Our Annual Conference is held to disseminate the most advanced developments in the science and practice of behavior analysis across a wide array of topics. The 33rd Annual Conference (2022) will include two workshops, six invited addresses, a student symposium, and the annual business meeting.
9:00am
Camille Kolu, PhD, BCBA-D (Cusp Emergence) Adapting our Applied and Ethical Practice to New Needs: A Post-Trauma Approach to Supporting Individuals Using Behavioral Tools in Diverse Settings
BACB Type II CE Available (Ethics) – NCPA Approved CE Available (Ethics)
Dr. Kolu is a behavioral scientist in Colorado where she owns Cusp Emergence (a private practice) and Cusp Emergence University (providing dissemination and continuing education). After her time at the University of North Texas studying schedules of reinforcement, autism and more, Dr. Kolu earned a Ph.D. in Biopsychology and Behavioral Neuroscience at Rutgers University, developing animal models of contextual conditioning. She has partnered with health and human service agencies, mental hospitals, schools, community centered boards, and universities. Her activities serve local behavior analytic groups, are published in peer-reviewed journals, and support the advisory board of the Cambridge Center for Behavioral Studies. Dr. Kolu explores research interests in verbal communities of reinforcement and stimulus schedules in the everyday interactions of families affected by disruption or trauma, while using her private practice to engineer behavioral cusps for individuals, communities, and teams.
Abstract
Despite the cultural movement to extend the inclusive principles of trauma informed services to behavior supports and related areas, many of us lack the training or support to apply this idea. Many practitioners have not yet acquired meaningful experience teaming with the many essential disciplines that make up a supportive environment after a student has been through trauma. At the same time, some of the practices we think of as “best” for other clients, may be contraindicated for someone with a significant history of adverse childhood, therapeutic, or educational experiences (BACB Ethics Code 2.09). This workshop aims to empower clinicians and behavior analysts to understand some of the links between what individuals need after trauma, and how behavior analysis can help (BACB Ethics Code 2.12). It is presented in a context rich with collaboration, risk documentation and mitigation practices, and an understanding of how past experiences can shape and inform current needs of both individuals and team members facing difficult conditions. Participants will be equipped with useful tools that may support those with both significant and minor histories of trauma—and those in between, for whom a trauma history may be suspected but cannot be documented (BACB Ethics Code 2.15).
Objectives
Upon completion of this workshop participants will be able to:
References
Proposed Audience
Behavior analysts and those with whom they partner, including educational, therapy, mental health, behavioral, residential, and other professionals; Psychologists
Proposed Activities
Lecture, case studies, practice with scenarios, question and answer, demonstrations
Presentation Level
Intermediate
12:00pm
1:00pm
Welcome to the 33rd Annual NCABA Conference Monique Baker, M.A., BCBA, NCABA President, Effective Interventions
1:30pm
Carol Pilgrim, PhD (University of North Carolina Wilmington) Discourse in 2022: Some Observations from a Radical Behaviorist
BACB Type II CE Available – NCPA Approved CE Available
Dr. Pilgrim received her Ph.D. from the University of Florida in 1987 with a specialization in the Experimental Analysis of Behavior. She is currently Professor of Psychology at the University of North Carolina Wilmington, where she has been honored with a Distinguished Teaching Professorship (1994-1997), the North Carolina Board of Governors Teaching Excellence Award (2003), the Faculty Scholarship Award (2000), and the Graduate Mentor Award (2008). She received the Chancellor’s Teaching Excellence Award and the College of Arts and Sciences Excellence in Teaching Award in 1992, the ABAI Student Committee Outstanding Mentor Award in 2006, and the ABAI Distinguished Service to Behavior Analysis award in 2017. Her research contributions include both basic and applied behavior analysis, with an emphasis in human operant behavior, relational stimulus control, and the early detection of breast cancer. Dr. Pilgrim has served as editor of The Behavior Analyst, associate editor of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, co-editor of the Experimental Analysis of Human Behavior Bulletin, and as a member of the editorial boards of those and several other journals. She is a Fellow of the Association for Behavior Analysis International and of Division 25 of the American Psychological Association. She has served as President of the Association for Behavior Analysis twice, as well as President of the Society for the Advancement of Behavior Analysis, Division 25 of the American Psychological Association, and the Southeastern Association for Behavior Analysis. Additionally, she has been Member-at-large of the Executive Council of ABA and Division 25, and member of the Boards of Directors of the Society for the Experimental Analysis of Behavior, the Society for the Advancement of Behavior Analysis, and the Cambridge Center for Behavioral Studies.
Abstract
Characterizing one’s behaviorism as radical entails a world view that is simultaneously fundamental in its emphasis on selection by the environment as the origin of behavior, whether public or private; thoroughgoing in its relevance to all dimensions of human endeavor, from simple reflexes to complex social systems; and extreme in its focus on changing the social environment to impact critical cultural reforms (e.g., Malagodi, 1996). Indeed, increasing attention to cultural behavior analysis has been a highlight of our recent history in this field, and significant stride have been made in expanding analyses beyond the molecular contingencies operating at the level of the individual to the meta- and macro-contingencies in effect for groups of individuals (e.g., Glenn, 2004). Of course, a cultural-level perspective has been a defining feature of most, if not all, of our sister social sciences from their inception, and it has been suggested (e.g., Malagodi, 1996) that behavior analysis could gain much from seeking alignment of our basic principles with complementary approaches and methodologies found useful in the broader social science arena. A case in point involves the study of discourse, defined conventionally as “extended expression of thought on a subject in connected speech or writing” and “rooted in concrete contexts such as history or institutions” (Merriam-Webster Dictionary). A scholarly target of multiple social science disciplines, quantitative and qualitative analytic strategies have been developed to better characterize, and study the function(s) of, a given discourse. In considering alignments, Skinner’s own analysis (1957) detailed differences in size across verbal operants, allowing for those of considerable extent, and he discussed discourse-like phenomena not infrequently, as in his treatment of the difficulties presented by the literatures of freedom and of dignity for a science of behavior (e.g., 1953, 1971). It will be argued here that important dimensions of current events on the national scene, as well as within behavior analysis, could also be described in terms of conflict in discourse and that, in seeking to find solutions, we might be wise to undertake a more broadly informed and truly radical approach to understanding the nature of discourse, its selection and transmission, and its impact on other modes of behavior. The extent to which a given discourse can function as a unit, and as a significant form of cultural practice, will be explored through examples.
Objectives
On completion of this session participants will be able to:
References
Proposed Audience
Psychologists, Behavior Analysts, Students in a Behavior Analytic
Proposed Activities
Lecture
Presentation Level
Intermediate
2:40pm
Cynthia Anderson, PhD, BCBA-D (May Institute) Feasibility Matters: Why Behavior Analysts Should Conduct Feasibility Research and How to Do it
BACB Type II CE Available – NCPA Approved CE Available
Dr. Anderson’s career has centered on identifying and disseminating strategies to increase effectiveness of interventions in community settings. In recent years, this work has occurred primarily in schools with a focus on students with disabilities. After earning her PhD in Clinical Child Psychology from West Virginia University, Dr. Anderson spent several years in academia, including at WVU (where she was tenured), University of Oregon (where she was a Professor and Department Head), and Appalachian State University, where she was a Distinguished Professor of Psychology. Her research has been continuously funded for over 15 years by the U.S. Department of Education’s Institute for Education Sciences and Office of Special Education Programs, and by the U. S. Department of Defense.
Abstract
Research in behavior analysis has convincingly documented the efficacy of a vast number of assessment and intervention strategies across diverse intervention targets and populations. Although we often assume that evidence-based strategies will be quickly adopted and sustained by non-behavior analytic stakeholders (e.g., teachers, parents, clients, clinicians), this has not been the case. One reason for this may be an emphasis on efficacy and internal validity at the expense of effectiveness and external validity in our research. In other words, our research has focused on answering questions such as “does this work?” and “by what mechanism does this work?” at the expense of questions such as “What supports and resources are needed for this to work?”, “Can this work in a given setting?”, or even, “Do end users in this setting want and need an intervention like this one?” Behavior analysts could increase adoption and use of our technology if increased attention was paid to feasibility research. Such studies focus on implementation and identify variables that may serve as barriers and enablers to uptake and sustained use. In this presentation, examples of the types of questions that could be approached via feasibility research will be discussed, as will the value and utility of various research methods for answering those questions including single case designs, qualitative work, and both experimental and non-experimental group design studies. This session will also discuss how the RE-AIM framework can be used to guide development of a feasibility study. Attendees will have an opportunity to consider how feasibility research might inform their own research and practice.
Objectives
On completion of this session the participants will be able to:
References
Proposed Audience
Educators, Social Workers, Students in a Behavior Analytic Field, Psychologists, Behavior Analysis Practitioners
Proposed Activities
Lecture, Role Play, Discussion
Presentation Level
Intermediate
3:50pm
Shanun Kunnavatana, PhD, BCBA-D (Easterseals UCP of NC and VA) Mind the Gap: Using Evidence-Based Practice to Assess Challenging Behavior
BACB Type II CE Available – NCPA Approved CE Available
Dr. Kunnavatana is a doctoral-level Board Certified Behavior Analyst with over 20 years of experience working with individuals living with autism spectrum disorder (ASD), intellectual/developmental disabilities, and/or mental health challenges. She has supported individuals across the lifespan at home, school, at behavioral clinics, and in community-based programs. She served as academic faculty for over 4 years, teaching master’s level courses in applied behavior analysis and mentoring doctoral students. As an active researcher, Dr. Kunnavatana has published over a dozen peer-reviewed studies that focus on ways to improve long-term behavioral outcomes, including the accessibility of behavioral assessments and treatments, caregiver training, and treatment preference. As the Vice President of Clinical Outcomes at Easterseals UCP, Dr. Kunnavatana leverages data analytics and bridges the clinical strengths of the programmatic teams to ensure high quality services for individuals living with mental health challenges and/or intellectual/developmental disabilities.
Abstract
The gap between research and practice is not unique to the field of Applied Behavior Analysis, nor is the frustration that arises from the gap. As a field, efforts have been made to bridge research and practice, but the disconnect, nonetheless, persists. As practitioners, we must understand the gap before we attempt to bridge it. This presentation will explore the underlying reasons for the research-to-practice gap and evaluate how the field has attempted to narrow it. Dr. Kunnavatana will clarify the different uses of the term “evidence-based practice” in relation to the research-to-practice gap and how embracing evidence-based practice as an active decision-making model can help practitioners successfully navigate the gap. Dr. Kunnavatana will use the evolution of functional analysis methodology to demonstrate the shift in “evidence-based practice” as a noun to “evidence-based practice” as a verb and discuss how evidence-based practice leads to designing and conducting more intentional, individualized, and successful functional behavioral assessments.
Objectives
Upon completion of this session participants will be able to:
References
Proposed Audience
Psychologists, Behavior Analysts, Educators, Students in a Behavior Analytic
Proposed Activities
Lecture
Presentation Level
Intermediate
5:00pm
NCABA Conference Student Symposium Chair: Alaina Swick, NCABA Student Representative, University of North Carolina Charlotte
Sarah Hayes, MA (East Carolina University) The Impossible Dream: Collaborative Function-Based Assessment and Intervention Planning in the General Education Setting
Sarah is a graduate student enrolled in the School Psychology MA/SSP program at East Carolina University. She is currently working as full-time school psychologist intern for Wake County Public Schools. Sarah is passionate about working with children in the general education public school setting who have difficult problem behavior. Her hope is to reduce the number of children erroneously diagnosed with behavioral disorders and create effective interventions for students with disabilities through the use of behavior analytic principles within a teacher-school consultation model of collaboration. Sarah received the Project CONVEY (Collaborating to Overcome Needs by improving the Voice of Exceptional Youth) grant and participates with a cohort of multi-disciplinary school teams to build collaborative practices that meet the needs of students with disabilities. She is also working towards completing her BCBA under the supervision and mentorship of Licensed Psychologist and BCBA-D, Dr. Jeannie Golden.
Abstract
Teachers are witnessing unprecedented delays in social-emotional and behavioral development for school-aged children due to the lack of formal in-person education during the Covid-19 pandemic (Santibañez & Guarino, 2021). As a result, school psychologists are seeing increases in behavioral and academic special education referrals. The field of Applied Behavior Analysis (ABA) can contribute to reducing inappropriate special education referrals and bridge the gap in social-emotional development by building the capacity for schools to implement individualized behavioral interventions for general education students. The participant is a 5-year-old African American male in kindergarten at a public elementary school in eastern North Carolina. The student presented with extreme problem behaviors including property destruction and aggression. The student was referred to the special education team to aid in behavioral intervention planning and eligibility determination for Developmental Delay or Emotional Disability. The school psychologist intern (researcher) completed an FBA and worked collaboratively with the student’s teacher to create function-based interventions including Non-Contingent Reinforcement (NCR), Behavioral Skills Training (BST), and Differential Reinforcement of Alternative Behavior (DRA). The presenter will discuss the implementation of these interventions as well as the consultation strategies used to effectively convey behavior analytic procedures and create collaborative teacher-friendly ABA interventions.
Amber Flannigan, BA (East Carolina University) Using Behavior Therapy to Reduce Maladaptive Behaviors with Multiple Functions for a Child with Autism
My name is Amber Flannigan and I received my Bachelors of Arts from East Carolina University in 2018. I then worked in Raleigh for two years providing ABA therapy to children with Autism. I came to graduate school for my Masters of School Psychology and began working towards my BCBA as well. I am projected to graduate with my Masters of School Psychology in May of 2022 and am on track to complete my BCBA internship in July 2022.
Abstract
NB is a six-year-old, white male diagnosed with ASD. He receives behavior therapy at an ABA clinic for approximately 20 hours per week. Observations of NB’s therapy sessions were conducted, and maladaptive behaviors were identified and operationally defined. Baseline data was collected over five 15-minute intervals. NB’s problem behaviors include grabbing people, chinning, head butting, body slamming, biting, elopement, and climbing/jumping off items. Appropriate/replacement behaviors include compliance, appropriate play, and appropriate communication. The Interview Informed Synthesized Contingency Analysis (IISCA) was implemented at the ABA clinic. When implementing the IISCA, attention was given and removed from NB to determine if attention was the function of behavior. Data was collected through frequency count. Results indicated that his problem behaviors have multiple functions. They result in attention and are automatically reinforcing. The Questions About Behavioral Function (QABF) was utilized to aid in determining the function(s) of NB’s maladaptive behaviors. The multiple functions of NB’s maladaptive behaviors make intervention planning particularly challenging. Interventions utilized include Discrete Trial Training (DTT), Noncontingent Reinforcement of Sensory (NCR), attention for appropriate behaviors (SR+), and Response Interruption and Redirection (RIRD). The presenter will discuss the implementation of these interventions and present data indicating their effectiveness in reducing problem behaviors.
Melissa Tapp, MEd (University of North Carolina Charlotte) Increasing Intervals of Mask Wearing for a Child with Autism in School
Melissa C. Tapp is doctoral candidate of special education at the University of North Carolina at Charlotte. Her research interests include increasing engagement of students with extensive support needs within school settings with a focus on communication and behavioral interventions and teacher education.
Abstract
Schools around the world have experienced monumental changes due to the COVID-19 global pandemic. New guidelines and policies regarding safety measures (e.g., social distancing, masks, cleaning procedures, small class sizes) were put forth to mitigate the spread of the virus. In order for schools to open and remain open, the CDC stresses the importance of adopting safety procedures with correct and consistent implementation in the school and community to protect all students, families, teachers, school staff, and community members. One safety recommendation is for all students and staff to wear masks. The coronavirus is spread through the transmission of respiratory droplets, so the spread can be mitigated through the use of masks (CDC). Masks are especially critical in circumstances where social distancing is difficult and indoors, which includes school buildings. However, wearing masks may pose some challenges for students, particularly students with intellectual and developmental disabilities (IDD) for a variety of reasons. Teachers are in need of guidance to address and support mask wearing in their classrooms and school environments. We examined the effects of differential reinforcement on the percent of intervals of mask wearing for a student with autism in school. This is an exploratory study due to only having access to one participant.
Janet Sanchez Enriquez, MS, BCBA (University of North Carolina Charlotte) Using the Verbal Operant Experimental Analysis to Support Culturally/Linguistically Diverse Speakers with Autism
Janet Sanchez Enriquez is a Bilingual Board Certified Behavior Analyst and Special Education Ph.D. student at The University of North Carolina at Charlotte. She has a Master’s degree in Special Education with a specialization in Autism Interventions and Applied Behavior Analysis. Janet has over 15 years of experience working and supporting families and professionals in a variety of settings in the school districts and within various community organizations across the US and Latin America. Janet is interested in the design and dissemination of empirically based practices and Applied Behavior Analysis to increase the independence, health, and quality of life of the individuals and families she serves.
Abstract
While all members of a verbal community speak a common language, not all speakers of a common language are members of the same verbal community. In addition to sharing a common language, members of a verbal community also share common reinforcing practices. Mere translation of an assessment into another language fails to address these critical issues of cultural and linguistic diversity. Consequently, topography-based language assessments provide an insufficient analysis of a speaker’s verbal behavior. Here we extend the research on functional analyses of verbal behavior to include speakers of a language other than English. Using a Spanish-speaking, five-year-old girl with autism as a case study, we demonstrate the use of a pretreatment VOX analysis conducted in the speaker’s native language, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of referent-based verbal behavior instruction. Whereas the pretreatment VOX results demonstrated examples of stimulus overselectivity, follow-up results show the development of more proportionate levels of stimulus control. Implications of VOX analyses for Spanish-speakers with autism are discussed, and areas of future research are highlighted.
Alanna Ferguson, BA (University of North Carolina Wilmington) Assessing the Aversive Functions of Stimuli Associated with Rich-to-Lean Transitions
Alanna Ferguson is a Master’s student working under Dr. Christine Hughes in the Experimental Analysis of Behavior lab at the University of North Carolina Wilmington. She is studying potential aversive and facilitative functions of stimuli associated with rich-to-lean and other transitions. Before entering the program at UNCW, she graduated from the University of North Carolina Chapel Hill and worked as a Registered Behavior Technician for the Autism Society in Raleigh.
Abstract
Pigeons had experience pecking under a multiple FR FR schedule in which ratios ended in a large/rich or small/lean amount of grain. Each of the four transitions between rich and lean was signaled by a different key light color. Pigeons paused at least twice as long during the rich-to-lean transitions than during other transitions. We then established a baseline of responding on a dependent concurrent VI 20-s VI 20-s schedule. After stability was reached, we implemented punishment probes, during which one of the transition-specific stimuli was flashed contingent on responses on one of the keys according to a random-ratio schedule. We examined potential conditioned punishment (e.g., rich-to-lean and lean-to-lean stimuli) or reinforcement (e.g., lean-to-rich and rich-to-rich) effects. Results could inform clinical practice in that they may demonstrate how advance notice or prompts that remind individuals to do work may function aversively.
9:00am
Nicole Gravina, PhD, BCBA-D (University of Florida) Promoting Quality Feedback Conversations in Supervision
BACB Type II CE Available (Supervision) – NCPA Approved CE Available
Dr. Gravina is an Assistant Professor of Behavior Analysis in the Department of Psychology at the University of Florida. Nicole earned her Master’s in Industrial-Organizational Psychology and her Ph.D. in Behavior Analysis from Western Michigan University. She has published over 40 articles and book chapters and delivered over 100 presentations and workshops. She serves on the editorial boards of Behavior Analysis in Practice and Occupational Health Science, as an Associate Editor for the Journal of Organizational Behavior Management, and as a Trustee for the Cambridge Center for Behavioral Studies. In 2019, Nicole was honored with the APA Early Career Impact Award in Consulting Psychology. Nicole specializes in designing behaviorally based workplace interventions that improve employee safety, healthcare delivery, and leadership and consulting skills. In addition to her faculty appointment, Nicole has consulted in a variety of industries, including healthcare, human services, manufacturing, public utilities, insurance, and construction.
Abstract
Feedback is an essential component of supervision and management, yet it can be difficult to deliver feedback effectively. In this workshop, a description of evidence-based strategies to facilitate high-quality feedback conversations to enhance performance and safety will be provided. Some of the strategies include developing rapport, using effective feedback components, and soliciting feedback on the feedback. Attendees will leave with ideas for improving their own feedback conversations.
Objectives
Upon completion of this workshop participants will be able to:
References
Proposed Audience
Educators, Social Workers, Paraprofessionals, Students in a Behavior Analytic Field, Other: Supervisors, Managers, Leaders, Psychologists
Proposed Activities
Lecture, Role Play, Practice with Scenarios
Presentation Level
Basic
12:00pm
1:00pm
Danielle LaFrance, PhD, BCBA-D (West for Elemy) Programming for Generativity: Using Multiple Exemplar Instruction & Multiple Exemplar Training
BACB Type II CE Available – NCPA Approved CE Available
Dr. LaFrance is the Regional Clinical Director of the West for Elemy, an agency providing behavior-analytic intervention services to children diagnosed with developmental disabilities and autism. Her professional interests include evidence-based practices, verbal behavior, generative programming, discrimination, and staff training. She is committed to the science of behavior analysis and has demonstrated this through her various research and scholarly activities, which include publications, participation in the peer-review process, active attendance, and presentations at professional conferences both in the United States and abroad, service to the Behavior Analyst Certification Board®, and most recently, completion of a doctorate degree in applied behavior analysis. She is also the Clinical Research Coordinator for the Verbal Behavior Research Lab at California State University, Sacramento. She is the past Editorial Assistant for the Analysis of Verbal Behavior, the current Editorial Assistant for the Journal of Applied Behavior Analysis, a guest reviewer for several behavior analytic journals, a current Editorial Board Member for the Analysis of Verbal Behavior and was recognized with the 2017 Inaugural Clinical Supervisor in Verbal Behavior Award from the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International (ABAI).
Abstract
Both generalization and generativity are important considerations when providing applied behavior-analytic services, especially in the context of early and intensive intervention. Strategies that lead to these outcomes help maximize client gains and several procedures have been developed specifically for these purposes, including multiple-exemplar training (MET) and multiple-exemplar instruction (MEI). In the behavior-analytic literature, however, these two terms are often used interchangeably. Although both procedures lead to a form of generative behavior, their outcomes differ. The current presentation offers definitions of both terms and describes their outcomes, based upon a review of the existing body of empirical work. The procedures are also compared, with illustrations in application provided. Additionally, data are presented that help support the distinction as well as recent calls for a revision of the terms used to refer to these procedures. Finally, recommendations are provided with the intent of refining the precision of behavior-analytic language and practice.
Objectives
Upon completion of this session participants will be able to:
References
Proposed Audience
Psychologists, Behavior Analysts, Paraprofessionals, Students in a Behavior Analytic
Proposed Activities
Lecture
Presentation Level
Basic
2:10pm
Shahla Alai-Rosales, PhD, BCBA-D, LBA (University of North Texas) Contingencies of Joy: Meaning, Ethics, and Methods
BACB Type II CE Available (Ethics) – NCPA Approved CE Available (Ethics)
Dr. Alai-Rosales is an Associate Professor in the Department of Behavior Analysis at the University of North Texas. She has taught courses in Texas, Europe, and the Middle East on a variety of topics, including ethics, early autism intervention, parent training, behavioral systems, applied research methods, technology transfer, behavior change techniques, and cultural diversity. Dr. Alai-Rosales has served on several boards and disciplinary committees and has published and presented research on social justice, ethics in early intervention, play and social skills, family harmony, and supervision and mentoring. She has more than four decades of experience working with families and has trained hundreds of behavior analysts. Dr. Alai-Rosales has received awards for her teaching, her work with families, and for her work in the community. She is a mother and a grandmother and cherishes every moment of joy with her family, friends, and community.
Abstract
The purpose of this presentation is to provide an overview of practices that nurture joy in the lives of young children with autism, their families, and their supporting professionals. The talk is divided into three sections. The first section explores the concept of joy and discusses the role of contingencies in understanding and changing behavior for the better. The second section focuses on the role of evidence-based practice, the ethical need to go beyond reducing problems, and the importance of striving to foster healthy relationships preventatively and proactively at all levels. The final section provides a framework for continued progress by establishing intentional communities of practice. Communities of practice with a mission of increasing joy are likely to encourage ongoing learning, human connections, and loving approaches to intervention. They are also more likely to foster interventions that are not described as traumatizing or cruel. This presentation addresses Ethics Code sections 2.09, 2.17, 2.18, 3.01.
Objectives
Upon completion of this session participants will be able to:
References
Proposed Audience
Psychologists, Behavior Analysts, Educators, Social Workers, Paraprofessionals, Parents/Caregivers, Students in a Behavior Analytic
Proposed Activities
Lecture, Discussion
Presentation Level
Intermediate
3:20pm
Caio Miguel, PhD, BCBA-D (California State University, Sacramento) Demystifying the Motivating Operation
BACB Type II CE Available – NCPA Approved CE Available
Dr. Miguel is a Professor of Psychology and Director of the Verbal Behavior Research Laboratory at California State University, Sacramento. Dr. Miguel holds adjunct appointments at Endicott College, MA., and at the University of São Paulo, Brazil. He is the past editor of The Analysis of Verbal Behavior and a former Associate Editor for the Journal of Applied Behavior Analysis. Dr. Miguel’s research focuses on the study of verbal behavior and stimulus control. He has given hundreds of professional presentations around the world, and has had over 80 manuscripts published in English, Portuguese, and Spanish. He is the recipient of the 2013 award for outstanding scholarly work by the College of Social Sciences and Interdisciplinary Studies at Sacramento State, the 2014 Outstanding Mentor Award by the Association for Behavior Analysis International (ABAI), the 2019 VBSIG Award for Excellence in Teaching Verbal Behavior, the 2019 Alumni Achievement Award from the Department of Psychology at Western Michigan University, and the 2020 Jack Michael Award for Outstanding Contributions to Verbal Behavior.
Abstract
Motivating operations (MO) are antecedent variables responsible for the transitory effects of reinforcing consequences. The term helped behavior analysts focus on environmental, rather than organismic variables when trying to predict and control someone’s wants and needs, as these variables can be defined, observed, measured, and manipulated. The MO also served to stimulate research and allow for clinicians to better understand behavioral functions in clinical settings. Despite its obvious utility, the MO is a complex and controversial concept involving multiple origins, effects, and functions. The different types of MOs, differentiation between motivational and discriminative effects, and some of the most common misconceptions about the concept regarding the utility of the value-altering effect, the direct nature of its control over behavior, its private nature, the multiple functions of MOs, and the need for the different types of Conditioned Mos will be discussed.
Objectives
Upon completion of this session participants will be able to:
References
Proposed Audience
Psychologists, Behavior Analysts, Students in a Behavior Analytic Field
Proposed Activities
Lecture
Presentation Level
Intermediate
4:30pm
Board’s annual meeting, election results announced
5:30pm
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