Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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Program by Area

AAB: Applied Animal Behavior
W2, W65, 10, 34, 59, 82, 88, 147, 176, 193, 224, 241, 264, 265, 314, 317, 343, 345, 349, 364, 389, 421, 422, 428, 430

AUT: Autism
W3, W4, W5, W6, W7, W8, W9, W10, W18, W20, W26, W27, W29, W30, W31, W32, W33, W34, W35, W36, W37, W38, W46, W53, W54, W55, W56, W57, W58, W59, W60, W61, W62, W63, W64, W65, W70, W74, W78, W79, 18, 19, 20, 21, 23, 24, 25, 49, 50, 51, 53, 66, 72, 75, 76, 81, 83, 85, 86, 90, 120, 124, 125, 126, 135, 144, 151, 154, 155, 156, 160, 169, 174, 181, 182, 184, 186, 188, 189, 190, 194, 195, 196, 201, 219, 222, 225, 226, 227, 230, 231, 232, 240, 261, 263, 264, 265, 266, 267, 268, 296, 297, 298, 299, 304, 306, 308, 323, 324, 325, 326, 330, 340, 342, 346, 350, 353, 355, 356, 358, 359, 360, 365, 366, 367, 368, 373, 383, 384, 385, 390, 391, 392, 393, 409, 422, 424, 426, 429, 441, 442, 443, 444, 454, 457, 459, 460, 461, 462, 468, 469, 470, 471, 472

BPH: Behavioral Pharmacology
22, 60, 84, 123, 152, 161, 197, 212, 228, 262, 319, 347, 352, 388, 423, 428, 447

CBM: Clinical/Family/Behavioral Medicine
W11, W12, W13, W14, W21, W31, W34, W39, W40, W41, W66, W67, W68, W84, W87, W88, 10, 14, 35, 36, 40, 59, 64, 65, 77, 83, 84, 86, 127, 128, 129, 143, 148, 157, 158, 159, 163, 174, 181, 182, 186, 188, 198, 199, 220, 229, 230, 244, 261, 262, 300, 301, 320, 327, 328, 348, 349, 350, 352, 355, 369, 370, 371, 394, 395, 406, 422, 423, 424, 445, 446, 457, 463, 464

CSE: Community Interventions, Social and Ethical Issues
W15, W35, W42, W43, W44, W60, W69, W70, 18, 23, 42, 48, 52, 77, 83, 85, 86, 129, 138, 142, 149, 159, 170, 177, 181, 182, 183, 187, 191, 198, 200, 211, 220, 221, 241, 262, 263, 268, 299, 302, 326, 329, 346, 348, 349, 352, 355, 359, 372, 380, 396, 404, 405, 422, 424, 425, 426, 430, 437, 450, 452, 455, 458, 473

DDA: Developmental Disabilities
W8, W9, W10, W16, W23, W30, W45, W46, W47, W71, W73, W80, 24, 25, 32, 36, 47, 53, 54, 69, 75, 78, 81, 83, 85, 86, 88, 89, 90, 130, 131, 151, 160, 161, 162, 181, 182, 183, 184, 186, 189, 195, 201, 202, 218, 225, 226, 227, 231, 232, 243, 261, 263, 265, 268, 296, 297, 301, 303, 304, 318, 322, 325, 330, 336, 346, 349, 350, 355, 370, 373, 374, 391, 397, 398, 409, 422, 426, 429, 438, 441, 442, 444, 446, 447, 453, 456, 458, 465, 469, 470, 471

DEV: Behavioral Development
W13, W64, 26, 63, 68, 83, 87, 89, 132, 162, 181, 184, 203, 222, 264, 268, 318, 331, 334, 339, 346, 349, 351, 353, 360, 422, 424, 427

EAB: Experimental Analysis of Behavior
W72, W82, 12, 17, 22, 26, 27, 28, 37, 38, 47, 55, 56, 61, 62, 67, 79, 83, 84, 88, 90, 91, 121, 132, 133, 134, 150, 163, 164, 165, 166, 178, 181, 184, 185, 187, 189, 193, 197, 202, 204, 205, 206, 215, 224, 233, 234, 235, 236, 245, 262, 263, 264, 265, 268, 305, 306, 307, 308, 314, 319, 332, 333, 341, 344, 346, 348, 349, 350, 352, 353, 358, 364, 366, 375, 376, 377, 386, 388, 394, 399, 400, 422, 423, 424, 425, 426, 427, 428, 429, 448, 449, 464

EDC: Education
W1, W6, W7, W16, W17, W18, W19, W22, W24, W28, W47, W48, W49, W51, W52, W55, W57, W61, W73, W74, W75, W76, W77, W78, W90, 13, 14, 21, 41, 42, 43, 50, 51, 58, 63, 66, 68, 69, 70, 71, 83, 85, 86, 87, 89, 128, 133, 135, 136, 137, 141, 167, 168, 169, 181, 182, 184, 185, 186, 188, 189, 207, 208, 209, 210, 213, 216, 237, 238, 239, 241, 242, 261, 263, 264, 265, 266, 267, 268, 291, 292, 302, 309, 312, 315, 320, 322, 334, 335, 338, 346, 350, 353, 355, 356, 358, 361, 367, 368, 378, 379, 387, 390, 397, 401, 402, 403, 422, 426, 427, 428, 429, 430, 438, 439, 440, 443, 450, 451, 455, 456, 460, 465

OBM: Organizational Behavior Management
W20, W33, W63, W79, 29, 57, 80, 85, 90, 138, 153, 170, 171, 177, 183, 185, 187, 210, 239, 240, 241, 262, 263, 265, 267, 293, 298, 309, 321, 329, 352, 354, 378, 380, 381, 403, 404, 430, 431

PRA: Practice
W1, W2, W3, W11, W12, W15, W19, W21, W22, W23, W24, W25, W28, W32, W36, W40, W41, W42, W43, W50, W51, W52, W67, W69, W77, W80, W81, W82, W83, W84, W85, W86, W87, W88, W89, 11, 15, 19, 20, 30, 40, 44, 48, 54, 64, 65, 71, 72, 73, 76, 77, 86, 87, 89, 90, 122, 124, 126, 131, 139, 148, 149, 155, 168, 171, 172, 181, 183, 184, 185, 186, 187, 188, 190, 192, 196, 207, 211, 214, 217, 219, 242, 243, 245, 261, 262, 264, 265, 266, 293, 310, 311, 316, 317, 335, 336, 337, 346, 348, 350, 353, 355, 358, 362, 365, 374, 382, 383, 396, 401, 402, 405, 406, 422, 424, 429, 430, 431, 437, 439, 452, 453, 457, 461, 465, 466, 467, 473

TBA: Teaching Behavior Analysis
W17, W38, W44, W45, W53, W56, W68, W71, W72, W89, W90, 15, 27, 31, 32, 39, 43, 46, 58, 70, 82, 85, 89, 136, 140, 141, 153, 174, 179, 186, 209, 213, 223, 261, 265, 266, 267, 271, 291, 292, 295, 312, 338, 346, 350, 356, 382, 384, 429, 431, 432, 440, 451

TPC: Theoretical, Philosophical, and Conceptual Issues
W83, W85, W91, 16, 17, 28, 35, 41, 44, 45, 46, 55, 56, 67, 73, 74, 88, 91, 121, 142, 143, 150, 152, 167, 173, 174, 183, 200, 203, 204, 205, 214, 215, 221, 235, 244, 245, 261, 264, 265, 266, 268, 299, 310, 313, 314, 339, 340, 344, 346, 352, 355, 357, 363, 372, 376, 377, 400, 407, 408, 410, 431, 433, 451, 465, 466

VRB: Verbal Behavior
W5, W26, W27, W29, W54, W66, W91, 16, 33, 49, 62, 81, 87, 144, 145, 175, 180, 181, 185, 186, 189, 194, 215, 216, 217, 218, 229, 238, 246, 261, 265, 268, 313, 314, 315, 316, 323, 324, 331, 341, 342, 346, 353, 358, 363, 385, 387, 393, 407, 408, 410, 422, 428, 429, 431, 434, 448, 451, 454, 468

NON: NONE
9, 10, 11, 14, 15, 16, 17, 27, 28, 35, 36, 38, 39, 55, 56, 60, 62, 75, 77, 78, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 120, 123, 147, 148, 149, 170, 174, 177, 178, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189, 191, 215, 218, 241, 245, 247, 261, 262, 263, 264, 265, 266, 267, 268, 291, 294, 295, 299, 314, 318, 319, 320, 340, 343, 344, 345, 346, 347, 348, 349, 350, 351, 352, 353, 354, 355, 356, 357, 358, 360, 362, 363, 386, 387, 388, 408, 410, 411, 421, 422, 423, 424, 425, 426, 427, 428, 429, 430, 431, 432, 433, 434, 449, 451, 455, 457, 465

SCI: Science
39, 60, 120, 123, 178, 191, 212, 228

OTH: Other
9, 119, 146, 247, 290, 294, 321, 411

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38th Annual Convention; Seattle, WA; 2012

Event Details

Symposium #470

CE Offered: BACB

An Evaluation of a Community ABA Based Program and Procedures Implemented Within that Program

Tuesday, May 29, 2012

12:00 PM–1:20 PM

302 (TCC)

Area: AUT/DDA; Domain: Applied Research

Chair: Sandra L. Harris (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey)

Discussant: Shahla S. Ala'i-Rosales (University of North Texas)

CE Instructor: John James McEachin, Ph.D.

Abstract:

Researchers have shown that interventions based on the principles of applied behavior analysis can significantly improve their overall quality of life for children and adolescents with autism. A majority of this research has been conducted in university based settings and future researchers should evaluate the efficacy of programs and behavioral procedures implemented in a community based setting. The first presenter will discuss the effectiveness of a community based agency on improving the overall quality of life for children and adolescents diagnosed with autism. The first presenter will discuss aspects of the program, the children and adolescents who participated in the program and the number of children who were able to be deemed best outcome. The second presenter will discuss the results, limitations, areas for future research, and clinical implications of a study which evaluated the implementation of a rainbow token system for decreasing stereotypic behaviors for children diagnosed with autism. The third presenter will discuss the results, limitations, areas for future research, and clinical implications of a study which compared different classes of reinforcement on improving expressive and receptive language for children with autism. Finally the discussant will discuss ways to better improve research to practice in community based settings.

Keyword(s): best outcome, program evaluation, reinforcement

A program description of a community-based intensive behavioral intervention program for individuals with autism

RONALD B. LEAF (Autism Partnership), Mitchell T. Taubman (Autism Partnership), John James McEachin (Autism Partnership), Justin B. Leaf (Autism Partnership), Kathleen H. Tsuji (Autism Partnership)

Abstract: Autism Spectrum Disorders (ASD) impact all areas of a persons life resulting in deficits in language, social behavior, and intellectual abilities as well as the development of repetitive behaviors that can greatly restrict community involvement. Intensive behavioral intervention (IBI) has repeatedly been shown to be effective in improving functional skills and intellectual scores and minimizing problem behaviors in individuals diagnosed with ASD. In previous studies, some children who received behavioral intervention became indistinguishable from their peers and were served in typical educational environments with no supplemental supports. However, the majority of the published studies on this intervention describe university-affiliated grant funded programs. This program description provides details about a private community-based agency that provides IBI for children and adolescents with ASD. Information about staff training, the therapies implemented, the population served, and instructional and programmatic content is offered and a preliminary analysis is provided of the outcomes achieved for a small sub-sample of the clients served (i.e., 64 of 296). These findings suggest that increases in functional skills and intellectual scores were achieved for all clients and that many clients met similar criteria to those established in prior landmark studies.

An Evaluation of a Rainbow Token System to Decrease Stereotypic Behaviors in Children with Autism

STEPHANIE BLOOMFIELD (Autism Partnership), Justin B. Leaf (Autism Partnership), Courtney Muehlebach (Autism Partnership), Mitchell T. Taubman (Autism Partnership), John James McEachin (Autism Partnership), Ronald B. Leaf (Autism Partnership)

Abstract: Children and adolescents diagnosed with autism typically display stereotypic forms of behavior ranging from hand flapping to inappropriate vocalizations.. Currently there are several procedures based on the principles of applied behavior analysis which have been found effective in reducing stereotypy. These procedures include differential reinforcement, blocking, and punishment. One procedure which has been clinically implemented to children with autism with no research is the implementation of a rainbow token system. A rainbow token system includes delivering tokens in a systematic manner. As long as the learner does not display any stereotypy the teacher provides token in an arc fashion. If the learner does display stereotypy then the teacher does not deliver the tokens. We evaluated the rainbow token procedure for several children diagnosed with an autism spectrum. Results of the study and future implications will be discussed during the presentation.

A comparison of different classes of reinforcement to increase receptive and expressive language

JOHN JAMES MCEACHIN (Autism Partnership), Justin B. Leaf (Autism Partnership), Stephanie Bloomfield (Autism Partnership), Mitchell T. Taubman (Autism Partnership), Ronald B. Leaf (Autism Partnership)

Abstract: One of the basic principles of applied behavior analysis is that behavior change is largely due to that behavior being positively reinforced. Positive reinforcement is defined as a stimulus given contingent on a certain behavior changes the likelihood of that particular behavior. Reinforcement has been used as part of discrete trial teaching to help children learn a variety of skills. Reinforcers have taken may forms which have included food, toys, social praise, tokens, and even having the learner engaging in self-stimulatory behaviors. Limited research has been conducted comparing the various classes of reinforcement on the rate of skill acquisition. In this study we compared four classes of reinforcement (i.e., food, praise, toys, and feedback) for teaching receptive and expressive skills to five children diagnosed with autism. Results of the study will be discussed. In addition to clinical implications, limitations, future areas of research, and how researchers can effect clinical practice.

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