Association for Behavior Analysis International

Practitioners and researchers who are interested in diversity-related issues in general; providers and educators who are interested in providing programs to Chinese populations.

Through a set of exemplars that sample the range of stimulus and response topographies, multiple exemplar training aims to produce the full range of performances. The principle has been widely acknowledged and used in experimental psychology, in the experimental analysis of behavior, and in behavior-analytic applications. Behavior analysts have often referred to a history of multiple exemplar training to account for different generalized performances. Examples of such generalized performances are abstraction and concept learning, responding to relations, identity matching, rule following, behavioral variability, responding to wh-questions, describing past events, learning sets, and continuous repertoires. There is convincing evidence for the usefulness of multiple exemplar training with respect to many types of performances, even performances that involve relations between objects or events. Yet, there appear to be at least two important exceptions, where direct multiple exemplar training does not work well: (1) when there are no physical dimensions at all along which generalized performances can emerge, and (2) when the relation between antecedents and an effective response is complex. General limitations of multiple exemplar training as well as an interpretation of exceptions in terms of behavior-mediated generalization are discussed. Guidelines for more effective training for generalized skills are outlined.

Board certified behavior analysts; licensed psychologists; graduate students.

Part of the mission of radical behaviorism is to increase control over behavioral variability in all domains of human activity, and perhaps especially those in which activity is seen as constrained by invariant traits. One such “invariant trait” is intelligence, a concept long understood to represent a mentalism. However, it is only recently that behavior analysts have made progress in providing a functional-analytic model of intelligence that was sufficiently progressive to produce targeted interventions that can increase intellectual skill fluency to the point where large and reliable gains are observable on standardised tests of intelligence. In this talk Dr. Bryan Roche of Maynooth University, Ireland, will outline the rationale behind one such intervention method, known as SMART training (Strengthening Mental Abilities with Relational Training), which has emerged from a Relational Frame Theory account of derived stimulus relations. The talk will also outline evidence of the positive effects on intellectual functioning of the SMART intervention, and argue that for pragmatic, ethical, and now empirical reasons, psychologists’ traditional conceptualization of intelligence needs to be revised.

Board certified behavior analysts; licensed psychologists; graduate students. 

In terms of an interbehavioral point of view, Ribes (1990) proposed a conceptual formulation and a methodological approach to identify consistent modes of people interaction with different situations, distinguishing individuals. He suggested that these particular and idiosyncratic modes of interaction, denominated interactive styles, could be modulated by the imposed criteria in a particular situation. But it also seems feasible that the criteria compliance could be modulated by the individuals’ interactive style. While this asseveration has proved relevance in the context of individual task performance, we propose to transpose it to the teamwork level. Nowadays, most of the tasks demanded in educational, academic, and occupational contexts involve teamwork. However, teams do not always perform successfully even when members have the proper disciplinary knowledge and the required skills to achieve the assigned goal. In collaboration with Muñoz, Mejía, Peña & Torres, we conformed an interdisciplinary group interested in the identification of the factors that participate in the establishment of effective teams for software development. The result has been a model in which, besides the disciplinary knowledge and individual skills to achieve products of high quality, it is necessary to take into account the way in which each individual faces situations and how these interactive styles complement with the others. Additionally, we have considered that this model could be applied in other areas.

Students and people interested in building effective teams in applied contexts.

One might say that the treatment that launched applied behavior analysis began with a commitment to help little Dicky, a 3 ½ year old boy with autism (Wolf, Risley & Mees, 1964). The treatment was an amazing story of a successful marriage of science and clinical wisdom. Now, over 50 years later, it is evident that applied behavior analysis has both expanded and shrunk. Expansion is seen in the 2018 Annual Report of the Behavior Analysis Certification Board: 35,286 professionals certified to practice behavior analysis and 51,507 technicians registered to assist them. Most of the recipients of these practices are children and adults with autism and developmental disabilities. Among the costs of taking behavior analysis to scale has been the shrinking of what it means to be an applied behavior analyst. Both science and clinical wisdom seem to have moved to the margins and other considerations have taken center stage. We will examine some of the changes that appear to have occurred, including ossification of protocols, training and supervision in decontextualized environments, and a focus on structural rather than functional approaches to treatment. We will also examine what appears to be a misunderstanding or misapplication of what constitutes evidence-based practice. Finally, we will consider contingencies at work in the current culture that may account for many of these changes; and we will offer some observations on how the field might recapture what has been lost as it continues moving forward.

Board certified behavior analysts; licensed psychologists; graduate students.

Dogs are described as “man’s best friend” and dog ownership is at an all-time high. Nevertheless, the nature of the human-dog bond has only recently been explored and much work in this field focuses on the structure of the relationship. While this might describe what the relationship looks like, it does not address what maintains the relationship nor does it identify the variables we can manipulate to produce, maintain, or enhance that relationship. Taking a behavior analytic approach, our research has sought to identify the functions maintaining human-dog interactions from the dog’s perspective. This talk will highlight our work investigating dogs’ preference for different human interactions, what stimuli typically function as reinforcers for dog behavior, and how we can use those to address behavioral issues, such as separation-related problem behavior in owned dogs and kennel reactivity in shelter dogs. Audience members will learn about the current state of knowledge of dog social behavior, how behavioral science can help enhance the human-dog relationship by taking the dogs’ perspective through preference and reinforcer efficacy tests, and how that knowledge can be applied to solve common behavioral issues in companion and shelter dogs.

Board certified behavior analysts, applied animal behaviorists, graduate students, dog owners and enthusiasts.

The role of human behavior in climate change is well established—as is the core mission of behavior analysis—to impact behavior of social significance. Despite overwhelming evidence, an exhaustive review of the literature has shown that only a small portion of the published research topically related to climate change included an experimental evaluation of strategies to reduce emissions-producing behavior. Even if, “we reduce GHG emissions...consequences for people and their livelihoods will still be challenging but potentially more manageable…” (Intergovernmental Panel on Climate Change, 2019 p.1). These findings call for effective, scalable strategies for impacting climate-relevant policy and behavior at all levels of community and organization. The promise of behavior analysis can be realized through unified mobilization of our efforts. This talk will provide overview of a strategic plan for greatly increasing collaborative efforts within and across behavioral science organizations. Actions that ABAI members can take as researchers, practitioners, and citizens will be pinpointed and listeners can identify how they might contribute to these efforts in collaboration with the task force. A subsequent symposium and panels will give additional insight into the efforts of the Climate Change Task Force for a coalition of behavior science organizations.

Board certified behavior analysts; licensed psychologists; graduate students.

Siegfried “Ziggy” Engelmann (1931-2019) dedicated his life to developing and refining Direct Instruction (DI), a powerful teaching system that combines logical selection and sequencing of examples and high rates of responding by students. Countless children and adults owe their literacy to teachers who skillfully presented DI programs developed by Engelmann and colleagues. This symposium will review Engelmann’s achievements as a pioneering scientist, examine the DI research base, show how DI's theory of instruction is harmonious with behavior analysis, and discuss factors that impede the widespread implementation of DI in schools.

Board certified behavior analysts; licensed psychologists; graduate students.

A pioneering scientist and educator for more than 50 years, Siegfried ‘Zig’ Engelmann was among the first to apply the scientific method to the design and delivery of instruction. He stood alone for his ability to create programs that accelerate learning in even the hardest to teach children and that most teachers can learn to use. He wrote more than 100 curricula, covering the major subjects from preschool to high school. As a professor of education at University of Oregon and founder of the National Institute for Direct Instruction, he attracted students from around the world. No one did more to help the underdog. Millions of poor children learned when taught by teachers trained in his methods, often when nothing else worked. He never gave up on a child or blamed children for the failings of adults. He lived by his motto: If the student hasn’t learned, the teacher hasn’t taught. More scientific evidence validates DI’s effectiveness than any other mode of teaching. I will present an overview of Zig’s life and achievements.

Engelmann and colleagues realized that a scientific analysis of learning needed to control for one of two variables: either the learner or the instruction. As no two learners are alike, they focused on controlling instruction—in the form of logical, “faultless communication.” For most novice learners, normal instruction is riddled with confusion and ambiguity. To reduce misinterpretation and maximize learning, DI's instructional components (such as content analysis, explicit teaching, judicious example selection, and structured sequencing) are designed communicate one logical interpretation. The effects on the learner's performance are then observed, and the communication redesigned until faultless. DI's “Theory of Instruction” is harmonious with behavior analysis and beneficial to anyone interested in the heart and soul of good instruction.

More than fifty years and 300 studies document DI’s effectiveness. A recent meta-analysis found that the average effect size for DI was over .50, substantially larger than the level typically found in studies of other programs. Estimated effects were similar across time, methodologies, student characteristics, settings, outcome variables, and comparison programs. However, they were larger when students were exposed for longer periods of time and with greater fidelity, surpassing the effect associated with the average achievement gap between advantaged and disadvantaged students. Future research might most effectively focus on ways to improve implementation fidelity and understand resistance to the programs.

A great deal of evidence demonstrates that Direct Instruction can be extremely effective for efficiently building academic repertoires in a wide variety of learners including those with disabilities. However, Direct Instruction is not widely implemented in schools or ABA service settings. This presentation explores the interaction of features of Direct Instruction and the resources and contingencies in potential implementation settings that account for the under-utilization of this powerful technology that addresses a high-priority need. First, Direct Instruction must be well-implemented to have the powerful effects it is capable of producing. Second, implementing Direct Instruction well requires a good deal of expertise, on-going support, and ongoing effort by educators. Third, few schools or ABA service providers understand how and why Direct Instruction is powerful; therefore, they often undermine its effectiveness when making modifications, fail to generalize its powerful features, and select less effective programs for reasons that are irrelevant to student achievement. Fourth, many educators find some features of Direct Instruction aversive because of verbal relations surrounding those features, in spite of the fact that Direct Instruction could help them achieve highly-valued outcomes.

Supervision of trainees and service providers is crucial in guaranteeing that clients receive quality services that match their needs and respect their wishes and preferences. This presentation will focus on evidence-based strategies for the effective training and supervision of service providers across cultures. Emphasis will be put on the importance of protecting supervisee’s well-being as a means to achieve optimal outcomes for the clients they serve. An outline of how technology can enhance the process of disseminating our science internationally, in particular in countries where there is a dearth of behaviour analysts and training opportunities, will be offered.

Students and entry-level professionals who wish to improve their cultural competence and knowledge of how technology can improve client outcomes; clinicians and researchers with intermediate and advanced understanding of evidence-based practice who wish to increase their cultural awareness and knowledge of how technology can facilitate access to quality services.

The first presentation will give an integrated analysis of behavioral science research on climate change and greenhouse gas emissions. The second presentation will provide an overview of the research programs, organizations providing funding, and community interventions that have been compiled by the Coalition of Behavioral Science Organizations Climate Change Task Force. The third presentation will provide an overview of the resources required to accomplish the goals of the task force and how to expand the efforts.

Board certified behavior analysts; licensed psychologists; graduate students.

This panel will serve as a follow-up to the previous events on “A Strategic Plan for Expanding Behavioral Science Research on Climate Change”. It is the first of a two panel discussion on coordinating efforts of the behavior science community to increase research and community intervention to reduce carbon emissions. This panel includes experts from the fields of prevention science, clinical psychology, environmental education, and behavior analysis. The panelists will discuss coordinating efforts of individuals with diverse expertise in the development, execution, and data analysis of interdisciplinary sustainability research and make suggestions for immediate and pragmatic actions at the individual, community and societal levels. Audience members will have the opportunity to participate in real-time work to expand and scale up research and application needed in this area. We invite participants to dialogue and identify the opportunities and barriers to doing this work and commit to taking actions to increase the contributions of the behavior analysis community toward mitigating the effects of climate change.

Board certified behavior analysts; licensed psychologists; graduate students.

Jessica Ghai, M.Ed. BCBA, LABA(MA) is a doctoral candidate at the Boston University: Wheelock College of Education and Human Development (anticipated completion: Spring 2020) and a Volunteer Coordinator for the Behavioral Science Coalition: Climate Change Task Force. In additional to extensive teaching experience and animal-related dissertation research, Jessica’s academic background includes a B.S. in Natural Resources from The Ohio State University: College of Food, Agriculture, and Environment Sciences. Following completion of her doctoral program, she hopes to pursue a career in research. Research interests include: human-animal interactions through a behavior analytic lens, animal well-being and management of maladaptive behaviors in zoological settings, visitation behaviors of patrons at zoological facilities, and the effectiveness of behavior change interventions related to species biodiversity and conservation of natural resources. Jessica also volunteers as a keeper’s aide at a zoological facility and is a member of ABAI’s Applied Animal Behavior SIG. 

Research findings from our CABAS® and Accelerated Independent Learner (AIL) schools and laboratories have demonstrated that instruction for all learners is best arranged with a focus on verbal development. The Early Learner Curriculum and Achievement Record (ELCAR, previously known as the C-PIRK) provides an inventory of repertoires and verbal developmental cusps that are the foundation for children to excel in Kindergarten. Our AIL objectives and new STEM curricula serve more advanced learners. However, knowing what to teach is only half the battle. Instruction must take place within the context of the learner’s verbal development. Once students have the necessary foundational repertoires and verbal behavior developmental cusps that will allow learning to occur, it is crucial to identify the proper instructional objectives. In this talk, I will provide academic teaching sequences aligned to both State and Common Core standards to instruct all students. I will also provide an overview of how to arrange instruction for all learners, from students at the pre-foundational level to those who are independent readers and writers.

Individuals interested in verbal behavior, or verbal behavior developmental theory in relation to instructional design.

An extension of the panel on “Coordinating Interdisciplinary Sustainability Research”, this panel is composed of experts in behavior analysis who will share perspectives on coordination and outreach, research institutions and foundations, and collaboration with others to design community-level interventions to curb the effects of greenhouse gases. This panel aims to foster an open dialogue on how the behavioral community can move this work forward through addressing complex questions, sharing new ideas, and collaborative problem-solving. Audience members will have the opportunity to ask questions of the panelists and offer ideas for collaboration and expansion of the work of the task force. We invite participants to lean in to the complex nature of behavioral science work on climate change and explore new relationships and collaborations that build a community of researchers, practitioners, and activists that are committed to the health and long term survival of our planet and the important role that behavior science plays in making that happen.

Board certified behavior analysts; licensed psychologists; graduate students.