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| #275 Expo - ABAI Accredited Graduate Training Programs |
| Sunday, May 29, 2005 |
| 10:00 PM–12:00 AM |
| Southwest Exhibit Hall (Lower Level) |
| 1. Applied Behavior Analysis at St. Cloud State University |
| KIMBERLY A. SCHULZE (St. Cloud State University), Eric Rudrud (St. Cloud State University) |
| Abstract: The ABA program provides advanced academic and professional training in the application of behavior principles in applied and research settings. Both program and BACB certification courses are offered on-campus and in a distance-based format. Students are prepared for employment in a variety of community and private agencies and for further academic training in doctoral programs. |
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| 2. Applied Behavior Analysis M.A. Track, University of Maryland, Baltimore County |
| DAVID M. RICHMAN (University of Maryland, Baltimore County), A. Charles Catania (University of Maryland, Baltimore County), Iser Guillermo DeLeon (Johns Hopkins University), SungWoo Kahng (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: The UMBC Department of Psychology together with the Kennedy Krieger Institute’s Department of Behavioral Psychology offer a M.A. track in the Human Services psychology program at UMBC that is accredited by the Behavior Analysis Certification Board. Students complete course work in basic (learning and cognition) and applied analysis of behavior, behavioral treatment design and data evaluation, the ethics of behavioral interventions, and practicum placement for hands-on experience with relevant behavioral procedures. In place of a master’s thesis, students complete a full behavioral intervention using the skills acquired in the program. The requirements for a master’s degree in the Human Services psychology program at UMBC consist of course work in the core curriculum of the department’s graduate programs, including the (a) learning or behavioral, (b) biological and (c) social dimensions of psychology and (d) ethics, as well as course work in basic and applied behavior analysis. The latter includes (e) principles of behavior, (f) conceptual issues, (g) within-subjects methodology emphasizing direct observation, (h) an elective), (i) practica or internships, and (j) behavior interventions. |
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| 3. Behavior Analysis and Therapy Program at Southern Illinois University |
| MARK R. DIXON (Southern Illinois University), Brandon F. Greene (Southern Illinois University), Anthony J. Cuvo (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University), Paula K. Davis (Southern Illinois University), April S. Worsdell (Southern Illinois University) |
| Abstract: This poster will present an overview of the Behavior Analysis and Therapy Program at Southern Illinois University. We will provide interested students with information regarding admissions procedures, funding opportunities, current research, and graduate job placements. This poster will also contain a description of our graduate curriculum, distance learning opportunities, and information on the southern Illinois region. |
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| 4. Behavior Analysis at California State University, Stanislaus |
| WILLIAM F. POTTER (California State University, Stanislaus), Jane S. Howard (California State University, Stanislaus), Bruce E. Hesse (California State University, Stanislaus), Gary D. Novak (California State University, Stanislaus), Gina M. Pallotta (California State University, Stanislaus) |
| Abstract: The Master's program in BA at CSUS is unique in that it offers the students an ABA accredited (and BCAB certified) training program, while at the same time preparing the student to be a licensed Marriage and Family Therapist. We have five BA faculty, and of those, four are BCBA, and three also are licensed clinical psychologists. |
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| 5. Behavior Analysis at Queens College and the Graduate Center, CUNY |
| ANNE FETHERSTON (The Graduate Center, City University of New York), Carolyn S. Ryan (New York Center for Autism), Matthew A. Taylor (The Graduate Center, City University of New York) |
| Abstract: An overview of graduate studies in behavior analysis at Queens College and the Graduate Center of CUNY is presented. Opportunities are described for doctoral study in the Learning Processes Program, Masters studies at Queens College in Clinical Behavioral Applications in Mental Health Settings and in the General Psychology MA program, as well as for the Advanced Certificate Program in Applied Behavior Analysis, a post-baccalaureate non-degree program offering in-depth training in applied behavior analysis and preparation for New York state or national certification exams. Faculty interests at the doctoral level in applied behavior analysis research, learning theory, stimulus control, equivalence class formation, language development, contingencies of reinforcement, developmental disabilities, and infant learning offer the student intensive training in a broad range of areas in basic and applied behavior analysis. The doctoral program offers a specialization in Developmental Disabilities. For students with applied interests, practicum experiences in applied behavior analysis are available at a wide range of public and private institutions. |
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| 6. Behavior Analysis Graduate Programs at Western Michigan University |
| R. WAYNE FUQUA (Western Michigan University), James E. Carr (Western Michigan University), Richard W. Malott (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: This poster described the ABA-Accredited Masters and Doctoral Program in Behavior Analysis at Western Michigan University. |
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| 7. Behavior Analysis Programs at the University of Nevada, Reno |
| KRISTEN A. MAGLIERI (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: Behavior Analysis Programs at the University of Nevada, Reno |
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| 8. Graduate and Undergraduate Training at the University of North Texas |
| MANISH VAIDYA (University of North Texas) |
| Abstract: The poster will describe the graduate and undergraduate training opportunities available at the Department of Behavior Analysis at the University of North Texas in Denton, Texas. The primary focus of the description is on coursework, facilities for basic human and nonhuman research, and opportunities for application in the community. |
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| 9. Graduate Programs in Special Education at The Ohio State University |
| WILLIAM L. HEWARD (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Ralph Gardner III (The Ohio State University), Nancy A. Neef (The Ohio State University), Pamela G. Osnes (The Ohio State University), Diane M. Sainato (The Ohio State University) |
| Abstract: The Ohio State University’s M.Ed. program in Special Education is a full-time behaviorally oriented master’s program that leads to Ohio licensure as a special education teacher in Early Childhood Special Education, Mild/Moderate Educational Needs, or Moderate/Intensive Educational Needs. The M.A. program in Applied Behavior Analysis emphasizes the development, implementation, and evaluation of behavioral interventions for improving socially significant behavior. Full- and part-time M.A. students fulfill their practicum and research program requirements in a wide variety of school, residential, employment, and other community settings. The Ph.D. program prepares full-time students for leadership positions in special education whose research and teaching are guided by the philosophical, scientific, and technological principles of applied behavior analysis. The curriculum develops each student's knowledge and skills in six competency areas: (a) conceptual analysis, (b) research and scholarship, (c) design and application of educational interventions, (d) professional communication, (e) administration and collegial relations, and (f) teaching and advising. The M.A. and Ph.D. programs are accredited by the Association for Behavior Analysis through 2007. Each program includes a course sequence pre-approved by the Behavior Analysis Certification Board as meeting the coursework requirements to sit for the BCBA examination. |
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| 10. Ph.D. in Behavioral Psychology: The University of Kansas |
| R. MARK MATHEWS (University of Kansas), Edward K. Morris (University of Kansas), Gregory P. Hanley (University of Kansas), Rachel H. Thompson (University of Kansas), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas), L. Keith Miller (University of Kansas), Stephen B. Fawcett (University of Kansas) |
| Abstract: The primary purpose of the doctoral program is to train students in basic and applied research in behavior analysis. Throughout the Ph.D. training sequence, students work closely as junior colleagues with a faculty advisor and a research group. Students are expected to participate in research throughout their graduate careers and to attain sophisticated skill in research methods, assessment, and data analysis. As a result, most students complete more research projects than those required for the degree. While many graduate students complete an M.A. as a part of the Ph.D. program, a thesis completed in graduate study in another program may also be used to fulfill the thesis requirement. Each student’s program of study is highly individualized. Behavior analytic coursework, research settings, and faculty interests will be described. |
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| 11. Southern Illinois University Center for Autism Spectrum Disorders |
| ANTHONY J. CUVO (Southern Illinois University) |
| Abstract: The Southern Illinois University's Center for Autism Spectrum Disorders is an affiliate of the ABA accredited Behavior Analysis and Therapy Program. The Center is a University site for teaching, research and evaluation, as well as a comprehensive regional center for community service. The Center provides practicum, internship, and research opportunities for students. Student experiences can include autism assessment and intervention, as well as parent and community training. |
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| 12. The Behavior Analysis Program at West Virginia University |
| HAROLD E. LOBO (West Virginia University), Ellen J. McCartney (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: The behavior analysis program at West Virginia University exists to train students in basic research, theory, and applications of behavior principles. Through research, course work, and practica, students develop skills in the experimental analysis of animal and human behavior, as well as a strong methodological and conceptual background for developing and applying behavioral technologies. The basic, conceptual, and applied areas are integrated in the curriculum; however a student may emphasize either basic or applied research. The goal of the program is to produce a psychologist who can function effectively in either an academic or an applied setting and who can use the principles and findings of the science of behavior in solving significant problems of human behavior. |
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| #276 Expo - Graduate Training Programs |
| Sunday, May 29, 2005 |
| 10:00 PM–12:00 AM |
| Southwest Exhibit Hall (Lower Level) |
| 1. ABA Training Opportunities at the New England Center for Children |
| DANIEL GOULD (New England Center for Children) |
| Abstract: This poster will present the graduate and undergraduate training programs, post-masters degree program in behavior analysis, graduate assistantships, internships, field placements, and research opportunities available at the New England Center for Children (NECC). Three on-site master’s degree programs, one in applied behavior analysis (affiliated with Northeastern University), one in special education: severe special needs (affiliated with Simmons College) and one in counseling psychology (affiliated with Framingham State College) are offered at NECC. A two-year post-masters degree training program in behavior analysis is also offered. An innovative undergraduate training program, modeled after “semester abroad” programs, provides full academic credit plus extensive practical experience. NECC serves as an internship site for numerous other Boston-area graduate training programs in a variety of health-care disciplines. An active research program includes nationally and internationally recognized experts in the field of autism and behavior analysis. In collaboration with senior program staff, the research department provides opportunities for research experience and supervision of theses and dissertations. Financial support for all students who are employees of NECC is provided, and ranges from partial tuition reimbursement to full support (including full tuition, housing, stipend, plus regular employee benefits).Keywords: graduate training; masters degree; internship; practicum; autism |
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| 2. Advanced Training at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine |
| KIMBERLY D. BELLIPANNI (Johns Hopkins University School of Medicine), SungWoo Kahng (Kennedy Krieger Institute), Nicole Levasseur (Johns Hopkins University School of Medicine), Robert T. Peyton (Johns Hopkins University School of Medicine), Tina Sidener (Johns Hopkins University School of Medicine), Michael F. Cataldo (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: The training program in the Department of Behavioral Psychology at the Kennedy Krieger Institute has been one of the leading advanced training centers for behavior analysts. In the 30 years of existance, the Department has trained over 300 individuals -- many of whom have gone on to become leaders in their respective fields. This poster will describe training opportunities at the Kennedy Krieger Institute with a particular focus on the Department's APA-accredited predoctoral internship program and the postdoctoral fellowship program. |
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| 3. Applied Behavior Analysis at Utah State University |
| TIMOTHY A. SLOCUM (Utah State University), Thomas S. Higbee (Utah State University), Charles L. Salzberg (Utah State University), Benjamin Lignugaris/Kraft (Utah State University), Robert L. Morgan (Utah State University), David E. Forbush (Utah State University) |
| Abstract: USU has recently established a Ph.D. degree in the Department of Special Education and Rehabilitation. Students in this program may now specialize in Applied Behavior Analysis. The program is interdisciplinary and draws on twelve behavior analytic faculty from several departments and units within the College of Education. Utah State University is well known nationally for its behavioral research and development work on behalf of children and adults with disabilities. There are a variety of research centers and programs that support doctoral training for students in behavior analysis. In addition to their course work and other scholarly activities, all doctoral students will participate in research, college teaching, grant writing, writing for publication, and training and supervision of behavior analytic personnel. Doctoral students are supported with substantial monthly stipends as well as tuition, books, expenses, some conference travel, and medical benefits. |
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| 4. Applied Behavior Analysis in Special Education at the University of Utah |
| LEANNE HAWKEN (University of Utah) |
| Abstract: This poster will present information on training opportunities in behavior analysis at both the undergraduate and graduate levels in the Department of Special Education at the University of Utah. Topics covered will include behavioral coursework, faculty teaching and research interests, application information, and information about living in the Salt Lake area. |
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| 5. Applied Behavior Analysis Master's Training at the University of North Carolina at Wilmington |
| MAUREEN THERESA ARO (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington) |
| Abstract: Information will be presented on UNCW's newly implemented Master's program in applied behavior analysis. Admission requirements and course requirements will be outlined. Faculty research interests will be described. |
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| 6. Applied Behavior Analysis Programs at California State University, Fresno |
| JENNIFER L. AUSTIN (California State University, Fresno), Criss Wilhite (California State University, Fresno) |
| Abstract: California State University, Fresno offers both undergraduate and Master’s level graduate training programs in applied behavior analysis. Both programs’ curricula are consistent with BACB standards for academic experience. The graduate program also ensures that students meet the Board’s supervised experience requirements necessary for certification. The undergraduate program offers students a broad-based education in various applications of behavior analysis that is intended to prepare them for certification at the associate level and/or graduate study in the field. The Master’s program is designed to provide students with research and practical experience related specifically to school-based interventions and autism treatment. This presentation will provide an overview of prerequisites for applying to the program, program expectations, descriptions of courses and practicum placements, and an overview of faculty interests. |
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| 7. Applied Behavior Analysis Training At George Mason University |
| THEODORE A. HOCH (Northern Virginia Training Center), Michael M. Behrmann (George Mason University), Johannes Rojahn (George Mason University) |
| Abstract: George Mason University's Graduate Certificate in Applied Behavior Analysis, Master's in Special Education with a Concentration in Applied Behavior Analysis, and Graduate Psychology Programs are described. Program faculty are on hand to meet with interested parties. |
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| 8. Behavior Analysis and Therapy On-Line at Southern Illinois University |
| JEFFREY E. DILLEN (Southern Illinois University), Jennifer A. Delaney (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Susan Edgren (Southern Illinois University) |
| Abstract: The continuing growth in computer technology has made possible for nontraditional and unconventional means of delivering behavior analysis course material to interested students. One such method of course delivery is via the Internet. Web-based courses however, are often criticized for not being as rigorous or challenging as traditional on-campus courses delivered by traditional means. Furthermore, it is a common belief that web-based courses fail to provide students with effective learning experiences because of the lack of personal interaction with a faculty member. This poster will discuss the emerging trend of web-based training in behavior analysis, present a program description of such training at Southern Illinois University, and show comparative data between on-campus and off-campus students suggesting that quality control is possible in cyberspace. Strategies for developing web-based training beyond the traditional college course will be presented and include topics such as in-services, job training, and brief staff enhancement lectures. |
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| 9. Behavior Analysis at Temple University |
| BETSY WURSTNER (Temple University), Michael J. Tobia (Temple University), Philip N. Hineline (Temple University), Saul Axelrod (Temple University), Donald A. Hantula (Temple University), Ralph Spiga (Temple University), Chris Tillman (Temple University) |
| Abstract: Behavior analysts at Temple University work within several programs in the College of Arts and Sciences and in the College of Education. Programs where students can acquire Behavior-analytic expertise include Experimental Psychology, Special Education, School Psychology, and Social Psychology. Both Masters and Ph.D. degrees are available with a special Masters degree in Applied Behavior Analysis. |
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| 10. Behavior Analysis at the Florida Institute of Technology |
| JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology), Matthew P. Normand (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Elbert Blakely (Florida Institute of Technology) |
| Abstract: The M.S. Program in Applied Behavior Analysis at the Florida Institute of Technology (FL Tech) in Melbourne, FL will be presented. |
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| 11. Florida International University Behavior Analysis Programs |
| JACOB L. GEWIRTZ (Florida International University), Martha Pelaez (Florida International University) |
| Abstract: Florida International University Behavior Analysis Programs |
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| 12. Florida State University Panama City: Graduate Training in Applied Behavior Analysis |
| COLIN PEELER (Florida State University, Panama City), H. Allen Murphy (Florida State University, Panama City), Jon S. Bailey (Florida State University, Panama City) |
| Abstract: The Master's program at Florida State University at Panama City is designed to prepare students to become Board Certified Behavior Analysts. The coursework is BACB approved and students complete 3 practica that meet the supervision requirements. The final requirement for graduation is a comprehensive exam designed to prepare students to take the BACB exam. Graduates of our program have gone on to exciting careers in a variety of settings. This poster/expo will provide potential students and other faculty with the opportunity to talk with our faculty and learn more about the program. |
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| 13. Graduate Training in Behavior Analysis and Behavior Therapy at Eastern Michigan University |
| JAMES T. TODD (Eastern Michigan University) |
| Abstract: This poster describes graduate training opportunities in behavior analysis and behavior therapy in the Psychology Department at Eastern Michigan University. Eastern Michigan offers an M.S. in Clinical Behavioral Psychology and a new Ph.D. in Clinical Psychology (with a behavior analysis/behavior therapy concentration). The department features upgraded facilities including a new freestanding psychology clinic. Seven tenure-track faculty members have training and experience in behavior analysis and behavior therapy. Research opportunities are available in human and non-human behavior. Both programs include courses, practica, and internships appropriate for licensure in Michigan. Competitive graduate assistantship support is available at the M.S. level. Ph.D. students receive a fellowship with full tuition support and a stipend. (APA accreditation for the Ph.D. program is pending.) |
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| 14. Graduate Training in Behavior Analysis at North Dakota State University |
| AMANDA BOSCH (North Dakota State University), Peter J. Knudson (North Dakota State University), Amy Mackner (North Dakota State University), Raymond G. Miltenberger (North Dakota State University) |
| Abstract: The Department of Psychology at North Dakota State University offers a masters degree in clinical psychology with an emphasis in behavior analysis. Masters students get behavior analysis training through course work, practicum experiences, and applied research projects. Five graduate courses have a behavioral or behavior analysis emphasis. Graduate students can conduct behavioral and functional assessments and functional treatments with children and individuals with developmental disabilities in a variety of practicum settings in the community. Graduate students can design, conduct, and write manuscripts of applied behavior analysis research projects conducted with Dr. Ray Miltenberger. Most graduate students with ABA interests are authors on a number of ABA conference presentations and journal publications based on their research. Students who graduate with their masters have been successful in achieving behavior analysis ceritfication. |
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| 15. Master’s Program in Clinical Psychology/Applied Behavior Analysis at East Carolina University |
| JEANNIE A. GOLDEN (East Carolina University) |
| Abstract: East Carolina University has a clinical psychology program of study that leads to a Master of Artsdegree in psychology and eligibility for licensure in North Carolina as a Licensed Psychological Associate. Students are admitted to one of two tracks within the program: Child Clinical Psychology or Adult Clinical Psychology. Students can elect to specialize in Applied Behavior Analysis and take a series of courses that will make them eligible for certification as a nationally Board Certified Behavior Analyst. The program requires a minimum of 51 hours of instruction and is generally completed in two years. The program provides classroom training in ethics, behavioral assessment and psychological diagnosis, applied behavior analysis, behavioral research, and behavior therapy. In addition to classroom learning, students will engage in a supervised practicum experience in a behaviorally-oriented setting in their first year. During their second year, students will spend 1000 hours in on-site internship placements under the supervision of a Licensed Psychologist and Board Certified Behavior Analyst. Finally, students will gain research experience through the completion of a behaviorally-oriented master’s thesis project. |
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| 16. Master’s Program in Severe Disabilities with an Emphasis in Autism Spectrum Disorders at UMCP |
| CHRISTINE HOFFNER BARTHOLD (University of Maryland), Andrew L. Egel (University of Maryland) |
| Abstract: The University of Maryland, College Park is pleased to announce a Master’s teacher training program in severe disabilities and an emphasis in Autism Spectrum Disorders (ASD). Students will be taught characteristics of students with ASD as well as techniques for teaching children with autism in classroom settings. Upon completion of the program, students will receive a Master’s degree (M.A. or M.Ed.) in severe disabilities from the University of Maryland and will be eligible for teacher certification in Special Education. |
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| 17. Master's Programme in Applied Behaviour Analysis at the University of Wales, Bangor, UK |
| STEPHEN NOONE (University of Wales, Bangor), J. Carl Hughes (University of Wales, Bangor) |
| Abstract: In the summer of 2003 we were successful in developing the first Masters course in Applied Behaviour Analysis in Europe. Later in that year we gained accreditation for full content eligibility for the BCBA examination. One of the main challenges we faced was designing a course that both met the requirements of a British University Masters programme and also matched the requirements of the BACB. In line with the British system, the course is offered at three levels: Post-graduate Certificate, Post-graduate Diploma, and Masters. In the design and running of the course we have attempted to use behavioural principles in the instructional materials, learning environments, and in the assessment of students learning. We utilise computer based instructional packages, direct instruction, and in particular, Precision Teaching approaches, such as SAFMEDS and Standard Celeration Charting. The course is a part-time programme either 2 or 3 years in duration and is mostly geared towards people who work within applied settings using the principles of ABA. In both the first and the second year of the course we enrolled 27 students from a wide range of backgrounds: Early Autism Projects, local challenging behaviour units, Social Services, Special Education, and new graduates. Our main aim is to make a significant contribution to training behaviour analysts in the UK and Europe. |
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| 18. May Institute Graduate Training Opportunities |
| JANE I. CARLSON (The May Institute) |
| Abstract: May Institute offers a variety of graduate training opportunities, including pre-doctoral internships, post doctoral placements, and the graduate scholars program for pursuing a Masters degree in behavior analysis, psychology, or special education. |
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| 19. Pennsylvania State University Graduate Program |
| YOUJIA HUA (Pennsylvania State University) |
| Abstract: Description of the Graduate Program in Special Education at the Pennsylvania State University. |
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| 20. Post-Baccalaureate Certificate Program in Applied Behavior Analysis |
| PATRICK R. PROGAR (Caldwell College), Kenneth F. Reeve (Caldwell College), Sharon A. Reeve (Caldwell College) |
| Abstract: aldwell College's Post-Baccalaureate program specifically focuses on the successful application of Applied Behavior Analysis (ABA) to meet the educational needs of people with autism-spectrum disorders and cognitive delays. There is a growing need for professionals trained in ABA in early-intervention programs, self-contained programs, and public school districts. The Post-Baccalaureate Certificate Program in ABA consists of an interdisciplinary, six-course curriculum (18 credits), which has been approved by the Behavior Analyst Certification Board, Inc. as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst examination. Those who wish to take the Board Certified Behavior Analyst examination must meet additional requirements to qualify for the certification. |
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| 21. The ABA Program at the Chicago School of Professional Psychology |
| CHARLES T. MERBITZ (The Chicago School of Professional Psychology), David A. Pyles (The Chicago School of Professional Psychology) |
| Abstract: This Expo Poster presents the exciting new ABA Master’s Program at the Chicago School of Professional Psychology (CSOPP). The Chicago School is a not-for-profit graduate school for professional psychology at which approximately 900 students are currently studying. This 48 credit-hour aims to produce graduates with outstanding ABA and clinical skills. The CSOPP ABA courses are BACB approved, so that Program graduates are eligible for the BCBA Exam and credential, and field placements in a variety of settings are available. Our great new campus is located downtown in the heart of Chicago, just a few blocks from the 2005 ABA Conference. Note that students who wish to experience a behavioral approach to graduate education, such as the use of the “Keller Plan” aka the Personalized System of Instruction (PSI), and Precision Teaching methods, are urged to investigate CSOPP. Our faculty members Chris Leonhard, Ph.D., ABPP, David Pyles, Ph.D., BCBA, John Smagner, Ph.D., Diana Walker,Ph.D. and the Program Director, Charles Merbitz, PhD, BCBA, welcome you to the CSOPP Poster at the ABA Expo and invite your questions. |
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| 22. The American College of Applied Science: An On-Line Learning Opportunity |
| DANA R. REINECKE (The American College of Applied Science), Robert DeFranco (The American College of Applied Science) |
| Abstract: The American College of Applied Science is an on-line college offering Masters Degrees in companion animal behavior counseling and in animal shelter administration. The companion animal behavior counseling curriculum has a strong basis in learning theory for individuals who wish to enter the field of applied animal behavior and family counseling. Graduates may apply for board certification with the Association of Companion Animal Behavior Counselors. This poster will present an outline of the curricula offered by the college, as well as profiles of the faculty and information on the practice of the companion animal behavior counseling and family intervention |
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| 23. The Pennsylvania State University Graduate Program |
| YOUJIA HUA (Pennsylvania State University), Ann T. Antus (Pennsylvania State University), Dawn W. Hamlin (Pennsylvania State University) |
| Abstract: Description of the graduate program in Special Education at the Pennsylvania State University. |
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| 24. The School Psychology Program at Syracuse University: Focus on Research-Based Practice |
| FLORENCE D. DIGENNARO REED (Syracuse University), Derek D. Reed (Syracuse University), Caron Ellzey (Syracuse University), Benita Blachman (Syracuse University), Tanya L. Eckert (Syracuse University), Lawrence J. Lewandowksi (Syracuse University), Brian K. Martens (Syracuse University), Laura Lee McIntyre (Syracuse University) |
| Abstract: This poster at the ABA Expo will overview the doctoral training program in School Psychology at Syracuse University including training philosophy, specialized skill tracks, faculty, and opportunities for graduate students. The program is fully accredited by the American Psychological Association and holds licensure-qualifying status in New York State. Four full-time and one half-time faculty members have primary responsibility for training the program’s 22 doctoral students. Based on a scientist-practitioner model, training includes specialized tracks in: (a) applied behavior analysis, (b) school-based consultation and intervention, (c) academic assessment and instructional intervention, (d) preschool and family, and (e) neuropsychology. All students previously admitted to the program have received 100% funding throughout their graduate career. Opportunities for practicum placements include area schools, hospitals, community mental health agencies, and on-campus clinics. Students have applied for and been awarded APA-accredited pre-doctoral internships at sites such as The Devereaux Institute, The Kennedy Krieger Institute, The Marcus Institute, The May Institute, and The Monroe-Meyer Institute. Graduates of the program are eligible for BCBA and NCSP certification as well as psychology licensure upon completion of required post-doctoral hours. |
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| 25. Utah State University: Behavior Analysis Training in the Department of Psychology |
| CARL D. CHENEY (Utah State University), Timothy A. Shahan (Utah State University), Amy Odum (Utah State University) |
| Abstract: This poster provides an overview of training in behavior analysis in the department of psychology at Utah State University. Laboratory facilities and the current research interests of faculty will be described. In addition, opportunities for applied experiences will be discussed.An overview of admissions and funding opportunities will be provided. |
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| 26. Western Michigan University: Clinical Psychology Doctoral Program |
| C. RICHARD SPATES (Western Michigan University), Scott T. Gaynor (Western Michigan University), Linda A. LeBlanc (Western Michigan University), Amy E. Naugle (Western Michigan University) |
| Abstract: This poster describes the APA-accredited Clinical Psychology Doctoral program at Western Michigan University. |
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| 27. Western Michigan University: Masters Program in Industrial Organizational Psychology |
| MARK P. ALAVOSIUS (Western Michigan University), Alyce M. Dickinson (Western Michigan University), John Austin (Western Michigan University), Eric J. Fox (Western Michigan University) |
| Abstract: This poster describes the behaviorally oriented masters program in industrial organizational psychology at Western Michigan University. |
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| #277 Expo - ABA Board |
| Sunday, May 29, 2005 |
| 10:00 PM–12:00 AM |
| Southwest Exhibit Hall (Lower Level) |
| 38. ABA's Education Board |
| PAMELA G. OSNES (The Ohio State University), Janet Ellis (University of North Texas), Janet S. Twyman (Headsprout), Medea A. Rawls (University of North Texas) |
| Abstract: This poster will present the mission, members, goals, objectives, and data from the tasks accomplished in 2004-2005 by the Board and its committees, the Council of Directors of Graduate Training Programs in Behavior Analysis and the Accreditation Committee. |
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| #278 Expo - ABA Committee |
| Sunday, May 29, 2005 |
| 10:00 PM–12:00 AM |
| Southwest Exhibit Hall (Lower Level) |
| 39. ABA Student Committee |
| SHAWN R. CHARLTON (University of California, San Diego), Rachel S. F. Tarbox (Center for Autism and Related Disorders), Christy A. Alligood (West Virginia University) |
| Abstract: The ABA student committee has had another great year. This poster summarizes this year's activities, including student surveys, last years conference, and the committee's goals for the future. |
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| #279 Expo - Affiliated Chapters |
| Sunday, May 29, 2005 |
| 10:00 PM–12:00 AM |
| Southwest Exhibit Hall (Lower Level) |
| 40. Behavior Analysis Association of Michigan |
| JAMES T. TODD (Eastern Michigan University), Joseph K. Golson (Eastern Michigan University), Heather M. Anson (Eastern Michigan University), Erin Lynch (Eastern Michigan University) |
| Abstract: This poster will announce the 20th annual convention of the Behavior Analysis Association of Michigan and updates on other BAAM events and activities in 2005 and 2006. The Behavior Analysis Association of Michigan has been organized to support and promote scientific research on the basic principles of behavior and the extension of those principles to create demonstrably effective and humane outcome-based therapies with the primary goal of establishing and enhancing functional independent living skills. |
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| 41. California Association for Behavior Analysis |
| LEEANN CHRISTIAN (Regional Center of Orange County) |
| Abstract: CalABA's presentation at the ABA Expo will report the year's activities and achievements and facilitate recruitment. It will also include an announcement of the 24th Western Regional Conference to be held in February 2006. |
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| 42. HABA: Hawai'ian Association for Behavior Analysis |
| KIMBERLY A. SMALLEY (Hawai'ian Association for Behavior Analysis), Catherine H. Wilson (BCRC) |
| Abstract: The Hawai'ian Association for Behavior Analysis, a small but growing group of Behavior analysts is dedicated to best practice, information dessimination, and establishing state-wide standards of practice in our field. We look forward to discussion learning from and networking with other chapters. |
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| 43. IABA: The New Israeli ABA Chapter |
| MICHAEL BEN-ZVI (Zinman College) |
| Abstract: The Israel Association for Behavior Analysis was established in 2003 and celebrated its first annual conference in January 2004. The conference was hosted by Zineman College at Wingate, where behavior analysis has been taught since 1989. Posters, short workshops, and presentations representing all sorts of ABA research and practice were attractive for over 300 enthusiastic attendees. Figure 1 shows Dr. Amos Rolider and Dr. Eitan Eldar enjoying themselves at the first IABA conference.ABA has emerged gradually in Israel over the past 20 years, with pioneering activities in both academic and field practice. The few Israeli ABA specialists worked in highly psychodynamic environments, and have been looked upon as radicals, old fashioned, and even as conducting wrong practice.The very few PhD ABA teachers gained more influence as generations of students went into field practice, mainly in educational settings. Most of the graduates, from Universities and colleges, went into regular and special education schools, and are proving the efficacy, relevance, and adequacy of ABA for individuals and society. Some went on for higher education (both in Israel and the USA) and we hope they will be our next generation of ABA teachers. Since 1994, the successful implementation of ABA programs for autistic children in Israel has also provided an opportunity to spread the general ABA science. The first Israeli students studying in the BACB-approved university program are now graduating from the Tel Aviv University School of Education as leading therapists and supervisors of intensive interventions for autistic children.The 20 and more IABA members are cooperating to advance ABA in Israel in every field of practice. |
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| 44. Japanese Association for Behavior Analysis |
| NAOKO SUGIYAMA (Yamawaki Gakuen College) |
| Abstract: We will show the current activities and the fuutre plans of Japanese ABA. |
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| 45. Mid-American Association for Behavior Analysis (MABA) |
| KEVIN P. KLATT (The Chicago School of Professional Psychology) |
| Abstract: The Mid-american Association for Behavior Analysis (MABA) is an affiliated chapter for persons interested in basic and applied behavior analysis. The MABA organization holds an annual conference each Fall. Behavior analysts can learn more about the organization and establish membership at the ABA expo. |
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| 47. The Swedish Association for Behavior Analysis |
| NED CARTER (Swedish Association of Local Authorities and Regions), Kenneth Nilsson (Behavior Analysis Group, Sweden) |
| Abstract: The poster will describe the history and current activities of the organization. |
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| 48. The Texas Association for Behavior Analysis |
| WILLIAM H. EDWARDS (Behavioral Innovations, Inc.) |
| Abstract: TxABA (pronounced "Texahba") was founded in 1986. Its mission is to advance the science and application of behavior analysis to improve the world we live in. To that end, TxABA strives to disseminate knowledge from the science of behavior analysis to the public and to professional behavior analysts working in Texas and its neighboring states (Oklahoma, Arkansas, Louisiana, New Mexico). |
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| 49. Virginia Association for Behavior Analysis |
| SHERRY L. SERDIKOFF (James Madison University) |
| Abstract: This poster will provide information about the Chapter's members and review the activities of the Chapter over the past year. |
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| #280 Expo - Special Interest Groups |
| Sunday, May 29, 2005 |
| 10:00 PM–12:00 AM |
| Southwest Exhibit Hall (Lower Level) |
| 1. Behaviorists Interested in Gambling Special Interest Group (BIG SIG) |
| GINGER R. WILSON (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Mark R. Dixon (Southern Illinois University), Charles A. Lyons (Eastern Oregon University) |
| Abstract: This poster will highlight all BIG SIG members, their respective events at ABA, and their current research. |
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| 2. Clincial Special Interest Group |
| ANN BRANSTETTER-ROST (Southwest Missouri State University) |
| Abstract: Purpose of this presentation is to introduce the clinical SIG to new members of ABA and encourage participation from all members who are interested in clinical application of behavior analysis. |
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| 3. OBM Network |
| RHIANNON M. FANTE (Western Michigan University) |
| Abstract: The poster will describe OBM Network activities over the past year, and encourage membership in the organization. |
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| 4. Parent-Professional Partnership Special Interest Group |
| SUZANNE M. BUCHANAN (COSAC), Germaine Ibrahim (COSAC), Barbara Wells (COSAC) |
| Abstract: The number of consumers who attend the ABA Convention has increased in recent years. The Parent-Professional Partnership SIG enhances the conference experience for these consumers, particularly parents of children with autism. Through this venue the SIG will provide materials of interest to parents and professionals alike. Materials will include the Autism SIG Consumer Guidelines and specific information on effective parent and professional collaboration. This venue will also provide networking opportunities for parents and professionals. |
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| 5. The Experimental Analysis of Human Behavior Special Interest Group |
| CYNTHIA J. PIETRAS (Western Michigan University), Eric A. Jacobs (Southern Illinois University), Jennifer M. O'Donnell (eCollege), John R. Kraft (Armstrong Atlantic State University) |
| Abstract: The Experimental Analysis of Human Behavior (EAHB) Special Interest Group (SIG) aims to promote the development of the experimental analysis of behavior with human subjects. The SIG sponsors and maintains the Experimental Analysis of Human Behavior Bulletin, an online journal for empirical articles, research in progress, technical information, laboratory descriptions and abstracts from recent conference presentations on research in the experimental analysis of human behavior. Each year, the SIG also sponsors Student Paper Competition designed to promote and recognize scholarly activity in the Experimental Analysis of Human Behavior. For the past three years the SIG has also presented a Distinguished Career award at the Association for Behavior Analysis (ABA) conference to an individual who has made outstanding contributions to the experimental analysis of human behavior. The SIG holds its annual business meeting at the ABA conference. More information on the SIG can be found at www.EAHB.org. |
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| 6. The Standard Celeration Society |
| NICHOLAS M. BERENS (University of Nevada, Reno), Michael Fabrizio (Fabrizio/Moors Consulting), Jesus Rosales-Ruiz (University of North Texas), Sandy McLeod |
| Abstract: The Standard Celeration Society (SCS) is organized around the uses and benfits of a precise and standard measurement tool: the Standard Celeration Chart. As an organization we sponsor the publication of the Journal of Precision Teaching and Celeration, host an annual convention (the International Precision Teaching Conference), as well as annual "Chart Shares" at the ABA convention. This will be a convention of mixed feelings for the SCS and its members as its founder, Ogden Lindsley, has recently passed. Thus, we invite you to join us in celebrating the life and work of one of the great pioneers in Behavior Analysis. |
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| 7. Verbal Behavior Special Interest Group |
| WILLIAM F. POTTER (California State University, Stanislaus), Matthew P. Normand (Florida Institute of Technology), David Reitman (Nova Southeastern University), David W. Sidener (Western Michigan University) |
| Abstract: The Verbal Behavior Special interest Group is dedicated to bringing together people interested in VB, whether from an applied, theoretical or experimental viewpoint. |
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| #281 Expo - Around the World |
| Sunday, May 29, 2005 |
| 10:00 PM–12:00 AM |
| Southwest Exhibit Hall (Lower Level) |
| 56. EJOBA (European Journal of Behavior Analysis) |
| ERIK ARNTZEN (Akershus University College), Per Holth (The Behavioral Center, Oslo), Arne Brekstad (University of Oslo) |
| Abstract: The European Journal of Behavior Analysis has been published since 2000. We have today 1001 subscribers. EJOBA is published by the Norwegian Association for Behavior Analysis, and is primarily for the original publication of experimental reports and theoretical/conceptual papers relevant to the analysis of the behavior of individual organisms. Review articles will also be considered for publication. In addition, we will print target articles for discussion, to which readers are invited to respond in the next issue of the journal. We have also published special issues on equivalence, bereavement and precision teaching. |
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| 57. Icelandic Association for Behavior Analysis (ICEABA) |
| RAGNAR S. RAGNARSSON (Icelandic ABA), Iris Arnadottir (Icelandic ABA), Kristin Gudmundsdottir (Icelandic ABA), Anna-Lind Petursdottir (Icelandic ABA), Gudridur Adda Ragnarsdottir (Icelandic ABA), Anna I. Petursdottir (Icelandic ABA), Ingibjorg Sveinsdottir (Icelandic ABA), Einar T. Ingvarsson (Icelandic ABA) |
| Abstract: On August 15 2004, 35 Icelanders founded the Icelandic Association for Behavior Analysis (ICEABA). The purpose of ICEABA is to increase the influence of behavior analysis in Iceland. |
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| 58. Sophia University Young Autism Project and Nakayoshi Kids Station |
| TAKAHIRO YAMAMOTO (Sophia University), Yoshiaki Nakano (Sophia University), Maiko Miyazaki (Nakayoshi Kids Station), Yuki Itoh (Nakayoshi Kids Station), Mari Kashio (Nakayoshi Kids Station), Akiko Kato (Nakayoshi Kids Station) |
| Abstract: In 1994, Sophia University Young Autism Project (SU-YAP) embarked on an early intensive behavioral intervention (EIBI) in young children with autism in Tokyo, Japan. SU-YAP is now one of the replication sites for UCLA Young Autism Project. In 2004, some members of SU-YAP established the Nakayoshi Kids Station (NKS), a private institute which provides parents and children with autism with EIBI based on UCLA-YAP. The NKS programs consist of vocal language and AAC programs including PECS and the Reading & Writing Program (Lovaas & Lovaas, 1999) for young children with autism, social skills training for groups of children with high-functioning autism, after-school group activities for k-3 students who graduated from EIBI, series of parent training consisting of lectures and practicum, group consultations with parents who independently conducting parent-directed EIBI at home, workshops for groups of parents living in distant cities from Tokyo, novice therapists training for students who want to learn basic ABA knowledge and skills and work as members of NKS treatment team. We will present a description of our services and some outcome data from our interventions. We will also provide Japanese students living in the U.S with opportunities to know how EIBI programs are operating in Japan. |
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| 59. The Global Autism Project |
| MOLLY OLA PINNEY (Global Autism Project), Alison L. Moors (Fabrizio/Moors Consulting) |
| Abstract: The Global Autism Project was founded in 2004 by Molly Ola Pinney. Alison Moors, M.A.. BCBA chairs the Advisory Board, and oversees the programming. Our mission is to bridge the Global Gap in the resources and understanding of Autism. This project will officially start in September of 2004 when a team of ABA Therapists, led by a BCBA will travel to Ghana to begin working with children with Autism in the Autism Awareness Care & Training Center located in Accra, Ghana. Positions are currently available for trained ABA therapists who are interested in living in Ghana September 2005-May of 2006. Applications accepted on a rolling basis. Visit www.globalautismproject.org or email: molly@globalautismproject.org to learn more about our exciting new project! |
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| #282 Expo - Other Organizations |
| Sunday, May 29, 2005 |
| 10:00 PM–12:00 AM |
| Southwest Exhibit Hall (Lower Level) |
| 60. A Publically Funded ABA Program for Pre-school Children with Autism in Manitoba, Canada |
| DANIELA FAZZIO (St. Amant Research Centre), Angela Cornick (St. Amant Research Centre), Jill Franchuk (St. Amant Research Centre), Carl Stephens (St. Amant Research Centre) |
| Abstract: The St. Amant Pre-School ABA Program is a publicly fundedprogram offering 36 hours of individual ABA training weekly to children between the ages 2 and 5, diagnosed with AutismSpectrum Disorder. The program aims at designing highlyintensive and structured home-based teaching environments, in which skills are taught and challenging behaviors are modified.In a planned manner, the ABA program is expanded from thechild's home to other environments, according the child's abilities.Key features of this program will be described, including curriculum,evaluation methods, staffing ratios, staff qualifications, in-housetraining and the undergraduate and graduate practica available inpartnership with the Psychology Department at the University ofManitoba. |
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| 61. Canadas First Bachelors Degree In Behavioural Psychology |
| GARY A. BERNFELD (St. Lawrence College), Sheelagh Jamieson (St. Lawrence College) |
| Abstract: St. Lawrence College began offering a new Bachelor of Applied Arts (Behavioural Psychology) degree in September 2004. This program provides the most comprehensive training in the behavioural sciences at the undergraduate level in Canada. Students are trained in the latest behavioural techniques used in a variety of areas such as acquired brain injuries, autism, addictions, developmental disorders, psychiatric disorders, and special education, as well as adult and youth corrections. Graduates may pursue additional post-secondary education (e.g. graduate school in this area, as well as in teaching, social work, etc). The major areas of study within the program are applied behaviour analysis and cognitive behaviour therapy, as well as behaviourally-orientated courses in Abnormal and Developmental Psychology, Statistics, etc. Classroom based courses combined with three practicum opportunities [totalling over 1100 hours] ensure both knowledge and skill development in assessing behavioural patterns and designing effective programs to achieve behavioural change and skill development. The program has received strong support from past ABA presidents as well as recognised leaders in both research and applied settings across North America. Data from a needs-based survey show a strong demand for a full time degree in the field of behavioural sciences |
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| 62. Division 25 Archive Project: Substantive Articles in the Division 25 Recorder |
| AMY K. DRAYTON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: This poster presents samples from substantive articles published in the Division 25 Recorder. Many of these articles were written by the most respected members in the field of behavior analysis, and can provide researchers with impressive, if obscure, references. This poster is part of the ongoing archive effort of Division 25 (Experimental Analysis of Behavior) of the American Psychological Association. |
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| 63. Division 25 of the American Psychological Association |
| ERIC A. JACOBS (Southern Illinois University) |
| Abstract: Division 25 was founded in 1964 to promote basic research in the experimental analysis of behavior, to encourage applications of such research to human affairs, and to cooperate with other divisions whose interests overlap with the Division. Division 25 is also the voice of behavior analysis within the APA. If behavior analysts are not strongly represented in APA, then APA is unlikely to advocate for us when they speak with government officials, funding agencies, and to the general public. The stronger our numbers, the louder our voice. Stop by the poster at this year's expo to learn more about Division and about how you can help simply by joining. With annual dues as low as $22 the time to join Division 25 is now. |
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| 64. Establishing the Wales Centre for Behaviour Analysis |
| STEPHEN NOONE (University of Wales, Bangor), Richard P. Hastings (University of Wales, Bangor), J. Carl Hughes (University of Wales, Bangor), Sandy Toogood (University of Wales, Bangor) |
| Abstract: The Wales Centre for Behaviour Analysis (WCBA) was granted formal approved as a University of Wales Centre in September 2004. The aim of the WCBA is to contribute, through the application of behaviour analysis theory and methods, to the understanding of basic human learning processes and to establish positive behaviour change in children and adults using individual and larger-scale interventions. The rationale for creating a formal centre based at the University was to unite a number of existing applied and basic research streams with two significant developments in training and applied provisions in ABA at Bangor. The first of these is the newly established Masters level training in Applied Behaviour Analysis: the course was started in 2003 and is the first European BCBA accredited Masters in ABA. The second development is the establishment of the Bangor Centre for Developmental Disabilities; this is a new school and residential provision that exists to provide a service to children with developmental disabilities and severe behaviour disorders through ABA. The WCBA aims to have an inclusive policy with regular open research and planning meetings designed to encourage collaboration between researchers and applied providers and dissemination of research and best practice. The WCBA aims to contribute significantly to the training of the next generation of basic and applied researchers and to the quality of provisions available in the locality for people in need of trained behaviour analysts. |
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| 65. Graduate Internet Coursework in Behavior Analysis at the University of North Texas |
| LESLIE S. BURKETT (University of North Texas), Sigrid S. Glenn (University of North Texas), Susan R. Miller (University of North Texas) |
| Abstract: The Department of Behavior Analysis at the University of North Texas offers two distant programs in behavior analysis. 1) The internet program is a sequence of five self-paced courses, designed by full-time faculty, to meet the needs of individuals who cannot obtain coursework in behavior analysis locally. The courses are multimedia, highly interactive, and cover the academic content required by the Behavior Analysis Certification Board (BACB). Students may also earn a 15-SCH academic Certificate in Applied Behavior Analysis for completing the 5-course internet sequence. 2) The department's 42-SCH master's degree program in behavior analysis (accredited by the Association for Behavior Analysis) is also offered to students at a distance by contract with agencies that agree to suppport their employees' participation in a master's degree program. Distant cohorts include 20 or fewer students, have the same degree requirements as on-campus students, and a faculty composed of UNT full-time faculty and adjunct faculty located near or at the participating agencies. Courses include teleconferencing, in-person classes by local/distant faculty, and web-based activities. |
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| 66. Undergraduate Preparation in Behavior Analysis at Allegheny College |
| SARAH ELIZABETH PACKOSKY (Allegneny College), Emily Roguski (Allegneny College), Rodney D. Clark (Allegneny College) |
| Abstract: Allegheny College is a small liberal arts college with an average total annual enrollment of 1850 students. The psychology department is one of the largest departments on campus consisting of 12-faculty members with divergent interests. Since 1990, however, Allegheny College has offered an increasing number of behavior-analytically oriented courses. The department now offers courses including Introductory Behavior Analysis, Behavior Modification, Verbal Behavior, Behavioral Pharmacology, and The Experimental Analysis of Behavior as well as two seminars. There are independent research opportunities available in addition to a required senior thesis. Moreover, the department is equipped with three animal (rats and pigeons) laboratories and one human research laboratory dedicated to behavior analysis. Computers are available to all students and faculty. Students and faculty routinely attend the annual ABA conference. A considerable number of former students have obtained employment or are pursuing graduate training in behavior analysis. |
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