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| Enhancing the Social and Emotional Well-Being of Autistic Persons by Utilizing Acceptance and Commitment Therapy (ACT) |
| Tuesday, November 11, 2025 |
| 11:00 AM–2:00 PM |
| Altis Grand Hotel; Level 0; Bruxelas |
| Area: AUT/VBC; Domain: Applied Research |
| CE Instructor: Mark Dixon, Ph.D. |
| MARK R. DIXON (University of Illinois at Chicago) |
| Description: Over the past 30 years a wide range of conceptual and empirical advances have occurred in behavior analysis to better understand the roots and applications of human language abilities. Relational Frame Theory (RFT) proposed that the behavior of relating should be considered a generalized operant, and with such, speaking with meaning and listening with understanding is made possible. At the same time, language abilities can have unintended side-effects. People get hung up on thoughts, prior experiences, and have emotional responses to stimuli that are far removed from the present stimulus conditions of the current environment. Treatment for such distress has fallen under the technology of Acceptance and Commitment Therapy (ACT) - however such tools have been greatly adopted by non-behaviorists more so than from those within our home discipline. Part of the update is likely due to the confusing terminology and linkage to behavior analytic principles. This workshop hopes to change all that. A brief walkthrough of the linkage between RFT and ACT will be presented, along with methods by which behavior analysts can begin to incorporate this material into their daily practices which serve persons with autism and other related conditions. |
| Learning Objectives: 1. obtain a foundational understanding of how the concepts of RFT and ACT sit within a behavior analytic framework for understanding human behavior | 2. Understand the 6 basic ACT processes and how to apply them to the clients served. | 3. Deliver basic ACT lessons to peers and clients with competency. |
| Activities: This workshop will include: 1. One hour of overview of the ACT model and its relevance for the practicing behavior analyst. 2. One hour of interactive experiences in which the presenter will deliver elements of the ACT model to the participants themselves. 3. One hour of the participants breaking into small groups, designing ACT interventions, and delivering such back to the full group with feedback on performance. |
| Audience: Everyone is welcome. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Contracting With Kids: A Positive Way to Teach New Skills and Improve Family Dynamics |
| Tuesday, November 11, 2025 |
| 11:00 AM–2:00 PM |
| Altis Grand Hotel; Level 1; Roma II |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: William L. Heward, Ed.D. |
| JILL C. DARDIG (Ohio Dominican University), WILLIAM L. HEWARD (Ohio State University) |
| Description: First developed in the 1970s, contingency contracting is a behavior change strategy that identifies a task to be completed and a reward to follow successful accomplishment of the task. Peer-reviewed research has demonstrated the effectiveness of contracting to improve behavior and teach new skills to children with autism and neurotypical children in school, home, and community settings. For example, Alwahbi and Hua (2021) used contracting to promote social interactions among students with ASD and their peers. In their meta-analysis of contracting research, Bowman-Perrott et al. (2015) concluded that “behavior contracts are beneficial for students regardless of grade level, gender, or disability status” (p. 247). Examples of contracts used by families to help children with and without disabilities fulfill household responsibilities, learn new skills, get ready for school in the morning, and make friends at school will be presented during the workshop. Participants will develop contracts and receive materials (in English and 15 other languages) for developing and implementing contracts that have been field-tested by more than 300 families. |
| Learning Objectives: 1. State the purpose and give an example of each part of a behavior contract: Task, Reward, Task Record, Official Seal, and Signatures. | 2. Describe a collaborative list-making procedure that parents (teachers, behavior analysts) and their children (students, clients) can use to identify tasks and select rewards for contracts. | 3. Identify three common reasons behavior contracts fail and describe a behavior analytic-based remedy for each reason. |
| Activities: Workshop objectives will be met through storytelling, lecture, demonstration, and guided practice. |
| Audience: Behavior analysts, psychologists, and counselors who work with children and clients from age 4 years to adulthood in home, clinic, and school settings; general and special education teachers. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): child behavior, family dynamics, home-school collaboration, parenting |
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O uso de Rotinas de Atividades Para Promover a Independência e Inclusão de Indivíduos no Espectro Autista
Using Activity Schedules to Promote Independence and Inclusion of Individuals on the Autism Spectrum |
| Tuesday, November 11, 2025 |
| 11:00 AM–2:00 PM |
| Altis Grand Hotel; Level -1; Europa |
| Presentation Language:Portuguese |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Thomas S. Higbee, Ph.D. |
| THOMAS S. HIGBEE (Utah State University) |
Description: Alguns indivíduos no espectro autista, e com outras deficiências de desenvolvimento, têm dificuldade em sequenciar seu próprio comportamento durante situações de escolha livre. Nessas situações, eles contam com adultos para incentivá-los a se envolver em atividades específicas. Também, alguns não interagem adequadamente com os materiais de lazer ou brincar ou podem selecionar uma atividade e se envolver nela por um longo período de tempo. As rotinas de atividades fotográficas são uma ferramenta eficaz para ensinar indivíduos a sequenciar seu próprio comportamento e fazer transições entre várias atividades. Eles aprendem a seguir as dicas visuais na rotina de atividades para fazer transições, em vez de confiar em instruções verbais fornecidas por adultos. As rotinas de atividades também fornecem um contexto para o ensino de comportamentos básicos e complexos de tomada de decisão que podem facilitar a inclusão. À medida que indivíduos desenvolvem o comportamento verbal, os roteiros sociais também podem ser adicionados e depois esvanecidos para promover a interação social. As rotinas de atividades têm sido usadas com sucesso em uma variedade de ambientes com crianças e adultos com várias deficiências. Eles são fáceis de usar e podem ser adaptados à maioria dos ambientes.
Some individuals on the autism spectrum, and with other developmental disabilities, have difficulty sequencing their own behavior during free-choice situations. In these situations, they rely on adults to prompt them to engage in specific activities. Also, some do not interact properly with play materials or may select an activity and engage in it for an extended period of time. Photographic activity schedules are an effective tool for teaching individuals how to sequence their own behavior and make transitions between various activities. Individuals learn to follow visual cues in the activity schedule to make transitions, rather than relying on verbal instructions provided by adults. Activity schedules also provide a context for teaching basic and complex choice-making that can facilitate inclusion. As individuals develop verbal behavior, social scripts can also be added and then faded to promote social interaction. Activity schedules have been used successfully in a variety of settings with children and adults with various disabilities. They are easy to use and can be adapted to most environments. |
| Learning Objectives: 1. Describe how social scripting/script fading can be used to promote verbal behavior and social interaction. | 2. Describe how activity schedules and script fading can be combined to promote social inclusion and complex social behavior | 3. Descrever como rotinas de atividades fotográficas podem ser usados para promover a independência e inclusão de indivíduos no espectro autista | 4. Descreva como os roteiros socias podem ser usados para promover o comportamento verbal e a interação social | 5. Descreva como essas duas técnicas podem ser combinadas para promover inclusão social |
Activities: No presente curso, os participantes aprenderão a usar rotinas de atividades com clientes / alunos, bem como aprenderão sobre pesquisas recentes sobre o uso dessas técnicas para promover brincadeiras sociais complexas para facilitar inclusão social. Instrução será composto de modelos de vídeo e oportunidades de praticar as técnicas ensinadas com feedback do palestrante.
Instructional strategies will include lecture, small group discussion, video modeling, and opportunities to practice and receive feedback on targeted skills. |
Audience: Professores de educação especial, analistas do comportamento, e outras profissionais que trabalham com indivíduos no espectro autista
Special educators, behavior analysts, registered behavior technicians, and other professionals and paraprofessionals who work with individuals on the autism spectrum. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): activity schedules |
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Design de Cursos Online que Efetivamente Ensinam: Integrando Análise do Comportamento, Tecnologia Educacional e Inteligência Artificial
Designing Online Courses That Teach Effectively: Integrating Behavior Analysis, Educational Technology, and Artificial Intelligence |
| Tuesday, November 11, 2025 |
| 11:00 AM–2:00 PM |
| Altis Grand Hotel; Level 13; Lisboa |
| Presentation Language:Portuguese |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Helder Gusso, Ph.D.Honorary Accredited as Behavior Analyst by the Brazilian Association of Behaviour Sciences (ABPMC) |
| HELDER GUSSO (PBS Together), TRACEY LAWSON (Monash University), CAIO MEDEIROS OLIVEIRA (PBS Together, Australia), GABRIEL MELO CARDOSO (PBS Together (Australia), Federal University of Santa Catarina (Brazil)) |
Description: A quantidade de cursos online de formação em Análise do Comportamento tem crescido exponencialmente. A maioria desses cursos é composta apenas por aulas – ao vivo ou gravadas – e, em alguns casos, por atividades como quizzes. Esse modelo apresenta um problema grave: a concepção de ensino centrada na metáfora da “transmissão de conteúdo”, em vez do desenvolvimento de comportamentos, que exige um arranjo mais sofisticado de contingências de ensino. Neste workshop, vamos examinar os principios analitco-comportamentais que devem guiar o design instrucional de cursos online (Gusso, Archer & Ramos, 2022; Gusso, Oliveira & Ramos, 2021; MacKenzie, et al., 2021; Gusso, et al., 2020), as tecnologias educacionais disponíveis para dar suporte à criação de contingências de ensino que efetivamente contribuam no desenvolvimento de comportamentos dos aprendizes (e.g. Santos & Gusso, 2024; Gusso, 2024), e como recursos de inteligência artificial podem otimizar o processo de design educacional. Exemplos reais de design de cursos com elevadas taxas de performance, retenção e satisfação de alunos em uso no Brasil e na Austrália (e.g., Junior & Gusso, 2024; Gusso, et al., 2022; Gusso, Schuster & Gomes, 2021) serão analisados.
The number of online training courses in Behavior Analysis has grown exponentially. Most of these courses consist only of classes – live or recorded – and, in some cases, activities such as quizzes. This model presents a serious problem: the teaching approach is centered on the metaphor of "content transmission" rather than on behavior development, which requires a more sophisticated arrangement of teaching contingencies. In this workshop, we will examine the behavior-analytic principles that should guide the instructional design of online courses (Gusso, Archer & Ramos, 2022; Gusso, Oliveira & Ramos, 2021; MacKenzie et al., 2021; Gusso et al., 2020), the educational technologies available to support the creation of teaching contingencies that truly contribute to the development of learners’ behaviors (e.g., Santos & Gusso, 2024; Gusso, 2024), and how artificial intelligence tools can optimize the educational design process. Real-life examples of course designs with high performance, retention, and student satisfaction rates currently used in Brazil and Australia (e.g., Junior & Gusso, 2024; Gusso et al., 2022; Gusso, Schuster & Gomes, 2021) will be analyzed. |
| Learning Objectives: 1. Planejar contingências de ensino compatíveis com os princípios da Análise do Comportamento. | 2. Caracterizar os princípios da Análise do Comportamento para o design educacional. | 3. Identificar tecnologias educacionais disponíveis para o design educacional. | 4. Plan teaching contingencies aligned with the principles of Behavior Analysis. | 5. Characterize the principles of Behavior Analysis for educational design. | 6. Identify available educational technologies for instructional design. |
Activities: Este workshop contará com aulas expositivas e atividades em pequenos grupos, oferecendo aos participantes a oportunidade de aplicar os princípios e tecnologias apresentados para desenvolver o design instrucional de um curso.
This workshop will feature lectures and small group activities, providing participants with the opportunity to apply the principles and technologies presented to develop the instructional design of a course. |
Audience: Os participantes devem possuir conhecimento dos princípios básicos da Análise do Comportamento e atuar (ou ter interesse em atuar) nas áreas de design instrucional ou docência.
Participants should have knowledge of the basic principles of Behavior Analysis and work (or have an interest in working) in the fields of instructional design or teaching. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): artificial intelligence, Educational technology, Online education, programmed instruction |
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| New Developments for the Science of Behavior Analysis in Italy, With Specific Reference to Behavior Based Safety |
| Tuesday, November 11, 2025 |
| 11:00 AM–2:00 PM |
| Altis Grand Hotel; Level 1; Roma I |
| Area: OBM; Domain: Translational |
| CE Instructor: |
| FABIO TOSOLIN (Association for the Advancement of Radical Behavior Analysis), CARLA LASAGNA DEL VAL (AARBA - Italy Associate Chapter), GUGLIELMO MONNECCHI (AARBA - Italy Associate Chapter) |
| Description: The workshop will focus on the importance of the application and dissemination of Behavior Based Safety processes, underlining the essential elements of the science of Behavior Analysis. However, it is important to mention that there are various barriers individuals need to face in relation to the divulgation of such science. Throughout the workshop examples will be presented, to give the audience a better understanding of the missing elements that the community of behavior analysts need to focus on, to continue with the development of such science and its application. The workshop will start by giving a general introduction to science, presenting then the obstacles and failures of the dissemination over the years and concluding with solutions based on real-life results obtained. Even though a major focus will be given to the BBS process, some examples in the field of Autism will be presented too. Some of the obstacles when implementing BBS processes are well known, for example the amount of effort that is required by the line managers, who are constantly evaluated (and reinforced), but primarily based on productivity results. However, some further issues must be addressed to boost the dissemination of a scientific approach in the organizations. The first one is the culture: most HR managers have poor, if any, knowledge about science applied to human behavior and this leads to the rejection of the BBS method due to ideological motives. The second reason why individuals reject the implementation of behavioral safety process, is due to the eventual success that such procedures could bring, and consequentially demonstrating the ineffectiveness of the methods that have been previously adopted by safety managers and in specific by the human resources manager, who many experience the introduction of BBS as a personal defeat. The third reason for rejecting the behavioral analytic approach is related to a bureaucratic-legal aspect, meaning that the methods, although ineffective, that firms and organizations implement follow the legislation, rules, certifications, public and private accreditations and credentials, and consequentially reassuring managers on the discharge of responsibility in case of accident. In addition, it shall be said that the introduction of the quantitative measurements and documentations of safe/unsafe behaviors could expose the company to criticism and sanctions by external bureaucratic control bodies, unaware of what a scientific approach is and what is not. Laws are conditional statements describing what behaviors should be adopted by the individuals, in which situation and which consequences are to be provided. Analyzing it under a behavioral perspective, laws should describe, under the three-contingency models (Antecedents, Behavior, Consequences) what are the behaviors that society needs to follow or base themselves on. However, when reading laws (in Italy in particular), everything is defined under the use of punishment, a consequence that has clearly demonstrated its inefficiency in relation to the adoption of desired behavior. Further, most laws are expressed with vague terms, overestimating antecedents and specific training procedures, therefore bringing people to lie or hide. All these issues will be addressed during the presentation, with examples of solutions and/or proposals for overcoming resistance to BBS processes implementations both at an individual consultancy level and at a wider level as a professional OBM and ABA community. Various solutions and developments in the field of behavior analysis can be adopted, to promote and continue with the growth of such field and science. The change and modification of laws could be one, focusing on determining and describing how behaviors can be obtained, rather than just saying what the behaviors individuals need to adopt. All behavior analysists should work in collaboration to continue with the growth and divulgation of the science of behavior analysis, not only through a national point of view but rather under an international one. The help and support through the different International Chapters should be a profitable starting point. |
| Activities: The core content will be taught through presentations, graphs and images and participants will have the possibility to intervene at any time with questions, examples and discussions. In addition, different activities will be organized to involve people, through group brainstorming and therefore group discussions. |
| Audience: The primary audience consists of OBM’ers, Behavior Analysts, Chapter Leaders and individuals signed at the ABAI special interest groups (for example: Behavior Development, Dissemination of Behavior Analysis, Ethics and Behavior Analysis, Organizational Behavior Management Network, Practitioner Issues in Behavior Analysis). |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): BA Dissemination, BBS, OBM |
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| Evolving Beyond Early Intervention: Integrating Acceptance and Commitment Therapy (ACT) and Relational Frame Theory (RFT) in Applied Behavior Analysis (ABA)-Based Autism Treatment |
| Tuesday, November 11, 2025 |
| 3:00 PM–6:00 PM |
| Altis Grand Hotel; Level -1; Londres |
| Area: AUT/VBC; Domain: Applied Research |
| CE Instructor: Giovambattista Presti, Ph.D.My Cv and your invitation are my credentials |
| GIOVAMBATTISTA PRESTI (Kore University) |
| Description: Autism and Applied Behavior Analysis (ABA) are closely intertwined, offering a range of empirically validated treatment options that have become essential components of global guidelines. However, the strong emphasis on early interventions often leaves later treatment phases insufficiently explored. This workshop addresses the critical question of what follows early intervention, focusing on the integration of Acceptance and Commitment Therapy (ACT) and Relational Frame Theory (RFT) into ABA practices. Participants will explore how ACT and RFT, rooted in behavior analytic studies of cognition and language, drive the evolution of ABA beyond early interventions. The workshop will examine the scientific foundations of these approaches and their practical application in developing advanced training protocols for individuals on the autism spectrum. Key areas of focus include perspective-taking, self-concept, intelligence, and the development of academic and social skills. Additionally, the workshop will explore global variations in ABA practices, influenced by cultural, legal, and educational contexts. This comprehensive perspective will highlight how these factors shape the implementation of ACT and RFT in autism treatment and envision ABA treatments within a non-US-centric framework. Participants will be able to: 1. Characterize the relationship between BA, ABA, ACT, and RFT. 2. Distinguish critical aspects of ACT's application in ABA. 3. Frame ABA practice within a global context. 4. Identify skills where ACT and RFT offer effective training protocols for autism. 5. Recognize the current limits and goals of ACT and RFT research in autism. Grounded in peer-reviewed research and rigorous scientific scrutiny, this workshop reflects on how ACT and RFT are reshaping the professional landscape of behavior analysts, advocating for their integration into ABA practices. |
| Learning Objectives: 1. Characterize the relationship between BA, ABA, ACT, and RFT. | 2. Identify skills where ACT and RFT offer effective training protocols for autism | 3. Distinguish critical aspects of ACT's application in ABA |
| Activities: Lecture and discussion and practice in small groups |
| Audience: Graduate students and beyond |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): ACT, Adolescence, Post-early intervention, RFT |
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O Reforço Reinventado: Sistemas Inovadores para Aprendizagem e Motivação Eficazes
Reinforcement Reimagined: Creative Systems for Enhanced Learning and Motivation |
| Tuesday, November 11, 2025 |
| 3:00 PM–6:00 PM |
| Altis Grand Hotel; Level 1; Roma II |
| Presentation Language:Portuguese |
| Area: DDA/CBM; Domain: Service Delivery |
| CE Instructor: Nicole Metelo Dias, M.A. |
| NICOLE METELO DIAS (Nurture and Nature; AAMC) |
Description: Este workshop irá explorar e discutir o desenvolvimento e a implementação de sistemas de reforço inovadores, criativos e individualizados, que promovam de forma mais eficaz a generalização e a manutenção de competências recentemente ensinadas. Os participantes terão oportunidade de estruturar sistemas de reforço que equilibrem as preferências do cliente, as suas necessidades de desenvolvimento e as próprias exigências contextuais; enquanto são igualmente criativos e fáceis de implementar. Sempre de acordo com a investigação mais recente, revista por pares sobre reforço e motivação, este workshop integrará práticas baseadas em evidências amplamente aplicadas e estudadas em contextos escolares, familiares e terapêuticos. Por meio de exemplos práticos e atividades interativas, os participantes terão contato com estratégias que facilitarão a resolução de desafios comuns, como a saciação de reforços, a dependência, a transição para reforços naturalísticos e outros. Os participantes sairão equipados com novas ideias e perspetivas que os ajudarão a criar sistemas de reforço que aumentem o envolvimento do cliente e promovam a generalização de competências na sua própria prática profissional. Questões éticas relacionadas ao design e à implementação de sistemas de reforço, incluindo a promoção da autonomia e dignidade, também serão discutidas. Este workshop destina-se a oferecer aos profissionais recursos práticos para aplicar esses sistemas de forma eficaz em populações e contextos diversos.
This workshop will explore and discuss the development and implementation of innovative, creative, and individually catered reinforcement systems that allow for generalization and maintenance more effectively. Participants will learn to design reinforcement systems that balance learner preferences, developmental needs, and contextual demands, while at the same time being creative and easy to implement. Considering peer-reviewed research in reinforcement and motivation, this workshop will integrate evidence-based practices that have been widely applied and studied across home, school, and therapy settings. Through real-world examples and interactive activities, attendees will engage with strategies that address shared challenges, including reinforcer satiation, dependency, transitioning to naturalistic reinforcement, and others. Participants will leave equipped with innovative ideas and perspectives, which will aid them to create systems that enhance learner engagement and promote skill generalization in their own practice. Ethical considerations for designing and implementing reinforcement systems, including promoting autonomy and dignity, will also be discussed. This workshop is intended to provide practitioners with practical resources to apply these systems effectively across diverse populations and contexts. |
| Learning Objectives: 1. Design individualized reinforcement systems: Participants will create at least one age-appropriate and individualized reinforcement system tailored to a specific learner profile using provided templates and examples. | 2. Implement strategies to address challenges: Participants will demonstrate the ability to address common reinforcement challenges, such as reinforcer satiation and dependency, by applying at least two strategies discussed in the workshop. | 3. Adapt reinforcement systems for generalization: Participants will modify an existing reinforcement system to promote skill generalization across at least two distinct environments (e.g., school and home). |
| Activities: Este workshop combina uma apresentação equilibrada de exposição, discussões em grupo e atividades práticas para garantir que os participantes adquiram tanto conhecimento teórico como oportunidade de aplicação prática.
• Palestra e Instrução: O conteúdo principal será apresentado por meio de uma palestra interativa, abordando os princípios do reforço, as características de sistemas de reforço eficazes e estratégias para lidar com desafios comuns e partilhados por profissionais na sua implementação, como saciação de reforços e dependência.
• Estudos de Caso: Os participantes terão a oportunidade de analisar estudos de caso reais em que foram aplicados sistemas de reforço inovadores em contextos escolares, familiares e terapêuticos.
• Atividades em Grupo: Os participantes irão colaborar em pequenos grupos para desenvolver sistemas de reforço adaptados a perfis de clientes específicos. Os grupos apresentarão as suas propostas e receberão feedback imediato.
• Discussão e Perguntas: Discussões abertas em grupo permitirão que os participantes partilhem experiências, dúvidas e sugestões, e façam brainstorming de soluções para os desafios apresentados na parte prática do workshop.
• Materiais Suplementares: Os participantes receberão modelos de recursos apresentados e explorados durante o workshop, para adaptar e implementar na sua própria prática.
This workshop combines a balanced presentation of lecture, group discussion and hands-on activities to ensure participants gain both theoretical knowledge and practical application skills.
• Lecture and Instruction: Core content will be presented through an interactive lecture, covering the principles of reinforcement, characteristics of effective reinforcement systems, and strategies to manage shared challenges such as reinforcer satiation and dependency.
• Case Studies: Participants will have the opportunity to review real-world case studies of innovative reinforcement systems implemented in school, home, and therapy settings.
• Small Group Breakout Activities: Attendees will collaborate in small groups to design reinforcement systems tailored to specific learner profiles. Groups will present their designs and receive feedback to refine their approach.
• Discussion and Q&A: Open group discussions will allow attendees to share their experiences, ask questions, and brainstorm solutions to challenges they face in their practice.
• Supplemental Materials: Participants will receive templates explored during the workshop, to adapt and implement in their own settings. |
| Audience: behavior analysts, teachers, and other professionals working with children |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Creative Reinforcement, Generalized Learning, Individualized Motivation, Natural Reinforcers |
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| Introdução à Análise do Comportamento Simbólico – Implicações para Aplicações ao Ensino
Introduction to a Behavioral Analysis of Symbolic Behavior – Implications for Teaching Applications |
| Tuesday, November 11, 2025 |
| 3:00 PM–6:00 PM |
| Altis Grand Hotel; Level -1; Europa |
| Presentation Language:Portuguese |
| Area: VBC/EAB; Domain: Applied Research |
| CE Instructor: Deisy das Graças De Souza, Ph.D.Recipient of the ABAI Distinguished Service Award in Behavior Analysis (2022) |
| DEISY DAS GRAÇAS DE SOUZA (Universidade Federal de São Carlos) |
Description: Relações simbólicas são a base da linguagem e cognição, intrinsecamente relacionadas à socialização e ao comportamento social. A moderna ciência comportamental trata o comportamento simbólico com base na equivalência entre estímulos (definida, como na matemática, pelas propriedades de simetria, transitividade e reflexividade) e em outros tipos de relações, como causalidade, oposição, comparação, relações temporais, espaciais, etc. Evidências robustas têm demonstrado que relações de equivalência podem ser ensinadas, transformadas, revertidas, e que geram novas relações não diretamente ensinadas, além de alterar funções comportamentais de estímulos com base nas funções de estímulos a eles relacionados. Essa abordagem trouxe implicações importantes para a análise do comportamento simbólico: a) o desafio de conceber a origem do comportamento simbólico sem divisões entre aprendizagem, natureza (fisiologia, evolução) e cultura, integrando a investigação comportamental a esses diferentes níveis de análise; b) compreender as profundas implicações da linguagem no controle do comportamento humano (e.g., efeitos sobre crenças e sua força); c) construir tecnologias sustentáveis e socialmente comprometidas para ensino do comportamento simbólico, em especial, para populações desafiadoras, para as quais o ensino também representa um avanço no campo da inclusão. Este workshop abordará esses desafios e ilustrará um programa de pesquisas e aplicações ao ensino de comportamento simbólico.
Symbolic relations are conceived as the basis of language and cognition, which are intrinsically related to socialization and social behavior. The modern behavioral science treats symbolic behavior based on the equivalence between stimuli (defined, as in mathematics, by the properties of symmetry, transitivity, and reflexivity) and other types of stimulus relations, such as causality, opposition, comparison, temporal and spatial relations, etc. Robust evidence has shown that equivalence relations can be taught, transformed, reversed, and that they can generate new relations that are not directly taught. Moreover, they can alter the behavioral functions of stimuli based on other stimuli to which they are related. This approach has brought important implications for the analysis of symbolic behavior: a) the challenge of conceiving the origin of symbolic behavior without divisions between learning, nature, and culture, integrating behavioral research at these different levels of analysis; b) understanding the profound implications of language in the control of human behavior (e.g., effects on beliefs and their strength); c) building sustainable and socially engaged technologies for teaching symbolic behavior, especially for challenging populations (as opportunities for inclusion). This workshop will address these challenges and illustrate a program of research and applications for teaching symbolic behavior. |
| Learning Objectives: 1. Definir comportamento simbólico, especificando as propriedades de relações simbólicas e o controle de estímulos em repertórios simbólicos. XXXXXXXX Define symbolic behavior, specifying the properties of symbolic relations and stimulus control in symbolic repertoires. | 2. Descrever os processos pelos quais a aprendizagem de relações arbitrárias estabelece bases para a derivação de classes de equivalência de estímulos e a emergência de operantes discriminados sob controle de classes de significado. XXXXXXXXXXXXXX Describe the processes by which learning of arbitrary relations establishes the basis for the derivation of stimulus equivalence classes and the emergence of discriminable operants under the control of meaning classes. | 3. Especificar um comportamento simbólico alvo e definir as condições mínimas de ensino e teste necessárias para promover e demonstrar a transformação de relações arbitrárias em relações significativas que definam esse comportamento. XXXXXXXXXXXX Specify a target symbolic behavior and define the minimum teaching and testing conditions necessary to promote and demonstrate the transformation of arbitrary relations into meaningful relations that define that behavior. |
| Activities: The main content will be covered in an oral presentation, with space for discussion with the audience and a small sample of demonstration exercises. |
| Audience: Qualquer pessoa interessada no assunto. Any person interested in the workshop content. |
| Content Area: Theory |
| Instruction Level: Basic |
| Keyword(s): Equivalence Relations, Relational Learning, Symbolic Behavior, Teaching Technology |
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| On Becoming Fully Verbal |
| Tuesday, November 11, 2025 |
| 3:00 PM–6:00 PM |
| Altis Grand Hotel; Level 1; Roma I |
| Area: VBC/AUT; Domain: Applied Research |
| CE Instructor: Richard E Laitinen, Ph.D. |
| GLADYS WILLIAMS (LEARNMOREinc), RICHARD E LAITINEN (Educational and Developmental Therapies, Inc) |
| Description: The purpose of this workshop is to walk through the hierarchy of language acquisition. Research has shown that basic prerequisites greatly enhance an individual’s ability to develop functional language. These skills include; discriminating voices, face recognition, eye contact, and visual tracking. In this workshop we will provide an overview of the teaching procedures designed to develop an echoic repertoire and strengthen observational learning in the individual. We will discuss several strategies developed to bring vocal emissions under stimulus control. A strong repertoire of tacts is the core of conversation. This discussion will include some basic strategies for teaching tacts as well as a detailed outline of the Rapid Tacting protocol. In addition, we will teach the steps to develop the skills required to sequence events, structure conversations, and relay stories. In discussing the specific procedures we will highlight their importance in increasing an individuals tact repertoire. Building on that knowledge we will introduce a structure for gradually increasing the sophistication and complexity of language with the goal of becoming fully verbal. |
| Learning Objectives: 1. Describe strategies to become a source of reinforcement | 2. Describe strategies to bring about behavioral cusps | 3. Describe strategies to condition a community of reinforcers | 4. Describe strategies to promote basic verbal operants | 5. Describe a hierarchy of complex language |
| Activities: Instructional strategies include lecture, discussion, and small group activities. |
| Audience: This workshop is appropriate for behavior analysts, teachers, consultants, ABA therapists, administrators, speech language pathologists, and school personnel. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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Explorando o Comportamento em Grupos: Abordagens Experimentais e Aplicadas
Exploring Behavior in Groups: Experimental and Applied Approaches |
| Tuesday, November 11, 2025 |
| 3:00 PM–6:00 PM |
| Altis Grand Hotel; Level 13; Lisboa |
| Presentation Language:Portuguese |
| Area: OBM/CSS; Domain: Applied Research |
| CE Instructor: Kalliu Carvalho Couto, Ph.D.PhD in Behavior Analysis |
| KALLIU CARVALHO COUTO (Oslo Metropolitan University) |
Description: Este workshop tem como objetivo fornecer aos participantes conhecimento e habilidades para analisar o comportamento em contextos de grupo. Através de apresentações orais, sessões práticas, e discussões colaborativas e, os participantes adquirirão conhecimento sobre as variáveis que controlam práticas culturais em contextos variados (e.g., experimentos, clínica, organizações) e como essas práticas influenciam o comportamento de membros de tais grupos. Assim, o workshop enfatiza a integração de métodos de pesquisa experimental e aplicada para examinar a emergência, manutenção e transmissão do comportamento em de grupos. As discussões abordarão principais abordagens teóricas, incluindo modelos selecionistas de evolução cultural e contingências de reforço em contextos de grupo. Serão explorados fundamentos teóricos e abordagens metodológicas para facilitar o estudo das práticas culturais por meio de desenhos experimentais controlados e aplicados, bem como no contexto clínico/aplicado, garantindo que os participantes adquiram tanto compreensões conceituais quanto competências práticas e de pesquisa.
This workshop aims to provide participants with the knowledge and skills to analyze behavior in group contexts. Participants will engage in interactive activities, such as analyzing case studies and applying behavior-analytic principles to experimental and real-world scenarios, through a combination of oral presentations, hands-on practical sessions, and collaborative discussions. Using experimental and applied research methods, we will explore the controlling variables of cultural practices across diverse settings, such as classroom and clinical settings, and organizations. These methods will be used to investigate the emergence, maintenance, and transmission of behavior within groups, with a focus on key theoretical frameworks, including selectionist models of cultural evolution, metacontingencies, cooperation, and social behavior. |
| Learning Objectives: 1. Identify key variables that influence the emergence, maintenance, and transmission of behaviors within in groups. | 2. Apply behavior-analytic knowledge to examine variables controlling behavior in group contexts—i.e., clinical, organizational, and experimental settings. | 3. Identify methodologies that can be used to investigate behavior in the context of groups. |
Activities: Este workshop integra uma variedade de estratégias instrucionais para fornecer aos participantes tanto conhecimento conceitual quanto prático sobre a análise do comportamento em contextos de grupo. O formato de aprendizagem mescla apresentacoes orais, discussões e atividades guiadas práticas para o desenvolvimento de expertise metodológica na análise cultural. Atividades: 1) Apresentacao oral de conceitos teóricos: modelos selecionistas de evolução cultural e contingências no contextos de grupo. 2) Atividades praticas e discussões estruturadas em grupos: analise critica de pesquisas e exemplos aplicados 3) Discussao em plenario: ao final do workshop os participantes apresentam o que foi desenvolvido em grupos, e recebem feedback.
This workshop integrates a variety of instructional strategies to provide participants with both conceptual and practical knowledge about behavior analysis in group contexts. The learning format combines oral presentations, discussions, and guided practical activities to develop methodological expertise in cultural analysis. Activities include oral presentations of theoretical concepts, such as selectionist models of cultural evolution and contingencies in group contexts, as well as practical activities and structured group discussions focused on the critical analysis of research and applied examples. The workshop concludes with a plenary discussion, where participants present what was developed in groups and receive feedback. |
Audience: Este workshop é destinado a estudantes de pós-graduação, pesquisadores e profissionais nas áreas de análise do comportamento, psicologia e disciplinas relacionadas que tenham interesse no estudo experimental e aplicado das práticas culturais. Dado o nível intermediário do workshop, os participantes devem ter uma compreensão fundamental da análise do comportamento e familiaridade com abordagens básicas de delineamento experimental.
This workshop is intended for graduate students, researchers, and professionals in the fields of behavior analysis, psychology, and related disciplines who are interested in the experimental and applied study of cultural practices. Given the intermediate level of the workshop, participants should have a understanding of behavior analysis and familiarity with basic experimental design approaches. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): Análise Cultural, Comportamento Social, Contingências Culturais, Cooperação |
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