervision at the University of Manitoba in Winnipeg, Manitoba, Canada. The panel will provide examples of his contributions, insights, and legacy to help attendees benefit from his work and life.

Each year, the Experimental Analysis of Human Behavior Special Interest Group members vote on nominees for our Distinguished Contributions Award. The goal of this award is to recognize the contributions of behavioral scientists whose work has helped to define EAHB as an interesting and viable area of study. This award is presented each year at the ABAI annual convention. The Experimental Analysis of Human Behavior Special Interest Group invites you to formally recognize the contributions of Dr. Júlio de Rose, whose extensive research career has shed much light on the complexities of human behavior. A colleague of Dr. de Rose will reflect on his many contributions toward advancing our understanding of complex human behavior and subsequently deliver an address on a topic of his choosing. Dr. de Rose's talk is entitled "Relational Responding and Transformation of Functions in the Behavioral Analysis of Social Phenomena". Please join us to celebrate the contributions of Dr. de Rose.

The concept of attitude has been central in social psychology, referring to people’s evaluations and beliefs about any objects or issues. Although attitude is a mentalist concept, it addresses behavioral phenomena. The notions of stimulus equivalence and transfer of functions opened the way to a behavioral analysis of attitudes. This was further developed with Relational Frame Theory (RFT), which permitted to address different kinds of relations and the transformation of functions of related stimuli. As such, attitudes involve relational responding, in which positive, neutral, or negative attributes are related to specific objects or issues, thus influencing evaluations and beliefs about them. An implication of attitudes as relational responding is that the attitude toward a stimulus may depend on experiences with related stimuli. An analysis of attitudes as relational behavior has permitted behavioral research on a range of social phenomena such as biases, prejudice, preferences, etc. This presentation will provide examples of research on such phenomena.

Successful learners apply what they’ve learned to a variety of new contexts. Even full grasp of the skills, concepts, and principles taught during one’s K-12 education are insufficient in teaching everything learners need to know. Thus, it’s essential that education settings teach students how to take ownership of their own learning, by teaching specific self-management strategies for application to a variety of classroom learning environments, and for application to real-world contexts. This symposium will feature two presentations detailing how students can learn to be better learners and to use what they’ve learned outside of the classroom setting. First, Ky’Aria Moses will describe a systematic literature review of instruction of self-management strategies with low-income students. Next, Bailee Scheuffele will explain how she used Morningside’s simple generative responding technology to design a year long project aimed at teaching students to apply computation skills learned in math class to meaningful, real-world challenges outside of the classroom.

Professionals interested in behavioral education, direct instruction, Precision teaching/frequency building, Response to Intervention/Multi-Tier System of Supports, executive functioning, self-management, communication, and designing for and teaching towards generalization. Audience should have a basic understanding of applied behavior analysis as applied to academic learning behavior.

This symposium will review practical tools and models for training and supervision that can be used to directly measure training outcomes as well as identify factors that might affect the outcomes of training. Results from two applied research projects that used a pyramidal (train the trainer) approach to staff training will be reviewed to highlight the direct training, outcomes for service recipients, and the social validity of the tools, approaches to training, and models. The first presentation will review the Teacher Performance and Accuracy (TPRA) measure, a practical tool supervisors can use in their daily practice. It is helpful to ensure training adherence and that supervision goals align with performance outcomes. In the second presentation, we will review the outcomes of the Community Capacity Development Initiative (CCDI). We will share factors that contributed to and impeded training success, which was consistent with the model for fostering community capacity to support adults with intellectual disabilities who engage in challenging behavior (Mullins & Scott, 2022) based on organizational behavior management and knowledge translation. This symposium will help supervisors and trainers measure staff outcomes and gain an understanding of organizational and individual factors that affect training outcomes, generalization, and maintenance.

This presentation is rated “intermediate” as attendees will require basic understanding of three-term contingency trials, mastery criteria, and organizational and individual factors that affect training outcomes, generalization, and maintenance.

One of the goals of training and supervision is to ensure that our supervisees acquire the necessary knowledge and skills as a clinician, which in turn results in client progress (LeBlanc et al., 2020). The Teacher Performance and Accuracy (TPRA) measure is a measurement system for trial-based instruction (Ingham & Greer, 1992) that measures moment-to-moment interlocking three-term contingencies (i.e., Learn Units) between the teacher or instructor and the learner (Greer, 2002). The TPRA has been used to demonstrate accurate teacher performance, an objective feedback method, and the acquisition of clinical skills. In this presentation, we will discuss the use of TPRA in staff training and supervision practices and as a treatment integrity tool and the effects of the TPRA measure on teacher behaviour. We will present a mixture of both reports of their experiences and experimental data to highlight the beneficial use of this measure. The TPRA was found to be an effective tool for teacher training and supervision and leads to positive outcomes for learners.

Effective training in positive behavior support is crucial for direct support professionals (DSP) supporting adults with developmental disabilities with complex needs. The Community Capacity Development Initiative (CCDI) is a pyramidal training initiative which aims to increase community capacity in improving quality of life and decreasing problem behaviors. This sequential mixed methods design aimed to evaluate perceptions of the effectiveness of the CCDI in facilitating this capacity development. Former CCDI participants from nine agencies completed an online survey (n = 20) and follow-up interviews (individually or in groups; n = 12). Results suggest that participants maintained their knowledge and continued to apply the skills with others they supported. Further, the initiative was reported to improve the quality of life of the service users involved in the process. This presentation will review some of the factors that contributed to and impeded success, which were consistent with the model for fostering community capacity to support adults with intellectual disabilities who engage in challenging behavior (Mullins & Scott, 2022). The results of this research study may help improve the effectiveness and impact of training programs within the adult developmental service sector and improve services impacting the quality of life.

Aphasia, a communication disorder stemming from acquired brain injuries (ABI), profoundly impacts verbal abilities. Research on verbal operants has shown that direct training of one verbal operant can result in the emergence of untrained relations (i.e., tact training could lead to the emergence of previously lost mand and intraverbal relations). In the context of language rehabilitation, this feature could potentially maximize the efficiency of rehabilitation gains. In this series of studies, we evaluated the transfer from tact to mand and intraverbal skills in patients with aphasia. Results from the first study demonstrated some mand and intraverbal emergence; however, patient preference for the training methods was low. For the second study, we adjusted prompting procedures and implemented a point-based reinforcement system in efforts to enhance training efficiency, efficacy, and participant retention. The results from this study will be discussed, with a focus on the effectiveness of language rehabilitation and the overall experience for everyone involved.

Over the course of recovery, individuals with acquired brain injury (ABI) may have difficulties completing activities of daily living (ADLs) and adhering to medical recommendations. Prolonged issues with ADLs and following medical recommendations can present multiple challenges in caring for individuals with ABI, such as complicating rehabilitation processes, increased susceptibility to high-risk behavior, and increased risk of medical crisis. Behavior analysts working with individuals with ABI have the opportunity to target these areas and improve quality of life and support staff/caregivers assisting the individual. This presentation will showcase two case studies from a post-acute neurorehabilitation facility. The first provides an example of how the use of a visual aid resulted in establishing a client-led shower routine. The second shows the results of a "see picture of medication - say reason for medication" intervention for a gentleman with a history of medication refusals. Barriers associated with these interventions and recommendations for other practitioners will be discussed.

Acquired brain injuries (ABI) can result in sequelae across multiple systems and domains that disrupt and impact the individual’s interactions with the environment, thus affecting behavioral relations. The term “neurobehavioral” is used to classify a wide array of challenging excesses and/or deficits of behavior resulting from ABI, that impact or impede an individual’s progress in rehabilitation and/or their recovery, and can ultimately pose safety concerns for the individual and caregivers. The behavioral history of adults with ABI may include challenging behaviors prior to their injury, which can be exacerbated post-injury and complicate treatment planning and programming. The subject of this case study had a pre-injury history of physical and emotional trauma, as well as a borderline personality disorder diagnosis, that required both inpatient and outpatient treatment. Following an ABI at the age of 23, resulting from a rollover car accident at high speed, pre-injury repertoires and sensitivities were profoundly disrupted and at-risk behavior occurred at high levels across all dimensions and settings. This case presentation will describe and discuss treatment efforts to address these behaviors and complications in an intensive, residential, neurobehavioral facility, highlighting the combination of neuropsychiatric and behavior analytic interventions that resulted in stabilization and transition to home.

Reading proficiency is a cornerstone of academic and social success. Yet, the national reading proficiency rate for fourth-grade students in 2022 was 32%. Fourth-graders from marginalized groups such as children with disabilities and economically disadvantaged learners experienced even greater disparities. This statistic underscores the critical need for effective approaches to address this issue. This panel discussion brings together reading research and practice to explore how the science of behavior can affect reading outcomes for children with and without reading challenges. Panelists will explore the importance of reading proficiency for beginning and advanced readers while highlighting the impact on children from marginalized groups such as children with disabilities and economically disadvantaged learners. The panel will also discuss common barriers hindering effective reading instruction in today's classrooms. Finally, panelists will share their applications of the science of behavior to the literacy instruction of learners with reading challenges. Panelists will share evidence-based strategies to obtain successful reading outcomes for children with varying academic needs.

This panel discussion is appropriate for behavior analysts and other educators interested in teaching children how to read proficiently. Attendees should have a basic background in applied behavior analysis with some experience with verbal behavior.

Mental health and chronic invisible illness are issues that many practitioners deal with on a daily basis, yet little emphasis on having a discussion around these occur in the field of applied behavior analysis. The Substance Abuse and Mental Health Services Administration reported in 2021, that “57.8 million people in the United States suffer from mental health conditions” and the American Hospital Association says that 133 million American’s suffer from “at least one chronic illness”. Based off this information, we can easily conclude that there are practitioners in the field of applied behavior analysis are not immune from these statistics. Unfortunately, these labels can be stigmatizing on a number of levels. At times, many with mental health and/or chronic illnesses may experience judgement on the ability to practice effectively by employers, clients that they serve, and colleagues. This panel discussion will focus on defining mental health illness, chronic illness and how to navigate removing the stigma around practitioners with mental and chronic illnesses. Concepts that will be explored will be: learning self-compassion by clinician’s with identified mental and/or chronic illness, advocacy in the workplace using the American’s with Disabilities Act to set accommodation’s, creating work-life balance, and boundary setting using tools such as the ACT matrix.

Prerequisite skills should include: foundations in acceptance and commitment therapy and self-monitoring.

Megatrends are powerful, irreversible changes that fundamentally transform society. Notable megatrends include the industrial revolution, urbanization, and digitalization. As with any area of society, the field of applied Behavior Analysis (ABA) would benefit from forecasting and preparing for megatrends. ABA formally emerged over 50 years ago with the formation of the Journal of Applied Behavior Analysis. In that time, behavior analysts have demonstrated the ability to have a meaningful impact in areas of societal importance including (but not limited to) severe challenging behavior, language acquisition, drug addiction, and workplace behavior. However, the ability for behavior analysts to continue to make a difference depends, in part, on the field’s ability to plan for the rising megatrends. The purpose of this panel is to discuss (a) current and predicted megatrends and (b) ways ABA can best continue to impact society. As leaders in academia, research, and service delivery, panelists will provide insight into megatrends that they believe are important to ABA and strategies for and examples of preparing for megatrends.

BACB/BACB-D; Audience members should have a solid foundation in the assumptions of behavior analysis and general knowledge on the application of behavior analysis to address societal concerns.

In recent years, burnout has become a common topic in the behavior analytic field. According to Slowaik and DeLongchamp (2022), self-care strategies and job-crafting practices have been shown to improve work engagement and reduce burnout. As a professional behavior analyst parent or caregiver, it can be incredibly challenging to prioritize self-care and job-crafting practices due to the demands of both one’s career and family. There is limited research or discussion regarding supporting this community in order to ensure the sustainability of practice by this population. This panel of parents will discuss experiences, ethical dilemmas, and recommendations as they relate to being a parent and a behavior analyst. Some topics to be discussed include the challenges of balancing responsibilities across work and personal life, financial and time constraints unique to our field, navigating the emotional challenges of fertility issues while working with children, raising neurodivergent children, and much more. The goal of this panel is to provide fellow behavior analyst parents and those who desire to be parents, with the experiences and recommendations of the panelists, but also to open a discussion regarding topics as they relate to parenting as a behavior analyst and all the related benefits and challenges.

Parents or those who wish to become parents and behavior analysts

The threat posed by climate change can be addressed by human behavior. In this symposium, organized in response to the Presidential Scholar Address by Bill McKibben, presenters will examine real and potential contributions from behavior science. Implicit cost-effect calculations and attempts to balance large future benefits and less desirable but more immediate outcomes have climate implications. Brett Gelino will examine how excessive reinforcer valuations and delayed outcomes muddy sustainable preference. Transitioning to climate-friendly policies presents significant challenges to communities with stretched budgets and immediate needs. Tony Biglan will describe the need for more research funding on helping communities address climate change and what such research might look like. Climate change is, of course, both a local and global issue. Susan Schneider will describe small-scale success stories developed from the application of behavior principles while addressing the barriers to scaling these up to larger-scale solutions. Behavior science contributed to the reduction of environmental contaminants like lead and methylmercury. Chris Newland will examine side effects of environmental regulations and show that a cleaner environment is climate-friendly. Finally, Bill McKibben, as discussant, will comment on these developments and offer additional thoughts about where we stand with respect to climate change.

All behavior analysts

One of the challenges of the climate crisis is the epic range of behavior changes needed. On the community level, school districts, businesses, neighborhoods, health care systems, and local governments all need to move faster toward sustainable practices. While there’s plenty of well-documented success stories, these projects often fail to scale, limiting their impact. This talk covers the range of sustainable behavior change interventions - most of them interdisciplinary - then examines barriers to larger-scale adoption. The field of implementation science focuses on this challenge, and analysis of the contingencies and meta-contingencies is an essential part of such efforts. Having a successful intervention is only the beginning of a lengthy implementation process leading to meaningful large-scale change. Given the IPCC goals for climate action, we are rapidly running out of time to scale up.

Staff training is an important component of behavior analytic service provision. Behavior analysts are responsible for training supervisees to implement programming with a high level of integrity. Pyramidal training is an efficient, cost effective training program in which expert trainers train an initial cohort and then those in the initial cohort become trainers for other staff (Erath et al., 2020; Lerman et al, 2019). This process can be helpful in residential settings with high turnover. Behavior analysts may also need to train staff to implement and collect data on skills that require special considerations, for example: operational definitions for assent provision and withdrawal, and intimate care routines (i.e. feminine care). When teaching intimate care skills, special considerations should be made to prioritize assent, the dignity of the learner, and skill generalization in the natural environment. This presentation will review pyramidal training in a residential setting, teaching staff to write operational definitions and collect data on assent behaviors, and review research that teaches intimate and personal care.

Intermediate - Prerequisite skills include understanding on behavioral skills training (BST), writing operational definitions and understanding of data collection systems, and fluency with the updated ethics code.