Association for Behavior Analysis International

The stimulus equivalence paradigm has provided a basis for carefully controlled laboratory study of novel or emergent behavioral relations for over two decades. For better or worse, however, the current empirical literature has evolved to a level of specialization that is often impenetrable to those not immersed in its nuances. The unfortunate outcome is that much of the basis for excitement over recent developments in the field may be underappreciated by behavior analysts, not to mention the broader scientific community. This tutorial will provide a review of basic concepts and conceptualizations involving stimulus equivalence. A case will be made and illustrated that basic laboratory work on equivalence has given rise to important new scientific agendas ranging from exploration of fundamental contingency outcomes to invigorated analyses of verbal behavior to teaching technologies and treatment applications of tremendous potential. These developments represent exactly the sort of bridge between basic and applied science that is the strength of behavior analysis. They also provide a basis for increased exchange with other psychological sciences, as questions of interdisciplinary interest receive our increased attention.

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B. F. Skinner took over 20 years to complete his book Verbal Behavior. In this talk, we address the development of his analysis. Our sources include major life events, publications, and notes Skinner wrote over the years, especially those written for his 1947 William James Lectures. We discuss the notes he made after the books publication in 1957. As with any evolutionary development, we also point to the effect of his analysis and to some of the directions in which it is now going.

Feeding problems are common among children diagnosed with autism and developmental disabilities. The feeding difficulties of these children potentially stem from and are maintained by numerous biological and environmental factors. This presentation will begin by providing an overview of factors that may trigger feeding difficulties with a particular focus on common problems encountered in children with autism. The presentation will also address empirical evidence for the gut theory of autism and the potentially harmful implications of arranging dietary restrictions as treatment for autism. Feeding assessments for classifying feeding difficulties will be discussed and evidence will be presented suggesting that the most common feeding problem for children with autism is food selectivity. Behavioral interventions for selective intake will then be reviewed. Systematically presenting previously rejected and/or novel foods will be illustrated as an initial step in the treatment process. Then an antecedent manipulation, the simultaneous presentation of rejected/novel and preferred foods exposure, will be described. Two effective differential consequence procedures, reinforcing acceptance/ignoring refusal-related responses and escape prevention, will be reviewed.