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Poster SEssion

saturday, 26 July 2025

4:00 - 6:00 PM

Hindley 2

Prescribing Country: Decolonising Behaviour Support with the Power of Connection to Country

Dayna Jory

Employee Veritable

Abstract: This case study explores the relationship between an Aboriginal woman’s connection to Country and the reduction of behaviours of concern, with a focus on how Western values and systems hinder her progress. Using a non-linear Applied Behaviour Analysis (ABA) approach (LaVigna et al, 2022), the integration of a ‘Cultural Determinants and Impact on Health and Wellbeing of Aboriginal people’s’ model (Verbunt et al, 2021) and the use of social role valorisation (SVT) framework, (Bond, 2017), the study assesses changes in the frequency and intensity of the target behaviours before, during, and after cultural reconnection interventions. The participant, an Aboriginal woman with disability and complex trauma, engages in culturally meaningful practices such as time spent on Country, participation in traditional ceremonies, and storytelling through art. The results indicate a significant reduction in behaviours of concern when cultural activities were incorporated into her routine. However, the study also highlights the impact of Western behavioural frameworks and systemic barriers, such as colonial attitudes, lack of culturally sensitive support and insufficient programmatic resourcing, which impede her progress. The findings suggest that integrating culturally responsive, decolonised approaches into behavioural interventions can offer more effective and sustainable outcomes. The study underscores the importance of recognising cultural health determinants in therapeutic settings and advocates for further research into the role of cultural reconnection and self-determination in supporting Aboriginal individuals’ well-being.

Yes, the Stats Fit but Not the Circumstances! Tailoring Behaviour-Analytic Approaches Based on Family Values, Resources, and Expected Outcomes

Jessica Huynh

Abstract: As behaviour analysts, selecting the correct intervention for clients is crucial, as well as ensuring that it will be safe, directly aligned with the family’s values, and implementable with the available resources. Behaviour analysts are equipped with the knowledge and training to correctly determine interventions that are appropriate to learners based on assessment, but there are limited resources on how factors such as restricted resources, differing family values, and capacities influence the effectiveness of an intervention.

This theoretical poster aims to provide a comprehensive framework to guide behaviour analysts in the process of selecting interventions. It will examine the critical factors that should be considered before choosing an intervention, including family values, terminal goals, caregiver capacities and limitations, required resources, and the anticipated long-term outcomes of the intervention. The specific interventions presented as examples will include Skills-Based Treatment, Self-Management Strategies, and Precision Teaching. This framework is designed to help practitioners systematically evaluate intervention options, taking into account family values, and facilitate more effective shared decision-making. Ultimately, this guideline will support a person-centered approach (Robertson et al., 2007), ensuring that interventions are not only clinically appropriate but also tailored to enhance the well-being and happiness of clients and their families.

Cognitive Theories Got It Wrong: Rewards Do Not Reduce Intrinsic Motivation

Helder Gusso¹, Ana Claudia Gilioli Marcondes², Isadora Thaís de Oliveira², Wilson Zem Kovalski², Fernanda Gutierrez Magalhães³

¹PBS Together and University of Technology Sydney, ²Positivo University (Brazil), ³Independent Clinical Psychologist

Abstract: Within cognitive theories of motivation, it is frequently asserted that rewards reduce intrinsic motivation. This conclusion is based on controversial experiments conducted in the 1980s. If true, this claim would challenge fundamental principles of Behaviour Analysis. This study replicates the single-case experimental design originally conducted by Dickinson, Mawhinney, and Taylor (1989). Four university students with a strong interest in video games took part in the experiment. An A-B-A design was used, in which the experimental activities consisted of playing video games or making beaded bracelets. Making bracelets was rewarded across all phases, while playing video games was rewarded only during the B phase. One participant exclusively played video games and did not engage in any other activity. The other three participants significantly increased video-game playing when rewarded, and maintained equal or greater engagement after rewards were withdrawn, suggesting no reduction in intrinsic motivation. These results indicate that rewards do not diminish the reinforcing value of preferred activities, supporting a behaviour-analytic view of motivation.

Effect of Differential Matching-to-Sample Training on Competing Transfers of Approach/Avoidance Discriminative Functions

Effect of Differential Matching-to-Sample Training on Competing Transfers of Approach/Avoidance Discriminative Functions

So Sugita¹, Bryan Roche² & Tomu Ohtsuki³

¹Graduate School of Human Sciences, Waseda University, ²Department of Psychology, Maynooth University, National University of Ireland Maynooth, ³Faculty of Human Sciences, School of Human Sciences, Waseda University

Abstract: Advances in Relational Frame Theory suggest that the transfer of discriminative function is a key principle underlying the acquisition of avoidance without direct contingency training. However, when two incompatible functions can transfer, it remains unclear what determines which function prevails. This study examined whether the amount of training via a matching-to-sample (MTS) procedure predicts the relative probability of approach and avoidance function transfer within a single stimulus class.

Eighteen university students underwent MTS training and testing to establish two 4-member equivalence classes (A1, B1, C1, D1; A2, B2, C2, D2). A subset of stimuli (A1, B1, D1; A2, B2, D2) then received additional training, followed by an operant conditioning task using monetary rewards and punishments to establish avoidance (C2, D1) and approach (C1, D2) discriminative functions. A final transfer probe (A1 & A2) assessed the transfer of competing functions within each class.

A one-tailed binomial test compared the probability of approach vs. avoidance transfers against chance. Group-level analysis showed significantly greater avoidance (A1) or approach (A2) responses to probed stimuli, with the bias favouring functions transferred via the additionally trained relations. These findings provide preliminary evidence that the extent of training may influence transfers within highly interconnected stimulus networks.

Screening for Behaviour Support Needs and Funding Gaps Using the Positive Behaviour Support Identification Tool

Amber Paneccasio

Multicap

Abstract: In disability services, early identification of behaviours of concern is essential for timely intervention, ethical compliance, and appropriate funding allocation. This poster presents data from Multicap’s Positive Behaviour Support Identification Tool (PBS ID Tool), a structured screening instrument based on the Behaviour Problems Inventory–Short Form (BPI-S; Rojahn et al., 2012). Between January and April 2025, 119 customers were screened. Of these, 33% were identified as requiring Positive Behaviour Support but had no current PBSP or funding. This gap is concerning under NDIS guidelines, which require participants subject to restrictive practices or behaviours of concern to have a compliant behaviour support plan (National Disability Insurance Scheme Act, 2013).

The PBS ID Tool identified restrictive practices in 9% of customers, including chemical (55%), mechanical (36%), physical (36%), and environmental (55%) restraints. All individuals with restrictive practices had a PBSP; however, this highlights the need for ongoing screening.

These findings reveal a gap between support needs and access to behaviour support under the NDIS. Embedding structured triage into intake and review processes can improve early intervention, reduce risk, and strengthen compliance (NDIA, 2024), aligning with documented challenges in PBS access (Dreyfus et al., 2023; Fisher et al., 2024; Hayward, 2023).

Parent - Teacher Collaboration in Designing and Implementing Disruptive Behaviour Intervention in Classrooms

Esther Odukwe

Multicap

Abstract: Collaboration between teachers and parents when designing and implementing disruptive behaviour intervention is vital in reducing disruptive classroom behaviours (Park et al., 2011). This can be demonstrated through a case study of a 7-year-old student with disruptive behaviour that was resulting in their removal from activities. Behaviour intervention was developed and implemented through a collaboration between the teacher, the child and the child’s mother.

Following a person-centred behaviour and preference assessment, a tailored behaviour change intervention was developed that would be completely implemented by both the teacher (in class) and the parent (at home). The teacher, parent and child sat down and came up with definition of appropriate behaviour and called it ‘focus learner’. Using BST (Slane & Lieberman‐Betz, 2021-) the idea of ‘focus learner’ was modelled to the child, and a continuous FR1 reinforcement system was applied, in the form of stickers on the child’s hand. This sticker signified that the parent could implement the reinforcement requirements (time on YouTube + specific praise) at home. This intervention had social validity because it considered parent and teachers limited resources (mainly time to communicate) and identified a way for the child to be reinforced both at school and home, which lead to an eradication of disruptive classroom behaviours within 6 weeks.