Association for Behavior Analysis International

This competition is designed to encourage, promote, and reward behavior analytic scholarship on topics and issues in DEI, both in the field of behavior analysis and more broadly. Students (graduate or undergraduate) and post-graduate professionals who have completed empirical or conceptual papers relevant to DEI that are informed, at least in part, by a behavior-analytic perspective were invited to submit. This symposium includes presentations by the 2021 Student category winner, the 2022 Student category winner, and the 2022 Professional category winner.

Board certified behavior analysts; licensed psychologists; graduate students.

Students of color are more likely to receive negative teacher-student interactions compared to their peers. Some have attributed the inequalities of teacher-student interactions to implicit bias or bias-based behaviors. Given the impact of bias-based behaviors on student academic and social outcomes, it is critical for school-based practitioners to objectively measure bias-based behaviors to assist in providing culturally relevant and socially significant treatments. The most commonly cited procedure for assessing bias is the Implicit Bias Relational Assessment Procedure (IRAP). While the IRAP assessment has produced socially significant results, the utility and acceptability of the IRAP in school-based settings may be limited due to several factors. Moreover, there is limited research that extends the assessment of bias-based behaviors to treatment in primary educational settings. Practitioners must have an efficient data collection system to measure interactions and use the data collection system when providing feedback to school personnel. Thus, the purpose of this paper is to discuss considerations to current procedures being used to assess bias-based behaviors and propose the Teacher Student Interaction Tool (T-SIT) for school-based practitioners. The utility and considerations of the T-SIT will be discussed.

This systematic review consists of 22 peer-reviewed single subject and group design studies that used culturally responsive assessment, implementer training, and intervention to yield positive outcomes for children and adolescents from diverse cultural backgrounds. The studies were published across 15 journals (2010-2021) and included at least 281 implementers and 536 service recipients. The review identified culturally responsive interventions targeting behavioral, social skills, academic, and social-emotional outcomes. Results indicated that most studies considered race, ethnicity, nationality, or language for cultural adaptations in assessment, implementer training, and intervention and addressed the specific culturally sensitive elements suggested by the Ecological Validity Model to some degree. The studies addressed cultural responsiveness in conducting research suggested in the literature, mostly in the area of problem formulation; scant research adequately addressed cultural responsiveness in the area of dissemination. Recommendations, implications, and directions for future research and behavior-analytic practices are discussed.

The aim of this study was to identify and learn about the cultural values and beliefs held by Latinx families in Nevada. In addition, we also examined barriers faced by Latinx families when accessing ABA services. In Study 1, we distributed the Participant Demographic and Experience Survey to Latinx families who were currently receiving ABA services or had received services in the past. The survey included questions about the family’s cultural identity, their primary language spoken in the home, and parent educational level. The second part of the questionnaire asked the parents to share their experiences in receiving ABA services and the extent to which those services were received. In Study 2, we conducted structured interviews and focus groups with some of the families who participated in Study 1. From the structured interviews and focus groups, we identified four main themes: (1) family and cultural values; (2) reaction of receiving a diagnosis; (3) impact of ABA services (4) future recommendations for the field of ABA. From these themes, we found what aspects were meaningful in receiving ABA services, as well as barriers that families faced when seeking services.

Mariela Castro-Hostetler is a Board Certified Behavior Analyst and Licensed Behavior Analyst in Nevada. She is a Project Coordinator at the Nevada Positive Behavioral Interventions at the University of Nevada, Reno (UNR) and doctoral candidate in the behavior analysis program at UNR. In her role, she provides behavioral support services for families and children with disabilities and dual diagnoses in Nevada. Castro-Hostetler completed her MS in behavior analysis at Southern Illinois University in 2016. Castro-Hostetler’s experience includes more than 8 years working with children and adults across various settings including homes, treatment centers, and schools. Her current research interests include parent and staff training, Acceptance and Commitment Training, and cultural responsiveness for culturally diverse and linguistically diverse individuals.

In recent years, much more emphasis has been placed on cultural competence, humility, and responsiveness, as they relate to ABA service provision. These concepts have received attention in published literature, in discussions about issues facing the field, and in our new Ethics Code. The field is making progress in defining these skills, and much discussion exists around the teaching and training of this skill set for practitioners. In addition to these needs, there is an obligation to integrate the coverage of these issues into supervision. In this panel discussion, panelists will review the context and need for this expansion of supervision, the development of a tool to assess the extent to which supervision is culturally responsive, the associated issues in practice and mentorship that should be considered in this context, and future directions for mentoring.

Board certified behavior analysts

A critical step in the preparation toward certification as a Behavior Analyst is supervision (Turner et al., 2016). The purpose of supervision is to equip applied behavior analysis (ABA) students with behavior analytic, professional, and ethical skills necessary for effective client treatment in practice (BACB, 2021). The rules for supervision are found in the BACB Professional and Ethical Compliance Code for Behavior Analysts, also known as “the Code” (Sellers et al., 2016b). A successful supervision experience involves clearly defined expectations at the onset of the relationship (Sellers et al., 2016a), and accurate training and feedback by the supervisor (Sellers et al., 2019). Factors that are considered include the supervisees’ beliefs and values originating from previous supervision experiences (Turner et al., 2016). Supervisees from different linguistic and cultural backgrounds may also require unique interactions with the supervisors while still satisfying the BACB’s objectives. One aspect of supervision that should be discussed and explored further are the modifications made to the supervision experience for supervisees from different linguistic and cultural backgrounds. These candidates may require unique interactions with supervisors while still satisfying the BACB’s objectives. This panel discussion will explore the importance of cultural diversity and responsiveness in the supervision experience, challenges that may be experienced by relevant supervisees, and suggested solutions to address them. References Behavior Analyst Certification Board (2016). 2022 Eligibility Requirements. https://www.bacb.com/wp-content/uploads/2020/11/BCBA-2022EligibilityRequirements_210513.pdf Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016a). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9(4), 274-286. https://doi.org/10.1007/s40617-016-0110-7 Sellers, T. P., Alai-Rosales, S., & MacDonald, R. P. F. (2016b). Taking full responsibility: The ethics of supervision in behavior analytic practice. Behavior Analysis in Practice, 9(4), 299-308. https://doi.org/10.1007/s40617-016-0144-x Sellers, T. P., Valentino, A. L., Landon, T. J., & Aiello, S. (2019). Board certified behavior analysts’ supervisory practices of trainees: Survey results and recommendations. Behavior Analysis in Practice, 12(3), 536-546. https://doi.org/10.1007/s40617-019-00367-0 Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice, 9(4), 287-298. https://doi.org/10.1007/s40617-016-0121-4

Board certified behavior analysts

Attendees at the MA or Ph.D. level with interest in behavioral economics of substance use

Board certified behavior analysts; licensed psychologists; graduate student.

This panel represents the third annual DEI Board discussion in a series designed to provide the ABAI membership with: 1) updates on Board activities, 2) opportunities for considering specific topics of relevance to advancing DEI efforts within ABAI and more broadly, and 3) a mechanism for input and ideas from the audience. This year’s panel will focus on the potential contributions of behavior analysis theory and scientific research to improving diversity, equity, and inclusion in ABAI and, more generally, in society. A brief review of the Board’s actions over the past year will be provided by the Co-Coordinators of the ABAI DEI Board, Elizabeth Fong, and Ramona Houmanfar. In addition, ABAI DEI Board members will share perspectives on how DEI issues have impacted our ABA community. Time for questions and comments from the audience will be included to allow for sharing relevant experiences and lessons learned.

intermediate - good grasp of ABA, some experience or interest in working on DEI issues, some experience or interest in working with diverse populations

This symposium brings together several important and interrelated topics in the field of behavior analysis. The first talk will discuss how supervision and organizational behavior management (OBM) overlap and address some common misunderstandings in the field. The next presentations will discuss best practice in both leadership behavior and applying supervision principles to the development of behavior analysts. The final presentation will discuss in detail how the principles of supervision, leadership, and OBM generalize outside of clinical training.

At the conclusion of the presentation, participants will be able to: (1) explain how they can work smarter, not harder, as supervisors; (2) state at least three skills an effective leader must gain; (3) state exactly the steps they need to take to improve at least three skills.

This presentation will discuss best practices for training behavior analysts. Specifically, we will examine a mentorship model, where aspiring behavior analysts are trained as junior colleagues. During the formal accumulation of hours, we will discuss how to gain both the skills necessary to practice as a behavior analyst in general, but also to function in the specific role for an organization. Then, after certification we will discuss how behavior analysts can continue with the mentorship model and grow based upon their individualized goals.

This presentation and discussion will examine all information presented and relate information to health, fitness, and sports performance. We will examine how supervision competencies can be trained and generalized to applications that may be considered atypical to our science. Consideration will be given to our ethical obligations in this type of supervision, and how our trainees and our science may benefit if we embrace these competencies and opportunities.

Supervision in applied behavior analysis (ABA) has become more and more important to the field. This is reflected in several ways, including an increasing number of published articles on Supervision and changes to the coursework, training, and continuing education requirements for Board Certified Behavior Analysts (BCBA). However, there may be some issues with respect to conflating Supervision with Organizational Behavior Management (OBM), a commonly recognized subfield of ABA. The primary objective of this talk will be to help clarify where the two areas overlap and where they are distinct. We will begin by defining both OBM and Supervision. We will then discuss how specific elements of OBM are present in Supervision, but also how Supervision when utilized in ABA encompasses several additional components. Several examples of how this looks across different supervision roles will be presented. Why this distinction is important and how it informs course curriculum, training, and continuing education in both Supervision and OBM will then be discussed.

Supervisors, as individuals in positions of leadership, need to be decisive, productive, dependable, and efficient at the same time of being caring and understanding. Great leaders are not born with such skills, but they do have common characteristics that are a set of skills they have gained in their lifetime. In this talk, I will discuss the core skills every great leader possesses and offer practical tips for supervisors looking to become strong leaders.

Dr. Kazemi is the Chief Science Officer at Behavioral Health Center of Excellence (BHCOE), where she oversees standard development, evaluation methodology, and measurement science. She is also a professor at CSUN, where she has developed and teaches undergraduate and graduate coursework in behavior analysis. She founded the M.S. in Applied Behavior Analysis program in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. Her research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. She is also invested in leveraging technology (e.g., A.I., robotics, V.R) for efficient training and feedback using simulations. She has worked on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees.

This session, a follow-up to Peter Killeen’s tutorial on Mathematical Principles of Reinforcement, will offer examples of MPR’s application and thoughts about potential uses. Why consider applying MPR? It is a comprehensive theory of behavior that is derived from three elementary, common-sensical principles. The data required for model fitting, which come from a series of fixed-ratios or a progressive ratio schedule, are acquired quickly. The ability of its parameters to distinguish reinforcer efficacy, how reinforcers select recent behavior, and motor characteristics of behavior can yield insight into behavioral determinants. Chris Newland will describe its application in characterizing the actions of drugs and contaminants that act on the nervous system, John Michael Falligant will explore its potential applications to applied behavior analysis, and Brent Kaplan will describe how it might address issues in substance abuse.

Basic and translational investigators interested in applying MPR, board certified behavior analysts; licensed psychologists; graduate students.

Brent Kaplan received his Ph.D. in behavioral psychology at the University of Kansas and subsequently completed his postdoctoral training at the Fralin Biomedical Research Institute at Virginia Tech. He is currently an Assistant Professor in the Department of Family and Community Medicine at the University of Kentucky College of Medicine and a member of the Healthier Futures Laboratory. Brent’s research focuses on applying behavioral economic concepts and methodology to better understand alcohol and cigarette substance use and treatments. His interests also include developing and disseminating tools for analyzing and interpreting behavioral economic data. He has served on the editorial boards of the Journal of the Experimental Analysis of Behavior and Perspectives on Behavior Science and currently serves on the executive committee for Division 28 Psychopharmacology and Substance Abuse of the American Psychological Association.

The field of behaviour analysis is growing exponentially in North America (Carr & Nosik, 2017; Deochand & Fuqua, 2016) however, there exists many barriers that impede similar expansion of the field internationally. This presentation will share survey results related to those barriers from six regions: Africa, Asia, Australia/New Zealand, Europe, the Middle East, and South America. We will compare and contrast the behaviour analytic landscape in these regions with a focus on challenges related to supervision (e.g., access, financial constraints, infrastructure, etc.). We will examine the respondents' answers to gain greater insights into these barriers and discuss national initiatives and action steps to respond to this crisis.

Board certified behavior analysts; graduate students

Applied behavior-analytic (ABA) interventions have traditionally relied on frequent samples of operationally-defined performances compounded with unstandardized social validity measures as the sole basis of treatment evaluation. While this approach has served the field well for decades, it has faced fierce opposition from non-behavioral scientists who often rely on group-based studies and standardized outcomes as their lingua franca. This protracted conflict questions the very nature of scientific evidence and alienates behavior analysis from mainstream autism science. The conflict has an impact on how behavior analysis is viewed and portrayed, and has far reaching consequences on research funding, health and education policies, and, ultimately, availability of services. Yet, behavior analysts have failed to take up this generational challenge. With examples from his own work, the presenter will look at ABA research through the lens of an array of established and emerging clinical research outcomes including behavioral markers, standardized assessment coresets, biomarkers, and selected medical metrics. We will also discuss the contexts under which these various outcomes could be complementary to the behavioral dimension of ABA. Finally, we will lay a plausible roadmap of strategic research that could help to establish ABA intervention as a widely accepted evidence-based service for autism.

Autism professionals, certified behavior analysts, students of all levels, active ABA researchers