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 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 |
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| 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 |
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| 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 |
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| 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 |