|
|
| Applied Behavior Analytic Acceptance and Commitment Training: Functional Analysis PART TWO |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center Mile High Ballroom 1A/B |
| Area: CBM/VBC; Domain: Service Delivery |
| CE Instructor: Yukie Kurumiya, Ph.D. |
| THOMAS G. SZABO (Capella University), LARISA SHEPERD (Endicott College), ASHLEY PETT (Achievement, Balance, Community LLC), CELIA HEYMAN (New Jersey ABA), YUKIE KURUMIYA (The Chicago School of Professional Psychology), TYLER-CURTIS CORY ELLIOT (University of Georgia), Kristy Park (George Mason University), ELISE PRACHAR (The Florida Institute of Technology) |
| Description: ABA interventions tailored to the needs of an individual are both function-based and individualized. If ACT is to be a staple tool that ABA practitioners use, assessment and intervention using this approach should satisfy both criteria. In this workshop, we will introduce a model for combining direct with indirect contingency management strategies. Next, we offer participants opportunities to use indirect and descriptive tools for generating hypotheses related to covert behavior that may be interfering with direct contingency management. After that, we introduce the ABA ACT analog functional analysis procedure for verifying previously generated hypotheses and we offer opportunities for practice in small groups with coaches. Subsequently, we introduce a 10-step task analysis for creating unique, in-the-moment ACT interventions. There will be multiple opportunities in this section of the training to practice component and composite skills in small groups. This workshop (part 2 of 2) assumes some prior knowledge of ACT and ABA. We will use a behavior skills training approach throughout. (Attendance in Part 1 is highly recommended. Contact presenters if you would like to attend Part 2 only). |
| Learning Objectives: Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) use an analog ABA-ACT functional analysis procedure to verify hypotheses about ACT repertoires in need of intervention; (2) use a 14-step task analysis for developing a compassion-focused therapeutic alliance with clients (3) use a 10-step task analysis for designing function-based ACT interventions uniquely tailored to the needs of individual clients. |
| Activities: BST - rationale, modeling, rehearsal, feedback. Also, lecture, small group breakout, large group discussion |
| Audience: Participants should be familiar with the ACT model. Having previously participated in an ACT workshop, read ACT research, or read ACT books would help. This content is appropriate for BCBAs and for BCaBAs under supervision of BCBAs with ACT in ABA background. This content is also appropriate for students and practitioners of clinical behavior analysis (behavioral counseling, therapy, and so forth). |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): ACT Intervention, Analog ACT-FA, BST+ Roleplay |
| |
|
|
| Providing Behavioral Sex Education for Persons With Autism and Related Issues: Key Points for Behavior Analysts to Consider |
| Friday, May 26, 2023 |
| 8:00 AM–11:00 AM |
| Convention Center Mile High Ballroom 3A |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Frank R. Cicero, Ph.D. |
| FRANK R. CICERO (Seton Hall University) |
| Description: Research indicates that over 75% of individuals on the autism spectrum have a desire to engage in some form of sexual behavior. This percentage is consistent with data from the neurotypical population, meaning that individuals with autism do not differ from neurotypical individuals when it comes to sexual drive. Research has also found that they do not differ from neurotypical persons with regard to sexual development. Why then, is problematic sexual behavior so often reported in adolescents and adults on the autism spectrum? The answer lies more in social skills, communication, and knowledge deficits than in issues with sexual development or interest. Here is where the knowledge and skills of a behavior analyst can be most beneficial when it comes to treating behaviors of a sexual topography. Through this talk, the audience will be introduced to some key points in the assessment and treatment of socially problematic sexual behavior in individuals with autism as well as how to assess and build socially appropriate, yet personally satisfying and pleasurable sexual behavior. Given time constraints, this presentation will focus on a few major treatment areas in order to introduce the audience to how behavior analytic principles and procedures can be helpful in the treatment of sexual behavior. We will focus heavily on behavioral assessment prior to treatment and will also discuss BACB ethical codes that must be considered when treating or teaching behavior of a sexual topography. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list reasons why sexual expression in people with autism is often socially problematic, (2) list three ways that reinforcement can be used to shape socially appropriate sexual behavior, (3) describe three assessment methods useful for behavior of a sexual topography. |
| Activities: The workshop will consist of the following activities: 1. Didactic instruction by the presenter, 2. Group discussion, 3. Presentation and review of teaching materials, 4. Role play and practice of presented teaching procedures where applicable, 5. Sharing and discussion of research data |
| Audience: The current workshop content is geared towards the following audience: 1. Intermediate and advanced behavior analysts who have a desire to learn how to apply behavioral principles and teaching methods to the subject of sexual behavior. 2. Educators and related service professionals who have an advanced behavioral background and work with individuals with developmental issues that have needs in the area of sexual behavior. 3. Students in a behavior analysis program who want to be introduced to the topic. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Puberty, Sex, Sexuality |
| |
|
|
| Creating Fun, Effective Sessions With Improvisational Comedy for Clients and Therapists |
| Friday, May 26, 2023 |
| 8:00 AM–11:00 AM |
| Convention Center Mile High Ballroom 4A/B |
| Area: AUT/CSS; Domain: Service Delivery |
| CE Instructor: Haven Niland, M.S. |
| EDDIE BRANDON AMEZQUITA (John Deere), Haven Niland (University of North Texas) |
| Description: Researchers know a lot about illness, but not a lot about wellness (Slade, 2010). Pathological approaches toward problem behavior and poisoned interactions between therapists and clients can cause serious roadblocks to learning acquisition. This workshop is designed to teach attendees how to incorporate comedy, fun, and creativity in their interventions and interactions with their clients in a constructional way (Amezquita, 2021). The instructor has over 9 years of Autism intervention as a therapist, studied humor at the graduate level for 5 years, and 12 years as a professional comedian. The content is built on synthesizing the theory of generativity, contingency adduction, professional improv comedy, and analyzing emotional behavior (Amezquita, 2021; Epstein, 1999; Johnson & Street, 2018; Besser et al., 2013; Layng, 2017). |
| Learning Objectives: 1. Define and perform the act of "Yes, And" (a critical technique for improvisation and creativity) 2. Create a scene with "Yes, And". 3. How to adapt to client behaviors using "yes, and" in an example scene. 4. Describe the differences and similarities between "fun" and "reinforcing". 5. Design one fun and enriching session for both therapist and client with examples. 6. Explain the importance of comedy, fun, and creativity in learning acquisition and stressful situations. |
| Activities: This workshop starts with a warm-up improv exercise followed by 3-4 lecture/activity/discussion blocks. Each short presentation has an activity that practices the concepts taught with feedback from the instructor and attendees. The workshop will end with improv games designed to practice all objectives learned. |
| Audience: This workshop is designed for therapists, BCBAs, teachers, professors, employers, and parents who want to create stronger, dynamic relationships of rich reinforcement with their clients (people with Autism, neurodivergent populations, employees, or students). |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): creativity, improvisation, play, social skills |
| |
|
|
 How to Be an Advocate: Understanding and Managing Cognitive Decline in Adulthood |
| Friday, May 26, 2023 |
| 8:00 AM–11:00 AM |
| Convention Center Mile High Ballroom 2B |
| Area: CBM/CSS; Domain: Service Delivery |
| CE Instructor: Jacqueline Pachis, M.A. |
| JACQUELINE PACHIS (Eastern Michigan University ), KAYLA RINNA (Eastern Michigan University), SAMANTHA JO ZOHR (Eastern Michigan University), CLAUDIA DROSSEL (Eastern Michigan University) |
| Description: The loss of acquired repertoires or skill sets in adulthood, including difficulties thinking, remembering, reasoning, or problem-solving that present a change from baseline, are the topic of this workshop. In our culture, these difficulties intersect with assumptions about aging and unquestioned pseudoscience. As a result, taking appropriate action and mitigating the difficulties are less likely, and many people with cognitive loss live in social and physical conditions that hasten decline. This workshop will address cognitive decline as a social justice issue and teach attendees to become effective advocates by (1) drawing attention to the intersection of ageism and ableism; (2) understanding cognitive decline in adulthood from an evidence-based perspective and detecting pseudoscience; and (3) giving guidelines for action and advocacy, including preventing and managing behavioral or emotional changes. Content also applies to cognitive decline with pre-existing disorders (e.g., neurodevelopmental, such as autism spectrum disorder or trisomy 21, or persistent behavioral disorders, such as schizophrenia or other psychotic disorders). Attendees will engage in didactics, discussions, and targeted exercises. Videos will illustrate theoretical concepts. |
| Learning Objectives: The workshop will introduce attendees to ethical standards and practice guidelines related to cognitive decline. At the conclusion of the workshop, participants will (1) apply a behavior analytic framework to ageism and ableism; (2) identify common etiologies of cognitive decline; (3) list the best-practice steps for assessing cognitive decline and preventing or managing associated behavioral changes. |
| Activities: Workshop objectives will be met through lecture, videos, exercises, and group discussion. Access to a digital workbook will be provided to support participant learning. |
| Audience: The workshop is open to people of all instruction levels including basic, intermediate, and advanced. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): ableism, ageism, dementia, repertoire decline |
| |
|
|
| Using Restorative Practices as a Behavior Management Tool in Self-Contained Special Education Settings |
| Friday, May 26, 2023 |
| 8:00 AM–11:00 AM |
| Hyatt Regency, Centennial Ballroom B |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Thelmisha Vincent, Ed.D. |
| THELMISHA VINCENT (Spectrum Center), KATE MATEO ASIS (Spectrum Center Schools and Programs) |
| Description: This workshop will focus on a brief history of restorative practices and application in the education setting. We will review current literature on best practices as it applies to school settings and key considerations for special education. This workshop will outline the steps in development and implementation of restorative practices and will discuss challenges and possible adaptations when working with students with special needs specifically in a self-contained special education settings. The workshop will provide participants the opportunity to view video examples and develop their own restorative practices implementation plan along with a discussion of special considerations. |
| Learning Objectives: At the end of this workshop, participants will: • Understanding the history of restorative practices and the efficacy of this tool as a form of behavior modification based on current literature • Understand some of the limitations, challenges, and adaptations of restorative practices in special education settings • Identify and develop steps restorative practices in a self-contained environment |
| Activities: The workshop activities will be a combination of lecture, video examples, group activities and guided practice. |
| Audience: This workshop is appropriate for practicing behavior analyst, school psychologist, teachers, and school administrator. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): Classroom Management, Restorative Practices, Self-Contained, Special Education |
| |
|
|
| Sowing Seeds of Encouragement: A Behavioral Approach to Leadership |
| Friday, May 26, 2023 |
| 8:00 AM–11:00 AM |
| Hyatt Regency, Centennial Ballroom C |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Danielle Micera, M.Ed. |
| DANIELLE MICERA (Compass ABA), MAYA OLIVIA STANG (Compass ABA Assessments Coordinator
New York State Applied Behavior Analysis Member), Jaira Esthel Forman (Compass ABA Board Certified Behavior Analyst Supervisor
New York State Applied Behavior Analysis Member) |
| Description: This presentation will use foundational concepts rooted within behavioral principles to help those in leadership positions better enable staff to reach their greatest potential. Utilizing strategies derived from research in the field of organizational behavior management, leaders will be able to identify core competencies required to perform essential functions within an ABA company. Using behavioral skills training, leaders can train staff on essential skills and be able to assess performance. Additionally, leaders will be able to provide performance-based feedback to ensure quality services. |
| Learning Objectives: 1. State the reasons for using behavior analytic supervision and the potential risks of ineffective supervision 2. Identify how Behavioral Skills Training can improve supervisee performance 3. Identify effective methods for delivering feedback to staff using pairing and reinforcement procedures |
| Activities: The format combines lecture, small group activities, guided practice, data collection, data review, and frequency building exercises. |
| Audience: Attendees must be a BCBA or BCaBA and perform regular job duties of supervising one or more supervisees. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): competency, obm, performance management, supervision |
| |
|
|
| Evidence Based Leader Skills |
| Friday, May 26, 2023 |
| 8:00 AM–11:00 AM |
| Hyatt Regency, Centennial Ballroom D |
| Area: TBA/OBM; Domain: Service Delivery |
| CE Instructor: Tyler Ré, Ph.D. |
| TYLER RÉ (The Chicago School of Professional Psychology), KRISTYN PETERSON (Zendicoded ), REBECCA GONZALES (The Chicago School of Professional Psychology), SARA LALANI ((1) Behavior Analyst Advising, LLC (2) Positive Connections ABA) |
| Description: Leadership is discussed many times as a quality that someone possesses. If leadership is a quality of a person, it would be appropriate to assume it has been determined. However, we as behavior analysts, consider almost all behavior as learned and therefore impacted by environmental variables. Several perspectives of leadership suggest three vital behaviors of a leader (e.g., Arnold et al., 2000; Austin, 2021; & McCauley et al., 2010). First, the leader must be able to lead themselves (McCauley et al., 2010) which is also known as self-management (Austin, 2021). Second, the leader must be able to “lead others” (McCauley et al., 2010) which is a different way of suggestion relationship management skills (Austin, 2021). Finally, the leader must exhibit the skill of strategically leading the organization (McCauley et al., 2010) also known as performance management (Austin, 2021). These three behavioral classifications must be mastered to be identified as an effective leader. This presentation will explore the research in the three behavioral classifications to support individuals in developing leadership behaviors |
| Learning Objectives: 1. Provide a description of three behavioral classification commonalities of leadership across three multidisciplinary perspectives. 2. Identify five evidence-based practices of self-management. a. Learn to self-administer the Task Enjoyment Motivational Protocol (TEMP) and identify three strategies to make non-preferred tasks more preferred/less aversive. 3. Identify two evidence-based practices of relationship management. a. Learn to engage in motivational interviewing questions (open-ended questions, affirmations, reflection, and summarization) to improve rapport between supervisee and supervisor. 4. Identify three evidence-based practices of performance management. a. Complete the PDC-HS and learn to implement two of the indicated interventions: task clarification and performance feedback |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice (BST), video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for engaging in a variety of leadership skills in self-management, relationship management and performance management will be provided to support participant learning during and after the workshop. |
| Audience: Audience members must have basic skills in a consultative model of service delivery and supervise at least one staff member (e.g., Behavior Therapist, RBT, BCBA). A foundational understanding of competing contingencies within a work environment and supervisory role are needed. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Leadership, Performance Management, Rapport Building, Supervision |
| |
|
|
| Verbal Operant Experimental Analyses for Speakers With Autism and Other Language Disorders |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center Mile High Ballroom 1E/F |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Lee Mason, Ph.D. |
| LEE MASON (Cook Children's Health Care System), ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio) |
| Description: Individualized interventions are premised upon the accurate assessment of behavioral deficits and excesses. Forty years of research on functional analysis has shown it to be the most rigorous and precise method of behavioral assessment. Traditionally used to identify the environmental determinants of problem behavior, functional analyses are increasingly being used to assess a variety of different functional and academic skills. This workshop focuses on extending the technology of functional analysis to examining the verbal behavior deficits of individuals with autism. Even with early intensive behavioral intervention, a large number of individuals with autism fail to develop fluent speech. These individuals may require a more systematic approach to language acquisition. We provide an interactive approach to conducting verbal operant experimental (VOX) analyses, and using the results of this assessment for developing individualized treatment plans for individuals with autism and other language disorders. Specifically, we use multiple-exemplar training and guided practice to demonstrate the procedures and interpretation of a VOX analysis. The methodology described in this workshop is empirically supported, and conceptually systematic with a behavior-analytic approach to language assessment and intervention. Special attention will be paid to speakers from culturally and linguistically diverse backgrounds. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a VOX analysis; (3) develop individualized treatment objectives; and (4) demonstrate the process for abstracting stimulus control over each of the verbal operants. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning. |
| Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. Additionally, researchers who study verbal behavior may benefit from this workshop. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): errorless learning, functional analysis, stimulus overselectivity, verbal behavior |
| |
|
|
| Practical Functional Assessment and Skill-Based Treatment Workshop |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center Mile High Ballroom 3C |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Hillary Laney, M.Ed. |
| HILLARY LANEY (Centria Healthcare) |
| Description: In this workshop, Hillary Laney will support clinicians in design, implementation, and real time practice to design and implement a Practical Functional Assessment as well as design and troubleshoot Skill Based treatment. She will equip clinicians with skills to de-escalate behavioral episodes and teach meaningful skills to learners they are supporting in a practitioner minded model. The use of PFA and SBT has significant support in empirically validated publications and is a tool that many practitioners would benefit having competency in to better support their learners. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. describe the values of PFA/SBT 2. use information gathered from an open ended interview to create a plan and demonstrate all of the skills to perform a PFA 3. support to their clients with dignity while supporting them through challenges and teaching the contextually appropriate replacement skills |
| Activities: The format combines lecture, small group activities, guided practice, BST, video modeling, and frequency building exercises. Supplemental materials for identifying language will be provided in order to support participant learning |
| Audience: Any practioner serving clients with challenging behaviors |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Compassion, functional analysis, Severe behavior, Skill-based treatment |
| |
|
|
| Teaching Students and Staff With the PORTL Laboratory |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center Mile High Ballroom 4E/F |
| Area: AUT/TBA; Domain: Service Delivery |
| CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
| JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (Behavior Explorer), CRYSTAL FERNANDEZ (University of North Texas) |
| Description: PORTL, the Portable Operant Research and Teaching Lab, offers a convenient and fun way to experience the principles of behavior. This tabletop game is essentially a portable Skinner box for humans. However, unlike the Skinner box, students get to experience what it is like to be both the teacher and the learner. Through PORTL exercises, students can learn about reinforcement, extinction, discrimination, stimulus control, shaping, chaining, and other behavioral phenomena. PORTL teaches students how to design reinforcement systems, write teaching plans, collect data, and assess the learner’s progress during teaching. In this workshop, you will learn the fundamentals of PORTL, the parallels between PORTL and the Skinner box, and the basics of using PORTL as a teaching tool in the classroom or for staff training. You will also get to play several PORTL exercises as both the teacher and learner, which will further illustrate the power of PORTL as a teaching tool. |
| Learning Objectives: (1) Describe the basic components of the game PORTL and the relationship between PORTL and the Skinner box. (2) Describe how to use PORTL to teach basic behavioral principles to students or practitioners. (3) Set up a game of PORTL and carry out a PORTL exercise to illustrate a behavioral principle or teach a behavior. |
| Activities: This workshop will consist of lectures and hands-on activities. Lectures and videos will be used to describe the basics of PORTL and teach participants how to use PORTL to teach others about basic behavioral principles. Participants will have a chance to experience PORTL through a series of hands-on exercises. During the exercises, participants will play the roles of both teacher and student. Group discussions will be used to summarize and reflect on the experience gained by playing the exercises and to further discuss how to use PORTL as a teaching tool. |
| Audience: This workshop is designed for anyone who is interested in teaching others about basic behavioral principles and who is interested in teaching others about how to design and implement teaching programs. University professors will find the material useful for their undergraduate and graduate behavior classes. BCBAs and licensed psychologists will find the material useful for training practitioners and therapists. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): basic principles, laboratory experience, shaping skills, staff training |
| |
|
|
| Learning Process-Based Behavior Therapy (PBBT): Increasing Precision in Psychotherapy Using Relational Frame Theory (RFT) |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center Mile High Ballroom 2C |
| Area: CBM/VBC; Domain: Service Delivery |
| CE Instructor: Yvonne Barnes-Holmes, Ph.D. |
| YVONNE BARNES-HOLMES (Perspectives Ireland Consulting Psychologists Ltd.) |
| Description: This workshop will introduce the core structure of Process-Based Behavior Therapy (PBBT) as a full psychotherapy treatment regime. The basic concepts of updated Relational Frame Theory (RFT) will be reviewed as the conceptual basis for clinical analyses and case formulations in PBBT. The tight link between these basic science concepts and their clinical application in PBBT will comprise the basis of the workshop content. Through this content, participants will see what PBBT looks like and can appreciate how the scientific analysis in RFT fully directs clinical decision-making, formulation, and interventions. The workshop will include clinical examples, cases, metaphors, and exercises from clinical practice in PBBT. |
| Learning Objectives: 1. Demonstrate knowledge of the core concepts of updated Relational Frame Theory (RFT). 2. Use core RFT concepts to assess complex behavior as observed with adults with a range of psychiatric presentations. 3. Apply RFT concepts to formulate clinical cases and design clinical interventions that constitute Process-Based Behavior Therapy (PBBT). |
| Activities: Workshop activities will comprise a range of learning formats, including: structured lecturing, learning through real case material, and working with short clinical examples. Participants will also practice case formulations and clinical analyses. These formulations will then be developed with examples of clinical metaphors, interventions, and exercises. |
| Audience: The workshop is targeted toward the "basic" instruction level. Participants should have an interest in psychotherapy and/or Clinical Behavior Analysis (CBA), but do not need prior experience in psychotherapy. Participants also do not require prior knowledge of Relational frame Theory (RFT) or Process-Based Behavior Therapy (PBBT). |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Psychotherapy, Relational Responding, Verbal Behavior |
| |
|
|
| How to Use Acceptance and Commitment Therapy (ACT) Ethically With Parents and Caregivers |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center Mile High Ballroom 1C/D |
| Area: CBM/AUT; Domain: Service Delivery |
| CE Instructor: Alyssa N. Wilson, Ph.D. |
| ALYSSA N. WILSON (The Chicago School of Professional Psychology--SoCal) |
| Description: Parents of children with complex health needs require additional support beyond the integrity of implementing treatment plans. There is a plethora of empirical evidence supporting how to help parents implement treatment plans, yet less is known about how to embed other aspects of parental support to enhance the health and wellbeing of not only the parent but also the family. Recent research has shown the effectiveness of acceptance and commitment training within parent coaching contexts, particularly on parental stress, engagement in values-based patterns of actions, and the parent-child relationship. While promising, behavior analysts have minimal training opportunities to learn how to use ACT ethically within parent training or coaching contexts. Similarly, no training resource currently exists for behavior analysts to implement ACT within their scope of competence. Therefore, the current workshop seeks to provide attendees with an overview of how to use ACT in parent coaching contexts. The workshop will: 1) provide an empirically supported foundation on how behavior analysts can conceptualize ACT without relying on mid-level terminology; 2) outline step by step how to arrange an ethical ACT intervention for parents and caregivers; and 3) use video modeling help attendees establish repertories to use in their clinical practice. |
| Learning Objectives: 1. Identify ACT components using behavior analytic language 2. Define key features of ethical ACT interventions 3. Select ethical ACT interventions when given an example of a presenting parent situation |
| Activities: The workshop will use the following activities: 1. Didactic lecture and group discussion 2. Guided practice through video observation and group discussion. 3. Video demonstrations of strategies will be provided. |
| Audience: The target audience is "intermediate", as they should have some general exposure to basic conceptual and empirical foundations of Relational Frame Theory. They should also have behavior analytic experience, and therefore should be certified or at least completed graduate training. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): ACT, Ethics, Parent training |
| |
|
|
| Trauma: The Invisible Elephant Underlying Challenging Behavior |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center Mile High Ballroom 4C/D |
| Area: EDC/CBM; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JEANNIE A. GOLDEN (East Carolina University), PAULA Y FLANDERS (Rethinked.com), DANIELLE WEBB (East Carolina University), MELISSA GLENN (East Carolina University) |
| Description: Behavior analysts are often charged with the responsibility of dealing with challenging behaviors and may be unaware of the impact of underlying trauma on these behaviors. These challenging behaviors are frequently not amenable to traditional functional behavioral assessments (FBAs) and positive behavioral interventions (PBIs). This may be because behavior analysts are reluctant to incorporate distal setting events, discriminative stimuli, and motivating operations into their FBAs, which is essential to the incorporation of trauma into these analyses. Further, it is necessary to acknowledge the impact of verbal behavior in implementing effective interventions, as covert thoughts and feelings often are the establishing operations that motivate challenging behaviors. This workshop will familiarize participants with FBAs that incorporate trauma as well as with strategies that use verbal behavior in conducting interventions. They will see role-play demonstrations of these strategies and have the opportunity to practice these strategies with feedback and correction. They will also be provided with PBIs specific to their own caseloads. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to: 1. Explain why youth who have experienced trauma are more likely to exhibit challenging behaviors. 2. Describe how to incorporate distal setting events, discriminative stimuli, and motivating operations into functional behavioral assessments of youth who have experienced trauma. 3. Describe how covert thoughts and feelings often serve as establishing operations that motivate challenging behaviors. 4. Explain why verbal behavior is important in implementing effective interventions for youth who have experienced trauma. 5. Describe some of the verbal behavior strategies that could be effective interventions for youth who have experienced trauma. |
| Activities: Participants in this workshop will receive didactic information as well as modeling, role play, feedback and practice of specific trauma-based interventions. Supplemental materials such as written scenarios, fidelity checklists, and sample FBAs and PBIs will also be provided. |
| Audience: Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with terms including verbal behavior, discriminative stimuli, establishing and abolishing operations, and positive and negative reinforcement, and have experience and examples dealing with those terms. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): challenging behavior, racial trauma, trauma, trauma informed |
| |
|
|
| Enhancing Behavior Analysis Through Instructional Design: Examining ADDIE the Taxonomy of Learning |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center 403/404 |
| Area: EDC/CBM; Domain: Service Delivery |
| CE Instructor: Rick M. Kubina, M.Ed. |
| RICK M. KUBINA (Penn State), JARED VAN (The Chicago School of Professional Psychology) |
| Description: Instructional design (ID) refers to the careful planning, design, development, and delivery of instruction to result in effective, efficient, and engaging learning. The field of ID has general principles that, when applied, can result in programs and curricula that promote robust learning sequences. However, contemporary ID has theoretical influences that lie in cognitive psychology and constructivism. Behavior analysis has a history in ID that began with Skinner and saw incredible contributions from several designers. Susan Markle represents a significant figure in ID who began with behavioral analytic principles and made substantial contributions. The taxonomy of learning offered by Markle and her colleague Tiemann provides order to the messiness of real-world instruction. The taxonomy guides practitioners and suggests an organizing structure for addressing developmental, remedial, and functional instruction. All behavior analysts should have a foundational knowledge of instructional design and how the taxonomy plays a critical role in designing simple and complex learning programs. Yet beyond the taxonomy behavior, analysts should also understand the greater role ID plays in the design, construction, implementation, and iteration of instruction. The following presentation will introduce instructional design and demonstrate the connection to all programming. The hands-on presentation will introduce the general framework (i.e., ADDIE) for ID and teach the taxonomy of learning as a framework for creating sound, efficient instruction. |
| Learning Objectives: Participants will state the definition of instructional design and provide an example and nonexample. Participants will classify examples in reference to the ADDIE model of instructional design. Participants will define three categories of learning in the taxonomy of learning. Participants will discriminate correct instructional strategies based on the proper type of learning. Participants will state how concepts, principles, and strategies affect instructional design. |
| Activities: • Instructional strategies include lecture, discussion, small group breakout, and individual quizzes Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning. The format combines lecture, small group activities, guided practice, and frequency-building exercises. |
| Audience: People interested in elevating their practice through instructional design. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): instructional design |
| |
|
|
| Quantitative Measures of Joy in Early Childhood Applied Behavior Analysis (ABA) Sessions |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Convention Center Mile High Ballroom 4A/B |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jessica J. Cauchi, Ph.D. |
| JENNIFER POSEY (Endicott College), MARY JANE WEISS (Endicott College), JESSICA J. CAUCHI (none) |
| Description: This workshop seeks to assist behavior analysts in identifying key components of ABA sessions that produce meaningful outcomes for families by encouraging joyful engagement and interactions. ABA therapy is often prescribed as the gold standard in autism treatment, and focuses on core significant outcomes including social connection. Often, however, providers prescribe high-intensity treatment across a comprehensive set of skill acquisition goals. Key stakeholders may find the commitment required daunting and may question if this treatment is appropriate. In recent years, the field has been emphasizing the need for compassionate, humane intervention, and has focused directly on the assurance of assent and engagement. In keeping with this shift within the field, it is important to identify methods for ensuring compassionate approaches within Early Intensive Behavioral Intervention (EIBI). It is important to define such interactions in the context of EIBI, and to work toward methods of measuring them.This workshop will teach participants the importance of promoting joy in EIBI, provide methods to identify and promote joyful engagements and interactions. Participants should expect an interactive learning experience with opportunities for discussion and a structured framework quantitatively measuring the presence or absence of behavioral indicators of joy within ABA sessions. |
| Learning Objectives: 1. Participants will describe 5 indicators of joyful engagement and interactions in ABA sessions. 2. Participants will identify behavioral indicators of joy from sample videos of caregiver-child interactions 3. Participants will examine indicators of joyful engagement and interactions in order to design sessions to promote/increase joyful engagement and interactions |
| Activities: - Lecture - Discussion - Guided practice |
| Audience: Intermediate. Participants should be BCBA's with experience in Early Intervention programs, both in direct care and supervisory roles. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): assent, early intervention, joy, positive teaching |
| |
|
|
| Early Infant Operant Learning Procedures |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Hyatt Regency, Centennial Ballroom E |
| Area: DEV/EAB; Domain: Applied Research |
| CE Instructor: Katerina Monlux, Ph.D. |
| KATERINA MONLUX (University of Washington), MARTHA PELAEZ (Florida International University) |
| Description: This workshop will cover the early infant learning of key social skills using an operant learning paradigm. An emphasis will be placed on behavior analytic caregiver training procedures to increase critical social skills such as vocal imitation, eye contact, joint attention skills, and social referencing. We will examine previous research and discuss present ongoing research and future directions. Procedures such as synchronized reinforcement, contingent reinforcement, shaping, environmental arrangement, and more will be discussed as they pertain to infants and young children. We will first describe experimental illustrations of how operant methodologies and social reinforcement are essential to understanding infant social-learning phenomena. Then we will offer behavioral procedures and interventions that have advanced our research with infants at an increased likelihood of developing autism and other developmental delays. Finally, we will discuss research tactics that can be quick and effective for behavior analysts conducting interventions with infants. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1: Describe infant operant methodologies 2: Discuss reinforcement procedures such as synchronized reinforcement, contingent reinforcement, and social reinforcement techniques 3: Analyze infant behavior |
| Activities: Instruction will include lecture, article recommendations, discussion, and small group breakout. Objectives will be met through lecture, video observation, group discussion, and practice. The format will combine lecture, small group activities, and discussions. |
| Audience: A basic understanding of behavior analytic theory and mechanisms will be necessary as we apply that frame work to early infant learning. |
| Content Area: Theory |
| Instruction Level: Intermediate |
| Keyword(s): Behavioral Development, Infant, Operant Learning, Reinforcement |
| |
|
|
| Understanding and Improving Sleep in Children With Autism: Assessment, Analysis and Behavioral Interventions |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Convention Center Mile High Ballroom 3A |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Dag Strömberg, M.S. |
| DAG STRÖMBERG (Stockholm University; Swedish Association for Behavior Analysis) |
| Description: Sleep problems are frequent in children with autism. Research indicates that behavioral interventions are effective for improving sleep. This workshop will present a description of normal sleep and a behavioral account of sleep. Further, an emphasis will be placed on describing a selection of behavioral strategies to assess, prevent and treat the most common sleep problems in individuals with autism. The participants will be provided with opportunities to practice how to identify environmental causes of impaired sleep. Concrete advice on how to increase the ability to fall asleep and stay asleep through the night will be discussed, with the purpose of providing participants with useful tools to help children develop good habits and routines in their natural environment. Case examples will be provided and discussed. Many of the behavioral interventions presented may also be applicable for other populations, such as typically developing children and adults, with sleep problems. |
| Learning Objectives: After completing this workshop, participants will be able to: (1) Describe sleep and sleep problems from a behavior analytic point of view; (2) Describe the most common sleep problems in children with autism; (3) State at least three assessment tools for understanding sleep problems; (4) Use a sleep diary; (5) Use at least five strategies for improving sleep hygiene; (6) State at least three strategies for sleep training, based on the principles of behavior analysis. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture (a power point, which will be distributed as a hand out) and active learner participation, such as group activities, quiz questions and discussion of case examples and case data. |
| Audience: The workshop content will be at the intermediate level. Basic principles of applied behavior analysis will be briefly described related to how they can be used in sleep interventions, however, the workshop is not designed to teach these basic principles to people who are unfamiliar with ABA. Therefore, the workshop is most appropriate for RBTs, BCaBAs, BCBAs looking to gain knowledge in this specific area. Other professionals, such as occupational therapists, psychologists or special educators, who are familiar with ABA might also find the workshop useful. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): insomnia, sleep, sleep training |
| |
|
|
| Behavioral Relaxation Training: Etiology and Management of Stress, Anxiety, and Problem Behavior in Special Populations |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Convention Center 401/402 |
| Area: CBM/AUT; Domain: Service Delivery |
| CE Instructor: John M. Guercio, Ph.D. |
| JOHN M. GUERCIO (Benchmark Human Services) |
| Description: This training will cover the etiology and incorporation of Behavioral Relaxation Training as it applies to the assessment and training of relaxed behavior. This training will be compared with mindfulness and other stress reduction techniques with respect to efficacy, evidence base, and clinical outcomes. The Behavioral Relaxation Scale (BRS) will also be covered along with a tutorial on scoring with the BRS and determination of which areas of relaxed behavior need to be targeted. The role of multi-modal assessment will be presented in the context of BRT as it compares to Progressive Muscle Relaxation (PMR), mindfulness training, and a host of other relaxation and stress reduction techniques. |
| Learning Objectives: Participants will select different measures of relaxation and the form that they have taken as they have been introduced historically. Participants will identify the role of observational, motoric and other modalities as they apply to relaxed behavior. Participants will match the areas of the Behavioral Relaxation Scale (BRS) as they apply to assessing relaxed behavior. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of behavioral relaxation and strategies will be provided as they apply to specific populations of those with intellectual and developmental disabilities (IDD). Supplemental materials for assessing relaxed behavior will be provided in order to support participant learning. |
| Audience: Attendees should be familiar with some rudimentary strategies targeting relaxation for clients with special needs. Attendees should be able to articulate through operational definitions the behavior that they are targeting to address through the use of behavioral relaxation training (BRT). |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Anxiety, Autism/Adults, Relaxation Training, Stress |
| |
|
|
| Clinical Interviewing in Behavior Analytic Practice: Effective Techniques for Gathering Information, Conveying Compassion, and Working With Cultural Sensitivity |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Convention Center Mile High Ballroom 2B |
| Area: CBM/DDA; Domain: Service Delivery |
| CE Instructor: Maggie Veiga, M.Ed. |
| MAGGIE VEIGA (University of Massachusetts ), Joseph N. Ricciardi (May Institute) |
| Description: Clinical-behavior analysts use clinical interviewing as part of intake, assessment and ongoing consultation. They gather background information, determine comorbid medical problems, and identify family and cultural values. Then, they interview to identify and prioritize behaviors of concern; possible antecedents and reinforcing consequences; and to develop testable hypotheses of function. Yet few behavior analysts receive training in interview and clinical communication skills (LeBlanc, Taylor, Marchese, 2020). Recent trends in the advanced practice of ABA now require clinical interviewing skills. For example, interviewing skills are required to design synthesized FA conditions (Slaton, Hanley, Raftery, 2017), integrate compassionate care approaches (Taylor, LeBlanc, Nosik, 2019), foster collaboration (Rohrer et al., 2021), identify possible trauma history (Rajaraman et al, 2022), respond to important cultural differences (Fong et al., 2016), and support a circumstances view of behavioral challenges (Friman, 2021). This workshop will provide behavior analysts with an overview of the clinical interview process, its aims, and objectives. Specifics will include strategies and techniques for using structured interviews, developing rapport and bond with informants, active listening, conveying empathy, interrupting/redirecting unfocused exchanges. This workshop is consistent with an emerging line of research targeting acquisition of these essential skill sets (Rohrer & Weiss, 2022). |
| Learning Objectives: Participants will be able to explain how structured interviews are used to enhance clinical information gathering. Participants will be able to describe and demonstrate the active listening skill set. Participants will be able to list three tactics for communicating empathy, concern, or compassion. Participants will be able to define at least one source of cognitive bias in the interpretation of a clinical interview. Participants will be able to describe and demonstrate verbal tactics for redirecting unfocused exchanges. |
| Activities: The format will combine lecture, video demonstrations, and structured opportunities for practice and feedback |
| Audience: Intermediate. It is ideal for trainees to have completed clinical intake processes with individuals and families and have experience with the standard conduct of an FBA. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): clinical assessment, compassionate care, culturally responsive |
| |
|
|
| Taking the Science of Behavior to High School: Culturally Responsive/Sustaining Transition Practices |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Hyatt Regency, Centennial Ballroom A |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Tracy Eileen Sinclair, Ph.D. |
| TRACY EILEEN SINCLAIR (The University of Connecticut) |
| Description: For behavior analysts working in school settings there is an additional layer of knowledge critical to support students with disabilities effectively—special education policy and law. Too often graduate preparation programs are focused on clinical applications of behavior analysis, particularly with young children with autism. Services in schools extend into the middle school, high school, and young adult age ranges—up until the 22nd birthday in most states. As more behavior analysts are working in school settings, and may not have had adequate graduate training in special education law, it is our ethical obligation to seek opportunities to learn and apply new knowledge to support our students. Building capacity as school-based BCBAs can directly support and inform practices to promote more positive postsecondary outcomes for students. Transition planning in special education is mandated by the Individuals with Disabilities Education Act (IDEA, 2004) focusing on three primary areas of: (a) postsecondary education/training, (b) postsecondary employment, and (c) independent living. Skills of self-determination can be directly taught and promoted through the science of behavior (i.e., self-management, self-regulation, goal setting, etc.). Furthermore, this must all be done through a lens of culturally responsive/sustaining practices. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify and understand relevant special education law related to transition services and planning; (2) learn culturally responsive/sustaining transition practices and how to apply in their work as a BCBA in schools; (3) be able to articulate the connection between the science of behavior and transition planning, particularly related to skills of self-determination. |
| Activities: Workshop activities will be interactive--a mix of information sharing via lecture, self-reflection, small group discussions, whole group share-outs, and application activities based on case studies. |
| Audience: This is appropriate for anyone who works as a school-based consultant or is interested in consulting in schools; particularly in secondary settings. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Culturally Responsive/Sustaining, School-based Consultation, Secondary-age Students, Transition Planning |
| |
|
|
| Beyond Performance Management: How Anyone Can Navigate a Flawed System Through Process Improvement |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Hyatt Regency, Centennial Ballroom B |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Andressa Sleiman, Ph.D. |
| ANDRESSA SLEIMAN (Florida State Unviersity ), ALLISON KING (ABA Technologies, Inc.) |
| Description: Behavior analysts usually learn the basics of Performance Management (PM) when first introduced to Organizational Behavior Management (OBM). But PM is just one part of applying OBM in an organization. Organizations often re-engineer their processes to become more effective and efficient and must respond effectively to ever-changing environments internal and external to the organization. Responding to these pressures often requires changes to the organization’s processes (or “the way the work gets done”), whether it is to better meet customer requirements or support a change in the organization’s strategy. Behavior analysts in management positions, or BCBAs supervising RBTs may be responsible for implementing and managing these process changes. Yet many do not have formal training in this area, and it is considered the least understood level of performance. This workshop will begin with an overview of behavioral systems analysis – the organization, process, and performer level. The remainder of the workshop will focus on how to analyze, improve, and manage performance at the process level. Participants will learn how to use tools at this level, such as process maps and metrics chains, to teach them how to effectively redesign processes, manage performance through the changes, and achieve process outcomes linked to organizational goals. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to: 1. List and describe the three levels of analysis in Behavioral Systems Analysis. 2. Analyze existing processes using a process mapping tool. 3. Define process level goals linked to organization goals. 4. Identify the process steps that need to be changed based on the analysis of the existing process. 5. Design a desired process using a process mapping tool. 6. Set process and sub-process goals using a metrics chain tool. 7. Describe common pitfalls of process changes and strategies to avoid them. 8. Describe strategies to navigate a flawed system, regardless of role. 9. Implement strategies for managing new behaviors required by the new process. |
| Activities: -Discuss examples of process change initiatives -Create a process map of an existing process -Create a process map of a desired process -Set process and sub-process goals using a metrics chain tool |
| Audience: This workshop is intended for individuals who have a basic understanding of OBM and would like to influence performance with a behavioral systems analysis approach, particularly the process level of analysis and improvement. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Leadership, OBM, Supervision, Systems Analysis |
| |
|
|
| Training for Treatment Integrity: Interobserver Agreement is Not Enough! |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Hyatt Regency, Centennial Ballroom C |
| Area: TBA/EDC; Domain: Service Delivery |
| CE Instructor: Melinda Docter, Ed.D. |
| MELINDA DOCTER (myHHBs) |
| Description: Treatment integrity impacts the effectiveness of client progress. It is the ability to implement a program with the same intent as was written. Think about the following questions: 1.What happens if data is not valid, accurate or reliable? 2. What effects might your programmatic changes have on your client if based on untrustworthy data? 3. Goals may “seem” measurable and observable, but are they? 4. Where are the descriptors? 3. How can behavior therapists take believable data when they aren’t provided technological goals? 4. How can supervisors provide effective feedback for their therapists when they themselves are unable to implement the program with integrity? While IOA data determines the agreement of data collected between a supervisor and a therapist, how useful is it if two observers measure different aspects of the behavior? This workshop will identify and review well-written measurable and observable goals, environmental antecedent variables that must be both identified in the goal and in place prior to the expected response, and effective onboarding and training strategies for both new therapists and supervisors and those providers who can benefit from additional training. |
| Learning Objectives: 1. Participants will identify and describe the components of a well-written, measurable, and observable goal. 2. Participants will identify and describe antecedent descriptors and measurement over time necessary to implement a program with treatment integrity. 3. Participants will identify effective onboarding training practices to ensure the mastery and implementation of basic ABA concepts and principles. |
| Activities: Instructional strategies will include lecture, discussion, small group breakout, role play and modeling. Guided practice will be used to ensure mastery of both comprehension and implementation of the skills. |
| Audience: Participants should have at least 6 months experience in the field of ABA as a behavior therapist, supervisor or BCBA. Session is also appropriate for all supervisors, BCBA's that either provide onboarding training, ongoing clinical training and/or BCBA independent fieldwork supervision. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): goal writing, supervision, training, treatment integrity |
| |
|
|
| Unintended Triggers |
| Friday, May 26, 2023 |
| 12:00 PM–3:00 PM |
| Hyatt Regency, Centennial Ballroom D |
| Area: TBA/CSS; Domain: Applied Research |
| CE Instructor: Natalie A. Parks, Ph.D. |
| NATALIE A. PARKS (Saint Louis University), BEVERLY KIRBY (Team ABA LLC) |
| Description: The Ethics Code for Behavior Analysts specifies that behavior analysts must treat others with dignity, compassion, and respect and to be fluent in speaking about and addressing issues concerning diversity, discrimination and bias (1.07, 1.10, 4.07). Unfortunately most behavior analysts have not had any training in the meaning and historical context of these concepts or in how to talk about these subjects with others, especially supervisees. Lack of fluency in these areas leads to avoidance of the subjects and conversations or attempts to discuss laced with comments that negatively trigger others. In order for behavior analysts to comply with the Ethics Code and provide high quality supervision and services, they must first learn to identify potential triggers and develop the skill of working through triggers rather than attempting to silence or avoid them. This workshop will discuss the conceptual framework of how triggers develop, provide strategies to recognize them before they are voiced, and the steps to follow to work through times when you unintentionally trigger someone. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Conceptually systematically describe how triggers develop and how they are related to bias. 2. Identify potential triggers or triggering statements and words prior to voicing them. 3. How to work through difficult conversations that result from the unintentional triggering of someone. |
| Activities: Instructional strategies include: lecture, discussion, small group breakout, individual activities, and role plays. |
| Audience: Those attending this workshop should be fluent in the principles and concepts of behavior analysis including equivalence and non-equivalence relations and verbal behavior. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): cultural humility, diversity, humble behaviorism, interlocking contingencies |
| |
|
|
| Early Identification and Treatment of Autism Symptomatology in Infants |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 1E/F |
| Area: AUT/DDA; Domain: Applied Research |
| CE Instructor: Rebecca P. F. MacDonald, Ph.D. |
| REBECCA P. F. MACDONALD (New England Center for Children), Sally Dupere (The New England Center for Children), VICTORIA WEISSER (The New England Center for Children) |
| Description: While there is a growing body of research examining early symptoms of ASD, the point at which this pattern of atypical social responding begins to deviate in children who are later diagnosed with autism is unclear. A preponderance of evidence indicates that autism symptomatology emerges between 6 and 12 months of age (Tanner & Dounavi 2020). Some studies suggest that symptoms of autism can emerge in infants as early as 3 months of age (Jones & Klin 2013). A thorough review of the research on early diagnosis of ASD will be provided. The purpose of this workshop is to describe the research we have been doing with high-risk infants birth through 18 months of age to document the emergence of early symptomatology. In this workshop we will present a tool we have developed called the Early Markers of Autism (EMA) that provides direct observation of possible early markers that may be predictive of a diagnosis of autism. We will review data from our study and discuss specific behaviors that may be concerning at a young age. A variety of exercises will allow participants to record data using the EMA, as well as to practice implementing portions of the tool. In addition, we will review strategies for coaching parents and teaching infants, which is very different from teaching toddlers. This research has implications for the early identification of autism and potentially leading to changing the diagnostic trajectory for those infants at risk of a later diagnosis of autism. |
| Learning Objectives: 1. The participants will be able to describe early markers of autism in infants. 2. The participants will be able to describe strategies for teaching infants’ early skills. 3. The participants will be able to coach parents to teach skills to their infants using behavioral skills training. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, small group discussion and guided practice. |
| Audience: Participants are encouraged to have their BCBA and be engaged in clinical practice with individual on the Autism Spectrum. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
|
| Behavioral Strategies to Support Student Learning and Teacher Success |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center 403/404 |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Justin Halton, M.Ed. |
| JUSTIN HALTON (Judge Rotenberg Center) |
| Description: Positive reinforcement, token economies, and contingency contracting are well known practices used throughout classrooms, centers, and in-home learning environments. This workshop provides participants with detailed descriptions of how to implement multiple behavioral strategies into a classroom environment across learners with various IEP classifications from Emotional Behavioral Disorders to Autism, and Developmental Delay. This workshop will present descriptions of common behavioral challenges presented in classroom environments and how use of the presented behavioral interventions have positive impacts on student learning and overall classroom environment. Video of strategies in practice, testimonial of teachers and students, and exemplars of data related to use of behavioral strategies presented. Attendees will have opportunities to participate by creating behavioral contracts and developing activities utilizing IEP goals and behavioral strategies within the workshop. Additionally, this workshop will detail methods to provide quality supervision of teacher performance in the classroom as a quality control measure for application of behavioral strategies through use of coaching, feedback, and positive reinforcement. Content has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying or applying the findings, procedures, practices, or theoretical concepts. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe several behavioral strategies to support student learning and improve classroom environment and the specific benefits of individual strategies; (2) Compose unique individual and group contracts aimed to improve student classroom performance; (3) Create supervision and data collection plan designed to monitor implementation of behavioral strategies in a classroom environment. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Attendees will participate with provided instructional materials to create behavioral contracts, design activities for classroom use, and participate in small group breakout activities implementing reviewed strategies. |
| Audience: Basic |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): ABA Classroom, Classroom Management, Contingency Contracting |
| |
|
|
| Implementing Behavioral Procedures in a Neurobehavioral Psychiatric Department for Children With Autism Spectrum Disorder and Intellectual Disability |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 2B |
| Area: CBM/DDA; Domain: Service Delivery |
| CE Instructor: Eitan Eldar, Ph.D. |
| EITAN ELDAR (Psychiatry Department, Sheba Health Center, Israel) |
| Description: This workshop will present behavioral procedures implemented in a General Child Psychiatry Inpatient Ward as part of the multidisciplinary treatment program. The comprehensive behavioral model will be described, pinpointing its pivotal role in the department. Three behavioral procedures: Redirection, Recreating the Scene, and the Are You Square game will be presented. The rationale behind the implementation of these procedures and their place within the department’s program will be explained. Each procedure will be separately practiced, and participants will play the roles of patients and clinicians. The workshop will conclude with discussing the potential application of the above procedures in various contexts. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Explain three strategies effective in integrating Applied Behavior Analysis into Psychiatric Departments. 2. Present the rationale and structure of three behavioral procedures that promote self-control in these contexts. 3. Design clinical scripts for redirection, recreating the scene and “are you square” game, serving specific behavioral goals. 4. Use and modify observation forms to evaluate patients’ progress. |
| Activities: 1. Lecture 2. Video presentation 3. Guided practice 4. Group discussion 5. Online links to workshop content will be provided |
| Audience: intermediate - Basic knowledge in Applied Behavior Analysis principles and procedures Basic knowledge about various Psychiatric disorders |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): agression, neurobehavioral disorder, psychiatric-department, self-control |
| |
|
|
| Trauma Informed Behavior Analysis: Client-Based History Influences Treatment Effectiveness |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 3B |
| Area: DEV/CSS; Domain: Applied Research |
| CE Instructor: Julie A. Ackerlund Brandt, Ph.D. |
| ANN MARIE KONDRAD (Yellow Brick Academy), JULIE A. ACKERLUND BRANDT (The Chicago School of Professional Psychology ) |
| Description: Trauma informed care is more than a buzz word both inside and out of the ABA community. Foreknowledge of client’s history can influence the use of behavioral interventions and their effectiveness. During the assessment process, it is vital to obtain a client’s previous trauma history. When creating a behavioral intervention plan, care should be taken to acknowledge the client’s history and select interventions not only based on function but also their prior learning history. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Attendees will learn about the impact of trauma history on a client’s treatment. 2. Attendees will learn about research completed within the field of trauma informed behavior analysis. 3. Attendees will identify assessments of a client’s history. 4. Attendees will learn about antecedent interventions to minimize re-traumatization of the client. 5. Attendees will learn about research-based interventions including the treatment and development of behavior to improve skill development. 6. Attendees will identify ways in which Behavior Analyst can work to improve trauma informed treatment in ABA. |
| Activities: lecture and small group breakouts |
| Audience: Clinicians, graduate students, and researchers interested in trauma-informed ABA practices |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): antecedent, function, trauma |
| |
|
|
| Preparing Learners With Limited Skill Repertoires, Including Many With Autism, for the Challenges of Everyday Living |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 3C |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Patrick E. McGreevy, Ph.D. |
| PATRICK E. MCGREEVY (Patrick McGreevy and Associates), TROY A FRY (Essential For Living) |
| Description: Most children with autism, along with other moderate-to-severe developmental disabilities, like Down syndrome and Angelmann syndrome, even with intensive, high-quality intervention, will not ‘catch up’ to their typically-developing peers and will not acquire a repertoire of formal academic skills. In spite of this fact, many ABA programs continue to use developmental curricula with 10, 11, and 12-year old children who read on a first-grade level with very little comprehension, who are ‘stuck in level 2 of the VB-MAPP’, and who will never be asked to respond to feature-function-class questions at any other time in their lives. These learners need instruction referenced to quality of life, rather than developmental milestones or academic standards. The authors will describe how to gradually change programs of instruction for these learners to this reference point. |
| Learning Objectives: (1) Participants will describe how a tact repertoire can influence the quality of life of a learner with a limited skill repertoire (2) Participants will describe five skills that can improve the quality of life of a learner with a limited skill repertoire to a greater extent than intraverbals (3) Participants will describe how to gradually replace feature-function-class questions with speaking and listening skills that significantly improve the quality of life of a learner with a limited skill repertoire |
| Activities: lecture, discussion, and specific, sample exercises in program planning |
| Audience: The audience members should have a basic knowledge of Applied Behavior Analysis. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
|
| Defining and Incorporating Assent Into Your Interventions: A Nonlinear Constructional Analysis and Approach |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 4C/D |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Anna Linnehan, Ph.D. |
| AWAB ABDEL-JALIL (Endicott College / Great Leaps Academy / Eastern Florida Autism Center), ANNA LINNEHAN (Endicott College), SHEILA ANN ANN KLICK (Endicott College) |
| Description: Assent is presently a popular topic among behavior analysts given its inclusion in the 2022 BACB Ethics Code, and the current political climate around Applied Behavior Analysis. The Code defines assent as “vocal or nonvocal verbal behavior that can be taken to indicate willingness to participate in research or behavioral services...” (p. 7). Although there has been plenty of discourse around assent, its meaning remains ambiguous. Can assent, or lack thereof, be defined procedurally in terms of contingency arrangements? This workshop will begin by defining assent though a Nonlinear Contingency Analytic lens. The provided conceptualization defines assent based on the presence or absence of certain contingency arrangements, which goes beyond the common topographical definitions. True assent will be distinguished from apparent assent utilizing a degrees of freedom analysis. Examples and non-examples will be provided to illustrate this distinction. Attendees will then identify examples and non-examples of vignettes based on situations commonly encountered by clinicians working with Autism Spectrum diagnosed learners. If assent is determined to be absent or withdrawn, how can a clinician/practitioner proceed ethically while honoring the learner’s dissent? The Constructional Approach will be introduced as a way to create assent-informed programs by asking a few guiding questions related to desired outcomes, entry repertoires, maintaining consequences, and programming sequences. The answers will help clinicians create programs that build on learners' entry repertoires that lead to full participation in the program, while complying with the ethical guidelines on assent. Attendees will leave the workshop with a clear nonlinear contingency analytic definition of assent, be able to determine whether true learner assent is present, and tips/strategies of how to create a constructional program that incorporates and honors learner assent ethically. |
| Learning Objectives: At the conclusion of the session, individuals will be able to:
1. Define assent functionally, and how to obtain it for ethical practice.
2. Identify examples and nonexamples of assent given commonly encountered situations in practice.
3. Assess for the presence or absence of assent and program for it to maximize ethical decision making. |
| Activities: Lecture, group activities, practice creating assent-informed constructional programs. |
| Audience: ABA practitioners, BCBAs, RBTs |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Assent, Consent, Constructional, Nonlinear Analysis |
| |
|
|
| Supporting Families in Creating and Maintaining Positive Sleep Behavior Plans |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 4A/B |
| Area: CBM/CSS; Domain: Service Delivery |
| CE Instructor: Kathryn Holloran, M.Ed. |
| KATHRYN HOLLORAN (The Behaviorist Next Door) |
| Description: Sleep concerns are increasingly prevalent among our families. A 2019 study in the Journal Pediatrics found that sleep disturbances are more than twice as common in children with Autism and Developmental Delays. A 2003 study found that families and caregivers of children with AD/HD were five times as likely to report sleep concerns. These statistics are felt by BCBAs providing clinical care in homes, clinics, and schools across the world. In this workshop, participants will learn the overall behavioral challenges and medical comorbidities common in sleep disturbances among children. A behavioral approach to teaching children to sleep independently will be outlined, along with modifications and troubleshooting techniques. The presenter will share detailed plan templates for children in early-, intermediate- and advanced- learner stages. Strategies will be discussed around the three major areas of sleep challenges: trouble falling asleep at bedtime, trouble staying asleep, and nighttime sleep disorders such as Obstructive Sleep Apnea, Restless Leg Syndrome, Sleepwalking and others. The first portion of the workshop will outline general issues faced by families with kids with Autism and Developmental Delays along with other diagnoses. The second section of the workshop will explore how to engage in a Functional Behavior Assessment of specific interfering behaviors around sleep. Utilizing a Competing Pathways Model, participants will walk through Antecedent, Teaching and Consequence Strategies. Participants will receive plan templates, data sheets, progress monitoring resources and troubleshooting strategies that can be used with families in need of more, and better, sleep. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Identify the key behavioral concerns affecting kids' sleep, and what correlations are currently being explored between specific diagnoses and sleep disturbances. 2. Apply basic antecedent strategies based on sleep-interfering behavior. 3. Create Functional Behavior Plans for many of the sleep disturbances common to neurodivergent kids. |
| Activities: The workshop will be a combination of lecture, small group guided practice activities, and case study video and written examples. |
| Audience: This workshop is appropriate for beginner level practitioners. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
|
| Responsible Use of Restrictive Procedures: A Framework for Decision Making |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 2A |
| Area: DDA/PCH; Domain: Service Delivery |
| CE Instructor: G. David David Smith, Ph.D. |
| G. DAVID SMITH (GDS Behavioral Consulting) |
| Description: Restrictive procedures are often included in behavior support plans for people with an intellectual disability (ID), especially for those with a co-morbid mental illness (MI) who exhibit dangerous behaviors (Ferleger, 2008; Friedman & Crabb, 2018; Sturmey, 2009) or self-injury (McGill et al., 2009). Commonly used restrictive procedures include restraints and seclusion, schedules, rules, boundaries, limiting options, restricting access, or modifying the social and physical environment in ways that limit an individual’s freedom to act on their own. Legal precedent, state and federal law and prevailing ethical guidelines require that the “least restrictive” alternative must always be used. Despite this, there is no standard definition of the term “restrictive” and no commonly accepted way of assessing the relative restrictiveness of behavior change procedures. This workshop presents a simple and concrete way to quantify “restrictiveness” that allows determination of the relative restrictiveness of behavior change procedures. It also demonstrates the use of risk-benefit analysis (RBA) to guide and inform decisions concerning their use. |
| Learning Objectives: At the conclusion of this workshop participants will be able to: 1. Recognize restrictive procedures distinguishing them from nonrestrictive procedures, 2. Measure and assess the relative “restrictiveness” of procedures, and 3. Use Risk-Benefit A to inform the selection, design, application and continued use of restrictive procedures. |
| Activities: Teaching strategies will include lecture, small group break out, review of case studies, and guided practice measuring the restrictiveness of designated procedures and assessing the benefit-risk associated with implementation of designated restrictive procedures. |
| Audience: Participants should have experience developing behavior change plans, prior knowledge and experience implementing restrictive procedures and presenting behavior change plans to human rights committees. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): benefit-cost analysis, least restrictive, restrictive procedures |
| |
|
|
| The Self & Match System: Self-Monitoring as a Behavioral Intervention |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 1C/D |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Katharine M. Croce, Ed.D. |
| JAMIE SIDEN SALTER (Self & Match Educational Consultation), KATHARINE M. CROCE (Felician University) |
| Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring intervention and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately within the school, home, and clinic setting. This workshop explores peer-reviewed research that supports the implementation of self-monitoring systems for students of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a "match"/accountability component will be presented, with specific focus on the Self & Match System, a user-friendly, easy to implement, empirically-supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, as well as a Self & Match manual with substantial training materials. Participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system. Additionally, participants gain an understanding of implementing Self & Match as a classroom management tool in special education and general education settings. The Self & Match System has been used internationally to support individuals with emotional behavior disorders, autism spectrum disorders, learning disabilities, and unidentified students in general education. Self & Match can be employed as a part of an individualized behavior system and/or a class-wide behavior management procedures and school-wide behavior management procedures as a part of SWPBIS. Self & Match has been applied in a diverse array of settings including special and general education settings, homes, communities, clinics, public and private schools, and recreational programs. Great workshop for individuals and/or teams! |
| Learning Objectives: Participants will: 1) Identify the research-based benefits of self-monitoring interventions 2) Effectively apply, individualize, and monitor progress of a self-monitoring system 3) Identify the necessary components of an effective motivational system 4) Identify the importance of pre-treatment planning on the effectiveness of intervention 5) Identify the basic components of the Self & Match System 6) Understand the implementation Self & Match System in a variety of settings including a General Education Setting, Home Setting, and Special Education Setting 7) Systematically individualize an intervention based on collaborative and critical thinking 8) Systematically consider function in the development of self-monitoring interventions and reinforcement opportunities |
| Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match/accountability component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, the Self & Match system, and consider the role of technology in enhancing this behavioral intervention. Additionally, participants will interactively consider systematic considerations prior to implementation to lead them on their way to creating their own Self & Match System. The format combines lecture, small group collaboration, data analysis, guided practice, and discussion. |
| Audience: Participants will engage in active learning to increase their knowledge of implementing self-monitoring as a behavioral intervention. Workshop attendees will acquire a systematic guide to planning self-monitoring systems, Self & Match manual with substantial training materials, and access to an online Self & Match form creator. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, and/or others who support individuals from pre-K to 21 in school, home, or clinic settings as well as adults that are interested in increasing appropriate behaviors. Great workshop for individuals and/or teams! |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Behavior intervention, PBIS, Self&Match, Self-monitoring |
| |
|
|
| Behaviors Skills Training (BST): Train Your ABA Clinicians Through BST and Really Make an Impact |
| Friday, May 26, 2023 |
| 4:00 PM–7:00 PM |
| Convention Center Mile High Ballroom 1A/B |
| Area: OBM/CBM; Domain: Service Delivery |
| CE Instructor: Lilyan Willemijn Johanna Campbell, M.S. |
| LILYAN WILLEMIJN JOHANNA CAMPBELL (ABA Works) |
| Description: Behavior Skills Training (BST) has earned its credibility, as proven through many years of positive study outcomes. BST is used around the globe in ABA and its popularity is increasing. Many clinicians - including experienced ones - know about BST, but surprisingly, they do not know how to implement this. Through this workshop, we are going to change that. During this workshop, you will learn the theory behind BST. You will receive highlights of various study outcomes that examined the results of BST. Central in this workshop, is practice. You will get plenty of opportunities to practice BST in small groups. During this practice, we will use worksheets, and you will get instant feedback. In addition, you will learn a variety of key situations when you can use BST. For example, you can use BST directly with a learner, but also when training your clinicians. The content of this workshop has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying or applying the findings, procedures, practices, or theoretical concepts. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe what Behavior Skills Training is (2) Identify key situations to use BST (3) Describe the results of using BST (4) Identify and apply BST to relevant situations |
| Activities: Workshop objectives will be met through a balanced presentation of a brief lecture; guided practice; video-modeling; group discussions; small group activities and frequency building activities. |
| Audience: Clinicians who want to apply BST with their learners, and individuals who want to apply BST with their clinicians (e.g., supervisors, managers, directors) |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Retention Staff, Staff Management, Staff Training |