|
|
| Applied Behavior Analysis (ABA) and Trauma Informed Care - Ensuring the Well-Being of Our Clients |
| Friday, May 24, 2024 |
| 8:00 AM–11:00 AM |
| Marriott Downtown, Level 4, Franklin Hall 7 |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Erica Robin Wilson, Ph.D. |
| ERICA ROBIN WILSON (Monarch Learning Group, Lincoln County School District) |
| Description: There has been an increasing acknowledgment among many health service disciplines that the impacts of early childhood trauma should not be overlooked and must be considered when developing effective treatment plans. While the field of ABA has not been a leader in this discussion, there has been a strong interest among ABA providers to integrate Trauma Informed Care (TIC) principles into their work. This workshop will discuss how ABA practitioners can effectively include core TIC concepts in developing their assessment and treatment plans. These concepts will be discussed through the lens of the effects of Adverse Childhood Experiences (ACEs) on early brain development, how to mitigate these effects and ensure the well-being of our clients. The possibility of ethical dilemmas that may result if TIC is not included in the development of our treatment plans will also be discussed. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Name 3 consequences of Adverse Childhood Experiences on early brain development and how these can effect individuals throughout their lives. 2) Describe how ABA providers can and should incorporate important aspects of Trauma Informed Care into their assessment and treatment processes. 3) Understand 2 ways that ABA providers can help reduce/prevent the possibility of "retraumatization" in their work and ensure the well-being of their clients. |
| Activities: This workshop will combine a lecture format, with group discussion, video demonstration, small group activities, and reflective circles to teach core content. Supplemental one page handouts including overviews of Adverse Childhood Events (ACEs), trauma informed care and ABA, and how to commit to becoming a trauma informed ABA provider will be provided. Links to additional resources, current research, and access to the presentation for workshop participants will also be provided. |
| Audience: This workshop is designed for professional behavior analysts who have already had bachelor’s level (BCaBA) or master’s level (BCBA) coursework in behavior analysis. This workshop is also appropriate for professionals from other disciplines who have a commensurate level of coursework in their respective fields. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): ACEs, Early Intervention, Ethics, Trauma |
| |
|
|
| A Constructional Approach to the Development of Oral Language Repertoires Following Early Childhood Treatment Failures |
| Friday, May 24, 2024 |
| 8:00 AM–11:00 AM |
| Marriott Downtown, Level 4, Franklin Hall 8 |
| Area: VBC/AUT; Domain: Service Delivery |
| CE Instructor: Ian Burruss, M.S. |
| IAN BURRUSS (Connecticut), KATHLEEN TAYLOR (Connecticut ABA), AARON DEMILLO (Advanced Behavioral Care) |
| Description: This workshop will provide an introduction to Israel Goldiamond’s constructional approach (1974, 2002) and the phonemic building blocks of language. When oral language does not develop by age eight, research indicates that it is improbable that functional speech will develop (Kissine, et al. 2023). This affects the resources allocated to oral language after these early years. Constructional approaches to program design may provide alternatives to these outcomes. While we know where we’d like to go, the assessment of rate and oral motor components will inform decision making of where to begin. In the practitioners’ clinical experiences, a focus on the building blocks of language provides an entry point for individuals to become part of the oral language community. Discussion of behavioral procedures and related outcomes will provide examples of successful programmatic paths to answer the constructional question “How do we get there?”. The workshop will include videos and practice opportunities for participants to apply the content to their own practice. The use of assent-based approaches will be incorporated into the discussion. |
| Learning Objectives: • Participants will state the 5 attributes of Goldiamond’s constructional approach; • Participants will state and demonstrate the primary components of phonetic production; • Participants will combine the attributes of the constructional approach and components of phonemic production to contribute to developing oral language programs. |
| Activities: Discussion of behavioral procedures and related outcomes will provide examples of successful programmatic paths to answer the constructional question “How do we get there?”. The workshop will include videos and practice opportunities for participants to apply the content to their own practice. |
| Audience: Behavior analysts, practitioners, graduate students |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
|
| Echoic Assessment and Program Planning for Early Speech Learners |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 3 |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Barbara E. Esch, Ph.D. |
| BARBARA E. ESCH (Esch Behavioral Consultants, LLC) |
| Description: Echoic skills, the ability to repeat a speech model, play a major role in early speech development. One such role is to establish sound-making as a reinforcing activity. Another is to fast-track the learning of other important vocal language skills, beyond just repeating what is heard. These critical skills include asking for, commenting on, or having conversations about things, people, activities, and the like. No matter the age of the early speech learner, it is useful to assess and track echoic skills as the foundation of a set of complex behaviors that result in vocal-verbal language. In this presentation, Dr. Esch will discuss the role of the echoic verbal operant within overall vocal language learning, how echoic skills are analyzed in terms of syllable complexity and why this is prioritized over precise articulation for beginning speakers, and how to use echoic assessment information to build a beginning speech-language program. As the basis for this workshop, Dr. Esch will show and discuss materials from her newly-published EESA: Early Echoic Skills Assessment and Program Planner, Guide and Protocol. Attendees will complete worksheets and program planning tasks from the Work Packet contained in the EESA's Protocol manual, with the goal that, by the end of the workshop, attendees will have a sample beginning speech program for their unique learner. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify the components of syllable complexity and describe how these affect acquisition of speech skills (2) Recognize characteristics and utility of the 5 EESA-R test groups (3) Distinguish accurate from inaccurate syllable complexity codes |
| Activities: The workshop format will consist of lecture, video observation, guided practice, and individual or small-group completion of programming worksheets. |
| Audience: n/a (submitted as "Basic" level instruction) |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Echoic Skills, Speech assessment, Speech programming, Speech training |
| |
|
|
| Sexuality Issues as They Relate to Adults With Autism and Intellectual Disabilities: Facilitating Relationships and Sexuality in a Proactive and Inclusive Manner |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 4 |
| Area: AUT/DDA; Domain: Applied Research |
| CE Instructor: John M. Guercio, Ph.D. |
| JOHN M. GUERCIO (Benchmark Human Services), VALERIA PASCALE (The Chicago School, ABA For Disability), CHIARA CESARO (Mind The Kids and Aba for disability) |
| Description: This training will cover the role that sexuality plays in the lives of all persons, including those with disabilities. The tendency that our society has on making this topic taboo for persons with autism and special needs will be detailed. An assessment and intervention program for teaching core relationship skills as well as treatment guidelines for the appropriate and safe use of social media will be covered in the context of addressing the myriad of issues that sexuality encompasses. |
| Learning Objectives: Participants will select between the different biases that are typically encountered when advocating for sexual expression in adults with autism and ID. Participants will identify the role that a comprehensive evaluation and assessment tool can have for the facilitation of appropriate sexual relationships in adults with autism and ID. Participants will match the specific elements that are required in order for appropriate sexual expression and sexual behavior to be facilitated by clinicians working with clients that wish to engage in sexual behavior. Participants will learn the importance of training people with the right knowledge and skills to make responsible choices about their sexual behaviors. Participant will learn how to discriminate the different level of the client’s understanding related to their private behavior and how to increase their quality of life. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Sample case simulations will be provided to apply what has been taught in the workshop. |
| Audience: Practitioners that work with the adult population that are currently faced with issues related to dating, appropriate social media usage and safe sexual expression. Attendees should be familiar with the ethical issues related to sexuality that are involved when working with these issues in the autism and intellectual disabilities populations. Attendees will also need to have some experience working with the adult population concerning these topics. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism adults, Dating skills, Sexual deviance, Sexuality |
| |
|
|
 Verbal Operant Experimental (VOX) Analyses for Speakers With Autism and Other Contingency-Shaped Verbal Behavior Disorders |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Meeting Room 412 |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Lee Mason, Ph.D. |
| JANET SANCHEZ ENRIQUEZ (The University of North Carolina at Charlotte), ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio), LEE MASON (Cook Children's Health Care System) |
| Description: This workshop focuses on extending the technology of functional analysis to examining the verbal behavior deficits of individuals with autism. More than forty years of research on functional analysis has shown it to be the most rigorous and accurate method of assessing behavioral deficits and excesses, upon which individualized interventions are developed. 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. Here we demonstrate how functional analyses can be used to examine the verbal behavior of individuals with autism who fail to develop fluent speech. We provide an interactive approach to conducting verbal operant experimental (VOX) analyses, and developing individualized treatment plans to increase the language skills of 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. We explain how VOX analyses can be used to guide treatment and document growth over time. 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 a fluent speaking repertoire in terms of the proportionate strength of its component parts; (2) conduct a VOX analysis; (3) develop individualized treatment objectives for strengthening language; 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. Participants should already be familiar with Skinner's (1957) elementary verbal operants, and Iwata's (1982/1994) functional analysis. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Early Intervention, Functional Analysis, Language Assessment, Verbal Behavior |
| |
|
|
| Using Portable Operant Research and Teaching Lab (PORTL) in the Classroom and in the Clinic to Teach Behavior Principles and Shaping Skills |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 6 |
| 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), HANNAH DAVIS MCGEE (University of North Texas), 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 and learn shaping skills (Hunter & Rosales-Ruiz, 2023; Rosales-Ruiz & Hunter, 2019). 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 refect 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 |
| |
|
|
| Trauma Informed Applied Behavior Analysis (ABA): Practical Tools and Skills for Treatment Planning and Implementation |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 9-10 |
| Area: CBM/AUT; Domain: Service Delivery |
| CE Instructor: Saundra Bishop, M.S. |
| SAUNDRA BISHOP (BASICS ABA Therapy ) |
| Description: Behavior analysts focus on observable and measurable behavior and direct function. This can make it difficult when trauma informed strategies seem counter to our assessments. However, if BCBAs and other providers that create behavior plans look at trauma events as setting events, they can create sensitive and effective interventions, which support all clients, including those who may be in foster care, school programs, or even simply living through COVID-19. In this Workshop, we will explore how to identify Trauma Events, interventions targeting Trauma Event Setting Events (TESE), interventions targeting teaching Trauma Informed Replacement Behaviors, and interventions addressing Trauma Informed Consequence Procedures. In this workshop we will focus on learning about Trauma Events and the research supporting its effect on the lifespan and then we will move to an in-depth review of Trauma Events as Setting Events. We will then discuss trauma informed replacement behaviors, trauma informed consequence procedures, and how this can interact with fight/fight/freeze responses. This workshop is interactive and will result in a draft treatment plan. |
| Learning Objectives: -Attendees will be able to recognize and define a trauma event and define how trauma events can function as a setting event -Attendees will be able to apply interventions to create Trauma Informed antecedent and consequence interventions -Attendees will be able to teach replacement behaviors that target the unique functions that maintain behavior for people who have experienced trauma events. -Attendees will be able to recognize and define a fight, flight, and freeze responses and how to respond behavior analytically |
| Activities: Format includes powerpoints, discussion, pair and share, videos, and worksheets |
| Audience: This presentation is specifically for BCBAs working or interested in working with populations that have had exposure to trauma events. These clients may have a co-morbid diagnosis of PTSD, be in foster care or family preservation programs, or have experienced a different type of trauma event including COVID-19. Attendees should have a firm understanding of ABCs and antecedent interventions. |
| Content Area: Practice |
| Instruction Level: Advanced |
| |
|
|
| Behavior Analysts as Collaborative Higher Education Assessment Experts |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 1-2 |
| Area: EDC/TBA; Domain: Applied Research |
| CE Instructor: Darlene E. Crone-Todd, Ph.D. |
| DARLENE E. CRONE-TODD (Salem State University) |
| Description: At various levels of higher education, assessment is key. Assessment of “what”, “how”, and “why” is important for all stakeholders, which include students, faculty, deans, provosts/chancellors, presidents, board members, and external accreditation entities. Understanding what “assessment” means for each of these categories of stakeholders, and how using a combined approach as behavior analysts working at the various levels can encourage practices that are based on important and meaningful academic behavior and outcomes, in an inclusive and diverse manner, is paramount to success. In this workshop, best practices will be described and applied based on the literature, and attendees will have the opportunity to put into practice what they learn. This workshop will be helpful to those learning how to conduct different types of assessment, and learning to do so for accreditation purposes. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe what assessment is, both generally and behaviorally 2. Describe the different types of assessment at various levels of higher education, and why that is important from a functional analysis perspective 3. Describe how to evaluate changes in courses and curricula at the program and university level 4. Describe how to create comparisons between external accreditation requirements and current/planned program components 5. Describe how to use a team approach in approaching assessment |
| Activities: It is expected that the following workshop activities will take place: 1. Brief lectures to orient and introduce topics 2. Breakouts into smaller groups for focused discussion and application exercises 3. Guided discussion based on the smaller groups 4. Supplemental materials will be provided with examples, as well as case studies 5. Additional materials will be used to have attendees work on creating their own assessment examples at each level, and working to coordinate the elements into a cohesive set of materials for different stakeholders 6. Additional materials will be available to identify the functions of each type of assessment, and its level |
| Audience: Intermediate or advanced: This workshop would be most valuable for graduate students and faculty who teach in colleges and universities. Also for chairpersons, program coordinators, deans, etc., who are involved in program-level or institutional-level assessment. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Accreditation Standards, Assessment, Higher Education, Team Approach |
| |
|
|
| Effective Leaders Do What It Takes! Organizational Performance Engineering for Provider, Parent, and Learner Success |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Meeting Room 403 |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy Bruce, Ed.D. |
| GUY BRUCE (Appealing Solutions, LLC) |
| Description: Do you work as a program designer, staff trainer, supervisor, or director of a center that teaches learners with autism language and social skills? Are you satisfied with your learners’ progress? Behavior analysis developed a powerful technology for helping people, but too many learners don't receive the benefits. Why not? The easy answer is that employees don't do what they are told. But the employees’ performance, just like their learners’ performance, is a product of their environment. Do employees have the resources, training, and management necessary to help learners achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide their clients with the skills they need for successful lives. The failure of learners to make efficient progress is a performance problem at the system, process, and individual levels of the organization. Learn how to design and implement the steps in the EARS Process of Organizational Performance Engineering to change how providers work together, so that every learner will make efficient progress towards mastery of the knowledge and skills needed for a successful life. Case Studies will illustrate how to use the EARS process to improve learner outcomes. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Evaluate learner performance and progress using frequent, accurate sensitive measures to identify when a learner is not making efficient progress; 2) Analyze provider performance problems to identify their causes; 3) Recommend changes in provider resources, training, and management based on the analysis of provider performance problems; 4) Solve provider performance problems by designing and implementing recommended solutions. |
| Activities: Participants will practice with readings, card decks, workbook exercises, and a software application for Evaluating learner progress, Analyzing provider performance problems, Recommending changes in provider resources, training, and management, and Solving provider performance problems by designing and implementing recommended solutions. Instructor will provide an interactive lecture using a case study to illustrate how the author and his former students used the EARS process of organizational performance engineering to change how providers worked together so that every learner could make efficient progress. Participants will be given the opportunity to plan their own projects. |
| Audience: This workshop is for Supervisors, Staff Trainers, Program Designers, Evaluators, Analysts, and Directors of organizations whose mission is to ensure that every learner make efficient progress towards mastery of the knowledge and skills necessary for a successful life. Ideally participants would have mastered the behavior-analytic skills necessary to provide teachers with the resources, training, and management that they need to ensure that every learner makes efficient progress as a result of completing a graduate degree in behavior analysis. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Celeration Efficiency, Organizational Engineering, Problem-Solving Process, Provider-Recipient Network |
| |
|
|
| Pinpointing Critical Employee Behavior |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Meeting Room 402 |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Grace Ecko Jojo, M.S. |
| GRACE ECKO JOJO (Simmons University) |
| Description: Identifying critical performance in employees is critical to achieving targeted results. Measuring the outcome of critical performance allows for the clear delivery of performance feedback, promotions, raises, reinforcement for performance meeting or exceeding criteria, and the development of training programs (Chase & Smith, 1996; Daniels & Daniels, 2006). By completing this workshop, you will learn how to identify performance to achieve maximum results, select appropriate measurements, and measure progress on achieving ideal results. |
| Learning Objectives: 1. Define a pinpoint 2. Describe the 5 features of a good pinpoint 3. Identify and describe the 3 classes of pinpoint 4. Describe the 6 dimensions of measuring a pinpoint 5. Describe 4 methods for measuring a pinpoint 6. Write a pinpoint 7. Use the performance objective matrix to track and measure pinpoints |
| Activities: Workshop objectives will be met through behavioral instruction methods. Presentation of materials will be in a lecture format, with written exercises, and group activities. Learning will be assessed via a pretest and posttest, active students responding, written exercises, and group activities |
| Audience: Prequsitie skills include: 1. Demonstrate the ability to provide operational definitions of staff behavior 2. Define and provide exampls of direct, indirect, and product measures of behavior 3. Supervise at least 1 direct care staff or employee |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): emplyee performance, pinpointing |
| |
|
|
| Boosting Your Applied Behavior Analysis (ABA) Services With Functional Analytic Psychotherapy (FAP): Creating Meaningful and Culturally Humble Relationships With Stakeholders |
| Friday, May 24, 2024 |
| 8:00 AM–3:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 11 |
| Area: CBM/TBA; Domain: Applied Research |
| CE Instructor: Yors A. Garcia, Ph.D. |
| AMANDA M MUÑOZ-MARTINEZ (Universidad de Los Andes, Colombia), YORS A. GARCIA (Pontificia Universidad Javeriana) |
| Description: ABA has established effective methods for enhancing individuals' lives. One recurring challenge in delivering ABA services involves enhancing treatment adherence, managing intense emotional responses, and addressing divesity issues that have traditionally been beyond the scope of behavior analysis, such as cultural humility, therapeutic relationships, and acceptance. Functional Analytic Psychotherapy (FAP) is a behavioral-analytic approach that focused on enhancing interpersonal skills and social connections. In recent years, FAP has integrated cutural awareness and affirmative stances towards diversity. FAP assumes that relationships are mutually influential and ever-changing. Consequently, both the listener's and speaker's behavior must be considered to foster a meaningful, collaborative, and respectful interaction. FAP implements behavioral techniques such as shaping, modeling, and discrimination training to encourage effective communication. This would aid behavior analysts work by building up a mutually beneficial interaction with stakeholders. This workshop aims to train ABA providers on using FAP methods for boosting their interventions. This includes identifying clinically relevant behaviors, understanding how their own interpersonal skills and diversity impact their interactions with clients, eliciting problematic behaviors and improvements during sessions, and reinforcing stakeholders' interpersonal behaviors. The objective is to enhance therapeutic outcomes, promote treatment adherence, and nurture a culturally humble interaction. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify interpersonal behaviors of both individuals and stakeholders that enhance treatment adherence, (2) Utilize behavior-analytic techniques to enhance interpersonal behaviors and establish cooperative relationships with stakeholders, (3) Integrate behavior-analytic and FAP methods to optimize clinical results for parents, staff, and children, (4) Conduct real-time implementation of the workshop-acquired skills during interactions with clients, (5) Recognize cultural identities and hubly approach to diversity for boosting relationships with stakeholders |
| Activities: Workshop activities will include lecture, demonstration, experiential exercises, real-plays, and discussion. Participants will be provided with copies of powerpoint slides, exercises, and a list of suggested readings |
| Audience: Participants should include behavior analysts, psychologists, mental health professionals, social workers, counselors, administrators, teachers, and direct care staff. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Cultural Humility, FAP, Functional Assessment, Therapeutic Relationship |
| |
|
|
| Performance Management: Engaging Workers in the Workplace |
| Friday, May 24, 2024 |
| 12:00 PM–3:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 8 |
| Area: OBM; Domain: Theory |
| CE Instructor: Andressa Sleiman, Ph.D. |
| ANDRESSA SLEIMAN (Florida Institute of Technology) |
| Description: Supervisors and leaders often question why their workers are not doing what they should, especially when they have given them clear instructions. For example, I am frequently asked, "My RBTs know they need to write their session notes within 24 hrs. of each session; why won't they just do it?" This workshop will explore this question through lectures and activities. We will discuss tools and techniques that attendees can immediately implement in their practice to build better working relationships and promote desired behavior. Specifically, we will (a) introduce Organizational Behavior Management (OBM), which is the application of the science of human behavior to increase productivity, staff satisfaction, and safety in the workplace, (b) explore the role of supervisors and leaders in influencing behavior, and (c) performance management strategies to engage in the workplace and promote staff satisfaction. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to: 1) Describe the core components of performance management 2) Explain the importance and strategies of building rapport in the workplace 3) Design an environment that promotes staff satisfaction and engagement |
| Activities: The workshop will combine lecture, small group activities, guided practice, and discussions. |
| Audience: The target audience for this workshop are attendees who supervise trainees, business owners, BCBA's, people interested in learning about how to increase workers productivity and satisfaction in the workplace. There are no pre-requisite skills and competencies required for attendance. |
| Content Area: Theory |
| Instruction Level: Basic |
| Keyword(s): Feedback, OBM, performance management, Rapport |
| |
|
|
| Stimulus Control and Instructional Design: Understanding Programming for Concept Formation and Stimuli Design That Leads to Learner Success |
| Friday, May 24, 2024 |
| 12:00 PM–3:00 PM |
| Marriott Downtown, Level 4, Meeting Room 407 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Christina Barosky, Ph.D. |
| CHRISTINA BAROSKY (Bierman Autism Centers), SIMONE PALMER (Simmons University and Bierman Autism Centers) |
| Description: According to Skinner (1938), stimuli that accompany or precede responses that are reinforced can come to influence those responses in important and often complex ways. Stimuli with complex features may result in only one aspect or feature of that stimulus gaining control over the behavior (Rincover & Koegel, 1975). Individuals with autism may require that behavioral interventions include carefully planned contingencies to ensure the proper development of stimulus control, including discrimination, generalization, and concept formation. Thus, stimuli used within behavioral intervention must be systematically used and carefully designed to maximize learners’ outcomes and promote discrimination, generalization, and maintenance of the skills taught. This workshop will teach BCBAs how to program for concept formation and how to create instructional materials in the most efficient and effective format, decreasing the chance of route responding and faulty stimulus control. |
| Learning Objectives: 1. Review of stimulus control and the role it plays on instructional design, including discrimination, generalization, and concept formation 2. Identify the critical and variable features of a concept 3. Discuss common errors in using visuals during programming 4. Provide examples and non-examples of materials used to teach concepts 5. Define minimal rational set (MRS) 6. Create a set of instructional materials that meet MRS criteria |
| Activities: The format combines lecture, small group activities, and guided practice. |
| Audience: Attendees should have a basic understanding of stimulus control and how it relates to discrimination training. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Concept formation, Instructional design, Stimuli creation |
| |
|
|
| Engage with Parents and get "BUY IN" with Motivational Interviewing (MI) |
| Friday, May 24, 2024 |
| 12:00 PM–3:00 PM |
| Marriott Downtown, Level 4, Meeting Room 401 |
| Area: CBM/TBA; Domain: Service Delivery |
| CE Instructor: Monica Gilbert, Psy.D. |
| MONICA GILBERT (Crystal Minds New Beginning
The.MI.Doctor) |
| Description: We walk the walk, but do we talk the talk? As clinicians, do we speak WITH parents or TO them? Is it effective in motivating them to engage in interventions or do you find that sometimes they inhale and exhale at the sight/sound of parent coaching(training) sessions? Although Behavior Analysts offer empirically validated strategies and successfully change behaviors, it can be difficult for parents to follow the treatment. Resistance (“discord”)is evoked by an antecedent stimulus (clinician's confrontational language), which is reinforced by escape of the aversive stimuli. Motivating Operations have a behavior/value altering effect in that they make "escaping" the stimuli (clinician) by engaging in resistant behaviors more or less reinforcing. Motivational Interviewing (MI) is an empirically proven intervention that has shown substantial success in the literature in changing addictive behaviors in substance abusers, medication adherence and developmental disabilities. In this webinar, I will present the proven strategies of MI to decrease resistance and increase cooperation between parents and clinicians. The Transtheoretical model (stages of readiness) which helps identify parent’s level of resistance will also be introduced. Attendees will build skills in assessing parents’ level of resistance, measure change talk (most indicative of changed behavior) and learn to use MI procedures to successfully increase "Buy in" from parents and while effectively establishing rapport. |
| Learning Objectives: t the conclusion of the workshop, participants will be able to: (1) Assess parent's motivation based on the trans-theoretical model and using different proven measures; (2) Provide examples of effective change talk strategies to develop and build collaborative relationships with parents; (3) Describe motivation from an ABA perspective; (4) Identify traps that can harm clinician-parental relationships; (5) Describe key features of effective MI strategies; (6) Measure change talk vs. counter-change talk; (7) Identify key features necessary for cooperative relationships between caregivers and clinicians. |
| Activities: Lecture, small group activities and Q and A |
| Audience: BCaBA's and BCBA's that provide parent support/parent coaching |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Motivational Interviewing, Parent coaching, Parent engagement |
| |
|
|
| From Clinic to Classroom: Building Bridges for Transition to Kindergarten |
| Friday, May 24, 2024 |
| 12:00 PM–3:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 7 |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Alison Polly, Ed.D. |
| ALISON POLLY (Nova Southeastern University Orlando Florida) |
| Description: Children who receive intensive ABA services through early intervention or preschool services present with different needs as they prepare to transition to kindergarten, particularly in a public school setting. This presentation will review early intervention transition practices as children prepare for kindergarten via case study review. So that children can be successful, appropriate planning is necessary so that the supports and services are available as they transition to kindergarten. This is related to the required state and federal regulations developed from IDEA '04 and is designed with information and recommendations for parents and teachers to support the transition process. Presentation will be via individual case review. |
| Learning Objectives: 1. Identify strengths and needs related to individual student cases for transition to school. 2. Select evidence-based practices to utilize for transition and to recommend for the school-age program for individual students. 3. Identify and utilize collaborative practices which can be used when working with schools. |
| Activities: Workshop objectives will be met through lecture, discussion(small group), case study with guided practice, and group discussion. Supplemental materials will be provided to support participant learning. |
| Audience: Participants should have a basic understanding of applied behavior analysis programs and an understanding of school based services. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
|
| Solutions for the New Era: Enhancing Team Coaching Through Artificial Intelligence Tools |
| Friday, May 24, 2024 |
| 12:00 PM–3:00 PM |
| Marriott Downtown, Level 4, Meeting Room 406 |
| Area: OBM/DEV; Domain: Service Delivery |
| CE Instructor: Qing Su, M.A. |
| KARRIE GRAMA-HATFIELD (Tucci Learning Solutions), QING SU (Tucci Learning Solutions, Inc.), ANA LORENA MADRIGAL (Tucci Learning Solutions, Inc.) |
| Description: This workshop actively teaches team leaders methods for incorporating Artificial Intelligence tools into their work to coach and communicate with team members and stakeholders more effectively and efficiently. We will review the historical progression of Artificial Intelligence, its current applications in instructional coaching, and what the future may hold for this transformative technology that is reshaping workplaces across the educational and social services sectors. Participants will become familiar with three specific Artificial Intelligence tools, and will engage in guided step-by-step practice to successfully apply these tools to achieve desired outcomes with critical aspects of program delivery. Participants will learn how to match Artificial Intelligence tools to desired coaching and training outcomes, with a focus on strategies to incorporate these tools into any instructional model (including their own program’s model). Participants will also learn strategies for adhering to ethical best practices when using Artificial Intelligence tools, and will learn to measure the effectiveness of their chosen Artificial Intelligence tools to problem-solve. Small group hands-on instruction will empower participants to learn customized approaches from start to finish for embedding Artificial Intelligence tools into their coaching methods, using a model-lead-test format, with opportunities to practice and receive guided feedback. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Demonstrate an understanding of the relevant history of Artificial Intelligence as it pertains to educational/clinical programs; (2) Determine and create coaching goals for their teams to work toward collaboratively; (3) Actively apply practical knowledge of at least three Artificial Intelligence tools by selecting and incorporating their chosen tools into their programming to enhance strategic coaching; (4) Apply knowledge about ethical best practices related to the use of Artificial Intelligence in clinical programming; (5) Customize and utilize pre- and post- self-evaluation data collection tools to evaluate whether the implementation of Artificial Intelligence strategies is effective for their goals/outcomes. |
| Activities: Workshop objectives will be met through the following activities: presentation and discussion, guided model-lead-test practice using Artificial Intelligence technology tools, small-group and individual practice sessions where constructive feedback is provided, and question/answer sessions. A comprehensive digital learning manual will be provided to each participant as a guiding tool for further post-workshop skill development and reference. |
| Audience: This workshop is designed for intermediate practitioners and clinicians in the field of behavior analysis, including but not limited to Board Certified Behavior Analysts and other professionals working collaboratively with teams as instructors, coaches, educators, team leaders, program designers/creators, data analysts, healthcare professionals, and technology enthusiasts. Prior knowledge of basic applied behavior analysis skills such as principles of reinforcement and behavior skill training/shaping will be helpful for successful participation in this session. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Artificial Intelligence, Coaching, Technology |
| |
|
|
| How to Use Treatment Signals Within Augmentative and Alternative Communication (AAC) Devices to Teach Individuals When Requests Will Be Honored |
| Friday, May 24, 2024 |
| 12:00 PM–3:00 PM |
| Marriott Downtown, Level 4, Meeting Room 404 |
| Area: VBC; Domain: Applied Research |
| CE Instructor: Shannon Angley, Ph.D. |
| SHANNON ANGLEY (Children’s Specialized Hospital Center for Autism Research, Education, and Services), DANIEL R. MITTEER (Rutgers University Center for Autism Research, Education, and Services (RUCARES)) |
| Description: Communication is a fundamental human right (Goldbart, 2023). Unfortunately, practitioners might be inclined to remove communication icons from augmentative and alternative communication (AAC) devices if the client requests too frequently or has severe behavior when those requests are denied. Functional communication training with treatment signals has been effective at reducing persistent requests and severe behavior produced by request denials by teaching clients when their requests will be honored. Recent research has described (Mitteer et al., 2020) and demonstrated (Angley et al., under review) how to deploy this approach on AAC devices. During this workshop, participants will learn how to add and manipulate icons on the AAC app Proloquo2Go™. They will learn how to embed treatment signals into the device to show users when requests for items will be honored. After programing treatment signals, participants will learn how to use the signals to systematically increase periods of non-reinforcement while avoiding common errors (e.g., thinning too quickly; introducing faulty stimulus control via icon positioning). The limitations include only using one communication application, Proloquo2Go™. No risks should be associated with this workshop. Content has peer-reviewed, published support beyond those publications and other types of communications devoted primarily to the promotion of the approach. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Add new icons on Proloquo2Go™; (2) Manipulate the background color and location of icons on Proloquo2Go™ icons; (3) Teach discrimination between icons; (4) Program treatment signals on Proloquo2Go™. |
| Activities: Workshop activities will include; a presentation lecture, guided demonstration, breakout groups to serve as an opportunity to practice these skills and receive feedback, and lastly a discussion/debrief and an opportunity for participants to ask questions. |
| Audience: Basic understanding of augmentative and alternative communication (AAC) devices, physical ability to manipulate an IPad |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): AAC, Discriminative Stimuli, Functional communication, Multiple Schedule |
| |
|
|
| Cultivating Compassion Around the Table: Exploring Compassionate Behavioral Mealtime Interventions |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Meeting Room 401 |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Lisa Tereshko, Ph.D. |
| LISA TERESHKO (Endicott College) |
| Description: Individuals with autism spectrum disorder (ASD) frequently present repetitive and restrictive forms of behavior which can also be noted as food selectivity and other feeding problems. These restrictive patterns of feeding behavior can also be seen in children without a diagnosed disability or with other disabilities, and all these patterns of feeding may then lead to a diagnosis of avoidant/restrictive food intake disorder (AFRID) for some individuals. Given the complexity of feeding problems and the diverse population behavior analysts serve, there is a great need for interdisciplinary collaboration, the practice of cultural humility and responsive behavior, and the implementation of compassionate feeding interventions by the behavior analyst when working with these individuals. This workshop will begin with a review of peer-reviewed publications on a systematic review of the literature focused on feeding interventions without the use of escape extinction followed by a case that highlights the utility of some procedures found within the review with an individual with ASD and anxiety disorder. The Cultural Feeding Intervention Tool and an ethical feeding intervention rubric will also be discussed as methods that may assist behavior analysts in applying ethical and culturally responsive mealtime assessments and interventions with their clients. |
| Learning Objectives: 1) Identify ethical considerations that surround the implementation of behavioral mealtime interventions 2) Describe various cultural factors that contribute to successful mealtimes 3) Describe compassionate approaches to implement behavioral mealtime interventions |
| Activities: Instructional strategies include: lecture, discussion, video examples, and small group breakout activities. The workshop objectives will be achieved through the instructional strategies combined with the demonstration of various decision-making models, rubrics, and tools across a variety of case studies. Supplemental materials will be provided for participants to further their knowledge of the presented topics and to provide access to reviewed tools within the workshop. The format combines lecture and small group activities that allow for guided practice. |
| Audience: Audience members should have an understanding of behavioral principles, experience with working or observing students or clients with various mealtime challenges, and have a desire to improve how behavioral feeding interventions are implemented to target mealtime challenges. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): feeding, mealtime |
| |
|
|
| Understanding and Improving Sleep in Children With Autism: Assessment, Analysis and Behavioral Interventions |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 11 |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Dag Strömberg, M.S. |
| DAG STRÖMBERG (Stockholm University) |
| 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, speech-language pathologists 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 |
| |
|
|
| Developing Evidence-Based, Person-Centered Programming for Autistic Adults in Community-Based Settings |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 7 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Kate A Langston Rooney, M.Ed. |
| KATE A LANGSTON ROONEY (Devereux Advanced Behavioral Health ), KARA CONSTANTINE (Devereux Advanced Behavioral Health), ASHLEY MCCLENNEN (Devereux Advanced Behavioral Health) |
| Description: Across the field of applied behavior analysis, there is a strong need for thoughtfully planned services for autistic adults. When autistic individuals are under the age of 21, they are entitled to an array of services including academic education, life skills education, Speech and Language therapy, Occupational therapy and Physical therapy. In addition to this, they are receiving support from professionals and support staff who are often highly trained in working with an autistic population. Although Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental disorder, there is a drastic decrease in available funding and services after individuals transition from childhood to adulthood. Not only is there a decrease in availability of services, those that are available are often substandard and lack evidence-based foundations. In this workshop, attendees will evaluate the differences between adult and children’s services and challenges during the transition period. Presenters will review evidence-based interventions for autistic adults and teach attendees about delivering services that are collaborative, person-centered and encourage self-advocacy. Attendees will learn how to develop goals, objectives and plans that incorporate evidence-based, person-centered practices into a variety of settings including home, community and places of employment. Attendees will learn how to fade supports to increase independence and autonomy in community-based settings utilizing supported decision-making. Person-centered topics will include but are not limited to; healthy relationships and sexuality, social skills, employment, executive functioning and self-advocacy. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Define person-centered planning and programming for autistic adults 2. Develop a goal and corresponding plan based on one of the topics discussed during the workshop (healthy relationships and sexuality, social skills, employment, executive functioning and self-advocacy) 3. Practice incorporating evidence-based practices for autistic adults including Behavior skills Training 4. Identify and problem-solve challenges that arise during the transition from childhood to adulthood |
| Activities: Instructional strategies will include: • Didactic instruction and demonstration of targeted objectives. • Small group discussion (breakout and return to group with small presentation) • Large group discussion • Practice developing goals and plans appropriate for autistic adults • Visual supports/materials to incorporate into hands-on practice |
| Audience: Participants should have experience developing goals and objectives. Participants should have an understanding of behavior analytic teaching procedures. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Adults, Community-instruction, Person-centered, Self-advocacy |
| |
|
|
| Providing Behavioral Sex Education for Persons With Autism and Related Issues: Key Points for Behavior Analysts to Consider |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Meeting Room 406 |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Frank R. Cicero, Ph.D. |
| FRANK R. CICERO (Seton Hall University) |
| Description: Teaching of sexual behavior is often difficult for behavior analysts to discuss however it is a topic that will be an issue for many individuals with autism and other developmental disabilities. Although sexual behavior issues vary, they are most often related to deficits in social skills, knowledge, and communication. ABA strategies can be effective in promoting appropriate behaviors of a sexual topography. The workshop will begin with an overview of general issues regarding sexuality development as related to individuals with developmental disabilities. Consistent with ethical standards, a brief overview of human sexual behavior will be provided so that behavior analysts can identify situations where medical and developmental issues may be present. We will then address problem sexual behavior through functional assessment and discuss replacement treatments based on function. We will then move into more specific topics which could be included within an ABA sexual education curriculum, including the shaping of effective solo-sex. Treatment strategies will include reinforcement-based shaping, video modeling, task analyses, picture activity schedules, scripts and script fading, and social stories. Empirically supported literature and data will be presented where applicable and available. Treatments discussed will have been studied according to established procedures of scientific scrutiny that can be reasonably relied upon. |
| Learning Objectives: 1. At the conclusion of the workshop, participants will be able to state common issues experienced by people with developmental disabilities and ASD as related to appropriate and problem behaviors of a sexual topography, 2. At the conclusion of the workshop, participants will be able to develop 2-3 teaching programs for skill acquisition of sexual behaviors using techniques and theories consistent with applied behavior analysis, 3. At the conclusion of the workshop, participants will be able to conduct a functional assessment of problem behavior as it relates to sexual expression and develop a behavior intervention plan based on the function, 4. At the conclusion of the workshop, participants will be able to list considerations associated with personal consent and respect for diversity across the sexuality spectrum. |
| Activities: The workshop will consist of the following activities: 1. Didactic instruction by the presenter, 2. Group discussion and audience presentation, 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 where applicable |
| 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. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
|
| Meaningful Outcome Measures for the Comprehensive Treatment of Autism: The Development and Results of a Comprehensive Program Evaluation System |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Meeting Room 404 |
| Area: AUT/OBM; Domain: Service Delivery |
| CE Instructor: Eric V. Larsson, Ph.D. |
| ERIC V. LARSSON (Lovaas Institute Midwest; University of Minnesota) |
| Description: This workshop will describe twenty years of implementation of a comprehensive system of evaluating the outcomes of EIBI. This multi-modal system of evaluation addresses four main challenges. 1. Individuals need customized, person-centered outcome goals. 2. The hallmark of ABA is the direct evaluation of objective data on the individual’s behavior and social context, in order to select the most effective interventions on an ongoing basis. 3. Parents are often ill-informed regarding the level of quality of services that is necessary to result in their own desired outcomes. 4. Funders have historically failed to cover the costs of the necessary and sufficient levels of regular evaluation of outcomes and of treatment integrity. Therefore the system empowers the family with the information necessary to genuinely consent to ongoing treatment through socially valid, individualized behavioral objectives that address optimal quality of life. Behavioral objectives are not only focused on skill development, but also on actually sustainable generalization and maintenance. Regular multi-modal measures enable timely and meaningful decision-making. Social language measures focus on generative responding, acceleration, and the schedule of reinforcement in the person’s natural social interactions. Process measures involve adherence to treatment. Standardized measures include criterion-referenced measures, norm-referenced measures, and treatment integrity. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe components of a system for mutually developing and evaluating meaningful behavioral objectives; (2) describe components of a system for evaluating and adjusting treatment based upon the individual's response to treatment; and (3) describe ethical issues in determining a comprehensive treatment system. |
| Activities: Instructional strategies involve the presentation of the developed system of evaluation, sample measures, and the opportunity for discussion. |
| Audience: Behavior analysts who have experience in delivering comprehensive treatment of autism. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): Authorization, Informed consent, Outcomes, Program evaluation |
| |
|
|
| Behavior Analytic Intervention for Behavior Disorders in Individuals With Brain Injuries |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 9-10 |
| Area: CBM/BPN; Domain: Service Delivery |
| CE Instructor: Joseph N. Ricciardi, Psy.D. |
| JOSEPH N. RICCIARDI (May Institute, May Center School for Brain Injury and Neurobehavioral Disorders) |
| Description: As many as 50% of children with brain injuries will develop neurobehavioral challenges following an injury (Li & Liu, 2013). Adults with brain injuries are similarly at risk (Sabaz et al, 2014). Research supports behavior analysis in the treatment of individuals with brain injuries and challenging behaviors (Beaulieu et al., 2020; Heinicke & Carr, 2014). This workshop provides a review of research supporting ABA in the treatment of individuals with neurobehavioral disorders and an analysis of the strengths and weaknesses of the evidence (for example, Beaulieu et al., 2020). We provide a brief overview of forms of brain injuries and the effect of injuries on learning and behavior. We will review categories of promising interventions incorporating prevention, teaching compensatory skills, and integration into comprehensive, multi-component interventions. We will use data-based case studies to illustrate the neurobehavioral formulation: an operant formulation that integrates neurological impairments (Ricciardi et al, 2020). We will address related issues such as training interventions to rehabilitation support staff, effective collaboration with other disciplines (Slim & Reuter-Yuill, 2021), and integrating compassionate care (Taylor et al, 2019). This workshop introduces this emerging practice area, with guidance on increasing knowledge, competence, and further study (Leblanc et al., 2012). |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list two sources of evidence of the effectiveness of behavioral intervention for challenging behavior in brain injured individuals, (2) describe one weakness of the scientific literature on the effectiveness of behavioral intervention in this population, (3) discriminate between traumatic and non-traumatic brain injuries, (4) describe two functional neuropsychological deficits common after a brain injury and how each may contribute to challenging behaviors; (5) describe a case integrating neuropsychological findings with traditional behavior assessment; (6) list the core elements of a multi-component behavior support plan for individuals with a brain injury. |
| Activities: The format includes lecture and discussion, review of exemplar behavior intervention plans (handout), and video observation of intervention in practice. |
| Audience: Intermediate: Either some experience with the brain injured population, or a familiarity with the literature of brain injury clinical features or rehabilitation |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): brain injury, challenging behavior, neurobehavior disorder |
| |
|
|
| Lost in Translation: From Stickers to Paychecks |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 1-2 |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Andy Bondy, Ph.D. |
| ANTHONY CASTROGIOVANNI (Pyramid Educational Consultants), ANDY BONDY (Pyramid Educational Consultants, Inc.), ANNE OVERCASH (Pyramid Educational Consultants, Inc.), JAIME WEDEL (Pyramid Educational Consultants) |
| Description: Treatment goals for individuals with ASD and developmental disabilities vary depending on their age and current skills, as well as who you ask. As learners develop, their skill sets expand and evolve. Their life skill sets are anticipated to develop and coincide with their academic skills, however there are often gaps. This workshop explores challenges with transitioning from adolescence to adulthood and discusses planning for teaching vocational, communication and leisure skills that are functional. We review how program providers, educators and behavior analysts can use the principles of our applied science to define, apply and facilitate success across settings for adolescents and during their transition to adulthood. Using guided examples and hands on activities the audience will learn questions to ask and strategies to use for expanding skills into adulthood. We will address the importance of starting transition programming that includes functional goal setting early in a learner's life. Participants will be encouraged to develop their own transition plans. |
| Learning Objectives: • Define the transitional population, and two challenges for achieving independence
• Evaluate social significance of skills and provide two examples of functional lessons
• Identify three critical questions to ask when bridging the gap from adolescent to adulthood related to work and leisure skills
• List two strategies for expanding leisure and work skills
• Identify two areas where behavior analysts can contribute during transition period |
| Activities: Workshop objectives will be met by video examples, lecture, small and large group activity and discussion. Activities will lead participants through discussing lifespan issues as they effect transitioning to adulthood, including a guided discussion about their own learners. |
| Audience: Clinicians & educators involved in the transition from student to adult. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): community-based training, functional goals, stickers paychecks, transitions adult |
| |
|
|
| How to Implement Infant Operant Learning Procedures for Research and Practice |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 5 |
| Area: DEV/AUT; Domain: Applied Research |
| CE Instructor: Katerina Monlux, Ph.D. |
| KATERINA MONLUX (Oslo Metropolitian ), MARTHA PELAEZ (Florida International University) |
| Description: This workshop will use an operant learning paradigm to cover early infant learning of key social skills. We will emphasize 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. We will discuss procedures such as synchronized reinforcement, contingent reinforcement, shaping, environmental arrangement, and more pertaining 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 more likely to develop 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: 1: Describe infant operant methodologies 2: Discuss reinforcement procedures such as synchronized reinforcement, contingent reinforcement, and social reinforcement techniques 3: Analyze infant behavior |
| Activities: Workshop objectives will be met through a combination of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture, recorded demonstration of strategies, and a live demo of infant massage strategies. There will be opportunities to practice as well as bring in real-world examples. |
| Audience: Attendees with a basic understanding of behavior analysis and clinical experience with infants will get the most out of this workshop. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): applied research, early intervention, infant behavior, operant learning |
| |
|
|
| Unlock Success With the Self & Match System |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Meeting Room 411 |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Katharine M. Croce, Ed.D. |
| KATHARINE M. CROCE (Holy Family University), JAMIE SIDEN SALTER (Self & Match Educational Consultation) |
| Description: Are you ready to enhance the way you support students and clients in their journey to behavioral, social, and academic success? Join our interactive workshop and master the systematic self-monitoring intervention known as The Self & Match System. The Self & Match System is a user-friendly and practical program designed to teach self-monitoring skills that empower individuals to take positive actions. This system can be a key to reducing classroom challenges and fostering independence in a variety of settings. Workshop Highlights: Backed by Science: Dive into the science behind self-monitoring as we explore peer-reviewed research that supports its effectiveness for students and clients of all ages and developmental stages. The Power of Social Accountability: Uncover how integrating social accountability can be a game-changer in self-monitoring strategies. The Self & Match Advantage: Discover The Self & Match System, an easy-to-implement tool that can optimize your practice. A Systematic Guide: Acquire a step-by-step guide to consider all essential aspects before implementing The Self & Match System. Resources Galore: Receive a Self & Match manual and gain access to a portal filled with robust forms, making your implementation journey a breeze. Empowering Individuals and Teams: Leave our workshop with a comprehensive solution that's ideal for individuals, classes, and schools. You'll be well-equipped to support your students and clients effectively. |
| Learning Objectives: 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) Examine the necessary 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 complete a "Systematic Considerations Guide" prior to implementation to lead them on their way to creating their own Self & Match System. The format combines lecture, small group collaboration, whole group responding, and discussion. Core content will be taught through a combination of lecture, data analysis, and guided practice. |
| Audience: Participants will engage in active learning to increase their knowledge of implementing self-monitoring in their practice. Workshop attendees will acquire a systematic guide to planning self-monitoring systems, Self & Match manual with substantial training materials, and access to Self & Match Maker, an online Self & Match form creator. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, 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): classroom-management, Self&Match, self-management, self-monitoring |
| |
|
|
| Successful Intervention in Schools: How to Provide Effective and Systematic Behavioral Consultation |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 4 |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Ryan Matthew Biemuller, M.A. |
| RYAN MATTHEW BIEMULLER (Devereux Advanced Behavioral Health), MEGAN ROBINSON JOY JOY (Devereux Advanced Behavioral Health), ASHLEY VIOLETTE (Devereux Advanced Behavioral Health) |
| Description: Competing priorities, last minute referrals, and large caseloads can make consultants feel like they are always putting out fires. In this workshop, attendees will learn strategies for providing systematic, effective, and ecologically-valid behavioral consultation. The presenters will review research on evidence-based practices for special education populations, including learners with autism and students with intensive special needs. Attendees will learn how to incorporate evidence-based practices into classroom consultation protocols, including how to create data-based observation systems and provide behavioral skills training to teachers and classroom staff. The presenters will discuss processes for addressing the needs of high-risk students who continue to exhibit problem behavior despite consistent implementation of evidence–based practices. Strategies for effective coaching in the classroom will be emphasized, including how to build rapport, work with staff from different backgrounds, communicate effectively and identify interventions that are feasible and contextually appropriate. The presenters will also discuss how to monitor progress, fade supports, and build capacity within the school environment. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Discuss key practices for beginning consultation in schools, including building rapport, working within the resources of the environment, communicating clearly, and consistent documentation. (2) Describe essential components of conducting an effective single-case consultation. (3) Identify evidence-based classroom practices for special education populations, including learners w/ASD and students with disruptive behavior disorders. (4) Develop a structured classroom observation system, including data collection strategies and a plan for implementation and sustainability. (5) Demonstrate how to effectively use behavioral skills training to teach classroom staff how to consistently use evidence-based practices. |
| Activities: Instructional strategies will include: -Didactic training and demonstration of targeted skills. –Sharing and discussing data on current implementation in public schools. –Presentation of templates for developing data-based observation systems and implementation plans. – Small group discussion to develop implementation plans. –Opportunities to practice coaching and providing performance feedback. |
| Audience: Participants should have experience developing behavior intervention plans. Participants should have experience working in schools or working with staff without a background in ABA. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): BST, classroom, consultation, schools |
| |
|
|
| Public School Board Certified Behavior Analysts (BCBAs): Challenges and Solutions |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 12-13 |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Laura Kenneally, Ed.D. |
| LAURA KENNEALLY (Advance Learning Center) |
| Description: Public school BCBAs provide a range of services from assessment, curriculum, personnel training, behavior management implementation, and evaluation. BCBAs are challenged to implement these evidence-based practices because their role, responsibilities, and our field is often misunderstood. BCBAs are expected to magically fix challenging behavioral problems with immediate, effective, and low-cost simple solutions. In addition, BCBAs often wrestle with an endless list of tasks, ethical dilemmas, and limited resources which can be socially isolating, overwhelming, and cause professional burnout. |
| Learning Objectives: (1) The participants will be able to define and demonstrate shaping and use of the feedback to others to create behavior change. (2) The participants will be able to define the role of the public school BCBA and address ethical issues. (3) The participants will be able to define burnout and create solutions to reduce or prevent it. |
| Activities: This workshop includes lecture, small group instructional and hands-on successful strategies to help BCBAs define their responsibilities and roles, practice behavior skills training, address ABA “buy in”, improve personnel training, and build support networks. |
| Audience: This workshop is designed for BCBAs, special educators, and administrators to understand the role and responsibilities of the BCBA and how to create effective behavior change in public school. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, ethics, public schools, staff training |
| |
|
|
| A Guide to Building School Staff Capacity in Applied Behaviour Analysis in School Districts |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 8 |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Jennifer Nieradka, M.Ed. |
| MARILYN GREEN (Ottawa Catholic School Board), JENNIFER NIERADKA (Ottawa Catholic School Board) |
| Description: This workshop is tailored for Board Certified Behavior Analysts (BCBAs) working in public schools, aiming to equip them with an effective framework for training school staff in Applied Behavior Analysis (ABA). The objective is to help BCBAs meet the critical mandate of training teachers to provide inclusive and high-quality education for all students. Participants will delve into the success story of a school district with over 42,000 students and 6,000 staff members, which initiated a transformative capacity-building project in 2017. The journey began with basic ABA training and evolved to encompass advanced treatments like Practical Functional Assessment and Skill-Based Treatment. Attendees will gain insights into this progression and participate in Behavioral Skills Training (BST) sessions to develop their own ABA staff training plans. This interactive workshop will guide BCBAs in creating comprehensive training plans, addressing barriers, collecting training data, and assessing training effectiveness. Furthermore, attendees will learn how to effectively market their training initiatives to the relevant stakeholders. Over the past six years, this framework has served as a blueprint for other school districts seeking to enhance their ABA training efforts. Join us to explore the transformative potential of ABA in inclusive education. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to . . . 1. Describe the steps to start building capacity in ABA staff training in your school district. 2. Create an ABA training plan for your organization, including a plan to market your training. 3. List and evaluate barriers to a system-wide paradigm shift in a school district. |
| Activities: Workshop objectives will be met through a balanced presentation of storytelling, guided practice and small group activities. Participants will go through a Behavioural Skills Training (BST) model of training to create their own plan to market and train ABA within their organization. |
| Audience: BCBAs, BCBA-Ds, Educators and School Administrators |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): dissemination, public schools, staff training |
| |
|
|
| Mastering the Art of Feedback: Enhancing Leadership and Communication Skills With Staff |
| Friday, May 24, 2024 |
| 4:00 PM–7:00 PM |
| Marriott Downtown, Level 4, Franklin Hall 3 |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Sara Lalani, Ph.D. |
| SARA LALANI (The Chicago School; Behavior Analyst Advising, LLC ), REBECCA GONZALES ((1) The Chicago School (2) ABC Behavior) |
| Description: Communication is a key component of leadership (Flauto, 1999; Wikaningrum & Yuniawan, 2018). While communication can take many forms, when it comes to employee performance problems, performance feedback is a crucial communication skill (Mayfield & Mayfield, 2011). Performance feedback is the process of providing information to an individual that reviews the quality and/or quantity of their performance on a task, allowing them to change their behavior (Sleiman et al., 2020). Although it is important to provide performance feedback to employees, it is equally important that leaders seek out feedback from their staff about their own performance. However, these difficult conversations can lead supervisors to avoid interactions that involve giving or receiving feedback. This workshop will explore the research evaluating giving and receiving performance feedback to help attendees develop leadership and communication skills. Participants will role-play accepting challenging feedback and engaging in difficult conversations. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Provide a rationale for the importance of giving feedback and receiving feedback in supervisory relationships; (2) Learn to implement six steps to provide effective feedback, including ensuring feedback is relevant to task observed, ensuring feedback is specific to performed behaviors, ensuring the feedback emphasizes employee's performance, providing corrective statement(s), providing positive statements outweigh corrective statements, providing guidance on how to correct performance behavior; (3) Learn to request feedback from employees by building rapport, asking open-ended questions, and using active listening |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, small group breakout, and group discussion. Supplemental materials for the training will be accessed through an online drive for all participants. |
| Audience: The target audience includes individuals in supervisory positions. This includes BCaBAs, BCBAs, and BCBA-Ds in supervisory positions or individuals seeking certification that hold a supervisor position (e.g., student analyst). |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): leadership, OBM, performance feedback |