35th Annual BABAT Conference DRAFT of CONFERNCE SCHEDULE
Transcription
35th Annual BABAT Conference DRAFT of CONFERNCE SCHEDULE
1 35th Annual BABAT Conference DRAFT of CONFERNCE SCHEDULE (Note: Schedule is subject to change) THURSDAY OCTOBER 16, 2014 Time 9:00 AM9:50 AM Tentative Room CCA (1st floor) Title and Authors Invited Address: On the Relative Advantages of Interview-Informed, Synthesized Contingency Analyses for Developing Treatments for Problem Behavior. GREGORY P. HANLEY (Western New England University) Abstract: Although a diagnosis of autism is not dependent on problem behaviors like meltdowns, selfinjury, or aggression, odds are that one or more of these types of problems will require address at some point in the life span of a person diagnosed with autism. Behavioral intervention can be effective for addressing these problems, especially when a functional analysis of the problem is conducted to determine why the problem behavior is occurring. However, practitioners have reported that functional analyses are too time consuming, sometimes unsafe for the analyst as well as for the person with autism, and often times do not result in treatments capable of producing generalized and socially meaningful outcomes. Developed partly in response to these concerns, the advantages of interviewinformed, synthesized contingency analyses for developing treatments for severe problem behavior will be described in the context of the recent trend towards the standardization of the functional analysis of problem behavior. 9:00 AM11:50 AM Amherst Room (10th floor) Workshop: BACB-Compliant Supervisor Training. KAREN R. WAGNER (TheBehaviorAnalyst.com) Abstract: The mixed-media, BACB-Compliant Supervisor Training workshop is back, bigger and better than ever! Incorporating feedback from the many workshops presented in the past year, this workshop prepares BCBAs to become BACB-approved supervisors. Offered as a six-hour live workshop with an additional 2 ½ hours online through www.TheBehaviorAnalyst.com, participants receive almost 9 hours of content while using only 6 hours of conference time! Through live interaction, scenarios, and video, participants will experience skill building, as well as effective documentation. Additionally, participanttrios will participate in supervisory sessions with interesting ethical dilemmas as supervisors, 2 supervisees, and fidelity observers. Because of varied experience, participants will be offered choices of clinical focus at key points in the live workshop. This helps keep all participants invested and engaged with the material. The online material, an additional 2 1/2 CEUs at no additional cost, includes a review of the live workshop material, video scenarios, extensive coverage of the BACB Experience Standards, and opportunities to test understanding of the material. Space is limited, so sign up early! *This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB. 9:00 AM11:50 AM 917 Workshop: Increasing Meaningful Activities in Center-Based Programs for Adults with Developmental Disabilities. DENNIS H. REID (Carolina Behavior Analysis and Support Center) Abstract: This workshop will describe ways to increase the provision of meaningful activities within center-based programs (e.g., day activity centers, day habilitation programs, sheltered workshops) for adults with developmental and related disabilities. Initially, the need for improvement in meaningful activities will be summarized, focusing on the increasing prevalence of center-based programs for adults and the frequent provision of nonmeaningful or nonfunctional activities in typical programs. Next, validated guidelines for determining meaningful activities will be described. A research-based strategy for working with staff to increase provision of meaningful activities will then be presented. The guidelines and strategy will be supplemented with examples of how selected center-based programs have successfully moved from a focus on less to more meaningful activities. The examples will include functional activities within the domains of leisure, work, socialization, and basic routines of daily living. Common obstacles to providing meaningful activities (e.g., frequent reliance on materials designed for children) in adult services will also be discussed along with recommendations for overcoming the obstacles. 9:00 AM11:50 AM 904 Workshop: Teaching Receptive Language Skills: Recommendations for Instructors. LAURA L. GROW (University of British Columbia) & LINDA A. LEBLANC (Trumpet Behavioral Health) Abstract: Receptive language refers to responding appropriately to another person's verbal behavior. Most early intervention curricula focus on developing receptive language skills. The specific terms used to refer to the receptive language programs vary considerably across early intervention curricula. In addition, the recommendations for teaching such skills is as varied as the terms used to describe them. The workshop will provide a conceptual analysis of the desired controlling variables for different 3 receptive language programs (e.g., instruction following, receptive object labeling). Best practice teaching recommendations will be presented with a brief review of the literature to substantiate the recommendations. The workshop will include a discussion of the potential negative effects of deviating from the recommendations (e.g., faulty stimulus control). 9:00 AM11:50 AM Hadley Room (10th floor) Workshop: The Role of Joint Control in Teaching Listener Responding to Children with Autism. VINCENT J. CARBONE (Carbone Clinic) 9:00 AM11:50 AM 905 Workshop: Ethical Issues in Developing BIPs. MELISSA L. OLIVE (Applied Behavioral Strategies LLC) 10:00 AM10:50 AM CCA Abstract: Skinner's (1957) analysis of language has much to offer clinicians interested in teaching verbal behavior to persons with autism. Much of the research in this area has emphasized the teaching of speaker behavior with less work dedicated to a thorough analysis of the contingencies operating on the behavior of the listener. Possibly due to this lack of attention cognitive explanations of comprehension, understanding and recognition have persisted. A special form of multiple control called joint stimulus control may provide an alternative and cogent behavioral analysis of complex listener behavior. The purpose of this presentation is to provide an overview of the conceptual analysis of joint control and the basic and applied research that has followed. Video demonstrations of the teaching of joint control with participants from a recently published study and others will be presented to illustrate the implementation of joint control procedures in applied settings. Abstract: Behavior analysts are often faced with the task of developing BIPs for their clients. Participants in this session will recognize and describe the ethical issues related to developing BIPs, list strategies for preventing ethical issues related to developing BIPS, and discuss methods for resolving ethical issues related to BIPs. The Behavior Analyst Certification Board (BACB) Guidelines for Responsible Conduct will also be discussed and aligned with BIP development. Invited Address: Origins of Clinical Interventions. THOMAS C. CRITCHFIELD (Illinois State University) Abstract: If it is unethical to provide services that don't work then -- good intentions notwithstanding -it is ethically dicey to provide services that don't work perfectly. Until applied behavior analysis is "perfect" there should be intense demand for practical innovations that improve it. I will survey and critique some potential sources of practical innovations, identify one of special promise, and explain why 4 this conduit for innovation needs help from the practitioner community to maximize its potential. 10:00 AM10:50 AM 163 Invited Address: Neural Basis of Conditioning: Implications for Complex Behavior. JOHN W. DONAHOE (University of Massachusetts) Abstract: Natural selection was not accepted by the biological community as the key insight into the evolution of species until after its genetic mechanisms were discovered. If the parallel holds, the general acceptance of selection by reinforcement as the key insight into the origins of complex behavior awaits discovery of its neural mechanisms. The present talk describes my current understanding of the mechanisms of reinforcement and explores their implications for several instances of complex behavior including verbal behavior, equivalence classes, and remembering and their interpretation by means of neural networks. This approach to complex behavior contrasts with that of mainstream psychology which "explains" such behavior by proposing domain-specific processes and structures that are inferred from behavioral data alone. 10:00 AM11:20 AM 162 Symposium: Clinical Behavior Analysis and Behavior Therapy: An Integrative Case Series. Chair: JAMES K. LUISELLI (May Institute) Session Abstract: This symposium includes three presentations that illustrate the integration of clinical behavior analysis and behavior therapy in assessing and treating complex cases within in-patient and out-patient settings. Each case illustrates functional assessment methodology, hypothesis formulation, and treatment implementation within single-case experimental designs. The symposium details the effective integration of applied behavior analysis and behavior therapy as well as recommendations for service providers. Classroom-based Assessment and Intervention to Decrease Inappropriate Touching in an Adolescent with Traumatic Brain Injury. LAURA B. TURNER (University of St. Joseph), Jennifer Silber (May Institute), & Gary M. Pace (May Institute) Treatment of Social Phobia in an Individual with Bipolar I Disorder Using Cognitive-Behavioral Therapy and Interpersonal Therapy. ALEXANDER H. QUEEN, Deidre Donaldson, & James K. Luiselli (May 5 Institute) A Cognitive-Behavioral Intervention for an Adolescent with Chronic and Treatment-Resistant Food Selectivity. AARON J. FISCHER (University of Utah), Meredith Brent (Fernandes Center for Children and Families), Jeanne Paccia (Fernandes Center for Children and Families), & James K. Luiselli (May Institute) 10:00 AM11:20 AM 168 Symposium: Making the World a Little Less Annoying though Antecedent Manipulation. Chair: BERGLIND SVEINBJORNSDOTTIR (New England Center for Children) Discussant: Philip N. Hineline (Temple University) Session Abstract: These three studies examine behavior in aversive contexts. Glodowski, Thompson, and Clayton investigate effects of distracting activities on tolerance of infant crying. Next, Jessel, Hanley, and Ghaemmaghami discuss methods for assessing and treating problem behavior during activity transitions from more to less preferred situations. Finally, Dickson, Cassanelli, and Steimer compare strategies for presenting transitions to less-preferred activities to adolescents with autism spectrum disorders. Do Distracting Activities Increase Tolerance of an Infant Cry? KATHRYN GLODOWSKI, Rachel Thompson, & Erica Clayton (Western New England University) A Translational Evaluation of Problems Related to Transitions. JOSHUA JESSEL, Gregory P. Hanley, & Mahshid Ghaemmaghami (Western New England University) A comparison of strategies for presenting transitions to less-preferred activities to special education students, CHATA A. DICKSON, Colton Cassanelli, & Jeffrey C. Steimer (New England Center for Children) 10:00 AM11:20 AM 174 Symposium: Recent Developments in Teaching Individuals with Autism Spectrum Disorders. Chair: REBECCA P. F. MACDONALD (New England Center for Children) Session Abstract: Four studies highlight developments in the instructional support of individuals with 6 ASDs. The first two studies investigated effects of instructional design and prompting and fading strategies: Niemand and MacDonald developed and implemented a strategy for teaching cooking skills that yielded recombination generalization of trained skills; and Shreiber, Reeve, Brothers, and Reeve compared two approaches to using manual guidance in the instruction of home-living skills. The second pair of studies investigated effects of innovative reinforcement contingencies on leisure skills and communication: Kidder and Thomason-Sassi implemented a lag schedule of reinforcement to enhance diversity of responding of a young man with autism; and Spanarkel, Reeve, Reeve, Sidener, and Sidener evaluated an electronic token system in the instruction of communication skills to young people with ASDs. Teaching Cooking Skills Using Matrix Training and Video Prompting. LAUREN-ASHLEIGH NIEMAND & Rebecca MacDonald (New England Center for Children) Comparing Manual Guidance with a Most-to-least Fading Procedure to Manual Guidance Delivered Contingent on an Incorrect Response to Teach Individuals with Autism Home-living Skills. PAUL C. SHREIBER (Caldwell University), Sharon A. Reeve (Caldwell University), Kevin J. Brothers (Somerset Hills Learning Institute), & Kenneth F. Reeve (Caldwell University) On Establishing Response Diversity in Leisure and Daily Routines in an Individual with Autism. AIMEE KIDDER and Jessica Thomason-Sassi (New England Center for Children) 10:00 AM11:20 AM 165 Symposium: Providing Training and Supports for Staff and Family Chair: TBA Session Abstract: Three papers will review recent research on training and supporting parents and staff. In the first paper, fidelity promotion strategies were used with two parents. Results indicated that following the implementation of these strategies, treatment fidelity of behavior support plans increased and child outcomes improved. In the second paper, multiple-probe-across-participants designs were used to assess the effectiveness of a peer pyramidal training program on staff performance. The results demonstrated that all staff improved their performance on all responses that the peer trainers taught them following implementation of the pyramidal training program. The third study evaluated the effect of Positive Behavioral Interventions and Supports (PBIS) for families receiving services to reduce 7 children's disruptive behaviors. Results indicate that PBIS supports may benefit families engaging in home-based supports. Promoting Parents' Treatment Fidelity of Home-based Behavior Supports Plans: Practical Applications and a Case Example. LINDSAY M. FALLON (Bridgewater State University), Melissa A. Collier-Meek (University of Massachusetts Boston), Lisa M. H. Sanetti (University of Connecticut), & Adam B. Feinberg (University of Massachusetts Boston) Peer Pyramidal Training: Effects on Direct Support Staff Teaching Skills and Generalization of Trainer Skills. LORI L. FINN (The Sage Colleges) & Peter Sturmey (Queens College and the Graduate Center of the City University of New York) PBIS in the Home: Supports for Families Involved in the Children's Behavioral Health Initiative (CBHI). LINDSAY M. FALLON (Bridgewater State University), Todd M. Miller (May Institute, Inc.), Adam B. Feinberg (University of Massachusetts Boston), & Megan R. Joy (May Institute, Inc.) 10:00 AM11:20 AM 804 Panel Discussion: Behavior Analytic Approaches to Psychiatric Illness - Anxiety, Depression & BPD Chair: MICHAEL PETERS (Vinfen Corporation) Panelists: SHANNON MCDONALD (Vinfen Corporation), MICHAEL DORSEY (Endicott College, & COURTNEY BUCKLEY (Vinfen Corporation) Session Abstract: The purpose of this panel discussion is to explore applications of applied behavior analysis to individuals diagnosed with mental health disorders. It is estimated that 30-35% of individuals with developmental disabilities are dually diagnosed with a psychiatric disorder (The National Association for the Dually Diagnosed). Additionally, 19.1% of individuals in the United States are diagnosed with an anxiety disorder. 6.7% have been diagnosed with major depressive disorder and 1.6% with Borderline Personality Disorder ("NIMH · The Numbers Count: Mental Disorders in America," n.d.) In spite of a clear need for intervention, few behavior analysts are comfortable providing treatment for these disorders. We hope to show participants how to think about psychiatric illnesses from a behavior analytic perspective. The panel will offer presentations on Anxiety, Depression and Borderline Personality Disorder. Each of these presentations will propose a theory of how these disorders may have 8 developed, treatment suggestions and contraindications found in typical ABA interventions. These topics will be discussed from a behavior analytic point of view and are intended to encourage participants to take a behavior analytic approach to these disorders. 11:00 AM11:50 AM CCA Invited Address: Training Front-Line Staff to Increase Spontaneous Requests Children with Autism. KATHLEEN DYER (River Street Autism Program at Coltsville) Abstract: With the influx of children with autism in school settings, there is a need for evidenced-based strategies that can be implemented to increase communication for these children. Therefore, this paper will discuss a staff-training and feedback program to increase a) staff use of naturalistic language training techniques and b) child production of spontaneous vocal requests in a school setting for young children with autism. Strategies to train staff how to arrange multiple opportunities for spontaneous requesting within ongoing classroom group activities will be presented, as well as techniques to overcome training challenges that can occur with this type of intervention. The results of a single subject evaluation of this intervention revealed that the training program was successful in increasing staff use of naturalistic language training techniques. This was associated with increases in spontaneous vocal requests for all children when staff was provided with training and feedback. These levels maintained when staff feedback was discontinued. Interobserver agreement for for child requesting averaged 95% (range, 80% to 100%), and for staff use of naturalistic language training techniques averaged 95% (range, 67% to 100%). Recommendations will be provided for practitioners to integrate these procedures into servedelivery programs in regular school settings. 11:00 AM11:50 AM 163 Invited Address: Working With and For One Another: Toward an Experimental Analysis of Social Behavior. TIMOTHY HACKENBERG (Reed College) Abstract: Social behavior is a topic of enormous scientific importance that spans disciplines from neuroscience to anthropology. While the topic has received a good deal of empirical and theoretical attention outside behavior analysis, it has been largely neglected within the field. In this talk, I will describe some recent research from our laboratory in three areas of social behavior with rats. The first is concerned with cooperative behavior, in which rats coordinate their responses in relation to a mutual reinforcement contingency. The second is concerned with reciprocal behavior, in which two rats produce 9 reinforcement for each other, alternating roles of producer and receiver. The third is concerned with the reinforcing value of social interaction, assessed in relation to food reinforcement and under various deprivation conditions. Together, these studies illustrate some ways in which behavior-analytic methods and concepts might be brought to bear on the burgeoning area of social behavior. 11:30 AM1:00 PM Student Union Ballroom (2nd floor) and Marriott Room (11th floor) LUNCH 12:00 PM12:50 PM Dukes Room BABAT Board of Director's Meeting 1:00 PM1:50 PM 163 Invited Address: Incentives and Health: A Role for Behavior Analysts in Health Promotion. KENNETH SILVERMAN (Johns Hopkins University School of Medicine) Abstract: Incentives have been used to promote health behaviors and address chronic health problems, but the incentive interventions frequently do not employ optimal parameters and may not produce desired outcomes. Behavior analysts could make important contributions to this field by applying principles of operant conditioning and reinforcement to health promotion. This presentation will review a behavior-analytic program of research on the use of incentives in the treatment of heroin and cocaine addiction in low-income adults. That research shows that incentive interventions can be highly effective in promoting abstinence from cocaine and heroin, but they must employ high magnitude incentives or reinforcement to promote abstinence in treatment-refractory patients and they must be maintained over time to prevent relapse. An application of this technology has been developed that uses access to paid employment to reinforce drug abstinence in an intervention called the therapeutic workplace. Controlled studies have shown that the therapeutic workplace can initiate and maintain abstinence from 10 heroin and cocaine, and promote adherence to addiction medications in poor and chronically unemployed adults. This research illustrates how behavior analysts can apply reinforcement principles to the treatment of drug addiction. Behavior analysts could use similar approaches to address a range of chronic health problems. 1:00 PM1:50 PM 165 Paper Session: Impulsivity and Intention Risk and Procrastination. PAUL E. JOHNSON (University of Maine Presque Isle) Abstract: Procrastination is an impulsive pattern of behavior where people frequently choose a larger later aversive situation over a smaller sooner aversive situation. Little research has been conducted to observe the effects of probabilistic reward in a delayed choice situation. In this study, sixteen college students were required to complete twelve small writing assignments within a ninety day interval. The assignments varied in length and in the probability of earning full credit. Results indicate the order that participants chose to complete the assignments varied dramatically. The overall level of procrastination varied across participants as well. However, three distinct groups of participants emerged. The first group of participants chose to complete the guaranteed credit assignments first and completed most of the assignments in the beginning of the interval. The second group completed the assignments in the order they were presented consistently throughout the interval. The last group completed all of the assignments in the last few days of the interval. Overall, these preliminary data support the emerging hypothesis of multiple impulsivities. A Concept of Intention. Paul Neuman (Temple University) Abstract: Proximal causes which are fundamental to colloquial explanations of behavior may be viewed as abbreviations of final causes which identify functional relations that are more complex descriptions involving temporal extension. Attributing intention to behavior may be a “good” proximal cause because it occurs under specific circumstances involving specific contingencies. That is, the functional relations of such attributions are readily identified and may be manipulated. An initial experiment showed that attributions of intention are more likely if the consequences of behavior are clear (salient) to the actor and the observer from the observer’s perspective. If from the observer’s perspective the consequences of behavior are clear to only the observer, an attribution of intention is less likely. It also suggested that when observers had little experience with the content of a scenario, verbal behavior facilitated the attribution of intention. When that was not the case, verbal behavior either had no effect or disrupted 11 the attribution of intention (correlated hypothesizing). A second experiment showed that attributions of intention can be manipulated with verbal antecedents. This broadens the notion that instructional control can produce behavior when contingency-shaped behavior has weekend or never existed. This applies to attributions of proximal causes such as the attribution of intention. 1:00 PM2:20 PM CCA Panel Discussion: Licensure for Behavior Analysts in Massachusetts Session Abstract: Governor Patrick signed the Behavior Analyst licensing law in January 2013. A Behavior Analyst Task Force was then commissioned by the Board of Allied Mental Health and Human Services Professions to draft regulations. Guidance from staff at the Division of Professional Licensure, various governmental agencies and public input were involved, and the regulations are now being implemented. Applications for licensure will be accepted beginning on October 8, 2014. This panel discussion is intended to provide information about the licensing law, the licensing regulations, the application process that will be in place for Licensed Applied Behavior Analysts in Massachusetts. Chair: WILLIAM H. AHEARN (New England Center for Children) Panelists: Hon. JOHN SCIBAK (Massachusetts House of Representatives), CLINTON DICK (Massachusetts Division of Public Licensure), & RACHAEL PAUZE (Massachusetts Division of Public Licensure) 1:00 PM2:20 PM 168 Symposium: Extending Preference and Reinforcer Assessment Applications Chair: LAURA A. HANRATTY (Western New England University) Session Abstract: The current symposium is designed to evaluate different applications of preference assessments, as well as reinforcer assessments. In study one, the preference for work activities was assessed using duration-based and response-restriction assessments. Results demonstrated that the response restriction format produced more reliable and differentiated results across participants, and functional engagement was the most sensitive method of measurement. The study also assessed individuals' preference for work activities with and without the presence of reinforcement and prompting, and showed preference was affected by the addition of prompting and reinforcement. Study two evaluated independent and combined preference assessments of three stimulus categories, 12 including edible items, leisure items, and forms of attention, as well as reinforcer variations. The results showed that Results show that edible items are more preferred than leisure items and leisure items are more preferred than forms of attention. Although all items functioned as reinforcers, leisure and edible items were more potent reinforcers than were social stimuli when assessed concurrently. Study three evaluated the efficacy of less common dimensions of positive reinforcement, as well as the relative preference of these conditions. Results of the study showed that reinforcer variation, predictability, choice, and reliability maintained responding, and preferences were assessed. A Comparison of Methods to Assess Preference for Work Activities with Individuals Diagnosed with Autism and Intellectual Disabilities. BRITTNEY LUCIBELLO (New England Center for Children), Jacqueline N. Potter (New England Center for Children), Gregory P. Hanley (Western New England University), & Michele F. Klein (New England Center for Children) Combined- Category Preference Assessments: Do Edible and Leisure Items Displace Attention? NICOLE GOLDBERG, Eileen M. Roscoe, Maureen Kelly, & Hailee Stuesser (New England Center for Children) Evaluating Efficacy of and Children's Preference for Less Common Dimensions of Positive Reinforcement. LAURA A. HANRATTY & Gregory P. Hanley (Western New England University) 1:00 PM2:20 PM 162 Symposium: Social Validity Assessment of Direct-Care Providers in Human Services Organizations Chair: JAMES K. LUISELLI (May Institute) Session Abstract: Social validity assessment is a recommended practice for evaluating satisfaction and acceptability of instructional and intervention procedures. However, social validity assessment can also be conducted with large scale "systems level" issues. This symposium first provides an overview of social validity and reports on the percentage of applied research studies in two major journals that include measures of social validity. The following presentations describe direct-care providers' ratings of (a) procedures to improve their intervention integrity, and (b) resources and support within human services settings. The symposium presenters will discuss the process and implications of social validity assessment to address these organizational concerns. 13 Current Trends of Social Validity: How Applied Behavior Analysis is Breaking Our Hearts. KELLY A. CARLILE, Ruth M. DeBar, & Briana D. Tingler (Caldwell University) Social Validity Assessment of Training Methods to Improve Treatment Integrity of Special Education Service Providers. CRAIG STROHMEIER (Kennedy Krieger Institute and the Johns Hopkins University School of Medicine), Christina Mule' (Tufts University Medical Center), & James K. Luiselli (May Institute) Social Validity Assessment of Job Satisfaction, Resources, and Support Among Educational Service Providers. JAMES K. LUISELLI (May Institute), Rachel N. S. Cavalari (State University of New York at Binghamton), Alexis Pittenger (May Institute), Carolyn Barahona (May Institute), & Veronica Parent (May Institute) 2:00 PM3:20 PM 904 Workshop: Staff Training and Treatment Fidelity: Development of a Trainer of Trainer Model within Public Schools. JESSICA L. ROHRER & SHAUNESSY M. EGAN (CCSN: Center for Independence) Abstract: Working with individuals with complex learning profiles can present a challenge for even seasoned educators. Since consistency in demands, expectations, and consequences is a key factor in effective programming, it is crucial that all staff be trained in reliable implementation of teaching procedures. As technology improves and makes its way into the classroom, new ways of providing efficient training become available. Videomodeling is one method that has been used to capture best practice teaching procedures and train others on their implementation. This visual modality provides staff with concrete models of running programs, as well as affording the opportunity to start and stop the training to deliver clarification or additional training feedback. Videomodeling can also be used to help ensure fidelity in implementation. Combining videomodeling with a trainer of trainer model allows for a comprehensive training model. This workshop will explore the use of videomodeling as well as provide opportunities to discuss current barriers and enablers to staff training in public school settings. 2:00 PM4:50 PM 917 Workshop: Functional Analysis and Treatment of Severe Destructive Behavior. WAYNE FISHER (University of Nebraska Medical Center's Munroe-Meyer Institute) 14 Abstract: Functional analysis (FA) is an individualized assessment designed to evaluate a person's problem behavior in relation to environmental events that may affect the future probability of that behavior. Functional analysis is designed to identify (a) the environmental contexts in which problem behavior is likely and unlikely to occur; (b) the consequences that reinforce problem in those contexts; and (c) specific interventions that are likely to effectively reduce the individual's problem behavior. In this workshop, I will show how FA methods have (a) increased our understanding of how environmental antecedents and consequences affect problem behavior in children with autism; (b) facilitated the development of novel and effective treatments, and (c) produced simpler and more efficient interventions for problem behavior. Finally, I will also show how descriptive data can be used to develop alternative functional analyses for idiosyncratic functions of problem behavior displayed by individuals with autism. 2:00 PM4:50 PM Hadley Room (1001, 10th floor) Workshop: Video Modeling: An Introduction to Creating and Using this Intervention Approach in your Practice. ANGELA R. MANN (University of North Florida), SARAH FEFER (University of Massachusetts – Amherst), & CAROLYN KUEHNEL (Integrated Center for Child Development) Abstract: Video modeling (VM) has a significant evidence-base to support its use in instructing children with Autism Spectrum Disorders (ASDs) in the areas of social and adaptive skills (Bellini & Akullian, 2007). Attendees at this workshop will learn methods to create and use VM in their practice to address a variety of presenting concerns. Recent research about enhancing the effectiveness of this intervention will also be reviewed. Presenters will then share three case studies that represent novel applications in the use of VM. These include: (1.) the use of VM to promote generalization of feeding skills being taught in a clinical setting, (2.) the use of an online VM intervention to teach social communication skills to groups of adolescents with high-functioning Autism, and (3.) a VM intervention using self and teacher models delivered by classroom teachers to address inappropriate sexual behaviors in a 17-year-old girl diagnosed with and Autism Spectrum Disorder and Intellectual Disability. This workshop will end with a discussion about future directions and novel applications of VM. 2:30 PM3:20 PM CCA Invited Address: The Role of Motivation in Teaching Language and Social Skills to Children with Autism. VINCENT J. CARBONE (Carbone Clinic) Abstract: Michael (1993) refined the concept of the establishing operation (Keller & Schoenfeld, 1950) to include the conditioned establishing operations (CEOs). The publication of Michael's paper along with 15 the terminological refinement to the motivating operation (MO) 10 years later has led to a substantial increase in research on the topic related to the treatment of persons with autism. This line of productive research has demonstrated the important role of the conditioned motivating operation (CMO) when teaching verbal behavior and social skills to children with autism in applied settings. The purpose of this presentation is to briefly review the relevant literature on this topic and discuss clinical applications with children with autism. Video demonstrations in educational and clinical settings will be presented in support of the discussion. 2:30 PM3:20 PM 163 Invited Address: Research in Stimulus Overselectivity: Populations and Interventions. WILLIAM V. DUBE (University of Massachusetts Medical School - Shriver Center) Abstract: Stimulus overselectivity refers to maladaptive narrow attending that is a common learning problem in intellectual disabilities. Evidence for overselectivity is found in atypical restrictions in the number of stimuli or stimulus features that exert stimulus control in discrimination learning. Overselectivity is often associated with autism, perhaps in part because it was first identified by Lovaas and colleagues in children with autism, and perhaps in part because it seems consistent with DSM characteristics of Autistic Spectrum Disorder. I will present the results of a study that compared overselectivity in individuals with autism, Down syndrome, and developmentally matched typically developing children. Stimuli for the assessment included photos of faces, three-letter printed words, geometric color/form compounds, unfamiliar black forms, and Meyer-Johnson Picture Communication Symbols. The results indicated that overselectivity was not more severe in individuals with autism when (a) developmental level was controlled, (b) pretests verified discrimination of all experimental stimuli, and (c) data analysis procedures distinguished between overselective stimulus control and general failure of stimulus control. I will also present the results of studies using differential observing response techniques to ameliorate overselectivity in discrete-trials tasks, and discuss techniques to teach students with intellectual disabilities to make differential observing responses. 2:30 PM3:20 PM 162 Invited Address: New Initiatives in the Journal of Applied Behavior Analysis. TIMOTHY R. VOLLMER (University of Florida) Abstract: This invited presentation is given by the current editor of the Journal of Applied Behavior Analysis (JABA). Now that JABA has partnered with Wiley-Blackwell publishers and ScholarOne on-line submissions, the electronic age has opened the doors for the journal to test several new initiatives. These initiatives include but are not limited to: a) video abstracts, b) video methods, c) implications for 16 practice companion pieces, d) podcasts, e) audio slides, f) virtual issues, among others. The presenter will describe these new initiatives and discuss how they will be tested. In most cases the journal will test one initiative per issue. In some cases, samples are already available and these will be demonstrated during the address. 2:30 PM3:50 PM 168 Symposium: Using Stimulus Equivalence Instruction to Teach Academic Content and Verbal Behavior Repertoires to Advanced Learners Chair: KENNETH F. REEVE (Caldwell University) Session Abstract: In this symposium, stimulus equivalence instruction was used to teach equivalence classes to advanced learners (college and graduate students). In the first study, a procedure with a "clicker technology" was used to establish biology-based equivalence classes in a classroom setting with community-college students. The second study evaluated the use of equivalence-based instruction to teach four, 4-member classes representing functions of behavior to undergraduate and graduate college students. In the third presentation, the stimulus equivalence paradigm was used to establish relations among the name, photograph, professional affiliation, and research interest of six prominent behavior analysts with graduate student participants in a Master of Arts applied behavior analysis program. The purpose of the last study was to assess a behavioral analogue for the emergence of untrained tacts, mands, and listener behavior via the formation of classes of equivalent stimuli with two typically developing adults. Collectively, these studies provide instructional protocols that may be used to effectively teach classes of stimuli important for advanced academic and to establish analogues of verbal behavior repertoires. Using Clicker Training in a College Classroom to Teach to Teach Equivalence Classes of Biology-based Stimuli. ANTONIOS VARELAS (Hostos Community College, City University of New York) & Lanny Fields (Queens College, City University of New York) Teaching Advanced Learners About Functions of Behavior Using Stimulus Equivalence-Based Instruction. LEIF ALBRIGHT, Lauren Schnell, Kenneth F. Reeve, & Tina M. Sidener (Caldwell University) Teaching Graduate Students About Prominent Behavior Analysts Using Stimulus Equivalence-Based Instruction. JESSICA DAY-WATKINS, Denise Kerth, Kenneth F. Reeve, & Carol McPheters (Caldwell University) 17 A Stimulus Equivalence Analysis of Emergent Tact, Mands, and Listening Behavior. CHRISTINA BOYD-PICKARD (Simmons College), Jacqueline Adams ( RCS Learning Center), & Russell W. Maguire (Simmons College) 2:30 PM3:50 PM 165 Symposium: Treating Severe Problem Behavior Using Synthesized Analyses and Treatments Chair: RICHARD B. GRAFF (New England Center for Children) Session Abstract: The majority of published studies on treating severe problem behavior attempt to identify the reinforcers maintaining problem behavior with a functional analysis (using multiple test conditions, as described in Iwata's original 1982 publication), followed by the implementation of a function-based treatment. An alternative to this approach involves the use of synthesized analyses and treatments (Hanley, Jin, Vanselow, & Hanratty, 2014). In this approach, an open-ended interview informs the development of a 2-condition functional analysis, in which multiple contingencies are synthesized into one control condition and one test condition. Following the functional analysis, a multistep treatment process is begun; this process begins with functional communication training (FCT). Once the functional communication response (FCR) is well engrained in the participant's repertoire, the complexity, flexibility, and interactional nature of the FCR is increased. Next, delay/denial tolerance is taught. Then, progressively longer chains of adult-directed (expected) behavior are required to access the functional reinforcer. In this symposium, four case studies will presented that will demonstrate the utility of this approach. Teaching Signs to Build a Complex Communication Repertoire and Tolerance Responses to Reduce Selfinjury and Aggression. DELNA BHARUCHA , Christina Livingston, & Stacie Bancroft (New England Center for Children) Assessment and Treatment of Severe Aggression: Application of Hanley's Synthesized Protocol. JULIE STINE, Catia Cividini-Motta, & Maureen Kelly (New England Center for Children) Synthesized Analysis and Treatment of Multiply-controlled Problem Behavior. ELIZABETH NORTHROP, Kerri Brown, Stacie Bancroft, Kelly Gallagher, & Paige Marquis (New England Center for Children) 18 Synthesized Functional Analysis and Treatment of Precursor Behavior. NICOLE GOLDBERG, Quinn Gosselin, Carrie Lawton, & Sorrel Ryan (New England Center for Children) 2:30 PM3:50 PM 174 Symposium: Incorporating Experimental Treatment Analyses within Functional Behavioral Assessments. Chair: MARK W. STEEGE (The Margaret Murphy Center for Children and The University of Southern Maine) Discussant: WILLIAM H. AHEARN (New England Center for Children) Session Abstract: School-based Functional Behavioral Assessments (FBAs) typically yield hypotheses regarding the variables that occasion, evoke and maintain problem behaviors and function-based treatment recommendations (Steege and Watson, 2009). The results of the FBA are then used to develop behavior supports plans that are implemented by staff, teachers, family members, etc. within school and homes settings. This symposium describes three studies in which a treatment analysis phase was included within the FBA process. Each of the studies, conducted in a school program serving students with Autism Spectrum Disorders (ASD), included a blend of behavior analytic interviews, descriptive assessments, and experimental analyses to determine the function(s) of problem behavior followed by a treatment analysis phase in which the recommended treatments were systematically evaluated using single case experimental designs. This symposium extends previous research and practice by going beyond the typical FBA that essentially describes the functions of the problem behavior to an analysis of the efficacy of recommended treatments. The presenters will discuss the social implications of their findings, as well as weaknesses and future directions of their research. Fading Edibles and Conditioning Social Reinforcement. AMY CONSTANTINE (The Margaret Murphy Center for Children), Mark W. Steege (The Margaret Murphy Center for Children and The University of Southern Maine), & Michael Scheib (The University of Southern Maine) Functional Analysis of Ear Plugging and Treatment Analysis of Noise Dampening Headphones. ERIN BEARDSLEY (The Margaret Murphy Center for Children), Mark W. Steege (The Margaret Murphy Center for Children and The University of Southern Maine), Michael Scheib (The University of Southern Maine), & Hannah Batley (The University of Southern Maine) Functional Analysis and Treatment of Disruptive Behaviors During Fire Drills. AMY CONSTANTINE (The Margaret Murphy Center for Children), Mark W. Steege (The Margaret Murphy Center for Children and 19 The University of Southern Maine), & Melissa Bubier (The Margaret Murphy Center for Children) 2:30 PM3:50 PM 804 Symposium: Overcoming Barriers to Consultation: Strategies for Success in Public Schools Chair: RAVIT R. STEIN (EASTCONN Regional Educational Service Center) Discussant: MARCIE W. HANDLER (May Institute, Inc.) Session Abstract: BCBAs have an expertise that can be extremely valuable for supporting students in public schools. Competence and fluency in data collection, analysis, and development/implementation of data-driven interventions is critical to students accessing their learning. Still, despite efforts to utilize the principles of applied behavior analysis (ABA) in public schools to support students, a variety of barriers to consultation may thwart problem identification, analysis of data, and implementation of interventions. This symposium will reflect upon 3 areas of behavioral consultation (i.e., problem identification, problem analysis/plan development, and plan implementation) where BCBAs working in public schools may encounter challenges, and present evidence-based strategies for overcoming these barriers to support success in public school settings. A case study depicting the utilization of behavioral consultation in a public school setting will highlight specific strategies and future implications for BCBAs supporting students and teams in schools. Effective Problem Identification in Public School Settings: Asking the Right Questions. RAVIT R. STEIN (EASTCONN Regional Educational Service Center) Function, Feasibility, and Fidelity: Developing School-Based Behavior Intervention Plans that Work. JENNIFER GALLUCCI (EASTCONN Regional Education Service Center) & Lisa M. Hagermoser Sanetti (University of Connecticut) Behavioral Consultation in a Public High School: A Case Study. ROSE JAFFERY (EASTCONN Regional Education Service Center) 3:30 PM4:20 PM 163 Invited Address: The Role of Play in ABA Programs: Analysis, Assessment, and Intervention. MARK L. SUNDBERG (Behavior Analysis Center for Autism) 20 Abstract: The reinforcement contingencies involved in play can contribute to many elements of human development, such as visual perceptual skills, fine and gross motor abilities, language development, imitation, problem solving, and social behavior. However, some children, especially those with autism, do not engage in play activities in a manner commensurate with their typically developing peers, or their play activities are too excessive and may disrupt the development of other important skills. For these children, a specific intervention program may be necessary to develop functional and age-appropriate play skills. Behavioral approaches to autism treatment are often criticized for failing to adequately incorporate play into intervention strategies. While this may be true for some older forms of ABA programs, it does not reflect the approaches of more current ABA programs. This presentation will provide a behavioral analysis of what constitutes independent and social play, along with ways to assess and teach play skills, as well as how to use play to teach other important behaviors. 3:30 PM4:20 PM 162 Invited Address: How Behavior Analysis Became the Singular Progressive, Cumulative, and Comprehensive Science of Behavior. SAM LEIGLAND (Gonzaga University) Abstract: The historical development of psychology gave rise to a number of distinctive scientific variations, including behaviorism, with its own distinctive variations. One of the latter variations, the experimental analysis of behavior, developed in a way that was unlike any of the other fields of psychological science. This paper examines the relationship between behavior analysis and general experimental psychology and compares the nature and types of progress that may be seen in each field. Examples will be drawn from certain research areas of experimental psychology, with an emphasis upon cognitive psychology, and a number of research areas within the field of behavior analysis. Differences in the types of scientific progress achieved will be examined in the context of the respective scientific systems involved with each field. The case will be made that only behavior analysis entails a scientific system that enables the same type of cumulative and useful scientific progress seen in fields such as physics, chemistry, and biology. Challenges facing the further development of behavior analysis as a scientific field will also be examined. 3:30 PM4:50 PM Workshop: Behavioral Intervention in "Low Tech" Settings: Practical Strategies and Do-able Designs. JOSEPH N. RICCIARDI (Seven Hills Clinical Associates) Abstract: Intervention for challenging behaviors is no longer confined to highly technical, applied settings with advanced training and continuous clinical supervision. Instead, behavioral technology is 21 being pushed further and further out into low tech and "real world" settings: integrated schools, homes, foster-care, and low-intensity group homes. This workshop is designed for clinicians and support staff who support staff working with individuals with challenging behaviors outside of applied settings. The presenter will review general principles of effective behavioral intervention for purpose of summary, and later share examples of application. The presenter will review several "pitfalls" to avoid in disseminating behavioral intervention in low tech settings. The presenter will summarize a model evidence-based practice relevant to behavioral intervention as a standard of practice, even in these settings. The workshop will include examples of variations on common interventions applicable in non-applied settings, the use of a contextualized approach, ecological modifications, and multi-component intervention design and dissemination. 4:00 PM4:20 PM Special Paper Presentation: Politics as Operant Behavior: How and Why Behavior Analysts Can Influence Policy. John W. Scibak (Massachusetts House of Representatives) Abstract: Despite a long history and widespread use with a variety of target behaviors, behavior analysts have yet to recognize politics as a viable area for research and practice. Candidates spend tremendous sums each year trying to influence the behavior of individual voters, yet never analyze why their specific strategies worked or not. Similarly, advocates expend countless hours and efforts in trying to affect decision making in elected officials, with little attention paid to whether their specific strategies are effective. In both situations, there may be a number of simultaneous contingencies, macrocontingencies, and metacontingencies which are operating. This presentation will review some of the most common tactics to achieve political change from a behavior analytic perspective as well as provide specific examples from recent political campaigns. Finally, the presentation will also address how behavior analysts can become more effective advocates by relying on strategies employed in their clinical practice and applying them with their own elected officials. 4:30 PM 4:50 PM CCA Student Paper Award Session Chair: Judah Axe (Simmons College) Teaching Observational Learning to Children Diagnosed with Autism. JACQUELYN MACDONALD (Western New England University and the New England Center for Children) 22 Abstract: Observational learning is a critical skill needed for the acquisition of social skills as well as learning within traditional educational settings. For the purpose of the present study, observational learning was defined as differential responding following observation of another's behavior and consequences. Research suggests that observational learning may be limited in children diagnosed with an autism spectrum disorder (Varni et al., 1979). The purpose of this study was to develop an assessment to test for observational learning across academic and leisure tasks and to teach observational learning if deficit. Six participants diagnosed with an autism spectrum disorder participated. Following an initial assessment, a multiple probe design across task types and across observational learning task variants demonstrated acquisition of observational learning skills across multiple exemplars. Following training (i.e., attending, imitation, successive discrimination, conditional discrimination in the form of monitoring consequences), all participants engaged in observational learning across multiple stimuli and demonstrated generalization across stimuli. Inter-observer agreement was calculated in 99% of all sessions across all participants and was at or above 95%. Procedural integrity was calculated in 99% of all sessions across all participants and was at or above 90%. 5:00 PM6:00 PM CCA Sidman Award Presentation Chair: WILLIAM H. AHEARN (New England Center for Children) Teaching Simple Auditory Discriminations to Learners with Developmental Disorders. GINA GREEN (Association of Professional Behavior Analysts) Abstract: Skills that are often described as "listener behaviors," "receptive identification," and "language comprehension" involve auditory-visual conditional discriminations. Many learners with autism and other developmental disorders have difficulty acquiring those skills via typical teaching. One likely reason is that auditory-visual conditional discriminations comprise successive simple discriminations among auditory stimuli presented one at a time across trials, and simultaneous simple discriminations among visual stimuli presented concurrently on each trial. Learners who do not have those component simple discrimination skills are likely to find auditory-visual conditional discriminations very challenging. Many could benefit from training designed to establish flexible auditory discrimination skills prior to attempts to teach auditory-visual conditional discriminations. Procedures for teaching simple auditory discriminations are described and illustrated. 23 6:00 PM7:30 PM 163 Poster Session and BABAT Social 24 FRIDAY OCTOBER 17, 2014 Time 9:00 AM9:50 AM Tentative Room CCA Title and Authors Invited Address: Establishing Clinical Standards and Building a Network to Support Ethical Decision Making. LINDA A. LEBLANC (Trumpet Behavioral Health) Abstract: Large human service agencies provide amazing opportunities for organizational analysis and implementation of standard process, procedures, and cultural change interventions. This presentation will describe the process for developing clinical standards in several critical domains including client relationships and protections, assessment, data collection, and supervision. The domain of ethics will be explored extensively as a example of an analysis of the contingencies impacting behavior in organizations. The Ethics Network will be described as an infrastructure designed to promote effective ethical problem solving as a means to prevention and early intervention of ethical concerns. In every domain, the key to success is comprehensive systems analysis and development of tools to reduce response effort for behaving effective effectively. 9:00 AM10:20 AM 804 APBA Professional Development Series WORKSHOP— OBM Tips for New and Experienced Managers and Practitioners. NICHOLAS L. WEATHERLY (Aubrey Daniels International) Abstract: The success of our work as behavior analysts lies on our ability to deliver sound treatment while working within the parameters of our work environment. Each work environment offers unique clinical, managerial, and ethical challenges and many of these challenges can make or break the efficacy of your services. As a practitioner, you might need others to collect data, implement your treatment plan, or help you deliver services. As a practitioner who has been promoted to a role as supervisor or manager, your scope of practice has now shifted from clinical services to managing employee performance. The purpose of this workshop is to provide new and experienced managers and practitioners helpful tips that can help enhance their continued education related to the application of behavior analysis to areas of performance management. 9:00 AM10:20 AM 905 Workshop: Treatment Integrity in Behavior Analytic Service Organizations: Considerations and Strategies for Translating Research to Practice. LAURA B. TURNER (University of Saint Joseph), JENNIFER SILBER (May Center School for Brain Injury and Related Disorders), GARY PACE (May Center School for Brain 25 Injury and Related Disorders), AMY BARANEK (May Center School for Brain Injury and Related Disorders), & JENNIFER DERDERIAN (May Center School for Brain Injury and Related Disorders) Abstract: There is a gap between treatment integrity research and the implementation of treatment integrity practices in clinical service settings. This workshop will review current conceptual models and assessment methods as well as discuss considerations for the design, implementation and promotion of treatment integrity systems in service organizations. Particular attention will be paid to comprehensive residential and educational settings that serve individuals with behavioral challenges and multicomponent behavioral interventions. The presenters will help participants brainstorm practical and functional systems to ensure that behavioral interventions are implemented as written within their own service settings. 9:00 AM11:50 AM 9:00 AM11:50 AM Hadley Room 1001 (10th floor) 917 Workshop: The ABCs of Behavior Analysis: A Review of the Basics for Students and Teachers. A CHARLES CATANIA (University of Maryland, Baltimore County) Abstract: In reviewing the selection of behavior by its consequences, we will examine the rationales behind important behavioral language practices. Why is it good to specify what is reinforced by what in arranging or interpreting reinforcement contingencies? Should we distinguish between positive and negative reinforcement? Why is it important to emphasize attending when we analyze stimulus control? What are the advantages of treating behavior in terms of multiple causation? We will identify and address misrepresentations of behavior analytic concepts and practices, as when some mistakenly suggest that ignoring is the most effective treatment for reducing unwelcome behavior, or falsely equate reinforcement with bribery, or misleadingly argue that reinforcement has hidden costs. Along the way we will consider benefits and pitfalls of translations between technical and colloquial vocabularies, as well as practices that tempt us to attribute behavior to weakly defined or unmeasured entities such as feelings or emotions. We will also consider extensions of basic concepts and terminology to applications, particularly as they may be reflected in the content of certification exams. Workshop: The VB-MAPP: Conducting the Assessment and Identifying Intervention Priorities. MARK L. SUNDBERG (Behavior Analysis Center for Autism) Abstract: This workshop will focus on how to use behavior analysis and the VB-MAPP to assess a child's language, learning, and social skills, as well as potential barriers that may be impeding skill acquisition. Participants will also learn how to use the results of the assessment to determine an individual child's 26 immediate and long-term intervention priorities. For example, a child may be able to repeat words when they are spoken, but not independently use those words to name or ask for things. Or, a child may have a sizeable list of vocabulary words, but rarely engage in conversations. The VB-MAPP can identify these problems, compare them to typical language acquisition patterns, and chart a path for an ABA-based language, learning, and social skills intervention program. 9:00 AM11:50 AM 904 Workshop: How To Create Free and Customizable Electronic Data Collection Systems - No Advanced Computer Skills Necessary. PAUL HEERING, EILEEN PORRO, & LINDSAY FALLON (May Institute) Abstract: There are many options for services, apps, and websites for electronic data collection. Many of these solutions either have hefty price tags or limited options for customization. This workshop will demonstrate how to use a free online solution to create customizable electronic data collections systems that allow for online data entry or data entry using handheld devices. Workshop attendees will be walked through every step to create these systems. This will include registering for a free google docs account, setting up data sheets, data entry options, viewing online spreadsheets containing results, setting up automatically updating graphs, sharing information, receiving automatic notifications when data sheets are completed, and more. These systems can be used by a family collecting data on only one child, by a consultant gathering information about multiple students, or even larger organizations. No advanced computer skills are required, anyone who can navigate a website or send emails will be able to complete this workshop For example, if you registered for this conference online you have already demonstrated the needed skills to be successful at this workshop. Due to the hands on nature of this workshop, attendees are strongly encouraged to bring a laptop to the workshop. 10:00 AM10:50 AM CCA Invited Address: Using Stimulus Pairing Procedures to Induce New Vocalizations. ANNA I. PETURSDOTTIR (Texas Christian University) Abstract: It has long been hypothesized that the early cooing and babbling of infants may be shaped into their native-language speech sounds via auditory feedback from their own voices, as is the case for songbirds and species-typical birdsong. In behavioral terms, this means that vocalizations that resemble speech sounds regularly heard in the infants' environment function as reinforcers for vocalizing. Clinicians and researchers have translated this hypothesis into a stimulus-stimulus pairing intervention intended to increase novel vocalizations of nonverbal children with autism and other developmental 27 disabilities. However, the literature to date has produced inconsistent data. In this presentation, I will discuss strengths and limitations of the existing literature on stimulus-stimulus pairing, and use data from my lab to illustrate alternative procedures intended to establish speech sounds as conditioned reinforcers. 10:00 AM10:50 AM 163 10:00 AM10:50 AM 162 10:00 AM11:20 AM 168 Invited Address: On Atomic Repertoires and Generalized Operants. DAVID C. PALMER (Smith College) Abstract: When the explicit training of a class of responses of one topography leads to the emission of one or more response classes of different topography, we speak of generalized operants. The empirical demonstration of such generalized classes is taken as evidence that the concept can be included in the conceptual toolkit of the behavior analyst without further analysis, and it has sometimes been assumed that the concept can be used to explain other examples of emergent behavior. I will argue that this conclusion is unjustified, that the concept of generalized operants is incoherent and serves no explanatory function. I will suggest that atomic repertoires can explain the relevant behavior economically, with no need to invent new explanatory terms. Invited Address: "Replacing" problem behavior: Is it a rule? JIM JOHNSTON (Auburn University) Abstract: Textbooks often suggest that interventions designed to decrease a problem behavior should routinely be accompanied by efforts to increase the frequency of an appropriate behavior, often called a "replacement behavior." This address considers possible rationales for this tactic, as well as reasons why a general rule is inappropriate. Symposium: Advances in Teaching and Treating Individuals with Autism Spectrum Disorder Chair: Judah Axe (Simmons College) Session Abstract: Three papers will review important new research related to increasing skill acquisition and reducing problem behavior in individuals with ASD and developmental disabilities. The first two papers focus on skill acquisition. In Study 1, joint attention skills were successfully taught to children with autism; generalization of these skills was demonstrated. Study 2 involved the teaching, generalization, and maintenance of receptive labeling skills. Study 3 reviews the assessment and treatment of a very challenging topographies of problem behavior, selective mutism. 28 Establishing a Generalized Repertoire of Initiating Joint Attending with Children with Autism. SANDRA R. GOMES (Caldwell University), Sharon Reeve (Caldwell University), Kevin J. Brothers (Somerset Hills Learning Institute), Kenneth F. Reeve (Caldwell University), & Tina M. Sidener (Caldwell University) Generalization and Maintenance of Receptive Object Labels Following Trial-and-Error and Errorless Learning. JACLYN KALITA and Deidre Fitzgerald (University of Saint Joseph) Nonlinear Functional Analysis and Systemic Treatment of Selective Mutism. NICOLE E. BOIVIN, Philip N. Chase, Judah B. Axe, Jonathan W. Kimball, and Ronald F. Allen (Simmons College) 10:00 AM11:20 AM 165 Symposium: Teaching Equivalence Classes to Young Learners with Autism and of Typical Development Chair: RUSSELL W. MAGUIRE (Simmons College) Session Abstract: In this symposium, stimulus equivalence-based instruction was used to teach equivalence classes to young learners of both typical development and with autism. In the first presentation, equivalence classes were established for typical third grade science concepts of carnivore, herbivore, and omnivore, first with a single participant, and then an entire class of typical third grade students via computerized instruction. In the second presentation, computer-based instruction was used to teach typical third graders equivalence classes consisting of representations of multiplication problems, including the product, pictorial representation, and addition-problem equivalent. In the third presentation, teens diagnosed with Autism Spectrum Disorders learned stimulus classes consisting of different food items and their locations in a grocery store using conditional discrimination training. In the last presentation, young children diagnosed with autism learned stimulus equivalence classes consisting of stimuli associated with the emotions happy, sad, and scared. Collectively, these studies provide instructional protocols that may be used to effectively teach classes of stimuli important for academic, social, and life skill competencies to young learners who are typically developing or on the autism spectrum. Stimulus Equivalence with Applied Third Grade Science: Class Expansion. EMILY LEONARD & R.W. Maguire (Simmons College) 29 Using Stimulus Equivalence-Based Instruction to Teach Multiplication Concepts to Elementary School Learners. CASI M. HEALEY, Kenneth F. Reeve, Sharon A. Reeve, & Ruth M. Debar (Caldwell University) Using conditional discrimination training to form equivalence classes between grocery items and their locations. STACY HANSEN (RCS, Inc.), Colleen Yorlet (RCS, Inc.), & R.W. Maguire (Simmons College) Equivalence class formation of contextual emotion identification by children with autism. MATTHEW R. COLLIGAN (Caldwell University), Kenneth F. Reeve (Caldwell University), Dawn B. Townsend (Institute for Educational Achievement), & Sharon A. Reeve (Caldwell University) 10:00 AM11:20 AM Amherst Room (10th floor) Symposium: Using synthesized contingency analyses to develop meaningful solutions for severe problem behavior. Chair: RICHARD B. GRAFF (New England Center for Children) Session Abstract: An alternative to what some people refer to as the "standard" functional analysis is the synthesized contingency analysis/treatment (Hanley, Jin, Vanselow, & Hanratty, 2014). In this approach, an open-ended interview informs the development of a 2-condition functional analysis, in which multiple contingencies are synthesized into one control condition and one test condition. Following the functional analysis, a multi-step treatment process is begun; this process begins with functional communication training (FCT). Once the functional communication response (FCR) is well engrained in the participant's repertoire, the complexity, flexibility, and interactional nature of the FCR is increased. Next, delay/denial tolerance is taught. Then, progressively longer chains of adult-directed (expected) behavior are required to access the functional reinforcer. In this symposium, four case studies will presented that will demonstrate the utility of this approach. Treatment of Problem Behavior Using Functional Communication Training and Denial/ Delay Tolerance Training with Extinction. CHRISTINE A. GATES, Jonathan P. Seaver, Kyle Slavik, Stefanie Upshaw, & Jason Keeler (New England Center for Children) Treatment of disruptive behavior maintained by access to manipulating items in the environment. ASHLEY PALMERI & Sorrel Ryan (New England Center for Children) 30 Safe and Effective Assessment and Treatment of Severe Problem Behavior Maintained by Access to Tangibles. COURTNEY NARTKER, Heather Morrison, Kim Marchetti, Aimee Kidder, & Berglind Sveinbjornsdottir (New England Center for Children) Conducting synthesized contingency analyses: Lessons from moving too quickly through treatment components. JENNIFER MORISON, Cormac MacManus, Stacie Bancroft, & Daniel Sheridan ( New England Center for Children) 10:00 AM11:20 AM 174 Symposium: It Takes Two: Comparing Multiple Assessments or Interventions. Chair: JESSICA SLATON (Nashoba Learning Group) Discussant: LIZ MARTINEAU (Nashoba Learning Group) Session Abstract: Selecting the "best" intervention or assessment method can be difficult with the myriad of possibilities available under the wide umbrella of behavior analytic tactics. Interventions can vary in their effectiveness, ease of implementation, and how quickly they produce results. It is not necessarily enough to change behavior in the desired direction; it is also important to know whether a faster and more substantial change is produced with another intervention. We examined these practical concerns in the areas of assessing problem behavior, teaching vocational skills, and teaching vocabulary. For assessing problem behavior, we compared functional analysis data to descriptive assessment data and the FAST. Results show low interrater reliability for the FAST and descriptive assessments as well as low predictive validity for both methods compared to functional analysis. For teaching vocational skills and vocabulary, we used multielement or multiple baseline designs to assess two possible interventions. IOA collected across 38% or more of sessions ranged from 80% to 100%. Results show in each case that one method was superior to the other in terms of sessions to criteria and/or amount of change produced. Implications of selecting a single intervention vs. taking the time to compare multiple interventions will be discussed. Comparing Results from Functional Analysis, Descriptive Assessment, and the FAST. Eileen Sauer, Jessica Slaton, Kate Raftery, & LIZ MARTINEAU (Nashoba Learning Group) Increasing Rate of Performance in Vocational Tasks. Jessica Slaton & KATHRYN MARSHALL ( Nashoba Learning Group) 31 Comparing Two Methods for Teaching Receptive & Expressive Vocabulary. JESSICA SLATON (Nashoba Learning Group) 10:30 AM11:50 AM 804 Workshop: Implications of the Massachusetts Licensing Law on Practice. WILLIAM H. AHEARN, The New England Center for Children Abstract: Governor Patrick signed the Behavior Analyst licensing law in January 2013. After, regulations were in a drafting process via a Behavior Analyst Task Force that was commissioned by the Board of Allied Mental Health and Human Services Professions. Guidance from staff at the Division of Professional Licensure, various governmental agencies and public input were involved and the regulations are being implemented. Applications will be accepted October 8, 2014. This workshop is intended to provide information about the licensing law, the licensing regulations, and the disciplinary process that will be in place for Licensed Applied Behavior Analysts in Massachusetts. The workshop will begin with a question and answer forum discussing the logistics of the licensing process. A presentation will follow in which some of the implications of the licensing law and regulations for behavior analysts in Massachusetts will be described. An open forum for discussion will follow this to allow attendees to ask questions and to express any concerns they may have about licensing. 10:30 AM11:50 AM 905 Workshop: Clinical risk assessment and management of children and adolescents with intellectual and developmental disabilities. JOSEPH N. RICCIARDI & ALLISON WEISS (Seven Hills Clinical Associates) Abstract: Youth with intellectual and developmental disorders can present with a variety of clinical risks. The range of clinical risks include behavioral topographies and mental health presentations (such as statements of suicidal intent and verbalized threats to harm others, for instance) that place the individual at risk of harm to self and others. In many cases, the behavior analyst may be considered clinically responsible for the treatment planning of these individuals, and for ensuring that risk factors are assessed and safety measures are in place. This workshop will teach participants an approach to risk assessment and management for this population, with special caveats for how to identify areas of risk outside of the behavior analyst's scope of practice, and what to do to manage the risk. 32 11:00 AM11:50 AM CCA Invited Address: Evolution of Research on Interventions for Individuals with Autism Spectrum Disorder: Implications for Behavior Analysts. TRISTRAM SMITH (University of Rochester Medical Center) Abstract: The extraordinary success of behavior analytic interventions for individuals with autism spectrum disorder (ASD) has fueled the rapid growth of behavior analysis as a profession. One reason for this success is that for many years behavior analysts were virtually alone in conducting programmatic ASD intervention research. However, that era has ended. Many investigators from other disciplines are now carrying out large-scale intervention studies and beginning to report successes of their own. The increasing number and range of studies has the potential to improve services for individuals with ASD, and it challenges behavior analysts to intensify their research efforts. 11:00 AM11:50 AM 163 Invited Address: Why the Radical Behaviorist Conception of Private Behavioral Events is Interesting, Relevant, and Important. JAY MOORE (University of Wisconsin-Milwaukee) Abstract: For radical behaviorists, private behavioral events are stimulus and response events that are within an organism's skin and inaccessible to others. The two categories of private behavioral events are (a) verbal reports about internal feelings and sensations, or (b) covert operant behavior. These events influence either the subsequent verbal or nonverbal behavior of the organism at either the overt or private level. Nevertheless, the events are part of the behavioral dimension: They have no special properties, obey no special laws, and accomplish nothing that observable behavior could not. This conception differs from the methodological behaviorism found in mentalistic traditional psychology. It also differs from the appeal to mentalistic explanatory fictions in Afolk psychology." Overall, the conception of private behavioral events allows radical behaviorism to promote a complete, naturalistic science of behavior. 11:00 AM11:50 AM 162 Invited Address: The Scientific Image and Behavior Analysis. MICKEY KEENAN (University of Ulster) Abstract: Carefully constructed images have a long tradition in the teaching of science generally. In this presentation I show examples of such images as a backdrop to examining what we do in teaching our science. In short, I lament the attention given to the scientific image in our discipline. When others misrepresent behavior analysis I think it is time to reconsider the images/SDs that we offer our students. A dot on graph is wonderful shorthand for summarizing an observation but it is a terrible indictment on our creativity if that is the only image we can muster to excite students about what we do. 33 11:30 AM1:00 PM Student Union Ballroom (2nd floor) and Marriott Room (11th floor) LUNCH 1:00 PM1:50 PM CCA Invited Address: Thumb Sucking: A Love Story. PATRICK C. FRIMAN (Boys Town Center for Behavioral Health) Abstract: Thumb sucking is an ideal behavior for behavior analytic study yet one that has been largely overlooked by behavior analysts. Not by me however. I saw its opportunities early in my career and have been exploiting them ever since. Here are some of its many virtues. It is easy to find-universal in infancy and still common after age 6. It is easy to observe and measure. It is very responsive to a broad array of easily applied contingencies (e.g., incentives, aversives). It frequently co-occurs with other functionally related behaviors (e.g., object attachment, hair pulling) that are also easy to observe and measure and are also responsive to a broad array of easily applied contingencies. It is socially significant (chronic practice after age four can lead to serious dental, medical and social problems). It lends itself readily to theorizing (e.g., cross cultural, psychodynamic, developmental, behavior analytic). Pertinent to this last point, it has been the subject of some of the most outrageously wrongheaded theorizing in all of child psychology-which is of particular interest to me because most of it is so easy to disprove (and lampoon). Lastly and by no means leastly, it helped me gain entry into the world of primary care pediatrics. This talk will discuss all of this and more. 1:00 PM3:50 PM 804 Workshop: APBA Professional Development Series WORKSHOP— Handling Everyday Ethical Dilemmas. GINA GREEN (Association of Professional Behavior Analysts) Abstract: Whether they work in clinical, administrative, academic, or research settings, behavior analysts frequently face situations that invoke ethical problems. Solving such problems typically requires the 34 behavior analyst to weigh a number of factors within the framework of relevant professional ethical standards. The Behavior Analyst Certification Board's Guidelines for Responsible Conduct for Behavior Analysts and Professional Disciplinary and Ethical Standards set out ethical principles and standards that are specific to behavior analysts. Those principles and standards are discussed, and participants are given written descriptions of ethical dilemmas to analyze with reference to the BACB conduct guidelines and disciplinary standards. Participants will also have opportunities to discuss ethical dilemmas they have encountered. NOTE: Participants must bring copies of the BACB Guidelines for Responsible Conduct and Professional Disciplinary and Ethical Standards with them to the workshop. 1:00 PM3:50 PM 917 Workshop: How to Get Your Research Published in Behavioral Journals. TIMOTHY R. VOLLMER & KARA WUNDERLICH (University of Florida) Abstract: The presenter has published over 100 peer reviewed papers in behavioral journals. He currently serves as editor in chief for the Journal of Applied Behavior Analysis and has served on editorial boards for over a half dozen other behavioral journals. In this workshop he will provide some suggestions to increase the likelihood that your research will be reviewed in a favorable light. The general strategy involves highlighting the potential contributions of your work while minimizing distractions produced by errors, omissions, and inconsistencies. The presenter will take the participants through the process from generating a research question to preparing a manuscript to submission and finally responding to editors and reviewers. In addition, the current JABA editorial assistant, Kara Wunderlich, will join the workshop to provide helpful hints on common problems to avoid as a manuscript is prepared for publication. Participants are encouraged to bring a laptop computer to practice some of the exercises. 1:00 PM3:50 PM 904 Workshop: Teaching Social Skills That Change Lives: Developing Meaningful Relationships for People Diagnosed with Autism. JUSTIN B. LEAF, RONALD B LEAF, MITCHELL TAUBMAN, & JOHN MCEACHIN (Autism Partnership Foundation) Abstract: Children with autism and other autism spectrum disorders (ASD) typically have qualitative impairments in social interaction. Such impairments can range from a child's inability to develop appropriate peer relationships to a lack of enjoyment and interest in others, which can lead to a lower quality of life. Therefore, clinicians must teach social skills to children and adolescents diagnosed with ASD; however, it may be difficult for clinicians to find appropriate social curricula and effective ways to teach children with ASD social skills. The presenters will discuss the importance of teaching social skills; 35 why social skills may be overlooked as part of a comprehensive curriculum; ways to select a comprehensive curriculum; what this comprehensive curriculum consists of; two teaching procedures (i.e., teaching interactions and cool versus not cool) that have been found to be effective in teaching social skills; the research behind these procedures; and ways clinicians can implement the intervention in the home, school, and community. The procedures and curriculum that will be discussed will mainly focus on high functioning children and adolescents diagnosed with ASD but can be applied to children and adolescents of different cognitive functioning levels or diagnoses. 1:00 PM3:50 PM Hadley Room 1001 (10th Floor) Workshop: Navigating the Tenth Circle of Hell-(Or Getting Funded for Health Insurance Coverage of ABA). TIM COURTNEY (Little Star Center), MARY ROSSWURM (Little Star Center), VINCE LAMARCA (Little Star Center), & MICHELE TRIVEDI (The Arc of Indiana Insurance Project) Abstract: In the Middle Ages, Italian writer Dante wrote about the nine circles of Hell in his epic poem, Dante's Inferno. Perhaps, though, if Dante were alive today, his work would have included a tenth circle health insurance. This workshop will help clinicians learn how to write successful treatment plans that support medical necessity for health insurance funded individuals with autism. As more states adopt insurance mandates for autism, behavior analysts are supporting more clients whose services are being paid for by health insurance. To be successful with this new stream of funding, behavior analysts have to learn about how to navigate the medical insurance system. Topics covered in this workshop include credentialing, in-network vs out-of-network plans, self-funded vs fully-funded plans, how to write a treatment plan that supports medical necessity and an introduction to the appeal process. Once mastered, clinicians can focus on the more enjoyable circles of Hell, such as treachery, heresy and wrath. 2:00 PM2:50 PM CCA Invited Address: Where Do You Find the Real S-R Analysis of Behavior? JULIE S. VARGAS (B. F. Skinner Foundation) Abstract: B. F. Skinner is often misclassified as an S-R (Stimulus-Response) psychologist. This talk compares the science Skinner began with psychology, showing their differing analyses of where the causes of behavior lie. Examples of the two kinds of explanations reveal that it is not Skinner's analysis that is S-R, but psychology's. The differences in underlying sciences have profound Implications for engineering practices, as struggles over credentialing and licensing have shown. 2:00 PM- 163 Invited Address: Promoting Meaningful Days for Adults with Severe Disabilities: Continuing Challenges 36 2:50 PM and Recommended Strategies. DENNIS H. REID (Carolina Behavior Analysis and Support Center) Abstract: This presentation will describe continuing challenges and evidence-based recommendations for providing functional day supports for adults with autism and other severe disabilities. The focus will be on how the field has and has not advanced in providing adults with productive day activities along with teaching necessary skills to function independently. Following a description of professional consensus regarding what constitutes meaningful day activities, data will be summarized that reflect how adult participation in meaningful versus nonfunctional day activities has varied over the last 25 years. Means of embedding teaching strategies into common activities in which adults are usually supported but not taught will likewise be presented to show how instructional services can be maximized on a routine basis. 2:00 PM2:50 PM 162 Invited Address: Blending Behavioral Science and Technology: Putting the "Learning" in "eLearning". NICHOLAS L. WEATHERLY (Aubrey Daniels International) Abstract: The exponential advancements in computer technologies have created a vast market for computer-based instructional programs. User-friendly personal computers and the social media boom have helped create a culture where people are rarely without some form of computer-based technology, showing reinforcement potential that is scaled to an extraordinary level. Companies and universities are now working to utilize these exciting new computer technologies to meet their training needs, with discussions on topics such internet-based training, eLearning, virtual education, and gamification gaining widespread attention. But how are the advancements in the science of behavior being integrated in the evolution of these programs? Although the field of behavior analysis has been building and evaluating instructional technologies for decades, modern computer-based training systems can overlook key behavior analytic components that can drastically hinder the impact of these training programs. The purpose of this talk is to discuss the importance of embedding our understanding of behavioral principles into our computer-based instructional systems to better serve our clients and maximize performance potential. 2:30 PM3:50 PM 165 Symposium: Practical advances in Functional Communication Training. Chair: CHATA A. DICKSON ( New England Center for Children) 37 Session Abstract: These three studies examine practical enhancements to functional communication training (FCT). Delisle and Thomason-Sassi discuss the use of multiple schedules as a strategy for leaning the schedule of differential reinforcement for appropriate speech in a young man with an autism spectrum disorder. Next, Ghaemmaghami, Hanley, and Jessel compare two strategies for increasing tolerance of delay to reinforcement following FCT. Finally, Pagano and Dickson examine effects on resurgence of a variant of FCT whereby multiple mands were reinforced. Use of multiple schedules with reinforcement thinning to treat perseverative behavior. DEWEY DELISLE & Jessica L. Thomason-Sassi (New England Center for Children) A comparative analysis of time-based versus contingency-based strategies for teaching delay tolerance. MAHSHID GHAEMMAGHAMI, Gregory P. Hanley, & Joshua Jessel (Western New England University) Does teaching multiple mands during FCT influence resurgence of a target response? JACOB PAGANO & Chata A. Dickson (New England Center for Children) 2:30 PM3:50 PM Amherst Room (10th Floor) Symposium: Analyzing Complex Human Behavior: Private Events, Latent Behavior, and Derived Relations. Chair: JUDAH B. AXE (Simmons College) Session Abstract: Behavior analysts are fortunate to swiftly explain most of human behavior using the elegant principles of behavior analysis; however, much of human behavior is extremely difficult to explain. In particular, behavior analysts have not reached consensus on how to explain behaviors and stimuli accessible to only the behaver; that is, behaviors and stimuli that occur within the behaver's skin. Can events taking place within the skin serve as independent variables evoking or maintaining one's behavior? Can we talk about private events without inventing constructs akin to "the mind?" Can we quantify and measure private behaviors and private stimuli? Can we define and analyze "latent behavior" and such an analysis in behavior analysis? Finally, what is the current state of research in complex analyses of verbal behavior and where should that research go? These are the questions that four prominent authors on the topics of radical behaviorism and complex analyses in verbal behavior will address in this symposium. A Functional Interpretation of Mental Talk. J. MOORE (University of Wisconsin-Milwaukee) 38 How Can We Quantify Private Events in Behavioral Research? MARK L. SUNDBERG (Behavior Analysis Center for Autism) The Concept of Latent Responses in the Interpretation of Complex Behavior. DAVID C. PALMER (Smith College) The Larger Contemporary Science of Verbal Behavior. SAM LEIGLAND (Gonzaga University) 2:30 PM3:50 PM 174 Symposium: Identifying Critical Skills and Developing Effective Interventions for Them Chair and Discussant: WILLIAM H. AHEARN (New England Center for Children) Session Abstract: Applied Behavior Analysis for treating autism has produced many skill assessments and effective interventions for teaching skills that are absent in the behavioral repertoires of the persons receiving treatment. Accumulating research suggests that there are specific skill repertoires that are predictors of those who benefit most from treatment. This symposium will explore the predictors of optimal outcome from early intensive behavioral intervention (EIBI) and some examinations of procedures for targeting critical skills. The first talk will be delivered by Diana Parry-Cruwys and she will discuss a study evaluating predictors of outcome relative to EIBI. The second study will be delivered by Catia Cividini-Motta and she will discuss a comparison of teaching procedures for establishing the imitation of the vocalizations of others (i.e., echoics). The third study will be presented by Jackie MacDonald and she will discuss a study that assesses the presence of observational learning and procedures for establishing it when it is absent. The chair and discussant will be Bill Ahearn. Evaluating Predictors of Outcome for Children with Autism Receiving Early Intensive Behavioral Intervention. DIANA PARRY-CRUWYS, Rebecca MacDonald, Sally Dupere, & William H. Ahearn (New England Center for Children) Teaching Observational Learning to Children with Autism. JACQUELYN MACDONALD & William H. Ahearn (New England Center for Children) A Systematic Comparison of Commonly Used Echoic Teaching Procedures. CATIA CIVIDINI-MOTTA, Nicole Scharrer, & William H. Ahearn (New England Center for Children) 39 2:30 PM3:50 PM 168 Symposium: Recent Research on Preference and Reinforcement. Chair: RICHARD B. GRAFF (New England Center for Children) Session Abstract: In this symposium, four papers will review recent research on preference and reinforcement. The first two papers focus on improving the efficiency preference assessments. One paper demonstrates that if preferences for categories of items can be identified, additional reinforcers can be identified without conducting additional preference assessments. The second paper demonstrated that when using a video-based preference assessment, reinforcers can be identified without providing access to the selected items. The third and fourth papers demonstrate unique manipulations of reinforcement schedules to increase manding and improve on-task behavior in individuals with autism. Categories of Preference and their Reinforcing Efficacy. CHRISTINA E. LIVINGSTON, Melissa Clark, Shannon Ward, Kathryn Seyfarth, & Richard B. Graff (New England Center of Children) Evaluation of Video-Based Preference Assessments without Access. DANIEL R. CLARK (University of Maryland, Baltimore County), Jeanne M. Donaldson (Texas Tech University), & SungWoo Kahng (University of Missouri) Manipulation of Reinforcement Schedules, Discriminative Stimuli, and Motivating Operations in Producing Mands in Multioperant Environments. JONATHAN P. SEAVER & Jason Bourret (New England Center for Children) Effects of peer-mediated momentary differential reinforcement of other behavior on the on-task behavior of children with autism. ERIN MCLOUGHLIN, Judah B. Axe, Ronald F. Allen (Simmons College) 2:30 PM3:50 PM 905 Panel Discussion: Special Considerations in Behavioral Feeding Programs Chair: MELISSA L. OLIVE (Applied Behavioral Strategies LLC) Panelists: CHAYNA COUTURE (Meloria Academy), STEPHANIE REINOSO (Creative Interventions), & ABIGAIL HOTL (Applied Behavioral Strategies LLC) 40 Session Abstract: Children with and without disabilities may encounter feeding difficulties. This difficulties can include but are not limited to food selectivity by texture, color, and manner of presentation. Feeding difficulties may also include rigidity related to the feeder and/or meal time location. This session will provide a discussion of the issues related to the provision of behavioral feeding services to children with and without disabilities. The first speaker will identify some of the barriers to behavioral feeding programs. She will then identify strategies for reducing the response effort for parents. The second speaker will discuss the importance of individualizing the assessment and intervention process. For example, various medical assessments may be needed prior to the onset of services. Additionally, parents and children have distinct preferences that should be considered when selecting intervention components. Finally, planning and ensuring generalization and maintenance of feeding skills is critical. Thus, the third speaker will identify strategies that have been used successfully to promote both maintenance and generalization. The discussant will summarize the issues and facilitate question and answers from participants. 3:00 PM3:50 PM CCA 3:00 PM3:50 PM 163 Invited Address: Narrative -Why It's Important; How it Works. PHILIP N. HINELINE (Temple University) Abstract: Narrative permeates not only mystery stories and other novels: it is salient in newspaper and magazine discussions of social problems; it is part of the standard formula for political speeches and for soliciting money for worthy causes; and, of course, story-telling occupies much of ordinary conversation. Nevertheless, behavior analysts have had little to say about narrative, perhaps because its salient characteristics are mainly structural, whereas behavior analysis addresses mainly the functions of verbal behavior. In addition, the role of the individual listener's behavior is crucial, and behavior analysts have tended to homogenize the listener's role as that of "audience" or "verbal community." Despite these limitations, behavior analysis has delineated a few phenomena that appear to be relevant: joint attention and the discriminations and functions involved in imitation, equivalence classes and relational frames are a few. In addition, a key principle that sustains the engagement of reader or listener involves establishing conditions and reinforcement contingencies that are operative on multiple, overlapping time scales Invited Address: Conducting functional analyses and functional communication training with children with autism via telehealth directly into family's homes. DAVID P. WACKER (The University of Iowa) Abstract: In this talk, I provide the results of a 4 year project funded by the Maternal and Child Health. 41 The purpose of the project is to provide functional analyses and functional communication training via telehealth directly to the families in their homes. Each family has a young child (6 years old or younger) diagnosed with an autism spectrum disorder who displays problem behaviors such as self-injury or aggression. The families work remotely with an applied behavior analysts on a weekly basis who coaches them to conduct functional analyses of the problem behavior and then to implement functional communication training. All procedures take at least 6 months to complete. During this time, the families never meet the applied behavior analyst, and receive no training in vivo in their homes or in clinic. We are currently entering the 4th year of the project and to date over 30 families have enrolled in the project. The average decrease in problem behavior is over 80% (from extinction baselines conducted just after the functional analyses and just before functional communication training), and only 2 children's problem behavior has increased. The potential advantages and disadvantages of this approach to treatment will then be summarized. 4:00 PM4:50 PM CCA Invited Address: Stimulus and consequent refinements of Functional Communication Training. WAYNE W. FISHER (University of Nebraska Medical Center's Munroe-Meyer Institute) Abstract: One function-based approach to the treatment of destructive behavior with considerable empirical support is functional communication training (FCT). Although FCT has been shown to be highly effective when implemented in controlled environments by well-trained therapists, treatment relapse often occurs when a caregiver is unable to accurately carry out the procedures in the natural environment. For example, a caregiver of a child with severe aggression may be unable to deliver the functional reinforcer (e.g., attention) when the child emits the functional communication response (FCR) because the caregiver is attending to a sick sibling. During this time when the FCR is exposed to extinction, the child's aggression often increases, a form of relapse called "resurgence". Behavioral momentum theory (BMT) provides a quantitative method for making stimulus- and consequence- control refinements to FCT that can function as behavioral inoculation so that treatment relapse in the form of resurgence of destructive behavior is greatly mitigated or prevented altogether. Interestingly, some predictions of BMT are somewhat counter intuitive and in direct opposition to clinical procedures recommended as 'best practices" by prominent clinical researchers. In this presentation, I will discuss these refinements of FCT along with illustrative data sets and potential directions for future research.