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.


46th Annual Convention; Online; 2020

Event Details

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Poster Session #387
TBA Monday Poster Session
Monday, May 25, 2020
1:00 PM–3:00 PM
46. An Online Interactive Video Tool for BCBA Supervision and Behavioral Consultation
Area: TBA; Domain: Service Delivery
FU LIN YU (CCABA), Shu-Hwei (Sue) Ke (University of Nevada, Reno)
Discussant: Lin Du (Teachers College, Columbia University)
Abstract: One of the fundamental needs in the remote consultation and behavior analysis training/certification industry is to securely share the recorded videos among different parties including behavior analysts such as BCBA supervisors and their trainees, school teachers, caregivers and parents. Wekair, an information technology and ABA service company, has developed an innovative, highly secure online behavior consultation platform with built-in interactive video annotations, personalized templates, integrated workflow and role-based assess permissions. It enables users to capture and upload videos to a secure cloud server with intuitive file management, dynamically share videos with user defined expiration timestamp to individuals or user groups. Users can add annotations including images, bookmarks, chapter menus, hypertext links, captions, comments, free drawings and pre-defined shapes, record voice messages, take online quiz, generate screenshots, answer questions in personalized template and mark the videos with the selected answers, all done directly on the selected video in a standalone web browsers like Google Chrome or Mozilla Firefox. The platform is alive and has been verified to be a productive video-based consultation/supervision/training tool by some BCBAs and other professionals.
47. Setting and Adjusting Schedules of Reinforcement: A Systematic Review
Area: TBA; Domain: Applied Research
AAISHAY HAQUE (Pennsylvania State University - Harrisburg), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg )
Discussant: Lin Du (Teachers College, Columbia University)
Abstract: Reinforcement is a critical component of most interventions designed to change behavior. In attempting to change behavior to a meaningful degree, behavior analysts employ a broad range of reinforcement schedules. Although behavior analysts are trained on the defining characteristics of most schedules, there is limited guidance available to practicing behavior analyst on how to set an initial schedule of reinforcement and how to alter that schedule from the initial value. As a result, practitioners must often make arbitrary schedule decisions, which may comprise the efficiency of treatment programing. The purpose of this review is to examine existing literature for recommendations and guidelines regarding setting initial schedules of reinforcement and adjusting these schedules across a client’s treatment progression, age and/or settings. With the use of a published, pre-compiled list of the most frequently assigned readings in behavior analysis graduate training programs as well as some additional texts, we conducted a systematic review to assess the content related to schedules of reinforcement. Out of the eight pieces of literature reviewed, six contained a section or more to schedules of reinforcement, however none of the reviewed texts outlined recommendations nor provided guidelines on how to set an adjust these schedules for practitioners.
48. Description of a Generative Instruction Model to Improve Clinical Decision-Making Skills for Students Seeking Certification in Applied Behavior Analysis
Area: TBA; Domain: Service Delivery
DAWN ALLISON BAILEY (Oregon Institute of Technology)
Discussant: Lin Du (Teachers College, Columbia University)

The purpose of the paper is to describe a generative instruction model for teaching clinical decision-making skills to students seeking behavior analyst certification. In generative instruction, complex behavioral repertoires have been known to develop without explicit instruction when component skills are taught in the correct order and rehearsal is required (Street & Johnson, 2004). This paper describes the method for selecting the order of content delivery, the talk-aloud protocol used to evaluate student progress on decision making, and the BST steps used to teach students to make decisions. Finally, early data on the number of different training exemplars required for students to be able to make clinical decisions in novel situations will be shared. The majority of this work has been conducted via distance methods (e.g., Zoom). This adds to the available literature on training and supervision of aspiring behavior analysts by giving those who do train and supervise suggestions for teaching and measuring progress on acquisition of these more complex skills as well as information on a method of training that can be delivered in a distance model.

49. Behaviors That Define Good Teaching Practice From the Perspective of Students
Area: TBA; Domain: Basic Research
HORTENSIA HICKMAN (Universidad Nacional Autonoma de México, FES-Iztacala), Sergio Mendez (FES-Iztacala, UNAM), Maria Luisa Cepeda Islas Islas (FES Iztacala UNAM), Martha Alarcón (FES-Iztacala, UNAM)
Discussant: Lin Du (Teachers College, Columbia University)

The evaluation of teaching practice in universities and its impact on the quality of the teaching-learning process is one of the most difficult skills to measure. In general terms, skills in methodology, evaluation and attitudes towards students define a good teacher. The purpose of this paper is to present the results of the psychology students' opinions about the practice of their teachers. A descriptive non-experimental study was performed. The data were collected from a digital scale that evaluates the opinion of the teaching practice. This scale was applied to students who enrolled in the 2018-1 semester in a public university. The overall results of 900 tests show: a) high marks in the teaching practice that are related to behaviors based on the teaching methodology and the aspects of attitude. In other words, those skills that are related to the teaching-learning process, with didactic strategies, with the experience of knowledge and with the set of sources of attitude that promote students' motivation towards the class; b) low grades in the monitoring and fulfillment of the school program, this means the interaction between the activities carried out in the classroom by the teacher and those demanded by the institution in terms of delivering and following the program of studies of the specific subject; maintaining congruence with its content. This ability also refers to the establishment, maintenance and adjustment of the evaluation criteria and their congruence with the purposes of the subject. Specific teaching programs are proposed.

50. Choice in Behavior Analysis: A Systematic Review of Concurrent-Operant Assessments and Interventions
Area: TBA; Domain: Applied Research
KACEY RENEE FINCH (West Virginia University), Rebecca Kolb (University of Minnesota ), Kathryn M. Kestner (West Virginia University)
Discussant: Lin Du (Teachers College, Columbia University)
Abstract: Concurrent-operant arrangements are becoming increasingly popular assessment and intervention methods in clinical and educational settings. We conducted a systematic review of the trends in the applied choice literature published in peer-reviewed journals in the last 15 years. For example, Smeltzer et al. (2009) provided individuals with the option to choose the sequence of academic tasks to complete prior to starting a work period. All three participants demonstrated preference for the choice condition relative to the condition in which experimenters chose the task sequence order. Task engagement increased and problem behavior decreased for two out of three participants. We will also present our classification system for categorizing choice as an independent variable, including choice assessments, choice as an antecedent or consequence, concurrent-operant DRA interventions, and varying consequences to shift from impulsive to self-control choice. Finally, we will identify the current "best practice" recommendations for arranging concurrent-operant assessments and interventions based on the literature and recommend areas for future research.
51. Gamification of Discrete Trail Training on a Touchscreen Device: Pilot Evaluation With the PEAK Relational Training System
Area: TBA; Domain: Service Delivery
LINDSEY AUDREY MARIE DENNIS (Missouri State University), Ray Burke (The Prevention Group), Jordan Belisle (Missouri State University)
Discussant: Lin Du (Teachers College, Columbia University)

Gamification in education describes the process of enhancing motivational affordances by using technology to invoke appetitive experiences and achieve stronger behavioral outcomes (Hamari et al., 2014). Discrete trial training is pervasive within behavior analytic instruction due to the potential for a high rate of trials allowing for direct targeting of language skills. The format of discrete trial training is uniquely well situated for gamification by presenting clear discriminative stimuli, requiring a specific response, and rewarding the correct response through points, tokens, or more direct forms of reinforcement. We developed two algorithms for developing discrete trial training programming on Microsoft PowerPoint, a tool that is familiar and available to most practicing behavior analysts, allowing for delivery on a touchscreen device. The first presents a sample and array, where the sample is randomized along with the array stimuli and locations. The second presents a randomized sample stimulus followed by a customizable time delay and the randomized array. Both algorithms were pilot tested across three individuals with autism attending a specialized program. Pilot testing was successful in refining the algorithm and the participants acquired the target skills quickly following instruction delivered on the touchscreen device.




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