TxABA 2020 Conference Poster Session
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TxABA Student Poster Competition TxABA Posters
TxABA's 2020 Virtual Poster session is brought to you by:
TxABA Student Poster Competition
A Comparison of the Results of the PDC-HS by Multiple Supervisors of Graduate-Level Research Assistants
Ana Rodriguez & Joeseph Dracobly
Performance analysis, based on operant analysis of behavior, has been utilized since the 1970's (Gilbert, 1978), to investigate behavioral skills or deficits in the workplace. One type of analytical tool is the Performance Diagnostic Checklist- Human Services (PDC-HS; Carr et al., 2013). This functional assessment allows investigators to pinpoint causes of performance issues (e.g., a training issue, task clarification/prompting, insufficient resources/materials/processes, or performance consequences/effort/competition). Typically, the PDC-HS is used with clinicians and therapists. The purpose of this extend Carr et al. by evaluating the PDC-HS in assessing the performance of graduate-level research assistants working at a specialized clinic for the assessment and treatment of severe behavior disorders. For each participant, two supervisors and the participant themself completed the PDC-HS. Overall, we have found variability in congruence of the results of the PDC-HS across the three groups of respondents. For example, for one participant, one supervisor identified an issue with task processes whereas a different supervisor identified an issue with training. Implications for the use of the PDC-HS, particularly in multi-supervisor environments, for intervention design will be discussed.
A Functional Analysis of Sharing in Young Children with ASD
Aaron Sanchez, Karen Toussaint, Courtney Clubb & Samantha Bergmann
Individuals with autism spectrum disorder (ASD) demonstrate deficits in social behavior which may hinder them from engaging in social interactions. Results of descriptive analyses suggest that children who engage in prosocial behaviors, such as sharing, likely receive social positive reinforcement from peers in the form of attention (Bryant & Budd, 1984). However, functional relations between prosocial behaviors, such as sharing, and their maintaining consequences have yet to be identified. Thus, the purpose of this study was to extend previous research by evaluating the naturally maintaining contingencies associated with sharing in three preschool-aged children with ASD. Functional analyses have traditionally been used to identify the function of maladaptive behavior (Iwata et al. 1994); however, we extended the same methodological approach to identify functional relations of sharing. Results suggest that sharing was maintained by attention for two participants and was multiply-maintained by both attention and access to tangibles for one participant. These findings indicate that the functional analysis methodology is appropriate to understanding prosocial behaviors. In addition, results advance our understanding of prosocial behavior and may better inform methods of how to functionally teach sharing to individuals with ASD.
An Apparatus for Single-Subject Research with Rats in Group Housing
Alex Davidson, Grayson Butcher & April Becker
We have developed a specialized apparatus for single-subject research with rat colonies. This “One Rat Door” (ORD) sits between an operant chamber and group housing. Only one rat may pass from the group housing, through the door, to the operant chamber. Once a rat has passed, a locking mechanism is engaged that prevents additional rats from entering the ORD. Only when the initial rat leaves the operant chamber is the door unlocked, allowing another rat to enter. The design of the ORD is cheap, simple, fully mechanical, and can accommodate different rat sizes. The mechanical design reduces risk of injury from motorized moving parts and reduces transition disruption. It also enables automated experimentation; it can be run 24/7 without requiring experimenter time and effort. Used in conjunction with RFID technology, the ORD allows for both single-subject data and individualized contingencies in the operant chamber. This apparatus is currently being used to conduct single-subject research with rats relearning a distal forelimb reach task following ischemic stroke. Because of its simple and enabling design, the ORD may be used to measure self-initiated behavior within a social context and to study behavioral economics and nonlinear contingencies with high external validity.
Clinical Trial: Effects of Integrating a Therapy Dog into Social Skills Classes for Adolescents with Autism Spectrum Disorder
Paige Dotson, Alexandra Protopopova, Wesley Dotson & Paige Huckaby
Animal-Assisted Interventions (AAI) have been shown to increase social behavior in people with autism spectrum disorder (ASD). The purpose of this project has been to identify the mechanisms involved in the social-enhancing effect of dogs on adolescents with ASD. Participants are part of small groups in which either (a) the first 5 weeks will involve a therapy dog, (b) the last 5 weeks will involve the therapy dog, or (c) the class will not involve a therapy dog. We hypothesized an integration of therapy dogs into group social skills instruction will result in reduced stress and improved social behavior compare to traditional group instruction. Social behavior, stress behavior, heart rate, electrodermal activity, and salivary cortisol concentrations of adolescents and therapists have been assessed and compared across conditions. Preliminary data has shown a decrease in the student’s cortisol levels during classes when the therapy dog is present which indicates a decrease in stress levels. If these findings are consistently repeated, this could help with the design of therapy dog integration for the students as well as the supports needed for the teachers who manage the dog.
Development and Evaluation of a Self-Instructional Manual to Train Practitioners to Evaluate and Select Prompting Strategies for Learners with Developmental Disabilities
Landon S. Cowan, Dorothea C. Lerman, Kally M. Luck, Megan Skrbec & Amber Prell
An extensive literature has demonstrated the successful application of various response prompts and prompt-fading procedures for teaching students with developmental and intellectual disabilities. However, few practical resources exist to guide special-education teachers and clinicians in the evaluation and selection of a prompting strategy for a given student and a targeted skill. Across three experiments, we used a multiple baseline across participants design to develop and evaluate the efficacy of a self-instructional manual to train 11 special-education teachers and 8 graduate students to evaluate and select appropriate prompting strategies to use with students across a variety of skills. The graduate students also implemented their selected prompting strategy in brief teaching sessions. Results indicated that the self-instructional manual was effective for improving their evaluation, selection, and implementation of appropriate prompting strategies. Social validity data collected from all participants suggested that they found the manual helpful. Results will contribute to the literature on the development of decision-making tools to guide teachers and clinicians in the selection of interventions to use with their students.
Equivalence-based instruction: Effects of training structure on efficiency and transfer of function
Juliana Oliveira & Anna Petursdottir
A recent study (Petursdottir & Oliveira, accepted pending revision) found that when comparing equivalence-based instruction (EBI) to a complete instruction (CI) control condition using concurrent training and equal mastery criteria, EBI did not inherently produce faster or better learning than CI. However, this study included only a single EBI training structure. The purpose of the present experiment was to (a) evaluate the efficiency of linear series (LS) and one-to-many (OTM) EBI protocols relative to CI, and (b) to assess transfer of function following the three arrangements. Sixty undergraduate students were assigned to one of three groups (CI, EBI-OTM and EBI-LS), all of which received training to establish three 4-member stimulus classes. In the class establishment phase (ABCD training), the CI and EI groups were presented with 36 and 9 types of trials, respectively. After achieving mastery criterion, the ABCD test included all possible trial types, with no feedback. After achieving criterion on the ABCD test, all participants proceeded to transfer of function phase, in which they were taught to execute different motor responses to one stimulus in each class, and then tested with the remaining stimuli in each class. Results suggest the OTM protocol, but not the LS protocol, was more efficient than CI. The three groups performed equally well on the transfer-of-function test.
Evaluating the Impact of the Television Show Daniel Tiger’s Neighborhood on Children with Autism Spectrum Disorder
Kirtana George, Alexis Favela, Kirsten Leatherwood, Reagan Doyle, Willow Sauermilch, Allison Sheats, Eric Rasmussen & Wesley Dotson
Children with Autism Spectrum Disorder (ASD) have deficits in social communication and display patterns of restrictive and repetitive behaviors, causing impairment in social functioning. Previous studies have suggested that the children’s television show, Daniel Tiger, may help children with ASD learn social skills by video modeling interventions. This study will explore the impact of the show in children with ASD (ages 2-7) and if they engage in different patterns of behavior in comparison to their neuro-typical peers when watching Daniel Tiger and other children’s programming (i.e. Paw Patrol). By comparing these behaviors across both shows using 15s partial interval scoring, we can observe whether there are systematic differences children with ASD consume television. Results demonstrated that children with ASD displayed higher levels of engagement and orientation and lower levels of off-task and challenging behaviors when watching Daniel Tiger than Paw Patrol. Their neuro-typical peers demonstrated higher levels of engagement and orientation and lower levels of off-task and challenging behaviors when watching Paw Patrol than Daniel Tiger. Ultimately, by demonstrating that children with ASD when watching Daniel Tiger displayed higher levels of engagement and lower levels of off-task behavior, it can be used to teach social skills to children with ASD.
"I hate the timer!" An evaluation of a waiting period and DRL on reducing mands serving as precursors to self-injurious behavior.
Sara Baak & Joseph Dracobly
Extensive research has been conducted demonstrating the utility of differential reinforcement of alternative behavior (DRA) or functional communication training (FCT) as an effective intervention for problem behavior. Most commonly, clinicians teach a new responses as the DRA or FCT response. However, some individuals may already have appropriate responses in their repertories that could be used as the DRA or FCT responses. In these cases, it is important to determine whether tases responses serve as precursors and how various parameters of reinforcement of these responses affect the treatment of problem behavior. Prior to this evaluation, we conducted functional analyses of each participant’s self-injurious behavior (SIB). Both participants’ SIB was maintained by social positive reinforcement in the form of access to tangible items. Additionally, during the FA, we observed “bursts" of mands prior to SIB, and determined that these bands served as precursors to SIB. Because multiples mands, with short inter response times, occurred prior to SIB, we evaluated the effects of a waiting period and differential reinforcement of low rate behavior on both reducing the rate of mands while keeping SIB at or near zero levels. Results indicated that shorter waiting periods and DRL values were effective at reducing mands and maintaining near zero levels of SIB for both participants. These results provide evidence that reducing the rate of precursors can occur without increasing problem behavior, a finding that could be particularly useful in environments in which in is not possible to reinforce DRA or FCT responses at a high rate.
Operant Control of the Swallowing Response
Alden Gartrell, Brennan Armshaw, Russell Silguero & Manish Vaidya
The process of swallowing can be described in four stages; the Oral-Preparatory phase, the Oral-Transit phase, the Pharyngeal phase, and the Esophageal phase. Behavioral feeding procedures have been effective in aiding individuals to resolve issues with the first two phases of swallowing. Medical procedures have been shown to be effective with individuals that have issues with the Esophageal stage of swallowing. This presentation explores the utility of behavior analytic procedures in helping with the third or Pharyngeal stage of the swallowing response. In particular, this research explores the utility of surface electromyography (sEMG) in micro-shaping activation of the suprahyoid muscle which controls the action of the larynx in the swallowing response. Four healthy college-aged participants were exposed to contingencies promoting a more effortful and sustained swallowing response. The data show that activity of the suprahyoid muscle can be operantly conditioned. These results suggest that sEMG technology can be used to supplement contingencies of reinforcement and provide effective behavioral treatment and rehabilitation for Dysphagia.
Shaping the Future by Uncovering the Past: An Archival Analysis of the Records of the Texas Association for Behavior Analysis (TxABA)
Will Espericueta-Luna, Edward Armezquita & Zachary Morford
The Texas Association for Behavior Analysis (TxABA) has served behavior analysts and the wider community of Texas and nearby states since 1986. Information about the founding of the organization, its goals, and historical activities not only aids but can become a valuable asset to an organization’s strategic planning efforts. The authors undertook an archival research effort to uncover information that could be obtained from the organization’s 35-year history. Data was accumulated through examining electronic copies of communications between officers, program books, conference meeting notes, bank records, and other historical documents regarding TxABA’s annual conference. Information was recorded on TxABA’s finances, conference attendance, conference hours, presentation lengths, types of tracks, number of speakers, frequency and total duration of individuals presenting at the conference, and other related information. The obtained data obtained were graphed and analyzed visually. Using conference attendance, the data show that TxABA’s growth has accelerated, and appears to correspond with the growth of BACB certificants in the state. These and other findings craft higher level understanding of the system-level contingencies that shaped the organization into its current form.
Stimulus Equivalence Formation, Covert Verbal Behavior, and the Role of Compatible and Incompatible Responses
Ellie Lovitz & Daniele Ortu
Behavior analysts have been interested in complex human behavior for many years and have approached the study of such behaviors such as language, memory, and problem-solving in a number of ways. Stimulus equivalence is one such area of research that has been extensively explored. While the basic descriptive understanding of stimulus equivalence is widely accepted within the field of behavior analysis, more contentious is the explanation for how these relations come about. The emergence of reflexivity, symmetry, and transitivity relations without direct reinforcement of the responses that make up these relations is puzzling in light of our basic understanding of reinforcement contingencies. Some have proposed that these relations come about as a byproduct of the reinforcement contingencies in place during training while others are not satisfied with this explanation. Others have proposed that private events may have a role to play in the emergence of equivalence relations and other complex human behavior. The present study explores the role of covert verbal behavior in the emergence of equivalence relations in an arbitrary matching to sample task. Participants engaged in a computerized matching to sample task with arbitrary stimuli under three different conditions. Baseline consisted of one-to-many matching to sample training of four conditional discriminations using arbitrary stimuli yielding two, three-member equivalence classes and tests for the resulting symmetry, transitivity and equivalence relations. The order of the two experimental phases was counterbalanced across participants and these phases consisted of one of two conditions, engaging in behavior that was either compatible with covert verbal behavior or incompatible with covert verbal behavior concurrently with the tests for equivalence. A final phase consisted of a return to baseline. A control condition at the start of each phase tested for the effects of the incompatible and compatible behaviors on the reaction times of the motor responses involved in clicking the mouse, a behavioral component involved in each of the four phases. Data collection is ongoing and final results will demonstrate any differences in performance on equivalence tests when participants engage in an activity concurrently that would disrupt covert verbal behavior during tests for equivalence. Future extensions may include investigation of event-related potential (ERP) correlates of performances in equivalence tests across conditions.
The Social Validity of Noncontingent Reinforcement
Shea Langs
The purpose of this research was to investigate the social validity of Noncontingent Reinforcement (NCR). NCR is a highly used procedure which literature indicates few studies have been conducted on the social validity. A 27-question internet survey was distributed to applied behavioral analysis service providers, teachers and parents who provided information on their experience with NCR procedure. A total of 116 respondents provided information on NCR including schedule of delivery, difficulty of use in several environments, time of use and if NCR would be used in the future. Results indicate the implementation of NCR in clinical environment as being less difficult to implement when compared to school, home, and community settings and that continuous schedule of delivery of NCR is the least preferred method among respondents.
Training Caregivers in South Asia via Telehealth to Implement Function-Based Treatments for Problem Behavior
Naomi Alphonso, Loukia Tsami & Dorothea Lerman
An increasing number of studies have evaluated the use of telehealth to train caregivers to deliver behavior- analytic services (Tomlinson, Gore, & McGill, 2018; Suess et al., 2013; Lindgren, & Wacker, 2011). Results of this research indicate that remote coaching is a highly efficient and socially valid method for training caregivers to conduct functional analyses (FA) and functional communication training (FCT) (Wacker et al., 2013, Tsami, Lerman, & Toper-Korkmaz, 2019). However, one area that has not been examined is the amount of prompting that caregivers need to implement FCT sessions with high fidelity. The current study extended this research to families residing in South Asia and assessed caregivers’ procedural fidelity in the absence of the primary therapist and in various settings with novel stimuli as a measure of generalization. Four caregivers from two countries implemented FCT, which was effective in reducing problem behavior for three of the children diagnosed with autism. In the absence of the primary therapist, all caregivers had high levels of procedural fidelity when implementing FCT with novel stimuli and in different settings. Additionally, caregivers rated the procedures as acceptable and were satisfied with the outcomes. These results indicate that caregivers can generalize the skills learned through remote coaching and independently implement the behavioral procedures with integrity in various locations.
Training Parents How To Identify Function of Behavior and Communicate Needs
Sherrilyn Smith
For children with ASD, early intervention is crucial (Matson, 2008). Children with ASD require not only academic-related interventions, but also benefit from behavioral interventions (Matson, 2008). For example, in a study by Hasting and Brown (2002), aggression towards others occurred in up to 68% of 6 to 14-year olds youth who were diagnosed with ASD. Additionally, there is a high probability that problem behaviors, such as aggression, result in increased stress levels for parents of ASD diagnosed children as opposed to parents without ASD diagnosed children (Hastings & Brown, 2002). Not surprisingly, a key factor during intervention is the involvement of parents of the child with the disorder (Hasting & Brown, 2002).
Understanding the effects of contingencies on muscle flexion: Comparing no-feedback to non-contingent feedback.
Chandana Chitralekha, Brennan Armshaw, Russel Silguero & Manish Vaidya
The current study is part of a series of studies attempting to understand the role of behavioral factors in rehabilitation following total knee replacement surgery or total knee arthroplasty (TKA). The consensus view in the physical therapy and orthopedic surgery literature is that activation of the vastus medialis oblique (VMO), which is a part of the quadriceps, early in the recovery period is an important factor contributing to the full and functional recovery of the joint. Unfortunately, this muscle has been shown to be difficult to actively engage following TKA. The reasons include pre-surgical atrophy due to nonuse of the muscle because of pain and the loss of proprioceptive feedback due to the injury caused by the surgery itself. A number of basic and translational studies in our lab are investigating the use of surface electromyography (sEMG) to more precisely measure activation of this muscle and creating contingency management systems to support improved muscle function. The current study compares flexions of the VMO in two different conditions: no feedback and non-contingent feedback. In each condition, local instructions maintained the probability of responding and allowed us to investigate peak amplitudes and response forms as a function of the availability of feedback. Early results suggest small but important differences in the responses under the two conditons.
Using Behavioral Skills Training to Train Police Officers How to Appropriately Respond to Individuals with Autism
Karlie Hinkle & Dorothea C. Lerman
Research indicates that individuals with autism may be more likely to encounter law enforcement due to the various behaviors associated with autism (e.g., stereotypy). Although individuals with autism are more likely to encounter law enforcement, little research has been conducted on teaching officers methods to gain compliance during these encounters. Additionally, no study has evaluated police officers' performance during these situations. This study addressed these gaps in the literature by assessing the effectiveness of brief, hands-on training for teaching officers how to gain compliance when encountering individuals with autism. In this study, behavioral skill training (BST) was used to train nine police officers how to deliver prompts and reinforcement for compliance and how to respond to problem behavior. BST increased correct responding for all participants. These results suggest that BST is an efficient and effective model for training law enforcement in these methods.
What do you hear? Teaching tacts of auditory stimuli
Haven Niland, Samantha Bergmann, Valeria Laddaga Gavidia, Maria Otero & Tiffany Kodak
Despite recommendations to teach tacts across all five senses, verbal behavior intervention with children with autism spectrum disorder (ASD) is often limited to sight only. However, it is important for individuals to communicate about other stimuli in their environment like sounds that they hear, which can be referred to an auditory tact. This study replicated and extended Hanney, Carr, and LeBlanc (2019) by examining the efficacy and efficiency of three different stimulus presentations to teach auditory tacts including: (a) isolated, (b) compound with known visual stimulus, and (c) compound with unknown visual stimulus. We evaluated the acquisition of auditory tacts with an adapted alternating treatments design embedded within a nonconcurrent multiple-baseline design across sets with two children diagnosed with ASD. For both participants, all three conditions were efficacious with at least one set of stimuli. However, the compound conditions were more efficient according to the number of sessions. In transfer probes, compound stimuli were presented in isolation and isolated stimuli were presented as compound stimuli. Responding during probes indicated that appropriate control of auditory stimuli maintained. This study adds to the literature on teaching tacts and has implications for future applied research and applications to practice.
What should we do? A problem solving approach to identify skill-acquisition procedures to resolve persistent errors
Valeria Laddaga Gavidia & Samantha Bergmann
Many procedures based on applied behavior analysis (ABA) increase skills for individuals with autism spectrum disorder (ASD). Despite empirical support, issues can arise during ABA intervention, which can be difficult to resolve. Decisions about modifications to intervention may be based on the individual learner’s history or repertoire, the behavior analyst’s repertoire, and resources in the literature. In the current project, a problem solving approach was used to identify potential modifications after constant-prompt delay with represent-until-independent error correction and non-differential reinforcement did not increase correct responses for a six-year-old boy with ASD. We conducted a detailed error analysis, a brief literature review, and multiple brief assessments using strategies identified in the literature. The error analysis suggested prompt dependence and potential sources of faulty stimulus control. Based on the extant literature, we evaluated differential observing responses, prompt fading, blocked trials, and differential reinforcement. Several procedures required multiple teaching steps that were inefficacious or slow to produce change. Ultimately, differential reinforcement with enthusiastic praise increased independent responding. A description of our problem solving approach coupled with supporting data will be presented. Recommendations for the adoption of a similar approach to identify individualized interventions for persistent errors and prompt dependence will be discussed.
TxABA Posters

An Evaluation of Parent Implemented Web-Based Behavioral Skills Training for Firearm Safety
Marissa A. Novotny, Raymond G. Miltenberger, Katelyn Frederick, Trevor C. Maxfield & Victoria R. Sanchez
Behavioral skills training (BST) is effective for teaching safety skills but often requires a behavior analyst to conduct the training, which can make it costly and inaccessible for most parents. Parent-conducted BST may allow for children to receive training without the need for a trained behavior analyst. Manualized training from a website could allow parents access to needed material at a low cost. This study evaluated a web-based manualized intervention implemented by parents for teaching firearm safety skills using BST. We used a multiple-probe across participants design to assess the effectiveness of parent-conducted BST. Results indicate that three children acquired the safety skills after parent-conducted BST alone, and the other three children required experimenter-conducted IST.

Antecedent Choice-making Interventions to Reduce Challenging Behavior for Individuals with Intellectual and Developmental Disabilities: A Review of the Literature
Providence Lively & Tonya Davis
Antecedent choice-making interventions involve offering an individual a choice in how to complete a task prior to the onset of that task. In order to better understand the possible relationship between antecedent choice making and challenging behavior, a review of the existing literature on the use of antecedent choice-making interventions to reduce challenging behavior was conducted. A systematic review of the literature identified 30 articles in which antecedent choice was implemented to reduce problem behavior. The studies were summarized according to characteristics of the participant, antecedent choice intervention, problem behavior, and other dependent variables such as task completion. In addition, the included studies were analyzed according to the What Works Clearinghouse (WWC; 2017) Single Case Research Design Standards. The literature indicate that antecedent choice-making interventions involve both within-activity choices such as choice of activity materials or setting as well as across-activity choices, such as the order of activities. Initial results indicate the effectiveness of choice-making interventions to reduce challenging behavior. Results will be further analyzed and discussed.

Applications of Applied Behavior Analysis: The Role of Technology & Contingencies of Reinforcement in Physical Rehabilitation.
Brennan Armshaw, Russell Silguero & Manish Vaidya
Applied Behavior Analysis involves the management of behavior-environment relations or contingencies of reinforcement to produce socially-important behavior changes. One area of growing social importance is recovery from orthopedic surgeries, such as total knee arthroplasty (TKA). Unfortunately, despite the rise in TKA’s the techniques used by physical therapists during the recovery process have remained relatively unchanged. As a product, many patients never achieve a full functional recovery. Re-establishing control of the quadricep muscles, in particular, the vastus medialus oblique (VMO) is the primary barrier. One reason for this barrier is the difficulty in accurately capturing the low-level flexions patients may produce during the early stages of physical therapy, effectively placing the response on extinction. Advances in sensor technology have the potential to increase the precision in which this response can be measured. As such, contingencies of reinforcement can be arranged to the aim of rapidly teaching the muscle flexion through shaping and altering the intensity of exercise through adaptive schedules, such as the percentile schedule. The present study utilizes sEMG technology to measure muscle activity and programs individualized contingencies reinforcement designed to rapidly re-teach VMO flexion and increase the intensity of exercise to attempts to improve functional gains and combating non-compliance."

Behavior Analysts in Educational Settings: Provision of School-Based Services
Bailey Mungiguerra & Kristen Padilla-Mainor
Behavior analysts are qualified to provide a variety of evidence-based interventions in educational settings; however there is minimal research regarding the provision of services. Over 90,000 registrants of the Behavior Analyst Certification Board were contacted to participate in a survey evaluating the common services provided by behavior analysts in educational settings; 431 responded. The survey entailed items regarding credentials, demographics, geographic location, direct and indirect services provided, student population served, and types of educational settings. Respondents included those with the following credentials: BCBA (46%), BCBA-D (7%), BCaBA (3%), RBT (13%), licensed behavior analyst (16%), not yet credentialed (10%), and other (15%). Thirty-four percent of respondents worked in suburban schools while 10% worked in rural and 20% in urban schools. The majority of respondents worked with elementary students (53%) followed by pre-school (40%), middle school (36%), high school (28%), and early childhood (13%). Respondents provided direct therapy, behavior consultation and support, staff development, and crisis management. They served individuals with various disabilities in several types of educational environments within the school setting. Associations between the distributions of responses were also examined in order to identify patterns and relationships between variables.

Caregiver-Implemented Interventions for Adolescents and Young Adults with ASD: A Systematic Review
Kristina McGinnis, Stephanie Gerow & Emily Gregori
Caregiver-implemented interventions are increasingly utilized to address the needs of families of children with autism. However, no previous systematic review has evaluated the efficacy of caregiver-implemented interventions for adolescents and young adults with autism despite evidence that the majority of individuals with autism continue to live at home into adulthood. The purpose of this review was to synthesize the effects of interventions implemented by caregivers of teens and young adults affected by autism. We conducted a systematic analysis of the dependent variables most often targeted for intervention, the caregiver adherence to the interventions, and the outcomes of caregiver-implemented interventions for the included studies. We identified ten studies that evaluated the quality of a caregiver-implemented intervention for the adolescent and young adult population. Across studies, results suggest positive outcomes related to intervention effectiveness and social validity. The current body of literature provides some evidence of value in utilizing caregiver-implemented interventions to produce behavior change for adolescents and young adults with autism, although there is a need for additional research in this area.

Clinical Trial: Effects of Integrating a Therapy Dog into Social Skills Classes for Adolescents with Autism Spectrum Disorder
Paige Huckaby, Paige Dotson, Alexandra Protopopova & Wesley Dotson
Therapy dogs have been found to decrease stress levels in adults. Therefore, the purpose of this project is to determine if confounding variables of having a Therapy Dog in class will decrease teacher stress levels, as well as increase teacher’s social engagement with the students, creating a higher quality instruction. The teachers will teach small groups of adolescents with autism spectrum disorder (ASD) in either (a) the first five weeks will involve a therapy dog, (b) the last five weeks will involve the therapy dog, or (c) the class will not involve a therapy dog. We hypothesize that during repeated sessions with the dog, the teachers will experience less stress, engage in more social and affiliated behavior towards the children, and deliver higher quality instruction. Social behavior, stress behavior, heart rate, electrodermal activity, and salivary cortisol concentrations of adolescents and teachers have been assessed and compared across conditions. Preliminary data has shown consistency in teacher cortisol levels during classes regardless of whether the dog is present or not. The quality of teacher instruction has increased each week, regardless of whether or not the dog is present as well.

Competing Stimulus in Treatment of Aggression Maintained by Social-Negative Reinforcement
Michelle Wang, Jennifer Fritz & Kyle Dawson
Treatment of escape-maintained aggression has largely focused on providing the functional reinforcer of a break contingent on appropriate alternative behavior, for the absence of the target behavior, or noncontingently. Recent research suggests the use of arbitrary reinforcement can also be effective in decreasing problem behavior maintained by escape from demands (e.g., Payne & Dozier, 2013). The current study examined the use of a competing stimulus without the use of extinction on problem behavior maintained by social-negative reinforcement in the form of escape from demands and on compliance with demands. The competing stimulus was provided noncontingently and continuously, while problem behavior still resulted in the functional reinforcer (i.e., break from demands). To date, results suggest the use of a competing stimulus is effective in decreasing aggression maintained by escape from demands and does not impede compliance with demands.

Conducting Brief Functional Analysis via Telehealth Technology
Stephanie Gerow, Supriya Radhakrishnan & Suzannah Avery
Many children do not have access to ABA services due to geographic distance from a provider. Telehealth technology can increase children’s access to effective interventions. The purpose of this study was to evaluate the use of a parent-implemented brief functional analysis and function-based intervention with coaching delivered via telehealth technology. Children with autism, age birth to 17 years old, and their parents were eligible to participate in the study. Parents conducted a brief functional analysis, with coaching provided by a researcher via telehealth technology. Following the brief functional analysis, the parent implemented a function-based intervention. The efficacy of the function-based intervention was evaluated using a reversal design. Data collection is ongoing. Implications for practice and directions for future research will be discussed.

Effects of Naturalistic Demands on Response Interruption and Redirection and Appropriate Vocalization as a Treatment for Vocal Stereotypy
Elizabeth Luna, Sarah Lechago & Alyssa Embry
Response interruption and redirection (RIRD) has been demonstrated to be effective in decreasing vocal stereotypy and increasing appropriate vocalizations in children diagnosed with autism(Ahearn, Clark, MacDonald and Chung, 2007; Ahrens, Lerman, Kodak, Worsdell, and Keegan, 2011; Toper-Korkmaz, Lerman, and Loukia, 2018). However, the effectiveness of RIRD for increasing appropriate verbal behavior has been inconsistent. Previous research studies have used demands during redirection that were unrelated to the toy the participant was playing with. The purpose of the current study is to evaluate the efficacy of presenting demands during RIRD that are related to the toy the participant is playing with, which we refer to as naturalistic demands. This study is using a multiple baseline across participants embedded with a multielement design to compare the effects of two types of RIRD, standard and naturalistic demands, to reduce stereotypy maintained by automatic reinforcement and increase verbal behavior with two boys diagnosed with autism spectrum disorder (ASD).

Effects of Pre-Transition Quiet Time on Classroom Transition Durations
Megan Skrbec, Sarah D. Williams, Jennifer N. Fritz, Caitlyn N. Metoyer & Renee E. Lastrapes
Longer transitions within a classroom setting can take away time with learning materials and potentially affect a student's growth. Previous studies have examined the use of antecedent- and consequent-based interventions to decrease transition duration and problem behavior that occurs during transitions; however, many of these interventions can be difficult to implement and require extra materials. The current study examines the use of a pre-transition quiet time to reduce problem behavior and duration of transitions within three kindergarten classrooms and a second-grade classroom. Results show that the pre-transition quiet time decreased the transition duration but may not have an effect on the frequency of problem behavior.
Effects of Task Choice and Conditioning on Task Preference
Kenya N. Myles & Dorothea C. Lerman
Previous research suggests that offering a choice among tasks can be an effective procedure to increase compliance and decrease problem behavior for individuals with developmental disabilities (Kern et al. 2001; Romaniuk et al., 2002; Ulke-Kurkcuoglu & Kircaali-Iftar, 2010; Vaugh & Horner 1997). These findings have been used in clinical and educational settings as an antecedent intervention for learners who engage in problem behavior to escape nonpreferred tasks. Little research has been conducted to evaluate the prevalence of preference for choice of task over no choice with learners diagnosed with developmental disabilities. The current study first evaluated preference for choice of task with 3 learners aged 7 to 8 years old who were diagnosed with a developmental disability. Results of this assessment suggested that task choice was preferred for two of the three participants. For these two participants, permitting opportunities to choose among low-preferred tasks did not modify their preference for those tasks. For the participant who did not show a preference for task choice, we are currently evaluating the effectiveness of a method for establishing this preference. This study has implications for identifying how choice and preference for choice influence task completion and task preference. This study also offers a strategy to increase the likelihood of compliance with a task when no alternate tasks are available.

Establishing Yes/No Responding in Children with Autism Using Multiple Exemplar Instruction
Rachel Preisler & Sarah Lechago
The use of yes and no is ubiquitous and functional in daily communication. Teaching yes and no mands (saying yes and no to the question, “Do you want ___?”), and tacts (saying yes and no to the question, “Is this a ___?”) may appear to be simple and straightforward, however it requires shrewd attention to discriminative and motivational control (Funazaki & Oi, 2013; Neef, Walters, & Egel, 1984; Shillingsburg, Kelley, Roane, Kisamore, & Brown, 2009). A multiple baseline design across stimulus sets is being used to examine the effects of multiple exemplar instruction (MEI), manipulating motivating operations (MO), and differential reinforcement on establishing yes and no mands and tacts in children diagnosed with autism spectrum disorder (ASD). Additionally, generalization across operants, toys, and activities is being assessed.

Evaluation of Telehealth Parent Training to Teach Adaptive Skills to Children with ASD
Emily Exline, Stephanie Gerow, Jessica Akers, Supriya Radhakrishnan, Remington Swensson & Tonya Davis
Individuals with autism spectrum disorder (ASD) often display deficits in the area of adaptive behavior, including daily living skills such as tooth brushing and washing laundry. It is widely agreed that training adaptive behavior should occur in the individual’s natural environment and with natural change agents; however, doing so poses obstacles such as the natural occurring time of adaptive routines and availability of parent trainers to come to the home. Telehealth consultation is a service delivery method that may address these obstacles. The purpose of the current study is to evaluate the extent to which a caregiver-implemented chaining procedure, facilitated via telehealth technology, would lead to an increase in independent completion of adaptive skills in children with ASD. We will use a multiple baseline design to evaluate the efficacy of the intervention. Data collection is ongoing with one participant and we plan to conduct the study with a total of four participants.

FCT without Extinction to Decrease SIB with Subtype 1 Automatic Maintained Behavior
Lauren Gonzalez, Leslie Neely, Amarie Carnett & Jordan Wimberly
Functional communication training with extinction is a common intervention to treat problem behavior. However, there are some instances when an extinction component may not be recommended (e.g. intensity of behavior, safety of program staff, etc.). The purpose of this study was to evaluate an FCT intervention without an extinction component for a child who engaged in stereotype behavior and self-injurious behavior. Researchers conducted a functional analysis that identified the child’s stereotypical behavior was automatically maintained (subtype 1). A second functional analysis identified the self-injurious behavior was evoked when access to the stereotype behavior was not available. Researchers then implemented FCT with manipulation of the parameters of reinforcement (e.g. immediacy and quantity) to favor the functional communitive responses verses the self-injurious behavior. Researchers then implemented schedule thinning and manipulated parameters of reinforcement to favor engagement in competing activities during the FCT schedule thinning. Results suggest that FCT with parameters manipulation can be utilized to decrease challenging behavior and increase appropriate behavior without the use of extinction.

Functional Analysis of Aggression Exhibited by Cats towards Humans during Petting
Victoria Fletcher, Jennier Fritz, Megan Skrbec & Samantha Dyer
Human-directed aggression is a common problem, which can often lead to re-homing or relinquishing the cat and can cause injuries and infections for the human. Methodology exists to determine the function of problem behavior in humans and has been applied to various topographies of problem behaviors. The current study applied this methodology to assess human-directed aggression exhibited by cats during petting and implement function-based treatment. Results suggested that aggression during petting for all three cats was maintained by escape from petting. Extinction and providing the functional reinforcer (i.e., escape from petting) contingent on the absence of aggression was implemented with all three cats, which decreased aggression for each cat.

Improving Caregiver Report of Precursors to Severe Problem Behavior
Amber Prell, Jennifer N. Fritz & Megan L. Skrbec
Previous studies that provide information regarding precursor behaviors have shown that caregiver reports of precursor behaviors are not always accurate. In this study, the primary researcher evaluated caregiver report of precursor behaviors for various participants. Initially, each caregiver could not identify any potential precursor behaviors for their child and reported that the target behavior (e.g., aggression) occurred at "random times". A predetermined precursor checklist and video-trainings were used to assist each caregiver in reporting more accurate precursor behaviors for their child. This entire study was conducted through an online video program (i.e., Zoom). Results showed an increase in correct number of accurate precursor behaviors identified post video-trainings.

Operant Conditioning of Vastus Medialis Oblique Muscle Responses
Rob Goodhue, Brennan Armshaw, Russell Silguero & Manish Vaidya
The investigation of small-scale muscle responses has been an established domain of behavior analysis for over 50 years now. However, much has changed since the early days. particularly the resolution of measurement that comes with advances in technology. Surface electromyography (SEMG) devices are now portable, bluetooth, and relatively inexpensive, supporting the proliferation of such technology to be used in applied situations. In this study, new areas of the body and forms of feedback are examined as an early means to get such technologies into the homes of people that can use them to improve their life. The Vastus Medialis Oblique (VMO) muscle is vital to the recovery from total knee replacement surgery, and feedback for strengthening the VMO muscle in typical physical therapy sessions is done completely via human visual and/or tactile detection. By using modern SEMG technology and a smartph one application, this study aims for more precise and portable management of reinforcement contingencies than current methodologies. Results demonstrate how a simple auditory tone can effectively reinforce the magnitude of VMO muscle.

Parent-Implemented Brief Functional Analysis in Home
Stephanie Gerow, Gabby Rivera, Supriya Radhakrishnan & Tonya Davis
The purpose of this study is to evaluate the efficacy, feasibility, and social validity of parent-implemented brief functional analysis in the home. Three boys-Max, Dennis, and Ralph age of 28- to 31-months old and their mothers participated in this study. Each child had a developmental delay based on the assessment from the IDEA Part C provider and engaged in frequent challenging behavior warranting intervention. The parents implemented brief functional analysis and the intervention with coaching from BCBAs. The brief functional analysis required 2.4 to 3.5 hours to complete and resulted in the development of an effective function-based intervention for each child with a complete treatment evaluation. The results of the study demonstrated that the parent participants accurately implemented the brief functional analysis, with coaching from the BCBA. The parents also found the brief functional analysis to be socially valid, based on the results from the social validity questionnaire. Limitations and directions for future research are discussed.

Parent Training in Languages Other Than English for Children with Disabilities: A Literature Review
Jacqueline Zambrano & Stephanie Gerow
To better understand parent trainings on challenging behavior interventions for parents that speak a language other than English, we conducted a review of the existing literature. We conducted a database search and ancillary searches. Six studies evaluating parent training in challenging behavior interventions in a language other than English were identified. The articles identified were analyzed to determine the types of trainings that had been used and to determine the impact that these trainings had on the child’s challenging behaviors. Across the articles, there were 151 parent participants and 151 child participants. The most common language of parent training was Chinese. The existing literature shows that weekly group parent trainings were most commonly used. The scarcity of articles highlights the need for more research in this area. Specifically, future research should evaluate the efficacy and social validity of research supported challenging behavior interventions with parents who speak languages other than English. Implications and directions for future research will be discussed.

Results from infant/toddler pre-emptive intervention on reduction of interfering behavior and increased communication
Cha Yong Patterson, Laura Pena, Leslie Neely, Amarie Carnett & Katherin Cantrell
The researchers conducted the current project within the scope of a larger project (Project PLAAY) investigating pre-emptive interventions to mitigate the symptomology of autism for at-risk infants and toddlers. The presented project aimed to teach communication to infants and toddlers who were engaging in emerging dangerous behavior (e.g., head banging) or interfering behavior (e.g., screaming). A total of 37 at-risk infants and toddlers (aged 9-36 months) have participated in the project to date. A sample of six were randomized to a non-concurrent multiple baseline. Researchers initiated four of the six participants. Researchers randomized baseline sessions for the participants to three, four, or five baseline sessions (participant one only had two baseline sessions). Researchers first conducted a functional analysis. Researchers also conducted communication modality assessments for all participants. Researchers then implemented functional communication training with the participant and their caregiver. Visual analysis of the intervention results indicated immediate and large improvements from baseline to intervention phase for functional communication. The graphs also indicated a large and immediate decrease in dangerous behaviors. Resulting Tau-U effect sizes ranged from 0.85 to 1.0 suggesting large effects across all dependent variables. Preliminary results support the use of the PLAAY intervention to teach functional communication.

State Supported Living Centers: Creating a Supportive Culture for Behavior Analysts that Aims at Increasing Ethical Practices
Tremaine McGrew
The Behavior Health Departments of the State Supported Living Centers have added a significant number of board certified/licensed behavior analysts to their system to serve an ever-growing adult population with IDD. Oversight has been put in place to reduce the likelihood of possibly unethical practices by behavior analysts during the development stages of treatment plans, which aim at decreasing maladaptive behaviors, and increasing adaptive behaviors to bring forth overall behavioral change. This poster details the different types of oversight and training used at the centers that encourages ethical behavior by Behavior Analysts.

TAP-IN: BCBA Temporary Assistance Program for State Supported Living Centers
Joy Moser
The Health and Human Services Commission of Texas under the guidance and supervision of the Behavioral Health Services Coordinator for State Supported Living Centers has developed a collaborative of board certified, licensed behavior analysts. This group of professionals work as consultants to the various State Supported Living Centers across Texas, and provide training, supervision, and teaching to the behavior health services departments. The overall goal is to implement systems of operation that ensure meaningful, ethical, and high quality of treatment that is grounded in applied behavior analysis principles when delivering supports and services to the adult population of residents that present with behavioral, psychiatric, cognitive, and physical challenges.

Teaching Children How to Stay Still Using Movies to Provide Continuous Feedback
Maria Otero & Manish Vaidya
External beam radiation therapy is used as a form of treatment for individuals diagnosed with cancer. Radiotherapy practice in children involves the use of sedatives to ensure stillness throughout the treatment. The excessive use of sedatives negatively impacts the overall quality of life of the children. We introduce a technology designed to teach healthy children to control their movement by monitoring movement and creating a continuous feedback loop, playing a movie based on the amount of movement observed. Study 1 compares the amount of movement observed when children were instructed to remain still (instructions alone) to access to a movie contingent on low rates of movement (contingent movie). Study 2 compares the amount of movement observed in the instructions alone condition with two other conditions: non-contingent access to a movie (non-contingent movie) and contingent movie. Study 3 compares the amount of movement observed in the instructions alone condition to the contingent movie condition over an extended period of time. Lastly, Study 4 compares the amount of movement observed when children have previously been taught to stay still using the technology described above across various days throughout various conditions. We found three things: a) instructions alone were insufficient to produce the level of control over motion required; b) some control over motion was established in the non-contingent movie condition relative to instructions alone; and c) the combination of movies and feedback contingent on movement was necessary to gain the level of control over motion necessary to adhere to the medical protocol.

Technology Infused Operant Measures of Hemiparesis
Jared Armshaw & April Becker
A stroke occurs every 40 seconds United States (U.S.), and in about 80% of stroke cases, individuals experience hemiparesis of the contralateral upper limb. This establishes a need for stoke models to both effectively and efficiently capture behavioral measures of hemiparesis in animals, which will allow for potential treatments to be evaluated. Our laboratory developed an automated system based on the Cylinder Test, which assesses the laterality of paw usage in rearing rodents. Our test captures forelimb paw counts, sequences, and durations using the onset and offset for each paw placement. The chamber collects data with a touch screen wall and a camera that captures each paw placement. An object identification algorithm is used to analyze the data. We are currently evaluating the performance of our new apparatus in a rodent stroke model. We will validate our new system by comparing it to the traditional Cylinder Test method in terms of both sensitivity and analysis efficiency. The apparatus design and a preliminary validation data set are presented."

The Effects of Instructed Visualization on Emergent Conditional Discriminations
Reagan Cox, Camille Roberts & Anna Petursdottir
The purpose of the study was to compare the effects of three instructional conditions on emergent relations between visual stimuli. Participants were 75 college students who were randomly assigned to three groups. Participants in the standard group were trained to relate the visual stimuli they saw to text labels, referred to as tact training, prior to learning to relate pairs of text labels, referred to as intraverbal training. Participants in the reverse group received the intraverbal training before the tact training. The instructed visualization group received the same training sequence as the standard group but were given explicit instructions to visualize the images they learned during intraverbal training. The match-to-sample (MTS) testing format was used to evaluate the emergent relations between the visual stimuli. We predicted that the instructed visualization group would complete the MTS task faster and with higher accuracy than other groups because of their histories of visualizing the stimulus relations during the intraverbal training session. The results showed that the instructed visualization group had non-significantly faster reaction times during the MTS test compared to the standard and reverse groups but performed significantly more accurately (ps < .001).

The Experiences and Needs of Parents of Children with Autism Spectrum Disorder
Setareh Moslemi & Manish Vaidya
Current prevalence of Autism Spectrum Disorder (ASD) indicates that this disorder affects approximately 1 in 160 children in the world. Approximately 85% of children with ASD do not have the skills necessary to live independently making the experience of raising a child with ASD exceedingly challenging and stressful for parents. These challenges could be higher for those families who do not have access to resources to understand their child’s behavior or the tools to respond appropriately. Applied Behavior Analysis (ABA) has been shown to be the most effective treatment for ASD. However, access to ABA is limited in many parts of the world. The purpose of the current project is to first develop a better understanding of the challenging experiences and needs of parents of children with ASD who do not have access to ABA services by conducting qualitative semi-structured interviews. The analysis of the results revealed 3 themes (Table 1, 2, 3): (1) behaviorally anchored challenges; (2) access and support; and (3) barriers to receiving ABA parent training. Second, a web-based program which uses non-technical language to present short (2-3 minutes) modules is introduced as a solution for parents who have limited to no access to ABA parent training.

The Impact of a Quality Assurance Checklist and Feedback on Clinical Outcomes for Children Diagnosed with Autism Spectrum Disorders
Lori Russo, Sarah Barakat Mullins, Zina Eluri & Molly Adams
Measuring and predicting outcomes for children with autism spectrum disorders is commonly examined in the field, however, there are still many opportunities for examining the role of the clinician and case management as it impacts the client. Verbal and written feedback are interventions often used to help increase treatment fidelity and treatment outcomes (Reinke, Lewis-Palmar, & Merrill, 2008). The goal of this study was to examine the effect of a quality assurance checklist used in combination with feedback on the clinical outcomes of children diagnosed with Autism Spectrum Disorder. The quality assurance checklist was used to guide case managers in providing feedback to the clinicians of 20 children. The quality assurance checklist encompassed both process and outcome measures and was designed as a training and evaluation tool for case management (appropriateness of goals and objectives, client’s response to treatment, procedural integrity, etc.). The Vineland Adaptive Behavior Scales 3rd edition (VABS-3) pre- and post-test scores were used to evaluate progress. Composite scores from the VABS-3 increased post-intervention from 1 to 5, and domain scores from the VABS-3 increased post-intervention from 4 to 15, for clients who had three examinations. The results of this study extend the literature by providing a specific tool by which to provide feedback to clinicians in monitoring a child’s response to treatment and ensure optimal outcomes are obtained.

The Use of Technology in Vocational Skills Training for Individuals with Intellectual and Developmental Disabilities: A Systematic Review
MacKenzie Wicker & Tonya Davis
Current research has identified poor post-school outcomes for individuals with intellectual and developmental disabilities; in fact, poorer than any other disability group. Employment support such as vocational skill training can improve outcomes and increase opportunities for paid employment. With recent advances in technology, a myriad of technology devices and programs offer relatively inexpensive and portable forms of support to vocational training programs. Moreover, today’s ubiquitous use of technology allows for the use of technology supports in a way that may not be as stigmatizing in the work setting relative to more traditional forms of support. The purpose of this review is to summarize the literature regarding the use of technology in vocational skills training programs. Articles identified via a systematic search of the literature are summarized according to (a) participant characteristics, (b) vocational skills targeted, and (c) technology device characteristics. In addition, the included studies are analyzed according to the What Works Clearinghouse (WWC; 2017) Single Case Research Design Standards. Results will be further analyzed and discussed.