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.


44th Annual Convention; San Diego, CA; 2018

Program by B. F. Skinner Lecture Series Events: Saturday, May 26, 2018


B. F. Skinner Lecture Series Paper Session #43

Behavioral Interference Between Species

Saturday, May 26, 2018
11:00 AM–11:50 AM
Marriott Marquis, Grand Ballroom 7-9
Area: PCH; Domain: Basic Research
Instruction Level: Intermediate
CE Instructor: Darlene E. Crone-Todd, Ph.D.
Chair: Darlene E. Crone-Todd (Salem State University)
GREG GRETHER (University of California, Los Angeles)
Gregory F. Grether, Ph.D., is a professor of Ecology and Evolutionary Biology at the University of California Los Angeles (UCLA) and a fellow of the Animal Behavior Society. He completed his Ph.D. at UC Davis in 1995, moved to UC Santa Barbara with a NSF postdoctoral fellowship in 1996, and moved farther south to join the UCLA faculty in 1999. His field research has taken him farther south still, mostly to tropical rainforests. Although his first taxonomic interest was primates, he was influenced at a critical stage in graduate school by Krogh's principle, "For many problems there is an animal on which it can be most conveniently studied." Over the years, Greg and his students have studied a diverse assortment of animals, including insects, arachnids, fish, salamanders, lizards, birds and mammals. The common thread through all the projects is the role of behavior in ecological and evolutionary processes. He believes in the importance of studying the behavior of animals in their natural habitats, and many of his projects include field-based analogs of experiments that are traditionally carried out in the laboratory. He has also made novel contributions to evolutionary theory, most notably the theories of genetic compensation and agonistic character displacement.

Aggression and reproductive interference are forms of behavioral interference that occur commonly between closely related species. Such between-species interactions can, and in most cases probably do, arise as a byproduct of activities that are part of the normal lives of animals, such as defending resources and attracting mates. However, the ecological and evolutionary consequences of behavioral interference between species can be quite distinct from the effects of the corresponding within-species interactions. Behavioral interference can determine whether species are able to coexist, and if they do coexist, how they evolve subsequently in response to each other through natural selection. Behavioral interference was probably part of human evolution, and could help explain why we are the only extant species in the genus Homo, but this talk will focus on what we know, with greater certainty, about the role of behavioral interference in the ecology and evolution of other animals. If behavioral interference is a costly interaction at the population level, why does it persist? In what ways, and to what extent, does behavioral interference affect the geographic ranges of species? How does behavioral interference affect the spread of invasive species, or the fate of endangered species? What is the evidence that behavioral interference has evolutionary consequences? I will use examples from the literature, as well as from my own research, to answer these and other questions, while striving to present a balanced perspective on the subject.

Target Audience:

Anyone with an interest in the behavior of wild animals. No prior knowledge of the subject will be assumed.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe examples of behavioral interference between species; (2) explain how aggression and reproductive interference can influence whether species coexist; (3) articulate the basic theories of reproductive and agonistic character displacement; (4) discuss the types of empirical evidence available for ecological and evolutionary effects of behavioral interference.
B. F. Skinner Lecture Series Paper Session #64

Behavioral Consultation: Past, Present, and Future

Saturday, May 26, 2018
12:00 PM–12:50 PM
Marriott Marquis, Grand Ballroom 7-9
Area: EDC; Domain: Service Delivery
Instruction Level: Intermediate
CE Instructor: Scott P. Ardoin, Ph.D.
Chair: Scott P. Ardoin (UGA Center for Autism and Behavioral Education Research)
WILLIAM ERCHUL (University of California, Riverside)
William P. Erchul, Ph.D., ABPP, is a Professor in the Graduate School of Education at the University of California, Riverside, and the Director of its Ph.D. training program in School Psychology. He has previously served as Professor of Psychology at North Carolina State University and Research Professor at Arizona State University. He is a Fellow of the American Psychological Association, recipient of APA Division 16's Lightner Witmer Award, Past President of the American Academy of School Psychology, and Past President of the Society for the Study of School Psychology. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation and instructional coaching, and he has focused on issues of relational communication, social influence, and technology in much of this research. Dr. Erchul has been described as being "at the forefront of research on school consultation and coaching over the past 25 years" (Schultz, Arora, & Mautone, 2015). He has produced over 100 scholarly works, has been associate editor of School Psychology Quarterly, and has served on the editorial review boards of nine scholarly journals.

Behavioral consultation (BC), wherein a consultant changes a target client's behavior by working directly with a mediator (e.g., K-12 teacher) who serves as interventionist, has long been an important topic in school psychology and applied behavior analysis. This presentation examines key historical developments in BC, such as the impact of Bergan, Kratochwill, and others' verbal interaction and competency-based training research, and then considers the state of current BC practice in schools and related settings. The presentation concludes with some speculations about how technology will affect future BC practice.

Target Audience:

Practitioners who work with school-age clients

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) compare and contrast key elements of consultation and direct service provision; (2) describe major components of the behavioral consultation model; (3) identify significant findings from the behavioral consultation literature relative to issues of professional practice and training; (4) recognize the current role of behavioral consultation in school-based practice; (5) contemplate the future of behavioral consultation.
B. F. Skinner Lecture Series Paper Session #91

When Training and Coaching Aren’t Enough: Changing Practice and Outcomes in Low-Resource Public Schools

Saturday, May 26, 2018
3:00 PM–3:50 PM
Marriott Marquis, Grand Ballroom 7-9
Area: AUT; Domain: Applied Research
CE Instructor: Thomas S. Higbee, Ph.D.
Chair: Thomas S. Higbee (Utah State University)
DAVID MANDELL (University of Pennsylvania Perelman School of Medicine)
Dr. Mandell directs the Center for Mental Health Policy and Services Research. Dr. Mandell is also Associate Director of the Center for Autism Research at The Children’s Hospital of Philadelphia. The goal of his research is to improve the quality of care individuals with autism receive in their communities. This research is of two types. The first examines, at the state and national level, the effects of different strategies to organize, finance and deliver services on service use patterns and outcomes. The second consists of experimental studies designed to determine the best strategies to successfully implement proven-efficacious practices in community settings. Dr. Mandell holds a bachelor of arts in psychology from Columbia University and a doctorate of science from the Johns Hopkins School of Hygiene and Public Health.

The science of behavior change in children with autism is well developed and sophisticated. Much of the work of BCBA's in the school system involves changing and supporting the practices of educators working with these children. The science and practice of changing the behavior of educators lags far behind, however. Nowhere is this more evident than in low-resource public schools, where poor pre-service training, school resources, and organizational culture and climate all can contribute to inadequate implementation of evidence-based practices. In these situations, traditional consultation and training practices often don't result in desired change. In this presentation, I describe a 10-year public-academic partnership and line of research in Philadelphia through which we have developed the science and practice of supporting public school teachers working under difficult circumstances.

Target Audience:

BCBAs and other professionals who provide consultation and training to teachers working with children with autism.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list 5 barriers to use of evidence-based practices that are common in low-resource public schools; (2) explain a conceptual model that articulates non-traditional, potentially effective targets for changing teacher behavior; (3) apply new methods to consulting and coaching teachers of children with autism in low-resource schools.
B. F. Skinner Lecture Series Paper Session #116

ECHO Autism: Bringing Best Practice Autism Care to Community Providers

Saturday, May 26, 2018
4:00 PM–4:50 PM
Marriott Marquis, Grand Ballroom 7-9
Area: DDA; Domain: Service Delivery
Instruction Level: Basic
CE Instructor: Kelly M. Schieltz, Ph.D.
Chair: Kelly M. Schieltz (The University of Missouri)
KRISTIN SOHL (University of Missouri Health Care)
Kristin Sohl, MD, FAAP is an Associate Professor of Clinical Child Health at the University of Missouri, Thompson Center for Autism and Neurodevelopmental Disorders and Associate Chair for the Child Health Department. She is a pediatrician with extensive experience in medical diagnosis, evaluation and treatment of children with a concern of autism and other neurodevelopmental disorders. Dr. Sohl is regarded as an expert in quality and process improvement for comprehensive autism diagnostic and longitudinal services. She is the site principle investigator for the Autism Intervention Research for Physical Health/Autism Treatment Network (AIRP/ATN) and serves in national leadership roles with each of these programs. She is the founder of ECHO Autism, an innovative framework to increase community capacity to care for children with autism and other developmental/behavioral concerns. Her research focuses on systems change to improve healthcare and also focuses on understanding underlying medical conditions in individuals with autism. Dr. Sohl is a tireless advocate for children and enjoys engaging other physicians in being a voice for children's health. She serves on the Executive Board of the Missouri Chapter of the American Academy of Pediatrics. She completed medical school and pediatric residency at the University of Missouri.

ECHO Autism is an innovative model that leverages video-conferencing technology to create virtual learning networks of community providers. Community Providers regularly share deidentified case information with a team of experts who mentor through best practice strategies. ECHO Autism is reaching thousands of children in North America by training their primary care physicians and therapists. ECHO Autism for Primary Care Physicians/Practitioners focuses on increasing self-efficacy in identifying symptoms of autism and managing common medical and psychiatric comorbidities. ECHO Autism ABA and ECHO Autism School Psychology are other iterations of the model being used to disseminate and mentor best practice methods in rural and underserved communities.

Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand Extension for Community Healthcare Outcomes (ECHO) Model; (2) Articulate how ECHO Autism is improving access to care for children in rural and underserved communities; (3) List 3 benefits to participating in ECHO clinic.



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