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| Beyond Rote Responding: Programming for the Intermediate to Advanced Learner |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 1-2 |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Shayna Gaunt, M.A. |
| SHAYNA GAUNT (How to ABA), SHIRA KARPEL (How to ABA) |
| Description: Do you have learners who are beyond the basics, yet still struggle with language and comprehension? In practice, we see learners who talk in sentences, but still do not answer wh-questions fluently or carry a conversation. Has your learner outgrown your usual assessments? How do you program for someone who is more complex than what you were taught during your BCBA supervision? In this workshop, we will provide you with a road map for the intermediate to advanced learner, including assessment, practical programs, data sheets, and materials. We will share our tips and tricks for advanced programming (gained from 20+ years of experience) and show you how to teach across operants so that your students’ skills are fluent and dynamic. Program individualization will be also be discussed. Instead of programming to an assessment, watch your learner soar! Content has obtained credibility, as demonstrated by 20+ years of involvement in the practice and application of ABA within the autism community. At How to ABA, we provide practical support and resources for ABA professionals. We help BCBA’s create dynamic, individualized programs by providing easy to access programs, materials and CEUs so that you can feel conbdent and master what you love. |
| Learning Objectives: Participants will be able to: 1. Identify at least 3 areas of need for an intermediate to advanced learner after completing an assessment; 2. Show knowledge of program planning for the advanced learner; 3. Write at least 3 dynamic skill acquisition programs for an intermediate to advanced learner with ease and efficiency; 4. Develop corresponding data sheets tailored towards intermediate to advanced learners that teach across operants. |
| Activities: The format combines lecture and small group activities. Workshop objectives will be met through a balanced presentation of lecture, video observation, discussion, small group break out, and guided practice. Supplemental materials for will be provided in order to support participant learning. |
| Audience: This workshop is intended for newly-minted behavior analysts providing language and social skills interventions for individuals diagnosed with ASD. Standardized competencies (e.g., BCBA) are suggested but not required. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Advanced Language, Autism, Curriculum development, Program writing |
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| Comorbidity of Motor Impairments With Autism and Practical Recommendations Using Behavior Approach |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 12-13 |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Maria Mobo, M.A. |
| MARIA MOBO (MAIA Autisme
Paris, France) |
| Description: Autism Spectrum Disorder (ASD) is not associated with motor disturbances but motor impairments or Developmental Coordination Disorder (DCD) are prevalent and persistent in ASD. Children with ASD rarely receive a dual diagnosis of DCD and those who present symptoms of motor disturbance seldom benefit motor-related interventions. A major reform in France has been instituted to align and integrate practice at the base of a single diagnosis of neurodevelopmental disorder. From this position, the workshop outlines in greater detail the comorbidity between ASD and DCD and presents an integrated intervention method using behavioral approach. MAIA Autisme in Paris is the reference in France for sports and physical education in autism. The workshop will present in part a program developed for children and adolescents which is easy to adapt in individual and group settings. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to : (1) Identify the sub-group of people with ASD needing intervention in the physical-motor domain; (2) Develop practical behavior programs to address functional motor impairments; (3) Design a platform for integrative and pluri-disciplinary practice. |
| Activities: The format combines lecture, video presentation, small group activities, review of case studies, and guided practice. |
| Audience: It is ideal for audience who are involved with the ASD population and have a basic knowledge of Applied Behavior Analysis. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, comorbidity, developmental coordination, motor impairments |
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| Teaching the Mand Through Compassionate Applied Behavioral Analysis (ABA) - The Competent Learner Model (CLM) Approach |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 7 |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Kari Kessler, M.Ed. |
| KARI KESSLER (Montgomery County Intermediate Unit), JENNIFER DOWNS (Abington School District, Salus University), JENNIFER JOHNSON (Pennsbury School District) |
| Description: The Competent Learner Model addresses seven specific repertoires. Within those repertoires, Skinner’s verbal operants are included. When considering the teaching of manding to students with language based disabilities like autism, the Competent Learner Model focuses on small, attainable steps that rely on beginning with the learner in mind and accepting “any motor movement” as a mand. In this workshop, development of the mand over multiple lessons that shape clearer and more distinct mands will be shown through video and student data. Competent Learner Model certified coaches and coaches in training will provide modeling and access to several of the formats (lesson) in the Problem Solver-mand repertoire. A variety of data collection options will be shown as well as how the Competent Learner Model accepts all forms of communication from sign, vocal or technological in the quest for manding behaviors. The intent of this session is to show a compassionate and successful student-centered approach to mand development. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to define what the term "mand" means. At the conclusion of the presentation, participants will be able to teach early mand behavior. At the conclusion of the presentation, participants will be able to understand how the Competent Learner Model uses Compassionate Applied Behavioral Analysis throughout its curriculum. |
| Activities: The format combines lecture, guided practice, video demonstrations, and small group discussion around data and videos. |
| Audience: The session will meet the needs of teachers and parents who are newer to the teaching of mands. It will also be beneficial to any providers, including BCBAs who would like to look at mand development in a different way. |
| Content Area: Practice |
| Instruction Level: Basic |
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| How to Create and Maintain Sleep Behavior Plans - Toddlers to Teens |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 4 |
| 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.They will then create a sleep plan to include goals to utilize for Health Insurance. 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 models. Supplemental materials for organizing and creating a sleep plan will be provided. |
| Audience: This workshop is most appropriate for BCBAs with knowledge of antecedent, behavioral, and consequence strategies; who have designed behavior plans; and those who have worked with children with sleep concerns. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): behavior plan, insurance, sleep |
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| The Analysis of Crime: Forensic Behavioral Case Conceptualization |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 5 |
| Area: CBM/CSS; Domain: Service Delivery |
| CE Instructor: Timothy Templin, M.A. |
| KODEY LAI (CrimeandBehavior.Com), PRESLEY DACOTAH WANNER (Anne Carlsen Center), TIMOTHY TEMPLIN (Hoosier ABA) |
| Description: In this three-hour workshop, the presenters will introduce the application of
behavior analytic principles to the civil and criminal justice systems. Most
importantly, multiple criminal cases will be reviewed within a behavior analytic
lens to derive a conceptualization of the delinquent acts as well as hypothesized
functions for each. The participants in this workshop will then be presented with
case vignettes and will work together to develop their own forensic behavioral
case conceptualizations. |
| Learning Objectives: 1) Identify three key areas where behavior analysts can serve the justice
system
2) State the components of a forensic behavioral case conceptualization
3) Examine a criminal case and develop a case conceptualization as part of a
group project |
| Activities: ? Hour One: Overview of crime and behavior analysis
? Hour Two: Demonstration of forensic behavioral case conceptualization
? Hour Three: Participants will develop their own case conceptualization
using vignettes provided |
| Audience: Intermediate skill level. BCBAs, BCaBAs, psychologists and other professionals
are encouraged to learn about this unique subspecialty. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Behavior Analysis, Criminal Justice, Forensics |
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| The Matrix Project: Using Behavior Analysis to Promote Social Change |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 11 |
| Area: CSS/PCH; Domain: Theory |
| CE Instructor: Traci M. Cihon, Ph.D. |
| TRACI M. CIHON (Behaviorists for Social Responsibility), KATHRYN M. ROOSE (State of Nevada, Division of Child and Family Services), JOVONNIE L. ESQUIERDO-LEAL (California State University, Fresno), AMANDA N. CHASTAIN (University of Illinois, Chicago) |
| Description: Workshop participants will learn principles of behavioral systems theory and how they can be applied to analyze the systems that promote and hinder behavioral approaches to understanding and addressing societal issues (with a primary emphasis on issues outside autism/developmental disabilities). After a brief introduction to behavioral systems analysis, participants will actively engage in guided exercises, taking a constructional approach for analyzing and impacting large-scale social issues. Participants will learn to employ a matrix methodology for this purpose through hands-on exposure to an on-going, large-scale, evidence-based matrix project being conducted by the Behaviorists for Social Responsibility SIG (see https://bfsr.abainternational.org/ for additional information about this project, which targets increasing the number of behavior analysts contributing to solutions to a range of social and global issues). Participants will then have opportunities to collaboratively select a cultural practice to be increased, and complete an analysis of antecedents and consequences likely to support or hinder the incidence of that practice. Finally, leaders and participants will discuss how this approach can realistically be used to promote social change in participants' areas of interest. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) explain how behavioral systems theory can be operationalized using a matrix methodology to promote social change; (2)locate and use empirical data to support behavioral systems analyses; (3)select a cultural practice for constructional increase, and complete an analysis of antecedents and consequences likely to promote and hinder the incidence of that practice; (4) apply this approach to promote social change in their own settings. |
| Activities: Introduction to behavioral systems analysis to promote social change, small group exercises (verbal and charting), large group presentations, closing exploration of potential applications. |
| Audience: Graduate students, graduate level behavior analysts (BCBAs), and faculty members |
| Content Area: Theory |
| Instruction Level: Intermediate |
| Keyword(s): Constructional Approach, Culturo-Behavior Science, Matrix Methodology, Social Change |
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| When Interviews are Unspeakable: Using the Constructional Questionnaire With Nonverbal as Well as Verbal Populations |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Meeting Room 401 |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Awab Abdel-Jalil, M.S. |
| AWAB ABDEL-JALIL (Upstate Caring Partners & Endicott College), ANNA LINNEHAN (Endicott College), SHEILA ANN ANN KLICK (Endicott College), ANGELA FUHRMANN-KNOWLES (Endicott College) |
| Description: The Constructional Questionnaire was introduced by Goldiamond in 1974. This instrument is used to assess several important areas for programming. First, in collaboration with the client, goals are outlined to establish the terminal repertoires important to the client. Second, it helps reveal the client’s current behavioral and personal attributes. Third, it elucidates historical and current variables that support/maintain their behavioral successes and challenges. Fourth, it ascertains the client's relevant repertoires and resources that help in program success. Finally, it makes explicit observable, objective behavioral outcomes of the program to be undertaken. Attendees will be introduced to the CQ as an assessment and programming tool. Examples of modifications to the original questionnaire, and its application for an array of clients will be presented. Examples will include its use for parents of children with developmental disabilities and ASD, staff, and severe challenging behavior. Attendees will gain a functional understanding of the CQ. |
| Learning Objectives: 1. Participants in this workshop will be able to list the five components of the constructional questionnaire. 2. Using the constructional questionnaire, participants in this workshop will be able to create meaningful client-centered goals. 3. Using the constructional questionnaire, participants in this workshop will be able to identify change procedures that align with client-centered goals. |
| Activities: We will start with a brief overview lecture on the constructional questionnaire. Then, we will have dyad activities for people to practice the questionnaire to analyze behavioral problems provided in vignettes. The presenters will give feedback and interact with the attendees during this time. Finally, attendees will be asked to think of a case they have struggled with in the past, and without revealing information, apply what they learned to analyze that case. |
| Audience: BCBAs with a foundational understanding of ABA. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Constructional, Functional Analysis, Nonlinear Analysis, Parents caregivers |
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| Improving Classroom Behavior Support Through Applied Behavior Analysis |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 8 |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Emily Baton, Ph.D. |
| EMILY BATON (May Institute ), FINA ROBERTSON (Endicott College, Gardner Public Schools) |
| Description: This workshop will provide behavior analysts a review of the research on evidence-based practices in classwide behavior support (Simonsen et al., 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include: 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost, and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide 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 to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity. |
| Learning Objectives: Educational Objectives: At the conclusion of the presentation, participants will be able to: (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced based classroom-wide behavior support practices; 3) use a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on task behavior. |
| Activities: Activities: Participants will learn how to: 1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced-based classroom-wide behavior support practices; 3) a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior. |
| Audience: Behavior analysts who consult to classrooms both in public school districts and/or private schools who desire to develop their consultation skills to improve both instructional practices and/or on-task behavior of students. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): antecedent practices, classroom-wide practices, data-based decision-making, instructional management |
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 Organizational Behavior Support Plans |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Meeting Room 402 |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Sara Mulholland, Ed.D. |
| SARA MULHOLLAND (Full Spectrum ABA ) |
| Description: Organizational resilience is necessary for organizations to maintain stability and adapt to changing dynamics in the world. ABA is a dynamic field with many variables affecting the ability of organizations to deliver quality ABA therapy, retain quality professionals, and prevail in a highly competitive market. We see repeated patterns of ABA companies starting, growing, then closing in rapid succession. How do we grow and sustain our organizations while providing effective treatment to the clients and families we serve? We create behavior support plans for our clients using applied behavior analysis to support behavioral change and maintenance. We can apply the same evidence-based applications of ABA to organizations to create resilient and stable ABA companies. The 2017 ABAI conference devoted a full day to application of OBM practices in Health and Human Services. This workshop will apply these practices specifically to ABA companies - addressing specific nuances and challenges experienced in the field of ABA. The workshop will begin with a review of the presenting problems - summarizing data regarding ABA companies that have experienced struggles in maintaining a successful organizations. Next, a review of original research regarding resilience in organizations will be presented. The findings of this research will be connected to the principles of applied behavior analysis. Finally, this interactive workshop will identify ways to create behavioral support plans at the organizational level - addressing areas such as performance management, environmental modifications, and supervision and management requirements to create resilient and sustainable, growing agencies that provide exceptional service to clients and families. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify three common barriers to organizational sustainability and growth; (2) Discuss seven components of organizational resilience using ABA terminology; (3) Identify at least three organizational behavioral interventions to improve sustainability and growth. |
| Activities: Workshop objectives will be met through lecture, group discussions, small group activities, and guided practice. |
| Audience: BCBAs, BCBA-Ds, managers and leaders of organizations, persons who supervise and lead teams |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): organizational management, reinforcement, resilience, retention |
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| Code Compliant, Assessment, Treatment Planning, and Consent |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 3 |
| Area: PCH/AUT; Domain: Service Delivery |
| CE Instructor: Keven M. Schock, M.A. |
| KEVEN M. SCHOCK (NewStory Schools) |
| Description: This worksop will utilize the Ethics Code to delineate a process for assessment planning and treatment planning that places the clients goals and preferences at the forefront of the processes. This process emphasizes client informed consent and assent in identifying the desired outcomes, the assessments that will be utilized and the interventions that will be used to accomplish the desired outcomes. This presentation will also cover an empirical process for determining effectiveness of interventions and identifying when interventions may need to be changed.
Participants will be provided with instruction sets and forms to facilitate these processes. Presenters will demonstrate the application of this process to case scenarios. Participants will then complete the process for a client based on a case scenario provided by the presenters, Participants will have the option of competing the process for a case from their own caseload. |
| Learning Objectives: 1. Participants will be familiar with the requirements of the Ethics Code as it relates to: Assessment planning, Treatment planning, ongoing treatment evaluation and the informed consent processes required.
2. Participants will demonstrate the process for determining appropriate assessments to propose based on clients desired outcomes.
3. Participants will demonstrate the process for determining and consenting treatments based on the outcomes of the assessments as well as client preferences
4. Participants will demonstrate the process for making treatment efficacy determinations |
| Activities: Workshop objectives will be accomplished through lecture presentation, demonstrations and applied practice of the process taught. Participants will be provided with instruction sets and forms to facilitate assessment planning, treatment planning, consent process and evaluation of effectiveness of interventions. Presenters will demonstrate the application of this process to case scenarios. Participants will then complete the process for a client based on a case scenario provided by the presenters, Participants will have the option of competing the process for a case from their own caseload. |
| Audience: Audience should either be board certified or currently enrolled in coursework preparing them for certification. This workshop will be most valuable for participants who have had some experience with assessment and treatment planning |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Assessment planning, Ethical, Evaluating effectiveness, Treatment Planning |
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| Challenging the Goal of "Indistinguishability": Ethical and Social Considerations in Applied Behavior Analysis |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 6 |
| Area: PCH/AUT; Domain: Theory |
| CE Instructor: Shannon Shea, Ph.D. |
| SHANNON SHEA (Keiser University), JOSEPH VENEZIANO (NuPath, Inc./University of Massachusetts Lowell) |
| Description: In this dynamic workshop, we dissect the ethical core of ABA, spotlighting the contentious aim of indistinguishability for Autistic clients. We walk you through the comprehensive, peer-reviewed insights of Veneziano and Shea to challenge historical ABA practices, including the now-discredited Lovaas and Rekers study. A pivotal hour zeroes in on "pink" and red flags in ethics and social validity, sharpening clinicians acumen in behavior assessment and intervention choices. This segment is a clinician's compass for ethical quandaries, ensuring behavior change targets and interventions are ethically sound and uphold individual dignity. Join us for a transformative session that fortifies your practice with integrity and aligns with the stringent ethical, legal, and regulatory standards of today's ABA landscape. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to:
(1) Critique the historical application "indistinguishability" in ABA and articulate the ethical ramifications of such practices, including those highlighted in the Lovaas and Rekers study.
(2) Identify and differentiate between pink and red flags in ethical practice during the assessment and intervention planning phases, using established criteria from current ABA ethical guidelines.
(3) Formulate strategies to incorporate feedback from the Autistic self-advocate community into their practice to enhance social validity and ethical compliance of ABA interventions. |
| Activities: Lecture: The core content of the workshop will be delivered through an in-depth lecture, providing a historical and ethical perspective on ABA practices.
Extended Group Discussion: Following the lecture, participants will partake in facilitated discussions to reflect on the content, allowing for deeper understanding and clarification of complex topics.
Case Study Analysis: In small group breakouts, attendees will apply ethical pink and & red flag criteria to analyze case studies, promoting the practical application of theoretical knowledge.
Targeted Reading: Participants will be provided with supplemental materials for targeted reading, which will support the identification of language and learning barriers and enhance the integration of social validity into practice.
Wrap-Up and Q&A: The workshop will conclude with a session dedicated to summarizing the key points, addressing any remaining questions, and discussing the implementation of ethical practices in professional settings. |
| Audience: This workshop is designed for ABA practitioners at all stages of their careers, from those newly entering the field to seasoned professionals. It serves as a platform for learning and discussing the ethical considerations in ABA practice, with a focus on addressing and understanding criticisms of ABA as inherently “abusive”. Attendees will benefit from a curriculum that fosters critical thinking and ethical decision-making in response to such critiques. The content is structured to support practitioners in articulating informed responses to concerns about ABA and in enhancing their practice with a strong ethical foundation. There are no prerequisites for this workshop other than a basic familiarity with ABA principles, making it accessible to a broad range of professionals within the field. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Coercion, Ethical Considerations, Indistinguishability, Social Validity |
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| Teaching Advanced Communication Lessons With Pictures: Comments, Attributes, Intraverbals, and Autoclitics - Oh My! |
| Thursday, May 23, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 9-10 |
| Area: VBC/AUT; Domain: Service Delivery |
| CE Instructor: Andy Bondy, Ph.D. |
| ANDY BONDY (Pyramid Educational Consultants, Inc.), JESSECA COLLINS (Pyramid Educational Consultants), ALEXIS BONDY (Pyramid Group Management ) |
| Description: Both within behavior analysis and other fields, there is concern about how to teach verbal behavior via pictures beyond manding. We will focus on how to promote the use of attributes within both the mand and tact functions. We will also describe a variety of strategies to promote tacting, including examples from around the world. Intraverbals are the heart of conversational skills, and we will describe strategies to develop a wide array of these skills, including basic information, past/future tense, etc. This section will include an analysis of the role of intraverbal/tacts within lesson design. A deep understanding of the importance of the autoclitic regarding language development, and its unique importance to individuals with ASD, will be reviewed. For example, the word “really” is far more difficult to teach learners with ASD than is commonly anticipated. This section will include how to teach a variety of useful autoclitics, from sentence starters to social reactions, to learners of different ages. The last part of this workshop will involve guided practice in developing these functional lessons for participants’ learners. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1) Describe teaching strategies associated with the use of tacts and intraverbals for learners using visually mediated systems 2) Describe the autoclitic, and unique issues for learners with ASD regarding its use and how to respond when used by others 3): Describe key components to lesson plans, including error correction, involving teaching advanced communication lessons by learners using visually mediated modalities |
| Activities: We will use lecture, discussion, small group activities, discuss video examples as well as work on lesson plan formats. We will encourage all participants to design lessons related to tacts, attributes, intraverbals and autoclitics with learners with whom they are familiar. Blank lesson plan forms will be provided to guide lesson planning. |
| Audience: Intermediate with some familiarity with Skinner's basic verbal operants as well as working (or planning to work) with learners using visually mediated communication systems. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Advanced communication, Lesson design, Picture-based Communication |