Workshop #2
5/23/03
10:00 AM - 5:00 PM
Pacific Suite
I
Acceptance and Commitment Therapy: Core
Treatment Strategies
KELLY G.
WILSON, Ph.D., Dianna Wilson and Jonathan Weinstein (University of Mississippi)
Description: Participants will learn core principles
that direct both treatment of clients and supervision of therapists working
within this model. The treatment utilizes a variety of techniques derived from
other therapeutic schools; however, these techniques are understood and
modified according to the underlying behavioral theory on which ACT is based.
Both general strategic and tactical issues will be examined.
Objectives: Workshop participants will learn to use
metaphor, paradox and experiential exercises to help clients:
Recognize and let go of destructive suffering.
Contact and embrace healthy suffering.
Gain flexibility in their responses to troubling
cognitive and emotional conten.t
Make contact with a sense of self that transcends
cognitive and emotional content.
Clarify values.
Make and keep commitments.
Activities: Workshop activities will include
didactic instruction., and experiential exercises. We will focus significant
time this year on consultation and role play with cases provided by attendees.
Audience: Behavior analysts working in applied settings where clients or
client guardians face substantial psychological barriers to effective living.
The workshop will also target treatment development researchers and clinical
supervisors.
Level: Intermediate
Cost to Members: $144 Non-Members: $159
Workshop #3
5/23/03
10:00 AM - 5:00 PM
Pacific Suite
C
Data-Based Strategies to Promote
Adolescents and Adults with Autism into Community Settings
JANE BARBIN, Ph.D.
(Behavioral Directions), Randy Horowitz, M.S.Ed., S.A.S. (The Genesis School),
Linda Meyer, Ed.D., MPA (Alpine Learning Group, Inc.), Ruth Donlin, M.S. (The
Genesis School) Carrie Hughes, B.S., and Erin Richard, B.S. (The Alpine
Learning Group, Inc.)
Description: As individuals with autism enter adolescence and adulthood, it
becomes increasingly important for them to participate and become successfully
integrated into the community. One of the challenges in this area is
identifying and prioritizing the areas of need and providing appropriate and
effective programming leading to inclusion outside of the classroom.
Individuals with autism may often engage in challenging behavior when asked to
participate in integrative settings, thus limiting their opportunities for
learning skills in this area. This workshop will focus on designing and
implementing effective skill acquisition and behavior reduction programs that
prepare individuals with autism for success on the job and in the community.
Particular attention will be paid to selecting skills that occur across
multiple environments. Programs to be addressed include functional academics
(i.e., handling money, shopping in the community), vocational programming
(i.e., job sampling, work tolerance), decreasing challenging behaviors in the
community and promoting a healthy, safe and active lifestyle (i.e., preparing
nutritious meals, inclusion in fitness programs, going to the dentist). Areas
such as social awareness (i.e., being lost in the community) and decreasing
inappropriate behaviors in a non-stigmatizing manner will also be discussed.
Ways to successfully incorporate advances in technology, such as the Internet
and cell phones will also be described. Case study data and videotapes will be
used to
describe
interventions.
Objectives: Participants
will gain an understanding of:
Important skill areas to consider when programming
for adolescents and adults with autism, as well as preparing children who are
approaching adolescence.
How the principles of applied behavior analysis can
be applied in "real life" settings to effect change and increase
independence and integration.
The importance of assessment and intervention
occurring in natural settings and how to develop and implement specific
programs to foster community integration in this population.
Activities: Participants will be involved in
didactic presentations and discussion. Participants are encouraged to come with
questions and case examples as an interactive, problem-solving session will be
included. Participants will obtain specific program sheets provided by
instructors.
Audience: Parents and professionals working with individuals with autism.
Participants should have some knowledge of applied behavior analysis and a
desire to learn ways to increase community participation for individuals with
autism.
Level: Introductory
Cost to Members: $129 Non-Members: $144
Workshop #4
5/23/03
10:00 AM - 5:00 PM
Sierra Suite
B
Designing an ABA Classroom Using
Skinner's Analysis of Verbal Behavior
KELLE WOOD, M.Ed.,
BCBA (The Horizon Clinic) and Gina Zecchin (Associate: Dr. Vince Carbone)
Description: This workshop is designed to provide
the attendees information on how to teach language based on B. F. Skinner's
analysis of verbal behavior within a classroom setting. An emphasis will be
placed on assessment, IEP, lesson plans, classroom organization and data
collection systems. In addition, attendees will be provided with a copy of The Assessment of Basic Language and
Learning Skills (ABLLS) by Drs. Partington and Sundberg to develop IEP's
and lesson plans based on case studies and video examples.
Objectives: Participants will be able to:
Use the ABLLS for assessment and development of
appropriate IEP's.
Write intensive teaching and natural environment
lesson plans including circle time and group activities.
Activities: Lecture, an extensive handout,
videotapes of classrooms and interactive discussion will be conducted
throughout the session. Hands on practice using the ABLLS's, writing lesson
plans and IEP's will be emphasized to insure that each participant has a
working knowledge of the information presented.
Audience: BCBAs, BCABAs, consultants, special
education teachers, school administrators, school psychologists, parents and
anyone who is interested in working with children with autism or other
developmental delays in a school setting.
Level: Introductory
Cost to Members: $229 Non-Members: $244
Workshop #5
5/23/03
10:00 AM - 5:00 PM
Sierra Suite
J
From Match-to-Sample to Theory of Mind:
Utilizing Relational Frame Theory to Enhance Intensive Early Intervention
Programs for Young Children with Autism
RICHARD
LAITINEN Ph.D. (Tucci Learning Solutions, Inc.), Yvonne Barnes-Holmes (National
University of Ireland, Maynooth) and Nicholas M. Berens (University of Nevada,
Reno, Center for Advanced Learning)
Description: This workshop will provide participants
with the tools and competencies that will allow them to teach and monitor a
child’s ability to derive progressively more complex conditional discriminations
within intensive early intervention curriculums. Public domain early
intervention curricula do not currently include an explicit focus on teaching
learners how to derive simple and complex, arbitrarily applicable conditional
relations and networks of relations. However, instructional strategies such as
intraverbal “fill ins”; and match-to-sample, as well as explicit programs such
as “Negation”, “Opposites”, and “Same/Different” often result in the
establishment of frames of coordination, opposition, distinction, comparison,
and other more complex frame families. The research base supportive of RFT
suggests that conceptualizing intensive early intervention programs as
“teaching children to frame events relationally” will allow program providers
to (1) accurately and efficiently target a child’s strengths and challenges in
deriving untaught conditional relations, (2) effectively and efficiently test
for the emergence of such abilities throughout the course of a child’s program,
and (3) to organize the scope and sequence of instructional goals, materials
and procedures so that progressive program goals (e.g., prepositions, negation,
opposites, same/different, here/there, etc.) establish the derivational
abilities required of terminal “Theory of Mind” and “Executive Functioning”
competencies.
Objectives: Participants will be able to:
Describe fundamental operant mechanisms underlying
relational responding.
Identify, name and describe foundational relational
concepts and frame families.
Organize intensive early intervention curriculums
within a progressive scope and sequence framework that accounts for the simple
and complex conditional relations that should result from beginning,
intermediate, and advanced curricular goals and objectives.
Identify relational contingencies that account for
psychological processes (e.g., Theory of Mind) deemed important to the
understanding and treatment of childhood autism.
Administer assessments such as the Assessment of
Basic Learning Abilities (ABLA) to determine a child’s pre-treatment abilities
to derive untaught conditional relations.
Carry out procedures that verify the emergence and
extent of derived relational responding established via beginning,
intermediate, and advanced curricular goals and objectives.
Activities: Attendees will participate in identification of relational
contingencies such as entailment, mutual entailment, etc. within early
intervention curriculum goals and in identification of relational contingencies
that are typically taught via early intervention instructional procedures.
Attendees will analyze
beginning, intermediate and advanced levels of early intervention curricular
goals to determine relational families and networks that are typically
established and to determine how to establish relational families and networks
that support outcome goals related to developing a child’s competencies in
Theory of Mind and Executive Functioning skills
Each person will receive a
complete packet of materials used to conduct relational frame analysis of early
intervention curriculum, including programs, data-sheets, and database (using
Microsoft's Word, Excel, and Access). The sheets will be reviewed in enough
detail so that the participant can make their own individual curricular
adaptations.
Audience: Persons performing the responsibility
of supervising intensive early intervention programs for young children with
autism.
Level: Intermediate
Cost to Members: $149 Non-Members: $164
Workshop #6
5/23/03
10:00 AM - 5:00 PM
Sierra Suite
A
Intensive Early Intervention: A
Comprehensive Staff Training System for Behavior Therapists
KARA
RIEDESEL, M.A., Jennifer Simon and Leslie Standal (University of Kansas) and
Eric Larsson (FEAT of Minnesota)
Description: In order to deliver effective early intervention
services to a child with autism, the staff must possess a complete set of
behavior analysis skills. The purpose of this workshop is to identify the
comprehensive variety of the required skills and present specific training
programs which have been developed and validated to establish these skills and
to manage the staff’s behavior so that they are used consistently throughout
the child’s program. A particular challenge is to train staff to use
independent clinical judgment and make the dynamic programming decisions on a
daily basis that support optimal rates of child behavior development. In
addition, the team leaders must possess the skills to organize and maintain
consistent staff programming as the child’s behavior rapidly develops. The skills
necessary in the third year of programming are much more complex and varied
than are those in the first year of programming. This workshop will present the
competencies needed for effective child behavior therapy, and the methods used
to train staff. The workshop will make extensive use of videos of actual staff
training activities. The workshop will also present a data-collection system
for staff management at the child and programmatic levels.
Objectives: Participants will be presented with the
detailed information necessary to identify a comprehensive array of staff
competencies, effective methods for teaching these competencies and a system of
management to integrate consistent staff behavior across a group of teams.
Activities: Atendees will participate in didactic
presentations, discussions and problem-solving sessions. Video models of actual
staff training activities will be used extensively. Participants will obtain
specific program materials provided by the instructor.
Audience: Parents, lead therapists, line therapists, consultants, and
students. Participants should have a basic understanding of behavioral terms
used in intensive early intervention. At least one-month’s experience with
intensive early intervention is preferable.
Level: Intermediate
Cost to Members: $131 Non-Members: $146
Workshop #7
5/23/03
10:00 AM - 5:00 PM
Pacific Suite
B
Organizational Design and Development
of Autism Service Programs
SUZANNE
LETSO, M.A. (Connecticut Center for Child Development, Inc.)
Description: The demand for services based on
empirically validated instructional strategies has dramatically increased.
Behavior analysts, parents of children with autism and other professionals are
establishing new organizations designed to meet this ever-increasing need for
additional service programs. This workshop will provide information regarding
the development, management and leadership of behaviorally based educational
services for individuals with autism and related disorders. An overview of
organizational design, structure and the business planning process will be
provided. Identification of an agency mission, establishment of organizational
goals, determination of program designs, and the basic components of a business
plan will be discussed. A description of for-profit versus not-for-profit
organizations will be provided. The process of obtaining status as a tax-exempt
organization in the United States, and creating a budget and time-line will be
outlined. Information about establishment of a board of directors, fiscal
management, public relations and fundraising will be provided. The creation of
an organizational hierarchy, development of key administrative and clinical
leadership roles and responsibilities will be identified. The rationale for
development of a Human Rights Committee and peer review processes will be
reviewed. Issues such as collaboration with existing schools or services versus
the creation of an independent organization will be discussed. Considerations
influencing program location, space requirements, and site selection will be
discussed.
Objectives: The
objectives of the workshop are to:
Provide basic information about the organizational
development, design, and leadership of autism service organizations.
Provide participants with an outline of the
business-start-up process and an opportunity to delineate an organizational
purpose.
Provide guidelines regarding the financial and
physical requirements of an educational facility.
Identify additional resources participants can
access to assist them in the establishment of a service organization.
Activities: Didactic lectures, group discussion and
guided notes will be utilized. Handouts will include a bibliography, articles
and identification of additional resources. Participants will be encouraged to
discuss their challenges and identify solutions with the group.
Audience: Behavior analysts, program
administrators, parents, and other educational service providers interested in
developing new service organizations or programs for individuals with autism
and related disorders.
Level: Introductory
Cost to Members: $159 Non-Members: $174
Workshop #8
5/23/03
10:00 AM - 5:00 PM
Sierra Suite
H
Professional and Research Ethics for
Behavioral Psychologists
R. WAYNE
FUQUA, Ph.D. BCBA, and Richard Spates (Western Michigan University)
Description: This workshop is designed to introduce
students, practitioners and researchers to the professional and ethical
standards that impact the practice of psychology and the conduct of psychological
research. With the help of case studies, participants will become familiar with
critical ethical codes including the APA's Ethical Standards for Psychologists,
and Ethical Principles for Research with Human Participants. The first part of
the workshop will focus on ethical issues in the practice and teaching of
psychology. The second part of the workshop will focus on ethical issues in
research including: HSIRB guidelines, scientific misconduct, conflicts of
interest, mentor/mentee relationships and social responsibility of researchers.
Objectives: Participants will:
Become familiar with ethical standards for
professional practice, teaching and research in behavior analysis through the
application of these standards to real and hypothetical case studies.
Be sensitized to ethical issues that they encounter
in their professional activities.
Identify a range of strategies for promoting
adherence to high ethical standards.
Activities: Through discussion of real and hypothetical
cases, participants will become more familiar with ethical codes and the
complexities of applying those codes in specific situations. Participants will
be encouraged to offer examples of ethical dilemmas (with appropriate concern
for confidentiality) for discussion with workshop participants and leaders.
Audience: Behavior analysts, behavioral
psychologists and advanced students in behavior analysis who are engaged in
professional practice, research and/or the study of ethics.
Level: Introductory
Cost to Members: $124 Non-Members: $139
Workshop #9
5/23/03
10:00 AM - 5:00 PM
Sierra Suite
C
Professional Conduct and Ethical
Decision Making in the Delivery of Behavioral Services
SARAH
ROBINSON, Ph.D., BCBA (Department of Children and Families), Pamela Osnes
(University of South Florida, and Haydee Toro (Florida Department of Children
and Families)
Description: This introductory workshop will provide
a discussion of ethical principles and their application to the practice of
behavior analysis services. It is designed to build understanding of ethical
requirements in everyday professional situations. The workshop content will
include a review of background history and foundations for codes of ethics,
differences between legal and ethical behavior, interactive exercises, and
discussion of ethical dilemmas. Participants will also receive copies of
relevant ethics codes and guidelines from the American Psychological
Association, the National Association of Social Workers, the National
Association of School Psychologists, the Behavior Analyst Certification Board,
the American Association on Mental Retardation, and Standards for the
Preparation and Licensure of Special Educators.
Objectives: Participants will:
Be able to refer to professional codes and guidelines
that have been designed to dictate their professional conduct and to establish
the relationship between ethics and law.
Discuss the conduct standards guiding the
resolution of ethical dilemmas encountered in mental health, educational, and
developmental disabilities settings including: confidentiality, privilege,
privacy and consent; record keeping; professional competence; fees and
financial arrangements; multiple relationships; misuse of influence;
supervision; consultation and referrals; duty to warn; honoring commitments;
rights of consumers; publication credits; use of punishment procedures; due
process; distribution of education resources; conflicts among parents and
teachers; and issues relevant to development and implementation of individual education
plans.
Be able to recognize and pursue strategies to avoid
and resolve legal and ethical issues.
Activities: Participants will engage in interactive
exercises designed to enhance their analyses of ethical issues, dilemmas and
decision-making. The exercises are the product of experiences and dilemmas
encountered and researched by the presenters through their years of practice in
diverse settings, as well as both published and unpublished teaching cases in
special education and other fields.
Audience: Practitioners, supervisors and other professionals working in
mental health, educational, developmental disabilities and home and community
settings, including behavior analysts, special education and regular education
teachers and psychologists.
Level: Introductory
Cost to Members: $144 Non-Members: $159
Workshop #10
5/23/03
10:00 AM - 5:00 PM
Sierra Suite
K
Promoting Speech and Language in
Children with Autism: Integrating ABA and Speech Language Pathology
JOANNE GERENSER,
M.A. (The Eden II Programs), Helen Bloomer (Crossroads Center for Children),
Amy Bergen and Bonnie Forman (Eden II Programs), and Laura Lynch (Crossroads
Center for Children)
Description: Children with autism typically
demonstrate deficits in speech, language and communication (Lord & Paul,
1997). There have been significant gains made in the past fifteen years using
the principles of applied behavior analysis to address these deficits (Lovaas,
1987). However, despite intensive behavioral intervention, for some children,
these deficits remain severe and complex. Almost 30 percent of children with
autism do not develop functional speech (Bryson, 1996), while others
demonstrate challenges with abstract language or social language. Although
children with autism demonstrate these complex deficits in the area of speech
and language, speech-language pathologists are often not included in the
behavioral intervention team. Historically, this has been due to the speech
pathologist’s reluctance to rely on behavior analysis as the model for
intervention, preferring to utilize developmental or pragmatic approaches
(Prizant & Wetherby, 2000). Therefore, traditional behavioral programming
may lack critical input in areas such as the anatomy of speech production, supra-segmental
aspects of speech, morphology and syntax. This workshop will provide a model
for integrating research in the area of speech production, language development
and disorders and communication within behavioral programming for children with
autism. Specific programs to target oral motor development, verbal skills,
vocabulary, abstract language and social language will be presented.
Objectives: Participants will:
Gain a broad understanding of how developmental,
neurological and psycholinguistic information from the speech-language research
literature relates to the speech-language and communication deficits present in
learners with autism.
Learn how to incorporate this information in
programming for children with autism using the principles of applied behavior
analysis.
Be provided with programs that integrate
speech-language research and applied behavior analysis in the areas of oral
motor skills, speech development, vocabulary development, abstract language and
communication.
Review assessment procedures in the areas of speech
and language and adapt these tools for use within a
behavioral program.
Activities: Participants will be involved in
didactic presentation as well as discussion.
Audience: Educators, behavior analysts, speech-language pathologists, and
other clinicians working with children on the autism spectrum.
Level: Intermediate
Cost to Members: $149 Non-Members: $164
Workshop #11
5/23/03
10:00 AM - 5:00 PM
Pacific Suite
H
Teaching Reading and Writing to Young
Children with Autism
MICHAEL
WEINBERG, Ph.D., BCBA (Central Florida Community Behavior Health) and Susan Fox
(Independent Practice)
Description: This workshop is designed to provide
participants with the basic methods and concepts in teaching reading and
writing to young children with autism. The instructors will provide direct
feedback and promote interactive discussion as each stage of developing a
program is examined. Different needs and developmental differences will be
discussed and examples will be shown of programs used to design interventions
specific to the needs of each individual child. Videos of cases at different
levels will be reviewed to demonstrate the variety of differences seen in
autism spectrum disorders and discussion will explore the differences in the interventions
needed for the child.
Objectives: Upon completion of the workshop,
participants will:
Demonstrate the ability to use basic components of
the reading and writing program for children with visual preferences and articulate
the state-of-the-art technology in the acquisition and generalization of
reading and writing skills for children with autism.
Demonstrate the ability to design a customized
written language intervention that may facilitate verbal communication and
develop a written language-training packet (including incidental teaching,
natural environments and generalization).
Demonstrate ability to describe and utilize
discrete trial training for tacts and mands in written word and incorporating
the auditory components to develop and build intraverbal skills when possible.
Demonstrate understanding of the importance and use
of discrimination training.
Receive exposure to an
introduction of keyboarding skills for children that may have fine motor
difficulties or visual preferences with
written expressive.
Activities: Participants will view real
video and actively discuss the interventions presented and discuss and generate
alternative or varieties of interventions for each stage of developing a
reading and writing program, utilizing presented samples.
Audience: BCBAs, BCABAs, teachers, parents,
psychologists, and others interested in teaching reading and writing to young
children with autism.
Level: Introductory
Cost to Members: $119 Non-Members: $134
Workshop #12
5/23/03
10:00 AM - 5:00 PM
Sierra Suite
I
Teaching Verbal Behavior to Children
with Autism
CHERISH
RICHARDS, B.A., BCABA and Holly Kibbe, B.A., BCABA (Associates of Dr. Carbone)
Description: This workshop is designed to provide
tutors, therapists and parents who serve as their child’s primary therapist
with guided demonstrations in implementing the methods described in Dr. Vincent
Carbone’s well-known workshops on verbal behavior. The participants are
provided with video examples and demonstrations.
Audio
taping is allowed—please refrain from videotaping.
Objectives: Participants
will be able to:
Establish instructional control with an unwilling
learner.
Manipulate establishing operations (E0) during
teaching opportunities to maintain learner attention.
Score the ABLLS.
Manipulate EOs to teach early to advanced manding
skills.
Teach early to advanced receptive, tacting, motor
imitation and intraverbal skills.
Teach reciprocal conversation skills in advanced
learners and verbal behavior across all settings.
Activities: Lecture,
video examples and demonstrations.
Audience: People who are guiding and implementing
verbal behavior programs for children with autism or other related developmental
disabilities. Participants should bring a copy of the ABLLS.
Level: Intermediate
Cost to Members: $134 Non-Members: $149
Workshop #13
5/23/03
10:00 AM - 5:00 PM
Pacific Suite
A
The Cipani Child Behavior Management
Systems
ENNIO CIPANI,
Ph.D. (Alliant International University)
Description: This workshop is a must if you provide
parent training services! It will present a comprehensive behavioral treatment
package for parent training called The Cipani Child Behavior Management Systems
(CCBMS). In contrast to a generic presentation on behavioral assessment and
treatment, this workshop will cover behavior-specific interventions for an in vivo serve delivery model. The first
part of the workshop will cover the following programs from the CCBMS: Parental
compliance repertoire (with sit and decide), compliance and non-compliance
barometers, rule violation stipend program, daily report card, time out and the
Prenack principle for chores and tasks. Each program is accompanied with parent
handouts, protocolsand forms for the participant for maximizing training
efforts and quality control.
The next part
of the workshop will detail advice packages for parents that cover problem
areas such as homework, sibling rivalry, interrupting others, getting ready for
school, complying with simple requests and others. Finally, a structured
training program for developing sustained performance and attention, called the
Sustained Performance Curriculum (SPC), will be presented.
Objectives: Participants will be able to utilize
the training protocols for the behavioral treatments in the CCBMS (e.g.,
non-compliance barometer, daily report card, etc.).
Activities: Participants will fill out the protocol
sheets and forms for real or hypothetical clients. Demonstration and role-play
practice will be provided where applicable, (e.g., games of the SPC).
Audience: BCBAs, BCABAs, licensed professionals,
and graduate students.
Level: Intermediate
Cost to Members: $131 Non-Members: $146
Workshop #14
5/23/03
10:00 AM - 5:00 PM
Pacific Suite
E
Training Teachers and Paraprofessionals
to Implement Behavioral Technology in Schools
SANDY MAGEE,
BCBA, Veronica Delgado, Carrie Hartman, Nadia Jamai and Coral Lee (University
of North Texas)
Description: Workshop instructors who have worked in
various public and private school settings (from pre-school through high school
in special education and regular education classrooms) will familiarize
workshop participants with methods shown to be effective in motivating the
classroom staff to apply behavioral technology to both classroom teaching and
classroom behavior management.
Objectives: Workshop participants will learn to
train teachers and paraprofessionals to understand and apply basic behavioral
principles and technology for achieving both individualized education plan and
behavior management plan goals for students with disabilities and/or problem
behavior.
Activities: Lecture, handouts, video
demonstrations, interactive discussion, roleplaying and guided practice
exercises will be included to ensure the participants have both a clear
understanding of the information presented as well as the skill to apply these
behavioral techniques in their behavior analytic training repertoires.
Audience: BCBAs, BCABAs and those persons
interested in/working in school settings and considering applying for
certification, as well as teachers who want to train their staff to apply
effective behavioral technology in their classrooms; behavior consultants and
other professionals currently working in schools or engaged in parent training.
Level: Introductory
Cost to Members: $124 Non-Members: $139
Workshop #14b
5/23/03
10:00 AM - 5:00 PM
Sierra Suite
F
The Client-Therapist Relationship in
Psychotherapy: The Pot of Gold at The End of a Functional Analysis
ROBERT J.
KOHLENBERG Ph.D., Chauncey Parker, Madelon Y. Bolling, Reo Wexner, Christeine
Terry, and Ursula Whiteside (University of Washington)
Description: This workshop is for behavior analysts who
want to apply functional analytic principles to outpatient mental health
treatment and it is for practicing clinicians who want to incorporate
functional analysis in their work. Clinicians that are new to functional
analysis or FAP are welcome and we aim to present topics that go beyond the
basics. We explain how a functional analysis of psychotherapy leads to a focus
on the client therapist relationship, and overview the basic principles of
Functional Analytic Psychotherapy (FAP). Strategies and techniques that help
use the client-therapist relationship as a therapeutic tool will be introduced
and practiced. In addition, we will demonstrate how FAP can be used to
conceptualize a number of useful strategies and interventions from other
treatment modalities. We will present how FAP can be integrated with other
approaches such as cognitive therapy or motivational interviewing and discuss
why this can be a good idea. Finally, we will address issues in training and
supervising therapists. Participants will have time to discuss ways of
tailoring FAP to their needs and to address challenges and concerns about
focusing on the client-therapist relationship.
Objectives: This workshop will overview the basic
principles of Functional Analytic Psychotherapy and introduce strategies and
techniques to apply these principles. A central objective is to familiarize
clinical behavior analysts with the notion of in-vivo work, and how the
identification, evocation, and modification (i.e., natural reinforcement) of
in-vivo behavior can improve clinical outcomes. Participants will practice
strategies and discuss how these principles can be applied to their own
clients. This workshop will train clinicians to use a functional analysis to
assess and interpret client behavior and develop treatment plans. The workshop
will introduce considerations for supervision and discuss difficulties in
training therapists and applying the suggested strategies. By the end of the
workshop, attendees should be able to use a number of FAP strategies, including
case conceptualizing, identifying and evoking clinically relevant behaviors,
assessing the effects of interventions, and focusing on the therapeutic
relationship.
Activities: This workshop is a combination of
didactic presentation, videotaped clinical case material, and a variety of
exercises and activities. Participants will be encouraged to discuss ways to
tailor FAP principles to their own clients. Attendees will have the opportunity
to practice with materials frequently used in or adapted for FAP. In addition,
materials will be provided to help participants apply the workshop strategies
to their own practice. FAP is unique in that the treatment is tailored to the
needs, history, and abilities of each client; the workshop presenters will use
FAP strategies and techniques to tailor the workshop to the needs, history, and
abilities of the attendees.
Audience: The workshop is aimed at several
audiences. One is the behavior analyst who is interested in an introduction to
therapy techniques and a behavior analytic interpretation of the therapeutic
process. Another is the therapist who is interested in applying functional
analysis in his/her approach to treatment. Although the focus of the workshop
will be on working with adult, mental health outpatients with generally intact
cognitive functioning, we welcome discussion of how these methods may apply to
other populations. Because clinical material is being presented, the workshop
is open only to faculty, graduate students, or professionals.
Level: Intermediate
Cost to Members: $119 Non-Members: $134
Workshop #15
5/23/03
10:00 AM - 1:00 PM
Pacific Suite
J
Developing Fluent Language Skills for
Children with Autism - Part I: Beginning Language Skills
ALISON MOORS,
M.A., BCBA, Amy King, Kristin Schirmer, Michael Fabrizio, Kelly Ferris and Sara
Pahl (Fabrizio/Moors Consulting)
Description: This workshop will focus on using the
techniques of fluency-based instruction to teach beginning language skills to
children with autism. The highlighted skills serve as the necessary foundations
for success within the more advanced skills of tacting, intraverbal and
autoclitic responding. We will present skill descriptions, scope and sequence
charts showing component/composite relationships between skills, suggested
skill frequency aims, descriptions of the critical and variable attributes
relevant to the instructional stimuli used for each skill, and methods for
empirically validating critical instructional outcomes such as skill retention,
endurance, stability and application. Throughout the workshop, we will use
actual student performance data and videotaped examples to illustrate each of
the key skills discussed. All participants will receive copies of our workshop
handouts along with a CD-ROM containing all workshop materials, including all
sample videos
Objectives: By the end of this workshop,
participants will be able to:
List and describe important foundational language
skills within the echoic, tact, intraverbal and motor repertoires.
Describe the relationship between those skills and
other more advanced curriculum areas.
Generate teaching examples that account for a scope
and sequence-teaching outline for at least one skill each from the echoic,
tact, intraverbal and motor skills repertoires.
Describe the advantages offered by using a
fluency-based instruction arrangement to teach verbal behavior to children with
autism.
Activities: Throughout the workshop, participants
will discuss the material with the presenters, practice developing scope and
sequence teaching outlines, practice generating teaching examples of their own
and develop plans for teaching verbal responses within a fluency-based
instruction arrangement.
Audience: Anyone interested in teaching language skills to children with
autism, or the use of fluency-based instruction to teach skills derived through
a verbal behavior analysis of language. It will be particularly helpful for
persons designing or supervising language intervention programs for youth with
autism. Participants should have at least rudimentary facility with Skinner’s
(1957) primary verbal operants and the tenets of Precision Teaching including
reading and writing on the Standard Celeration Chart (SCC).
Level: Intermediate
Cost to Members: $217 Non-Members: $232
Workshop #16
5/23/03
2:00 PM - 5:00 PM
Pacific Suite
J
Developing Fluent Language Skills for
Children with Autism Part II: Intermediate and Advanced Language Skills
MICHAEL FABRIZIO,
M.A.., BCBA, Sara Pahl, and Kelly J. Ferris (Fabrizio/Moors Consulting) and
Holly C. Almon (University of North Texas)
Description: This workshop will focus on using
fluency-based instruction to teach intermediate and advanced language skills to
children with autism. Once children have gained facility with basic language
skills, such as rudimentary tacting and question answering (one form of
intraverbal responding), they still have much to learn to acquire verbal
repertoires of sufficient extensity to allow them to maximally benefit from
most instruction. We will present skill descriptions, scope and sequence charts
showing component/composite relationships between skills, suggested skill
frequency aims, descriptions of the critical and variable attributes relevant
to the instructional stimuli used for each skill, and methods for empirically
validating critical instructional outcomes such as skill retention, endurance,
stability and application. Throughout the workshop, we will use actual student performance
data and videotaped examples to illustrate each of the key skills discussed.
All participants will receive copies of our workshop handouts along with a
CD-ROM containing all workshop materials, including all sample videos
Objectives: By the end of this workshop,
participants will be able to:
List and describe important intermediate and
advanced language skills within the tact, intraverbal and autoclitic
repertoires.
Describe the relationship between those skills and
other curriculum areas such as reading comprehension and social language
development.
Generate teaching examples that account for all
skill critical and variable stimulus features and a scope and sequence teaching
outline for at least one skill each from the tact, intraverbal and autoclitic
repertoires.
Describe the advantages offered by using a
fluency-based instruction arrangement to teach verbal behavior to children with
autism.
Activities: Throughout the workshop, participants
will discuss the material with the presenters, practice developing scope and
sequence teaching outlines, practice generating teaching examples of their own,
and develop plans for teaching verbal responses within a fluency-based
instruction arrangement.
Audience: Anyone interested in teaching advanced language skills to children
with autism, or the use of fluency-based instruction to teach skills derived
through a verbal behavior analysis of language. It will be particularly helpful
for persons designing or supervising language intervention programs for youth with
autism. Participants should have at least rudimentary facility with Skinner’s
(1957) primary verbal operants.
Level: Intermediate - Advanced
Cost to Members: $217 Non-Members: $232
Workshop #17
5/23/03
6:00 PM - 9:00 PM
Sierra Suite
J
A (Re)introduction to Goldiamond's
Constructional Approach
PAUL THOMAS
ANDRONIS, Ph.D. (Northern Michigan University), T. V. Joe Layng (Headsprout)
and Joanne Robbins (Morningside Academy)
Description: The functional analysis of behavior has
become the generally accepted standard for initial behavioral assessment in the
delivery of human services by public agencies and many institutions throughout
the United States. At the same time, perhaps because of the demands of rapid
and widespread dissemination, the procedures associated with this approach have
become formalized around a relatively “simplified” cluster of basic analytic
questions confined to a unilinear contingency analysis, often in the service of
mostly topical treatment procedures, themselves aimed primarily at eliminating
troublesome behavior. Goldiamond (1974, 1975, 1976, 1977, 1979 & 1984)
elaborated a more thoroughgoing matrix for a functional analysis of behavior
that includes linear and nonlinear contingency relations, and may be addressed
explicitly to both topical and systemic treatment programs. This affords a
coherent, comprehensive, and seminal basis for the functional analysis of
behavior, which has been, nevertheless, largely neglected by behavior analysts.
This workshop
will provide an overview of Goldiamond’s (1974) Constructional approach to
social and personal problems, including examples from clinical and
organizational casework, an introduction to Constructional Analysis and
programming, and their extension to linear and nonlinear relations, and topical
and systemic programs. The theoretical model used in this workshop treats human
behavior as a rational and adaptive outcome of individuals’ unique personal
histories (including both social and biological endowments). Accordingly, we
will discuss ways in which behavior usually benefits individuals in personal
ways, and how a Constructional approach can thus "make sense" of
behavior which, from other perspectives, is classified as irrational,
maladaptive, dysfunctional, pathological, and so on.
Objectives: Participants
will be able to:
Describe the behavioral sense of the rationality of
behavior, useful for making sense of troublesome behavior in clinical,
educational, and other practical settings
Describe Goldiamond’s Constructional approach, and
critically distinguish it from other behavioral approaches to analyzing and
changing behavior.
Distinguish between linear and nonlinear
contingency relations, and between topical and systemic programming strategies.
Identify important assessment and programming
variables through use of the Constructional Questionnaire.
Identify linear and nonlinear contingency
relations; Define disturbing behavior patterns in terms of their functions as
successful operants.
Describe the basic elements of Constructional
programming.
Activities: After a presentation of the model,
participants will discuss key elements of the Constructional approach, its
differences from those procedures that characterize conventional functional
analysis, and the importance and utility of distinguishing between linear and
nonlinear contingency relations, and between topical and systemic procedures.
With materials supplied to them, the participants will work in small groups to
analyze clinical or other applied vignettes in Constructional terms, identify
the appropriate contingency matrices, suggest the outlines for Constructional
interventions in those cases, and then present their analyses to the workshop
as a whole for further discussion.
Audience People working in clinical,
educational, or other applied settings with various populations, and those
looking for a humane, effective, and radically behavioral approach to helping
others who engage in challenging or disturbing behavior. Participants should
have a basic understanding of the consequential governance of behavior.
Level: Intermediate
Cost to Members: $87 Non-Members: $102
Workshop #18
5/23/03
6:00 PM - 9:00 PM
Pacific Suite
C
Building Naturalized Play Skills for
Children
with Autism
ERIC V. LARSSON,
Ph.D., Angela M. Keene, Julie A. Waldoch and Terri Newton (FEAT of Minnesota)
and Michelle Bernt (FEAT of Nebraska)
Description: Commonly, childhood friendships are
developed through mutual interests and interactions during countless hours of
play. Due to the social impairments often displayed with children with autism,
a lack of cooperative play skills and, thus, mutual friendships are not
developed without specialized intervention. The purpose of this workshop will
focus on the developmental progression of play, effective behavioral techniques
and procedures to develop creative and spontaneous play skills, problem-solving
strategies to enhance the acquisition of play skills, and generalization of
play skills from highly structured environments to naturalized environments.
Objectives: Participants will receive the
information necessary to teach the developmental levels of play skills that
include: independent play, parallel play, associative play, cooperative play,
imaginative play, social congruent play, social language play, gross motor play
and peer play; ecologically valid play activities for older elementary-age
children; behavioral techniques and procedures to teach play skills; and
generalization procedures to promote naturalized play skills.
Activities: Attendees will participate in didactic presentations, discussions
and problem-solving sessions and will obtain specific program sheets provided
by
the
instructor.
Audience: Consultants, lead therapists, line
therapists, parents and students. Participants should have a basic
understanding of behavioral terms used in intensive early intervention.
Level: Introductory
Cost to Members: $164 Non-Members: $179
Workshop #19
5/23/03
6:00 PM - 9:00 PM
Sierra Suite
A
Charting on the Standard Celeration
Chart
MICHAEL
FABRIZIO M.A.., BCBA (University of Washington), Abigail B. Calkin (Calkin
Learning Center), Henry S. Pennypacker (University of Florida), Alison L. Moors
(Fabrizio/Moors Consulting), Clay Starlin (University of Oregon), Jesus
Rosales-Ruiz (University of North Texas) and Kris F. Melroe (Morningside
Academy)
Description: This workshop will teach participants
to monitor human performance on the Standard Celeration Chart (SCC).
Participants will learn important features of the chart, the rationale for
monitoring rate of performance, charting conventions used with the SCC, how to
chart performance across varying lengths of counting time, and how to analyze
performance on the chart to assist in making data-based decisions. The
presenters will draw from long and varied histories of success using the SCC in
a range of settings to illustrate key concepts taught in the workshop. Examples
from the areas of university teaching, intervention with children with autism,
educational intervention with students with learning disabilities, general
public school education, and the monitoring of private events will be used. All
participants will receive a copy of all materials used in the workshop
including a CD-ROM containing additional copies of the presentation materials,
forms, example videos, and an animation-based tutorial.
Objectives: Participants will be able to:
Read human performance data charted on all versions
of the SCC.
Chart human performance data charted on all
versions of the SCC.
Describe data on the SCC in terms of its frequency
(level), celeration (trend), and bounce (variability).
Describe performance management systems helpful in
maintaining consistent use of the SCC in clinical and educational settings.
Activities: Applying principles derived from
Behavior Analysis of well-designed instruction, our world class group of
workshop presenters will use a range of activities to ensure participants learn
the key skills targeted in the objectives. Participants will engage in choral responding
and paced practice, timed practice on key concepts and skills, and both small
and large group discussion.
Audience: This workshop is intended for anyone
seeking an introduction (or refresher!) to the Standard Celeration Chart,
including those persons interested in using the SCC to improve their own
teaching or clinical practice, as well as individuals planning to take the BACB
examination.
Level: Introductory
Cost to Members: $167 Non-Members: $182
Workshop #20
5/23/03
6:00 PM - 9:00 PM
Pacific Suite
A
Consulting the Behavioral Way: The
Pyramid Approach to Shaping Performance in Autism Educational Services
ANDREW BONDY,
Ph.D. and Beth Sulzer-Azaroff (Pyramid Educational Consultants)
Description: This workshop focuses on how be an
effective consultant to programs for children with autism and related
disabilities. We will address how to use behavioral strategies to shape the
performance of people providing services within school, community, and
home-based settings. Critical topics will include identifying key antecedents
to both the behavior of the consultant and of those being advised. Important
behavioral targets for various people responsible for serving children will be
noted. Finally, we review reinforcement strategies designed to help maintain the
performance of service providers. We also plan to discuss our views on
appropriate ethical conduct for consultants. Each of these elements is based
upon our work, The Pyramid Approach to
Education in Autism (Bondy & Sulzer-Azaroff, 2002).
Objectives: Workshop participants will be able to
provide written examples of:
Appropriate antecedents associated with the
performance of the service provider as well as the consultant.
Critical target behaviors of the service provider,
support personnel, as well as the consultant.
Strategies for identifying and using powerful
reinforcers for service providers and support personnel.
Ethical issues associated with providing
behaviorally-based consultation.
Activities: Participants will receive a copy of The
Pyramid Approach to Education as well as other supportive material. We will
review the basic structure for this approach to organizing
educational factors for children with autism and related disabilities. We
summarize the rationale for introducing the Pyramid elements in a sequential
fashion. Participants will go over forms designed to help implement the model
as well as help service providers plan to use central principles of applied
behavior analysis. Participants will have an opportunity to begin to plan how
to use the structure in their current consultancies. Forms are provided that
are designed to help service provides plan their day around functional
activities while embedding functional communication goals. Participants will
begin to identify critical reinforcers associated with the service providers
they consult, including key personnel with regard to the service provider.
Audience: Consultants, supervisors, or advisors to staff working with
children with autism or related disabilities or be about to embark in such
activities. Participants should be well
versed in the fundamentals of applied behavior analysis.
Level: Intermediate
Cost to Members: $107 Non-Members: $122
Workshop #21
5/23/03
6:00 PM - 9:00 PM
Sierra Suite
K
Data Collection and Analysis Strategies
Using Computer Technology: Hands-On Application of the BEST System Including
Hand-Held Computer, Video Synchronization, and Remote Data Collection
Applications
TOM SHARPE,
Ed.D. (University of Nevada, Las Vegas) and John Koperwas (Educational Consulting,
Inc.)
Description: The workshop will provide hands on
application of a sophisticated software package designed to collect and analyze
discrete and time-based behavioral data. The program is particularly useful to
advanced graduate students and behavioral psychologists interested in analyzing
complex configurations of behaviors which are emitted at high rates, oftentimes
overlap in time, and which are context dependent. Discussion includes an
introduction to (a) recommended procedures when collecting time-based data in
the live setting and from videotape records, and (b) computer generated
discrete and sequential descriptions, graphic and statistical analyses, and
reliability comparisons of discrete and sequential data. Participants will be
provided with a complimentary copy of the complete software package on CD ROM,
and a copy of a compatible research methods text published by Sage Publications
as a function of workshop participation. While
some computer hardware will be provided, it is recommended that workshop
participants bring their own IBM compatible laptop hardware to facilitate
hands-on workshop interactions.
Objectives: Workshop participants will exit with
software-based data collection and analysis competencies, including the ability
to:
Construct and apply systemic observation systems.
Generate a time-based behavioral record using an
inclusive overlapping category system.
Perform traditional and sequential analyses using
multiple measurement methodologies and interpret Z score transformations.
Create and edit graphic data representations and
apply relevant visual and statistical analyses
Conduct reliability and treatment fidelity
analyses.
Apply a variety of data record edit and merge functions
when operating with complex multiple event category systems.
Activities: Activities include review of traditional behavior analysis
recording methods; introduction to, and hands on application of, a
computer-based package designed to enhance behavior analyses of complex
interactive settings; and detailed hands-on demonstration of data collection
features, discrete and sequential analysis capabilities, within and across
data-file graphic representations, and a variety of reliability, treatment fidelity,
and data manipulation and
editing
functions.
Audience: Advanced graduate students and behavior
analysts working in experimental and applied settings who are interested in
research and development related to the interactive nature of behavior in situations
where study of multiple behaviors and events, multiple participants, and
changing setting variables are present. Those working in educational and social
science settings and who are challenged with how to describe and analyze highly
interactive behavioral transactions should find the workshop experience and
complimentary software particularly appealing to a wide range of research and
assessment applications.
Level: Introductory - Intermediate
Cost to Members: $192 Non-Members: $207
Workshop #22
5/23/03
6:00 PM - 9:00 PM
Pacific Suite
E
Discrimination Training Curriculum for
Students with Autism Spectrum Disorders
CAMMARIE
JOHNSON, M.A., BCBA and Susan N. Langer (New England Center for Children)
Description: This workshop will provide the basic
terminology, hierarchy of skills and stimulus control considerations necessary
to design and implement effective tabletop match-to-sample instruction for
students with autism spectrum disorders. Some of the applications for this
instruction are in the curricular areas of simple and conditional
discriminations, including identity matching and arbitrary matching, which are
the foundation for communication and academic skills. An emphasis will be
placed on the learning characteristics of children with autism spectrum
disorders, guidelines for preparing stimuli for discrimination sessions,
errorless prompting procedures, data collection and making data-based
curricular decisions.
Objectives: At the conclusion of this workshop,
trainees will be able to:
Identify key terms in match-to-sample
discrimination curriculum.
Identify the hierarchy of discrimination skills.
Learn the components of a discrete trial.
Prepare stimuli for a match-to-sample program based
on their students' learning characteristics.
Use errorless teaching procedures to teach
conditional discrimination.
Record data on student performance, and serve as a
secondary observer for IOA and procedural integrity measures.
Implement back-up procedures if errors do occur.
Monitor students' performance through
trial-by-trial data.
Activities: This workshop will include didactic
instruction, interactive discussion, viewing videotaped discrimination training
to obtain reliable data and procedural fidelity recording, and role playing
implementation of a match-to-sample session. Handouts will be provided and will
include an extensive bibliography.
Audience: Behavior analysts, teachers or
educational service providers, graduate students, parents and anyone else who
can benefit from a review of the terminology and hierarchy of discrimination
skills and the design and implementation of an effective match-to sample
curriculum.
Level: Intermediate
Cost to Members: $79 Non-Members: $94
Workshop #23
5/23/03
6:00 PM - 9:00 PM
Sierra Suite
H
Life-Quality Programming for People
Unable to Provide Preferred Experiences to Themselves
MARTIN
IVANCIC, Ph.D. (Western Carolina Center)
Description: People who are unable to independently
contact the things they enjoy in their lives are dependent upon other people
for their life-quality. Behavior technologies have become quite skillful in
identifying reinforcers, preferences and happiness indices for people, but
these procedures have been typically used only as a means to developing more
complex skills. For people who are not expected to increase their current
life-quality by acquiring new skills, this workshop offers programming for
life-quality that considers contacting preferred stimuli as an end
in-and-of-itself. The programming divides a participant's day into nine
intervals. The task for the care provider is to generate predefined approval or
satisfaction responses (approach, happiness indices, etc.) from the
participant. Higher percentages of these satisfaction responses are considered
an indication of higher-life quality for that person. Data can be managed to
identify and then schedule toward more preferred experiences and away from less
preferred events. Quality assurance and validity for this programming is based
on an ongoing participant "voice" (i.e., across the day satisfaction
reports) about the quality of his or her daily experiences. Such programming
may be the essence of what many who work for disabled populations call
"person-centeredness."
Objectives: Participants will:
Learn how to determine the programming level with
the highest potential for progress by reviewing the parameters of habilitation
found in skill acquisition programming, reinforcer assessment, preference
assessment, happiness indices and "Golden Rule Therapy."
Be able to identify individuals who may benefit
from this form of life-quality programming based on their current skills.
Review the behavioral techniques available for
providing Life-Quality Programming (single, paired and multiple-stimulus choice;
contingent vs. noncontingent experiences; increasing happiness; decreasing
unhappiness or discomfort).
Be able to state the "clinical conundrum"
which forbids ever eliminating training opportunities but maximizes immediate
life-quality regardless of skill acquisition potential.
Review Life-Quality Tracking Programs and Shopping
Programs designed to provide immediate life-quality across the day, every day,
to people who cannot bring their life-quality to themselves.
Study data provided by 32 individuals currently
receiving Life-Quality Programming for clinical and management issues.
Receive copies of and practice the definitions,
goals based on self-direction, programs, data-sheets, and data bases necessary
to conduct this programming.
Activities: Enrollees will
participate in discussion of the rationale of life-quality programming as well
as critique suggested definitions for life-quality reports for their
conventional validity (e.g., a smile) and make suggestions for supporting
evidence for definitions considered less conventional (e.g., opened eyes).
Audience: Persons responsible for providing life-quality for an individual or
group of people who are unable to bring the things they like to themselves
because of development (e.g., profound, multiple handicapped) accident (e.g.,
head-injured), or illness (e.g., Alzheimer's or Advanced-Parkinson's disease).
Level: Introductory
Cost to Members: $147 Non-Members: $162
Workshop #24
5/23/03
6:00 PM - 9:00 PM
Pacific Suite
I
Maintaining the Fidelity of Applied
Behavior Analysis Within Community Based Services for Individuals
with Autism
DAVID HOLMES,
Ph.D. (Eden Family of Services)
Description: Improvement of behavior that is of social significance to an
individual is one of the core foundations of applied behavioral analysis. To
this end, programs/agencies that provide services to individuals with
developmental disabilities using the methodologies of applied behavioral
analysis meet this core foundation. There is comprehensive research in the
literature supporting the positive effects of applied behavioral analysis
strategies for individuals with autism (Green,1996, Harris and Weiss, 1998,
McCeachin,et al., 1993). Applying this research and maintaining fidelity is the
ultimate challenge of ABA service providers. This workshop will outline how the
Eden Family of Services provides "birth to death" community based
services for individuals with autism and has successfully maintained fidelity
to the principles of applied behavioral analysis. This workshop will further
describe the various accountability systems that are in place within the Eden
Family of Services to ensure this fidelity while addressing the unique needs of
individuals with autism across
their
lifespan.
Objectives: Workshop
participants will:
Understand the challenges in the implementation of
ABA strategies across the lifespan of individuals with autism.
Be exposed to a specific model of a functional
behavioral assessment, the Eden Decision Making Model.
Learn how to design accountability systems to
monitor staff training, staff performance, progress of individuals served and
behavior change.
Activities: The workshop presenters will lecture on
the above described topic. The presentation will also include case studies that
will demonstrate the effectiveness of ABA Strategies on individuals with Autism
across the lifespan as well as a question and answer period.
Audience: Service providers, administrators,
behavior analysis, special educators and psychologists.
Level: Intermediate
Cost to Members: $67 Non-Members: $82
Workshop #25
5/23/03
6:00 PM - 9:00 PM
Sierra Suite
C
Serving Children with ASD in the Public
Schools; Providing Clinical Support in the Least Restrictive Environment
BONNIE (MARY)
SEBASTIAN, Ed.D., Kristen M. Villone, Ph.D. and Kelly Savage, MSW (Bancroft
NeuroHealth)
Description: Facilitating a variety of options to
support the inclusion of children with autism spectrum disorder in the public
school is a pressing issue in special education today. One of the challenges is
developing ways to support the public system in developing appropriate programs
and services. Based on the principles of applied behavior analysis, this
workshop will include three hours of explanation and instruction in the
organization and implementation of site-based programs for preschool and
elementary aged children with autism spectrum disorders. Based on experiences
at the Center for Children and Families at Bancroft NeuroHealth, this workshop
will discuss different approaches to including children with ASD in public
school. All models combine the use of clinical consultants who work with the
public school design and deliver clinically rich programs in the least
restrictive environment. The models explore supporting an individual child with
ASD in a typical classroom, setting up a self-contained classroom in the public
school and operating a private school classroom within a public setting.
Objectives: The workshop participants will achieve
knowledge of:
Different models for serving children with autism
spectrum disorders with the least restrictive environment of the public school
setting.
The training components for school personnel (i.e.
the basics of applied behavior analysis, discrete trial instruction, functional
behavioral assessment and behavior plan development).
Program/classroom design for self-contained
classrooms.
Curriculum development and developing behavior
plans for individual students in both self-contained and typical classroom
placements.
Activities: The participants
will experience didactic instruction, group discussion and interactive
activities. Videos will supplement the lecture and discussion.
Audience: Administrators, teachers, psychologists, behavior analysts,
para-professionals and parents interested in the inclusion of children with
autism spectrum disorders in public schoos. Administrators who want to better
serve the autistic student in the LRE and clinicians in working in the public
setting.
Level: Introductory
Cost to Members: $92 Non-Members: $107
Workshop #26
5/23/03
6:00 PM - 9:00 PM
Pacific Suite
A
Skinner’s Analysis of Verbal Behavior:
Beyond the Elementary Verbal Operants
JACK MICHAEL,
Ph.D. (Western Michigan University) and Mark L. Sundberg, Ph.D. (Behavior
Analysts, Inc./STARS School)
Description: Following Skinner’s introduction of the
elementary verbal operants in Chapters 3-8 of Verbal Behavior (1957), he presents an analysis of multiple
control, autoclitics, self-editing, logical and scientific verbal behavior, and
thinking. The current workshop will focus on these advanced topics, as well as
other complexities presented in the book, such as Skinner’s analysis of private
events and extensions of verbal behavior. In addition, the distinction between
Skinner’s analysis of language and other theoretical orientations to the topic
of language will be discussed.
Objectives: Participants will be able to explain
how:
Multiple variables control most forms of verbal
behavior.
Verbal behavior is manipulated by speakers with
autoclitic responses.
Verbal behavior is edited by speakers.
Stimuli that arise within the body control verbal
behaviors.
Thinking relates to verbal behavior.
Skinner’s analysis of language differs from other
theoretical analyses of language.
Activities: Attendees will participate in didactic
presentations, discussions, and exercises in the analysis of complex verbal
behavior. Handouts will be provided to each attendee that will provide
information on each topic, as well as exercises related to those topics.
Audience: Participants should have at least a
working knowledge of the elementary verbal operants and bring their copy of
Skinner's book Verbal Behavior to the
workshop.
Level: Intermediate
Cost to Members: $82 Non-Members: $97
Workshop #27
5/23/03
6:00 PM - 9:00 PM
Sierra Suite
I
Taking It to Them: Teaching Applied
Behavior Analysis through Classic Literature
BOBBY NEWMAN,
Ph.D., BCBA (Room to Grow/AMAC)
Description: Classic literature has the ability to
shape perspectives on particular disciplines. From Brave New World through 1984
and A Clockwork Orange, a popular
picture of applied behavior analysis has emerged. This picture, however, is
often both inaccurate and uncomplimentary to ABA. In this workshop, attendees
will learn that this is not the total picture as portrayed in classic
literature. Attendees will be exposed to materials that will demonstrate that a
fuller understanding of these and other works of classic literature actually
can be used to portray a far more accurate and positive picture of ABA, and to
teach students to appreciate many of its core concepts.
Objectives: Attendees will become familiar with
classic pieces of world literature that have historically been used, or could
potentially be used, to make statements regarding applied behavior analysis.
They will be exposed to criticism of these pieces, and a framework for
analyzing other works. This will allow them to use such literature to
accurately portray ABA and to instruct students in its basic concepts.
Activities: Attendees will read selected pieces
from original literary works, as well as commentary on those sources. They will
engage in discussion and exploration of works meant to make commentary on ABA,
and will learn to construct outlines of their own short stories to help teach
classes in concepts on ABA.
Audience: Those teaching ABA to students on the
college or graduate level.
Level: Introductory
Cost to Members: $82 Non-Members: $97
Workshop #28
5/23/03
6:00 PM - 9:00 PM
Sierra Suite
E
Teaching Intro Courses with Adaptive
Instructional Tools
ROGER RAY,
Ph.D. (Rollins College)
Description: In the typical undergraduate
introductory course, and especially in large-enrollment classes, textbook
readings are assigned as supplements to an instructor’s lectures on the same
chapter-level topics. In the best of cases, readings are assigned as
antecedents to a lecture in the hope that the instructor is addressing
"prepared learners" who are already familiar with vocabulary and
other fundamentals, thus allowing the instructor to address more abstract
and/or applied issues. Unfortunately, instructors rarely know whether students
even read these assignments, much less how well they understood the material.
This workshop introduces the use of Internet-delivered adaptive instructional
services anywhere and anytime as one means for overcoming such preparation
deficits in students. By focusing on adaptively delivered text, tutorials with
varying levels of required response complexity, and on-line mastery
certification PRIOR to a student attending class, teachers may then explore
alternative ways of generating in-class active responding to supplement this
more active out-of-class set of behaviors.
Objectives: Attendees will learn:
Why, how and when they should supplement or even
replace Introductory Psychology classes and/or assignments with Internet
delivered adaptive instructional services based on advanced artificially
intelligent systems.
To identify course goals and mechanics that are
based on sound behavioral technologies and will be able to select appropriate
computer technologies to help them achieve those goals.
When and how to assess students' developing concept
networks using Verplank's association test format, now expanded to include
multiple modalities of representation.
How they can contribute to empirical research on
the efficacy of technologically enhanced education. In so doing, they will also
be able to justify the infrastructure cost of computer technologies to
administrators based on pedagogical values.
At the core of the workshop is an artificially
intelligent adaptive instructional system capable of Internet/distant delivery
of individually-sensitive tutoring, adaptive assessment, and on-line
certification based on accuracy, fluency, or both. It is equally suited to
certifying preparation and "readiness to learn" of every individual
student prior to scheduled class meetings. Course record keeping is fully
automated as well.
Activities: A multimedia presentation will start
the workshop, with interactive audience participation being integrated into the
presentation. This includes demonstrations in the use of "annotated video
viewings" to take participants through an active review of the behavioral
principles underlying adaptive instruction as defined in this workshop.
Demonstrations of the various activities and services experienced by students
in completing outside reading or mastery assignments will be used to prompt
group discussion of strengths and weaknesses of this alternative to traditional
textbooks and quizzes. Finally, the group will discuss alternative uses of
adaptive instructional tools and alternative classroom activities it allows
once students become more prepared for class activities.
Audience: Current or aspiring teachers of
Introductory Psychology or Behavioral Analysis with any amount of experience in
teaching and with some interest in computer and Internet technologies as they
apply to education. Those interested in potentially developing PSI courses are
especially encouraged to attend, but the workshop is certainly not limited to
those applications.
Level: Introductory
Cost to Members: $67 Non-Members: $82
Workshop #29
5/23/03
6:00 PM - 9:00 PM
Pacific Suite
H
Teaching Parents to Effectively Intervene
by Identifying Their Children's Evoking Triggers and Maintaining Consequences
AMOS ROLIDER,
Ph.D., BCBA (Emek Yezreel College)
Description: In this workshop, a unique parent
group training model (The Smart & Sensitive Parenting Program) that emphasizes
teaching parents to rearrange significant context variables and to discover the
triggers and functions of their children's most-burdensome behaviors will be
presented. Parents are subsequently trained to select and apply an effective
approach aimed at changing their children's inappropriate behaviors based on
their discovery of triggers and maintaining consequences.
Objectives: Participants will learn to teach parents to:
Identify behaviors and typical parental responses
associated with: the termination of a preferred activity or reinforcer, refusal
or inability to provide a preferred activity or reinforcer, demand situations,
wait situations, transition from preferred activity to non-preferred activity
and elicited emotional outbursts.
Identify the function of their children's
inappropriate behavior and the function of typical parental incorrect
responses.
Understand the essential foundations of behavior
analysis in friendly and conversational style.
Prepare children to meet their challenging triggers
and other difficult situations.
Select an appropriate response based on the
function of their children's inappropriate behavior.
Use effectively this model to deal with children's
most common inappropriate behaviors in the home setting, including lack of
cooperation and non compliance, tantrums and aggression, over-dependence and
school-related problems.
Activities: Participants will receive handouts
listing typical triggers which evoke or elicit children's inappropriate
behaviors in home setting, a set of diagnostic tools and fourteen scenarios
describing typical confrontational situations between parents and children.
Additionally, specific home situations will be described with examples of
effective interventions suggested by parents after mastering the art of
functional analysis. The participants will be encouraged to bring additional
examples which will be analyzed and discussed according to the presented model.
Audience: Individuals who work with children and adolescents in home setting
who exhibit a variety of destructive behaviors and/or with ADHD.
Level: Introductory
Cost to Members: $72 Non-Members: $87
Workshop #30
5/23/03
6:00 PM - 9:00 PM
Pacific Suite
B
Using Organizational Behavior Management
Skills to Develop Programs for Human Service Organizations
MICHAEL
WEINBERG, Ph.D., BCBA (Devereux Florida Network), and Richard Weissman, Ileana
Helwig and Joseph Cautilli (The Children's Crisis Treatment Center)
Description: Given the recent rapid increase in
acceptance of behavioral methodologies in the workplace, and growth of graduate
training programs in organizational behavioral management (OBM), there will be
a growing number of behavioral practitioners applying their craft to a variety
of workplace arenas. Among these arenas are organizational management and human
resources (HR) applications. One particular area of interest for behavioral
practitioners will be OBM. OBM conceptualizes and empirically solves
organizational problems. This workshop will provide participants with the
concepts and knowledge to increase their potential for professional behavioral
consultation to human services organizations. Operation issues plague most
mental health and service industry professions. It is our experience that OBM
has much to offer traditional operations in job design, analysis and HR
management. This workshop focuses on applying the basics of OBM to the
development of successful service operations. Management involves the
acquisition and use of resources. OBM redefines management from control of the
person to control of the context/environment and systems in which the person
works. It has developed powerful techniques for a range of management areas,
and can be used to improve the integrity and quality of treatment approaches
being used in a human services organization. (Cautilli & Clarke, BAT,
2000).
Objectives: Participants in this works will acquire
the skills to:
Develop management by team objective programs.
Analyze performance problems from a traditional
operations perspective.
Learn ways that OBM can enhance this approach.
Learn Operations and HR approaches to enhance
employee performance, and to achieve a company's strategic goals.
Learn how OBM in operations can be used to enhance
treatment integrity.
Learn how to integrate OBM into TQM.
Learn how
to use statistical process control to determine when to intervene. (P
Chart)
Learn how
to set up functionally based programs with the supervision of all staff
as the cornerstone.
Learn how to
set up benchmarks and define outcomes for successful interventions.
Activities: Attendees will participate in small group activities including the
design of an organizational structure in OBM for a hypothetical human services organization.
Students will devise performance management systems and expectations with
specifics on how to evaluate and shape employee performance. In addition,
attendees will devise a system for effective management of their organization
utilizing OBM principles. They will be encouraged to utilize and solve real
problems within their own organizations using
OBM
principles.
Audience: Behavioral practitioners who have an
interest in learning the basic concepts and principles of OBM application to
the administration and management of human services organizations.
Level: Intermediate
Cost to Members: $77 Non-Members: $92
Workshop #31
5/23/03
6:00 PM - 9:00 PM
Sierra Suite
B
Improve Your Oral Presentations
NED CARTER,
Ph.D. (AFA), Thomas E. (Ted) Boyce (University of Nevada, Reno) and Kenneth
Nilsson (Beteendeanalysgruppen)
Description: Oral presentations play an essential
role in individual success in both the public and private sectors. The workshop
content is based on detailed practical analyses of speaker and audience
behavior. Truly effective speakers conduct a dialogue with their audience,
preparing themselves to control and to be controlled by their audience. This
workshop will assist participants in identifying variables initiating and
maintaining audience attention, interest and participation. Emphasis is placed
on using the principles of behavior analysis, particularly the analysis of
verbal behavior, to improve speaker behavior.
Objectives: Participants will learn:
How to identify high probability audience behaviors
and requests.
Techniques to initiate and promote audience
participation.
Techniques for dealing with situations such as
stage fright, "losing your place" and aggressive questions will be
taught.
To identify and control extraneous stimuli in order
to maximize audience attention.
Activities: The workshop is interactive and active
participation is encouraged. Techniques for creating better overheads, slides
and presentation figures will be described. Participants will take part in a
series of exercises and structured role-play sessions. Course content will be
adapted to the interests of participants.
Audience: Behavior analysts who desire to improve
their presentation skills at meetings, conferences and in teaching. Novices and
experienced public speakers. Participants are encouraged to bring real-life
examples for use in role-playing exercises.
Level: Advanced
Cost to Members: $72 Non-Members: $87