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| Teaching Perspective-Taking and Executive Functioning Skills to Individuals With Autism |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 A (Convention Center) |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Adel C. Najdowski, Ph.D. |
| ADEL C. NAJDOWSKI (Center for Autism and Related Disorders, Inc.), CECILIA KNIGHT (Center for Autism and Related Disorders, Inc.) |
| Description: There has been a considerable explosion of research on perspective taking in autism, much of it coming from Theory of Mind (ToM) literature, which has shown many children with autism have difficulty attributing and understanding the "mental states"/private events of themselves and others and how these relate to overt behavior. Likewise, recent attention has been given to executive function impairments in children with autism. Executive function is a term used to describe functions such as attention, planning, organization, remembering, self-control, self-management, and flexibility. It is critical that behavioral intervention programs address perspective taking and executive function deficits in curriculum planning. This seminar will provide a description of deficit areas and components of a comprehensive curriculum. Participants will learn to identify appropriate curriculum targets for teaching perspective taking and executive functioning to children and adolescents with autism. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to:
Identify perspective taking deficits in various child profiles.
Identify executive functioning deficits in various child profiles.
Identify appropriate curriculum targets for teaching perspective taking given various child profiles.
Identify appropriate curriculum targets for teaching executive functioning given various child profiles. |
| Activities: Working from vignettes, participants will use the information presented in the workshop to identify deficit areas and appropriate corresponding curriculum targets across various client profiles |
| Audience: This workshop is appropriate for clinicians interested in delivering intervention for perspective taking and executive functioning to children and adolescents with autism. School teachers and administrators, parents, professors, and graduate students also would benefit. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Curriculum design, executive function, perspective taking, Theory of mind |
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| CANCELLED: Community-Based Instruction in Varied Settings: Considerations for Both Urban and Non-Urban Environments |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 E (Convention Center) |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Thomas L. Zane, Ph.D. |
| PETER F. GERHARDT (The McCarton School), GLORIA M. SATRIALE (Preparing Adolescents and Adults for Life), THOMAS L. ZANE (Institute for Behavioral Studies, Endicott College), JULIYA E. KRASNOPOLSKY (New York Center for Autism Charter School), MOIRA CRAY (New York Center for Autism Charter School) |
| Description: An increasing number of adolescents diagnosed with autism spectrum disorders are leaving the public educational system and moving into the adult world of services, work, and community. The number of programs that are community-based providing direct training of skills and competencies are growing. Community-based programs deliver instruction within the community itself, transforming the community into the classroom. Staff accompany students to places of community work, such as office buildings, hospitals, and community locations of leisure and life skills such as restaurants, health clubs, and grocery stores. Social skills necessary for community immersion and acceptance also are targeted. This innovative training model demonstrates efficient acquisition, generalization, and maintenance of skills. This workshop highlights unique considerations for instruction of students and staff training in these community environments. Participants will acquire specific knowledge and competencies, including functional curricula important when developing community-based training for adolescents and adults with autism. Systems and policies for developing supportive community resources, student instruction and the unique issues surrounding staff training will be emphasized. Participants will acquire tips and tools, including the development of their own materials individualized to their own community environments that will provide the basis to immediately increase the frequency of community-based programing. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
Describe the advantages of community-based training programs.
List the unique features of instructional planning and staff training associated with community-based training.
Describe the similarities and differences between urban and nonurban community settings and service delivery.
List unique curricular issues surrounding training of adolescents and adults in the community.
List the competencies associated with selected vocations in community settings.
Develop their own materials for curricular development for their unique community environments.
Create a list of knowledges and competencies required for their staff implementing training in community-based settings.
List unique public relations competencies necessary for successful community integration. |
| Activities: Lecture; demonstration; hands-on development of materials, such as curricula, knowledge, and competencies required by staff, and competencies in the area of public relations; role play and group discussion;and group work. |
| Audience: Directors of community-based programs for adolescents and adults with ASD and other developmental disabilities, mid-level administrative staff of these types of agencies, and behavior specialists and special education teachers who work in these types of agencies |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): adolescents, autism, community-based programs, functional skills |
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| Treatment Integrity: Train Them to See What You See so They Do What You Do |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 102 A (Convention Center) |
| Area: AUT/TBA; Domain: Applied Research |
| CE Instructor: David A. Eckerman, Ph.D. |
| DAVID A. ECKERMAN (University of North Carolina at Chapel Hill), ROGER D. RAY (Rollins College) |
| Description: Consistent identification of behavior across staff and time is a necessary step for having treatment integrity. Participants will gain experience with a software tool that uses behavioral principles to shape observation skills. With Train-to-Code (TTC, see www.ai2inc.com), trainees learn to categorize behavior using a taxonomy developed by their trainer while using video created by the trainer. Participants will see principles utilized by TTC and practice creating training content using the TTC software. In TTC an expert "codes" a video to indicate start and end points for specific behaviors. Participants will learn to construct good taxonomies and to evaluate and revise their training to maximize its effectiveness. They will also review research upon which TTC is based. Evidence of TTC's effectiveness in training comes from ongoing research at universities and at BA autism service-delivery centers. Demonstrated acquisition and maintenance of clinical skills confirms this effectiveness. Peer-reviewed publications reporting these studies are being prepared. These centers prepared their own TTC materials. Participants' success in training will depend on preparing quality materials. Fees for training staff using TTC are reduced when a trainer uses his/her own materials. |
| Learning Objectives: By the conclusion of the workshop, participants will be able to prepare training materials for their staff using the TTC software. |
| Activities: An interactive review of techniques for and evaluation of behavioral observation will be followed by a consideration of the important role of consistent observation as a base for creating treatment integrity in clinical services provided to individuals with autism. Research will be briefly presented to demonstrate that training observation skills in staff members transfers to their improved record of providing consistent services according to established protocols. The approach to training implemented by the Train to Code (TTC) software will be presented and participants will have hands on experience as trainees. Then they will learn to create a taxonomy for describing behavior of staff providing specific services in their setting, create a short simulation video that includes these behaviors, and practice in applying these codings to the video so that TTC can carry out training with their material. Bringing a laptop computer will make this experience more complete, but is not essential. |
| Audience: Anyone seeking to make the training they provide their clinical staff more effective in generating consistency of treatment will find this workshop useful. Anyone seeking to train consistent observation and recording of behavior also will find this workshop useful, be they research team members or other types of behavioral judges (e.g., in judged sports). |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): Skill Transfer, Skilled Observation, Staff Training, Treatment Integrity |
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| Speech Teaching 101, 201 (and maybe 301): Critical Skills and Sequences for Speech Development |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 B-C (Convention Center) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Barbara E. Esch, Ph.D. |
| BARBARA E. ESCH (Esch Behavior Consultants, Inc.) |
| Description: Teaching or improving speech skills is a critical goal in many instructional programs for individuals with developmental disabilities. However, many professionals are not sure how to design and organize a speech-teaching program or how to best collaborate with speech pathologists, who also may be involved in providing treatment. This workshop will discuss the five groups of speech skills tested by the Early Echoic Skills Assessment (Esch, 2008; part of the Verbal Behavior Milestones Assessment and Placement Program, Sundberg, 2008), how these skills are related, and considerations for selecting and sequencing speech targets from these groups for optimal progress. The workshop will feature some of the basics and not-so-basics of speech instruction including an overview of speech production, pre-skills needed for speech learning, how to assess existing speech repertoires, target selection sequence, and common instructional errors in speech teaching. |
| Learning Objectives: At the completion of the workshop, participants should be able to:
Describe how to assess existing vocal (speech) repertoires and how to analyze this information for target selection.
Explain which speech targets to prioritize sequentially and why.
Describe several common speech-teaching errors. |
| Activities: Lecture didactic interaction between presenter and attendees, skill application selecting targets from presented information. |
| Audience: Behavior analysts, teachers, speech pathologists, and others with responsibility for the development of speech programs for individuals with impaired speech or beginning vocal repertoires. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Autism, Echoic training, Speech teaching, Vocalizations |
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| Improving Classroom Behavior Support Practices for Students With ASD |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 F (Convention Center) |
| Area: AUT/EDC; Domain: Applied Research |
| CE Instructor: Robert F. Putnam, Ph.D. |
| ROBERT F. PUTNAM (The May Institute) |
| Description: This workshop will provide behavior analysts with an evidence-based approach to designing effective classroom interventions for students with autism spectrum disorder in general and substantially separate public school classrooms. It includes the use of functional assessment as a method to systematically evaluate the classroom environment in order to design, implement and evaluate effective classroomwide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based, decision-making process in order to establish more effective practices, procedures, and interactions with students. Data will be presented supporting the need for a comprehensive training method that includes both indirect and direct instruction in for teachers to adequately implement classroomwide behavior support practices. |
| Learning Objectives: At the completion of the workshop, participants should be able to:
Apply assessment strategies to the selection and implementation of effective classroomwide practices with students with ASD.
Use evidence-based methods used to train teachers in classroomwide behavior support practices.
Usea data-based, decision process with teachers to modify classroom behavior support practices.
Use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on task behavior. |
| Activities: Participants will have an opportunity to engage in discussions with other behavior analysts, analyze sample data, draw conclusions about relevant classroomwide interventions, and role play the direct instruction (e.g., performance feedback) |
| Audience: Behavior analysts who provide training and consultation to school teachers or paraprofessionals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| First 3 Months of Behavioral Intervention for Children With Autism: A Developmental Perspective |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 G (Convention Center) |
| Area: AUT/DEV; Domain: Service Delivery |
| CE Instructor: Monika M. Suchowierska, Ph.D. |
| MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology), LINDA S. HEITZMAN-POWELL (University of Kansas Medical Center) |
| Description: The first three months of early intensive behavioral intervention are a crucial period for a young learner with autism. It has been recommended that the behavioral intervention take into account a developmental perspective, especially as it relates to behavioral cusps leading to autistic development. In this workshop, we will examine several related skills that may be present or absent in young children with autism: stimulus overselectivity, facial recognition, mutually responsive orientation, joint attention, and social referencing. Based on this information, we will propose major therapeutic goals for the first three months of intervention, together with teaching strategies to accomplish those goals. Major challenges of the first three months also will be discussed. Video material will be used. The workshop will conclude with some suggestions for the next months of therapy. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to:
List developmental concepts that relate to early behavioral intervention.
Characterize skills that are present or absent in young children with autism and that are behavioral cusps for autistic development.
List major therapeutic goals for the first three months of intervention as they relate to the precursors of autism.
Plan the following months of therapy. |
| Activities: During the course of the workshop, participants will have an opportunity to analyze videos of typically developing children and autistic children to search for the behavioral cusps discussed in the workshop as well as to plan "based on videos of autistic children" goals for the beginnings of their therapy. Small group activities will be organized. |
| Audience: This workshop is designed for behavior analysts who work with families of young children with autism and are responsible for programming therapeutic goals for their pupils. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, behavioral cusps, behavioral systems approach, child development |
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| Inner Behavior: Changing Thoughts, Feelings, and Urges |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 102 F (Convention Center) |
| Area: CBM/VBC; Domain: Service Delivery |
| CE Instructor: Abigail B. Calkin, Ph.D. |
| ABIGAIL B. CALKIN (Calkin Consulting Center) |
| Description: Based on Skinner's writings and Lindsley's seminal work and research in identifying, counting, and analyzing inner behavior, this workshop looks at thoughts, feelings, and urges as behaviors that a person can observe, count, and change. It takes the participants on a journey to some of their own inner behaviors. It includes some charts of people who have counted inner behaviors in the past 40 years. The workshop also teaches or reviews how to use the Standard Celeration Chart to record the frequencies and changes of any inner behavior. |
| Learning Objectives: At the completion of the workshop, participants should be able to:
State the research background and their familiarity with research on observing and changing inner behavior.
Define thoughts, feelings, and urges and name specific examples of each.
Practice writing positive thoughts, feelings, and/or urges at 30-35 per minute or saying them at 50-75 per minute.
Count and record some specific inner behaviors for the duration of the workshop.
Develop a plan to change inner behaviors of self or clients. |
| Activities: The primary focus is to identify, list, count, record, and change inner behavior and to practice these skills. There is some information on the literature and successes of this technique. Participants can leave with a written plan for clients. |
| Audience: Psychologists, clinical behavior analysts, and other clinicians, teachers of regular or special education children, including those with behavior disorders. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| CANCELLED: ACT in Practice: Learning Acceptance and Commitment Therapy to Accelerate Your Professional Clinical Skills |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 200 C-E (Convention Center) |
| Area: CBM/TPC; Domain: Applied Research |
| CE Instructor: Daniel J. Moran, Ph.D. |
| DANIEL J. MORAN (Pickslyde Consulting) |
| Description: Acceptance and Commitment Therapy (ACT) can accelerate your behavior analysis skills, and this professional development workshop will guide you in not only educating you about the principles of ACT, but also how you can apply ACT to help fully immerse yourself in the ABAI convention and maximize your learning experience. Research suggests that people who are trained in ACT show greater abilities in mastering new training and adopting new innovative advances in the workplace. This workshop aims to impart knowledge about this fresh clinical approach, while focusing on enhancing particpants' professional skills. ACT is an evidence-based psychological intervention using mindfulness strategies with behavior change strategies in order to improve psychological flexibility. This workshop is based on ACT in Practice: Case Conceptualization in Acceptance and Commitment Therapy (Bach & Moran, 2008). This workshop will provide a framework for conceptualizing behavior problems, and will discuss application of specific ACT interventions in order to engender greater psychological flexibility, including your own! |
| Learning Objectives: At the conclusion of this workshop, participants should be able to:
Become familiar with the six core ACT principles of defusion, self-as-context, acceptance, values, committed action, and contacting the present moment.
Select ACT interventions appropriate for addressing specific core principles, and also apply them for self-improvement.
Understand the integration of mindfulness in therapy. |
| Activities: Individual exercises, group exercises, experiential learning, and didactic presentation. |
| Audience: Behavior analysts who want to improve their own professional skills and clinicians who deal with behavior therapy problems. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Behavior Analytic Training for Health, Life, Fitness, and Peak Personal Performances |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 H (Convention Center) |
| Area: CBM/PRA; Domain: Service Delivery |
| CE Instructor: Stephen Ray Flora, Ph.D. |
| STEPHEN RAY FLORA (Youngstown State University) |
| Description: As obesity, high blood pressure, diabetes, and other health problems are at epidemic proportions for many populations, including populations served by behavior analysts, it is vital that behavior analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles as effectively as possible. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness, and healthy living are covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, and optimally improve their own, or their clients' physical fitness, health-related lifestyles, and, if desired, athletic performances. Emphasis will be placed on behavior analytic "gradual change techniques;" optimal goal-setting parameters; objective, data-based analysis and decision making; and on how the use of Behavioral Analytic Experimental Designs, such as Multiple Baselines Across Situations and Bounded Changing Criterion Designs, may not just be used to measure change, but actually facilitate effective behavioral change. Finally, participants will learn how improved health and physical fitness allow individuals to live a valued life and aid in the pursuit of chosen life directions. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to:
State many of the behavioral, psychological, and medical benefits of physical fitness, athletic participation, and living a healthy lifestyle.
Perform functional assessment of current health and fitness-related behaviors.
Perform task analyses of healthy eating behaviors; safe, effective exercise; and skilled athletic performances.
Identify personalized reinforcers, motivations, incentives, and values for healthy lifestyles, physical fitness and athleticism.
Understand the importance of, and how to effectively use goal setting, task analysis, pinpointing; how to identify skill gaps; how to set realistically achievable goals; and how to effectively use publicly posted goals to achieve fitness and optimal athletic performance.
Use Behavior Analytic Experimental Designs to not only measure and access behavioral change but to facilitate health, fitness, and athletic behavioral changes.
Use the concepts of optimal physiological arousal, periodization, and super compensation in designing a personalized training program.
Use data collection, charting, and graphing to optimize fitness and improve eating-related behaviors. |
| Activities: Participants will be guided though presented information with PowerPoint slides, worksheets and lecture handouts that will provide participants with the information necessary to learn the medical, behavioral, and psychological benefits of fitness and develop effective programs for improving health, physical fitness, diet behaviors, and healthy lifestyles; develop effective programs to optimize athletic performance; and to use Behavior Analytic Experimental Designs to access and facilitate desired behavioral change. |
| Audience: The target audience is board-certified behavior analysts, board-certified assistant behavior analysts, psychologists, personal trainers, and others interested in learning to use behavior analytic procedures to promote healthy lifestyles, fitness, or to optimize elite performance. Professionals with a strong interest in behavioral medicine, or health and fitness also will benefit. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Behavior Analytic Fitness |
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| CANCELED: Developing and Implementing an Activities of Daily Living Program |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 I (Convention Center) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Jill Hunt, M.Ed. |
| MICHELLE HARRINGTON (Judge Rotenberg Center), JILL HUNT (Judge Rotenberg Center) |
| Description: Activities of daily living are one of the most important skill sets that can be taught to clients. Learning to take care of their bodies independently increases clients' quality of life and often allows them access to more settings and experiences. Being able to complete chores around their living space has the potential for clients to live in more independent settings. This workshop will give participants the tools necessary to implement an activities of daily living program on an individual basis or on a large-scale basis. Presenters will discuss how activities of daily living programs have been implemented in their setting and what specific challenges they faced. Data will be presented on various age groups and what activities of daily living they were learning. Generalization of these skills to outside the teaching setting will be discussed and finally retention of these skillsfor a long period of time will be addressed. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to:
Assess what skills a client possesses.
Identify five activities of daily living they would like to implement.
Develop a thorough task analysis of each daily living skill.
Determine what type of prompting is best suited for their setting.
Collect data while working with clients.
Determine what to do with the data that has been collected.
Analyze data over a period of time.
Determine how to effectively fade prompting when working with a client.
Develop meaningful interventions when a client is not progressing |
| Activities: Brainstorming what activities of daily living are most important in each setting, viewing of videos to assist with development of task analysis, role-playing to gain skills needed to collect data on different types of prompting, practice in different methods of data analysis, and brainstorming interventions when faced with different scenarios. |
| Audience: Teachers, residential staff, parents, and behavioral analysts. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): ADL, Task Analysis |
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| Essential for Living: A Functional Assessment and Curriculum for Children and Adults With Moderate-to-Severe Disabilities, Including Autism |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 200 A-B (Convention Center) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Patrick McGreevy, Ph.D. |
| PATRICK E. MCGREEVY (Florida Institute of Technology), TROY FRY (Private practice) |
| Description: Essential for Living is a communication, behavior, and functional skills assessment, curriculum, skill-tracking instrument, and teaching manual for children and adults with moderate-to-severe disabilities, including autism. It is especially useful for learners with limited communication repertoires, limited daily living skills, or severe problem behavior. This instrument is based on concepts, principles, and empirically validated procedures from applied behavior analysis, precision teaching, direct instruction, and from B. F. Skinner's ground-breaking analysis of verbal behavior (Skinner, 1957). Essential for living used to determine the current performance level of each child or adult with respect to speaking, listening, doing, and tolerating skills that are part of the instrument. It is also used to develop long-term goals and short-term objectives for individual education or support plans, to teach specific skills and track skill acquisition, and to manage and track the occurrence of problem behavior. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to:
Select functional skills for older children, adults, or children with very limited skill repertoires or multiple disabilities and develop functional IEPs and ISPs.
Improve the effectiveness of their instruction and minimize the occurrence of problem behavior by emphasizing the Essential Eight Skills.
Select an alternative method of speaking for nonverbal learners.
Measure and document very small increments of learner progress.
Track learner progress with respect to functional skills and problem behavior.
Track very specific information about supports that learners require and easily transfer this information to new settings or new programs.
Teach more effectively using specific, scientifically validated procedures. |
| Activities: Presentation of material with Keynote Slides; Autism Spectrum Ratings, where participants will be required to answer questions throughout the workshop and exercises where participants will be required to participate in filling out a sample assessment and preparing IEP or ISP objectives. |
| Audience: Behavior analysts and associate behavior analysts. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Grabbing Ears, Eyes, Minds, and Sometimes Hearts: Building Presentations to Remember |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 102 B-C (Convention Center) |
| Area: EDC/TBA; Domain: Service Delivery |
| CE Instructor: Kate Kellum, Ph.D. |
| EMILY KENNISON SANDOZ (University of Louisiana at Lafayette), MICHAEL BORDIERI (University of Mississippi), KATE KELLUM (University of Mississippi) |
| Description: Presenting involves a set of behaviors that most of us are pretty good at in our everyday lives: talking, gesturing, telling a story, connecting with people, breathing, et cetera. Yet, when these behaviors are bundled together in front of an audience things often go awry. Too often presentations are treated as something to get through instead of as an opportunity to make meaningful connections with people in the audience. This workshop will focus on identifying and practicing key behaviors in an effective presenting repertoire with particular attention given to behaviors that actively engage audiences. Specific skills to be covered include but are not limited to designing visually appealing slides, attending to the audience, being psychologically present, organizing content to promote audience engagement, and effectively addressing public speaking anxiety (i.e., avoiding avoidance). Following a brief didactic presentation that models effective presenting behavior, workshop participants will be given multiple opportunities to revise and practice their own ABAI presentations in both small and large groups. Each attendee will receive specific feedback on their presenting behavior from workshop facilitators in a fun and supportive environment. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to:
Describe design elements that support the purposes of the presentation and engage the intended audience.
Describe and demonstrate behaviors that contribute to presenting well.
Assess and revise an upcoming ABAI presentation. |
| Activities: There will be a brief didactic presentation, then: Participants will identify and practice three specific presenting behaviors that they will engage in during their talk at the convention. Participants will re-design at least one slide for their upcoming talk using the design elements discussed during the workshop. Participants will be asked to identify their worst case presentation scenarios (e.g., technical difficulties, being out of breath, forgetting what to say, etc.). Throughout the workshop participants will be exposed to these scenarios in a safe and supportive enviorment. |
| Audience: Graduate students and professionals wishing to improve their multimodal presentation skills. |
| Content Area: Methodology |
| Instruction Level: Basic |
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| Process Mapping and Diagnostic Workshop |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 200 F-G (Convention Center) |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Heather M. McGee, Ph.D. |
| LORI H. DIENER-LUDWIG (Performance Blueprints, Inc.), HEATHER M. MCGEE (Western Michigan University) |
| Description: This workshop will teach participants how to analyze, diagnose, and map critical organizational processes. The method taught in this workshop provides a comprehensive understanding of where to focus improvement efforts for maximum results. Participants will learn how to identify missing or redundant inputs, outputs, and measures, which must be fixed at the critical organizational process level, before drilling down to more detailed levels (e.g., specific processes or job level issues). When workflow is designed and managed well at this level, it will effectively support all subsequent levels. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
Describe the value of process level analyses.
Analyze critical organizational processes.
Diagnose organizational processes.
Build a process map.
Identify and prioritize opportunities for process improvement.
Assign accountability and deadlines for process improvement efforts. |
| Activities: In the first part of the workshop, we will work as a group through a case study that provides a walk-through of the analysis process using specialized tools. Participants will have multiple opportunities for practicing identifying good vs. bad examples to ensure each part of the tool and analysis process are well-understood. In the second part of the workshop, participants will work in small groups using a case study provided to conduct an analysis, diagnose a critical organizational process, build a process map, and prioritize performance improvement efforts. |
| Audience: All individuals who are engaged in improving or managing processes. |
| Content Area: Methodology |
| Instruction Level: Basic |
| Keyword(s): Process Analysis, Process Improvement, Process Mapping |
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| Parent Training and Consultation: Effective Strategies to Increase Buy-in and Compliance of Parents and Caregivers |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 200 H-I (Convention Center) |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Susan E. Henson, M.S. |
| SUSAN E. HENSON (Addison Behavioral Resources) |
| Description: We as behaviorists have shown ourselves to be effective at achieving behavior change with consumers, such as children/adolescents with developmental disabilities; however, we may struggle achieving generalization of skills because of challenges with parent compliance and fidelity. How many times have we arrived at a session only to discover the parent or caregiver did not collect data outside of the session or implement the recommended strategies? This workshop will review contingencies with regard to parent/caregiver behavior and will teach strategies to achieve buy-in and compliance by parents/caregivers to achieve long-term change in the consumer's behavior. A potential need for functional analysis of parent behavior also will be discussed. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to:
Identify contingencies (antecedents, consequences, functions, replacement skills, and reinforcers) for parent/caregiver behavior.
Identify intervention strategies (preventative and reactive) to use to achieve effective implementation by parents/caregivers. |
| Activities: A comprehensive teaching style will be used, including but not limited to active verbal discussion, video, and practice activities. Take-home materials, such as tools, checklists, and sample data sheets, will be provided. |
| Audience: This workshop's target audience includes introductory and intermediate board-certified behavior analysts, other behaviorists, and other professionals who want to increase their skills as related to parent training. |
| Content Area: Practice |
| Instruction Level: Basic |
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| EthicsLab® 2013: Ethics Games People Play |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 J (Convention Center) |
| Area: PRA/CSE; Domain: Service Delivery |
| CE Instructor: Jon S. Bailey, Ph.D. |
| JON S. BAILEY (Florida State University), MARY R. BURCH (BaileyBurch Workshops) |
| Description: In keeping with the theme of testing innovative methods for solving ABA ethics problems, the EthicsLab® 2013 workshop will involve a trial run of team competition strategies for unraveling ethics dilemmas and producing consensus-based solutions. In addition, presenters will continue to refine the use of improv as an assertiveness-training method for preparing professionals for "ambush" questions that come out of nowhere. Finally, presenters will include at least one hour devoted to cases brought by participants. The latter is designed to be primarily a brainstorming, problem-solving session for board-certified behavior analysts and who work in clinical, community, and educational settings. |
| Learning Objectives: At the completion of the workshop, participants should be able to:
Describe and give examples of solutions to ethics cases, which are presented.
Discuss alternative solutions for three cases.
Describe the challenges of producing ethical solutions for complex cases.
Use the guidelines to determine ethical solutions for three cases
Outline the major factors that pose a risk to the behavior analyst if the case is not resolved properly. |
| Activities: Participants will be asked to volunteer to sit on panels to make decisions about ethics dilemmas that are presented. Audience members will then evaluate the decisions and suggest alternatives. Brief training in improv methods will be carried out with volunteers and ambush-type scenarios will be presented for quick responses. Participants will have an opportunity to present cases they are working on in their home setting for discussion by the workshop leaders and the audience. |
| Audience: This workshop is designed for behavior analysts who have been actively engaged in developing solutions for ethics dilemmas for at least five years. In addition, we welcome those who teach ethics courses in ABA graduate programs. Participants are encouraged to bring any difficult or interesting cases that they are struggling with as well as those where they have found success. We assume attendees are well acquainted with the Guidelines for Responsible Conduct and encourage them to bring a copy of the guidelines to the workshop. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): Ethics games, Improv, Solving ethics dilemmas |
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| CANCELLED: Teaching and Learning Behavior Analysis Online |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 200 J (Convention Center) |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Dana R. Reinecke, Ph.D. |
| DANA R. REINECKE (The Sage Colleges), JESSICA S. BENSIMON (Sage Center for Applied Behavior Analysis), MARY KNOWLES (Behavior Analysis, Inc. and Sage University) |
| Description: This workshop will focus on the use of online education to teach and learn behavior analysis from three perspectives. An outline of the ways in which principles of behavior analysis can uniquely be used in online teaching will be discussed, followed by a review of the existing literature on effective elements in online education. The application of these principles will be examined with regard to course development, course facilitation, and student participation. Specific suggestions within each of these categories will be made for successful integration of ABA principles with online education technology. Data will be presented to support these suggestions. Participants will be provided with a set of task analyses for effectively preparing, teaching, and taking courses in behavior analysis online. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to:
Identify ways in which principles of behavior analysis can be integrated with online technology for effective education.
Break behavior analytic course content down into modules that can be presented online effectively.
Identify and create a variety of materials for effective online presentation of behavior analysis content.
Identify and practice a variety of methods for effective interaction between the online course facilitator and the student.
Identify and practice a variety of methods for facilitating student-student interaction in an online course.
Identify and practice a variety of methods for providing feedback and shaping behavior analytic behavior via online technology.
Identify and practice a variety of ways of assessing learning in online courses.
Identify and practice effective student behavior in completing online coursework, including ways to interact with facilitators and other students, staying organized and on-task, and putting course information into practice in clinical situations. |
| Activities: Participants will practice developing online course materials, including module outlines; lectures, notes, and other materials; assessments, rubrics, and student activities. Participants also will practice responding to samples of student work. Participants will share their practice materials with small groups within the workshop, and individual feedback will be provided by the workshop facilitators. |
| Audience: Professionals and faculty who are interested in teaching behavior analysis to others via online technology, but who do not have a lot of background in online education. The content will be equally applicable to undergraduate, graduate, and professional development courses. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): online teaching, teaching behavior analysis, technology in teaching |
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| Verbal Behavior, Chomsky's Review, and the Naming Account |
| Saturday, May 25, 2013 |
| 8:00 AM–11:00 AM |
| 101 D (Convention Center) |
| Area: VBC/TPC; Domain: Theory |
| CE Instructor: Marleen T. Adema, Ph.D. |
| MARLEEN T. ADEMA (Dutch Association for Behavior Analysis) |
| Description: This workshop gives an introduction to B. F. Skinner's view on verbal behavior and its acquisition. His functional approach will be described including the verbal operants he distinguished. These verbal operants (e.g., mand, tact, intraverbal) now have an important role within applied work with children with developmental delays. Skinner's (1957) book Verbal Behavior was heavily criticized by Noam Chomsky (1959) in a lengthy review. Chomsky's critical comments will be discussed, as well as responses by behavior analysts. Chomsky's review was and is seen by some as having defeated Skinner and having terminated all work in the area of verbal behavior. But Skinner's book continues to influence both applied work as well as experimental work. One example of this, is experimental work on naming. Horne and Lowe's (1996) Naming Account will be described and an overview will be given of research that tested this account. Implications of the naming account and naming research with typically developing children for verbal interventions in populations with learning disabilities also will be noted. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
Define verbal behavior.
Distinguish Skinner's functional account from the linguists' structural approach to language.
Distinguish between the verbal operants.
Identify implications of Skinner's account of verbal behavior for applied behavior analysis.
Describe the main points of Chomsky's review.
Describe the main points of behavior analytic responses to Chomsky.
Define the name relation and specify the characteristics of the naming account.
Judge whether the naming account has provided any testable predictions.
Identify whether the naming account has generated any research, and if so, evaluate whether results are in line with the naming account.
Identify possible implications of the naming account for applied behavior analysis. |
| Activities: Participants will listen to presentations on the topics outlined above, including research data, and take part in discussions of and exercises in the analysis of verbal behavior. Examples of verbal behavior will be provided through video. Precision Teaching methods will be used to measure learning. |
| Audience: This workshop is appropriate for anyone seeking an introduction (or refresher) to Skinner's book Verbal Behavior, Chomsky's review, and naming. |
| Content Area: Theory |
| Instruction Level: Basic |
| Keyword(s): Chomsky's Review, Skinner's Verbal Behavior, The Naming Account, Verbal Behavior Applications |