|
| If You Are a BCBA, Are You/Can You Become a Dog Trainer? Some Ethics and Some Steps in That Direction |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom C |
| Area: AAB; Domain: Service Delivery |
| CE Instructor: Terri M. Bright, Ph.D. |
| TERRI M. BRIGHT (MSPCA Angell) |
| Description: When you have studied behavior analysis, you find yourself being asked about the behavior of non-human species, usually dogs. Do you pause before stepping into the breach and making suggestions? Until you have the tools to implement the assessments and interventions you have used with humans, you will likely not be able to generalize your skills to another species. Safety is also a reason: 4 million people are bitten by dogs each year. To a trained professional, the precursors of aggression are like a blinking neon sign; to a novice, they are unnoticed. Whether in your neighborhood, your home, or your workplace, dogs pose a bite risk to humans. This workshop will first remind BCBAs and others what the ethics are of teaching outside of their scope of training and experience. It will also teach attendees to identify precursors of canid aggression as well as what to do when they see them. Finally, if you are interested in dog training, this workshop will demonstrate generalization of such skills as preference assessments and functional assessment/analysis of dog behavior, and give some simple tools for training dogs, as well as instructions on how to refer to the right dog trainer. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) via videos and textual prompts, identify the precursors of dog aggression and how to stay safe in the presence of an aggressive dog; (2) identify how your behavioral skills are skewed towards humans and how your dog-training skills may be skewed away from science; (3) identify when and if you should intervene with a dog's problem behavior; (4) identify an ethical dog trainer in their geographical area should they need a referral; (5) learn to perform preference assessments and use the Functional Assessment of Dog Behavior (FADB), an assessment created by the workshop presenter. |
| Activities: Activities will include lecture, discussion, surveys, choral responding, small group breakout, still photos of dogs, dog behavior videos and textual prompts. Objectives will be met through a mixed presentation of discussion, self-scoring, lecture and video demonstrations of dog behavior. Supplemental materials will be provided such as participants will be able to review all photos, videos and surveys after they leave the workshop. |
| Audience: This basic workshop is meant for those who find themselves in the company of dogs and who are tempted to train them. Though participant's individual dogs' behaviors are not the target of the workshop, enough information will be disseminated so that participants can, perhaps, begin their dog-training at home, using the tenets of ABA and within the scope of the BACB Task List; they will be able to recognize the limits of their behavioral skills across species. Those who come into contact with dogs in the community or workplace and who are fearful or uncertain will be better equipped to act appropriately, be it to gain safety or to find referrals. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): dog behavior, functional assessment, training ethics |
| |
|
| Hot Topics in Communication Intervention |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Quartz A |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Catherine Horton, M.S. |
| CATHERINE HORTON (Pyramid Educational Consultants), LORI FROST (Pyramid Educational Consultants), JAIME WEDEL (Pyramid Educational Consultants) |
| Description: A variety of communication options are available for our learners with complex communication needs. Practitioners must routinely make a choice between implementing low-tech versus high-tech options. This presentation will review the literature related to this topic, including review of the teaching strategies related to the Picture Exchange Communication System. This evidence-based protocol can also be used to successfully teach learners to use Speech Generating Devices (SGDs) and/or tablets with communication apps. Additional concepts related to use of technology for communication purposes will be explored. The concept of Core Vocabulary will be addressed, including characteristics of each individual Core Vocabulary item, with a particular focus on vocabulary functions and relationships to vocabulary size during development. Considerations for appropriately teaching Core Vocabulary will be discussed. A popular approach to teaching Core Vocabulary, known as Aided Language Stimulation, will be reviewed including both pros and cons associated with the approach. In addition, other current approaches to teaching communication skills will be discussed and analyzed in terms of behavioral principles. The talk will conclude with discussion and recommendations for making informed, data-based decisions for teaching communication skills to our learners. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify specific functions of individual core vocabulary items; (2) describe criteria for determining when a given vocabulary item should be introduced into a given learner's vocabulary; (3) describe teaching strategies related to both high- and low-tech communication systems. |
| Activities: Review of literature regarding high and low-tech communication, review PECS protocol, review published guidelines on how to effectively transition from PECS to SGD, review videos demonstrating effective use and potential problems with transitions, and review how to transition from PECS to SGDs and/or tablet apps brought to the workshop by participants. |
| Audience: This workshop is appropriate for any team member working with learners with complex communication needs. This may include behavior analysts, speech/language pathologists, teachers and/or others involved with communication training with children and adults with disabilities including ASD. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Aided Language, Core Vocabulary, PECS, Pyramid |
| |
|
| Application of the Play and Language (PAL) Program for Early Autism Intervention |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall B |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Evelyn Amanda Boutot, Ph.D. |
| EVELYN AMANDA BOUTOT (Texas State University), SAMUEL DIGANGI (Arizona State University) |
| Description: This hands-on workshop will teach participants how to use a new early intervention assessment and curriculum, the PAL, to develop instructional programs for young children with or at risk for autism spectrum disorder or other developmental disabilities. Based on 2 years of pilot use and 2 years of broader practice, the PAL is designed for infants and toddlers ages 0-5 years of age and covers five domains: Imitation and play skills, joint attention and social interaction, visual discrimination, receptive language, expressive language. The authors/presenters will provide participants with a basic overview of the PAL development (over a 10 year period, including pilot testing and content analysis by subject matter experts), demonstrate and provide opportunities to practice scoring the assessment for initial program development and on-going progress monitoring, and will demonstrate and provide practice on developing an intervention program based on assessment results. Presenters will also describe how the PAL should be part of a comprehensive assessment protocol, including other assessments such as the VB-Mapp as a companion assessment. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:(1) List and describe the 5 domains areas covered by the PAL; (2) Describe at least 2 uses of the PAL and for whom it is suited; (3) Score the PAL across multiple domains for both initial program planning and on-going progress monitoring; (4) Describe how the PAL can be used to develop and monitor intervention programs; (5) Discuss the usefulness of the PAL as part of a comprehensive assessment protocol. |
| Activities: Workshop objectives will be met through a combination of lecture, discussion, guided practice, small group breakout, and video observation. |
| Audience: BCaBAs and BCBAs/BCBA-Ds working with infants, toddlers and/or preschoolers with autism spectrum disorder or other developmental disability or delay. Target audience are those whose responsibility it is to assess for initial program development and/or on-going progress monitoring. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): assessment, infants, play, program development |
| |
|
| Sexuality and Safety for Individuals With Autism Spectrum Disorder and Developmental Disabilities |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Convention Center 406/407 |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Bobbie Gallagher, M.A. |
| BOBBIE GALLAGHER (Autism Center for Educational Services; The Chicago School of Professional Psychology) |
| Description: Recent research acknowledges that individuals with ASD are no less interested in sex than their peers but are often unaware of appropriate sexual interactions. Case studies will be reviewed to address issues such as the fear that addressing sexuality will increase awareness. Functional behavioral assessments should ensure that inappropriate sexual behaviors are not maintained by functions other than self-stimulatory and that interventions are based on the results. The audience will receive suggestions for teaching appropriate social interactions and safety skills to decrease exposure to possible abuse as well as avenues for teaching about sexual activity. Focus will be given to research in the areas of discrimination trials, social stories, visual supports and video modeling. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:(1) describe recent research in the area of sexuality and individuals with ASD and DD; (2) describe supports needed to facilitate safe sexual behaviors; (3) describe interventions needed for inappropriate sexual behaviors. |
| Activities: This workshop is conducted using lecture, discussion and audience participation via answering questions that guide the conversation. |
| Audience: Intermediate to advanced BCBAs are the appropriate audience. Those with experience working with adolescents and adults. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): sexuality, masturbation |
| |
|
| Establishing Social Repertoires in Toddlers With Autism: The Nuts and Bolts of Teaching |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall G |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Rebecca P. F. MacDonald, Ph.D. |
| REBECCA P. F. MACDONALD (New England Center for Children), PAMELA NICHOLE PETERSON (New England Center for Children), BRIANNA RACHEL HOLOHAN (The New England Center for Children), CAROLYN WALKER (New England Center for Children ) |
| Description: It is widely known that Early Intensive Behavioral Intervention (EIBI) can produce large gains in social, cognitive, and language development in children with ASD, especially when treatment begins prior to their second birthday. The nature of EIBI requires that instruction be delivered throughout the child's waking day. As a result, both therapists and caregivers should be actively involved in the delivery of behavior-analytic programming. When therapists and parents work in coordination and take advantage of the many learning opportunities that arise in the natural environment, rates of skill acquisition increase as well as generalization and maintenance of skills. The purpose of the present workshop is to highlight key social skills (joint attention, social referencing, and play skills) to include in EIBI and to provide strategies for coaching and training both therapists and parents on the delivery of these services. A variety of exercises will allow participants to identify learning opportunities and practice developing and implementing treatment protocols. In addition we will present staff and parent training protocols and review data from our research on the efficacy of these procedures. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe the key social skills to include in an EIBI program for toddlers, children under 2 years of age; (2) describe strategies for training/coaching both therapists and parents to provide natural behavioral interventions; (3) identify opportunities for teaching in the natural environment and develop strategies for embedding instruction in these situations. |
| Activities: Lecture, Role-play, Guided practice, small group discussion |
| Audience: Intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): EIBI, Joint Attention, Parent Training, Social Skills |
| |
|
| Parent Training: One Size Does Not Fit All |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom A |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Jessica R. Everett, Ph.D. |
| JESSICA R. EVERETT (Melmark New England), BARBARA O'MALLEY CANNON (Melmark New England) |
| Description: Applied behavior analytic services that are provided to children with autism spectrum disorders often include a parent training component. Parent training provides parents with needed skills to effectively manage their child's behavior as well as strategies for generalizing mastered skills. Additionally, parent training has been found to reduce stress related to parenting. Behavioral consultation that includes parent training may take the form of didactic or hands-on instruction, may be conducted either individually or in a group setting, and is typically focused on the acquisition of new parenting skills and knowledge. The present workshop will outline a continuum of parent training supports (e.g., parent education, behavioral consultation, individual and group based curriculum) and review variables that increase or decrease the likelihood that data-based treatment gains will be attained and generalized by parents. Outcome measures to discuss the efficacy of individualized parent training will be reviewed. Clinical strategies for effecting change in parents and families with complicated profiles will be presented. Data will be shared from pilot studies using the Incredible Years Parent Training Program and the Optimistic Parent Training Program. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify a variety of evidence-based parent training interventions that are delivered individually, within multiple family members, and in groups; (2) Identify variables that increase or decrease the likelihood that parent training will be effective for individual families; (3) Identify individualized outcome measures to assess the efficacy of parent training. |
| Activities: Workshop activities include didactic instruction, discussion, review of case examples, and video modeling . Participants will have the opportunity to engage in small group activities that focus on collaborative problem-solving and decision making. |
| Audience: Individuals working with parents in home, school, or clinic-based settings such as psychologists, special education teachers, or behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Collaboration, Incredible Years, Optimistic Parenting, Parent Training |
| |
|
| Teaching Play Skills and Establishing Creativity in Children With Autism Spectrum Disorder |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Granite B |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Robert K. Ross, Ed.D. |
| ROBERT K. ROSS (Beacon ABA Services), JENNIFER SMITH (Beacon ABA Services) |
| Description: The purpose of this intermediate workshop is to train participants in the use of various strategies to teach creative play, through the use of visual supports. Creativity will be defined using behavioral definitions with an emphasis placed on planning for generalization. A variety of systematic strategies for teaching creative play using visuals will be reviewed with participants. Some of these strategies will include: Matrix training, Video modeling, Visual checklists and Picture Activity Schedules. Video modeling has been shown to be a successful teaching strategy in increasing pretend play skills in children diagnosed with autism (MacDonald, Sacramone, Mansfield, Wiltz & Ahearn, 2009), while matrix training has demonstrated successful results in teaching generalized language responses without direct teaching (Goldstein & Mousetis, 1989). Picture Activity schedules have also been used to foster independent play in children with ASD (MacDuff, G. S., Krantz, P. J., & McClannahan, L. E., 1993), This workshop will describe the expanded use of visual supports to facilitate generalization of materials, settings and play skills. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe the deficits in children with ASD to rationalize a need for teaching creativity; (2) Identify the need to plan for generalization; (3) Describe matrix training and create a matrix for a pretend play activity; (4) Describe video modeling and one scenario in which to implement it; (5) Identify settings and occasions to use scenarios and learners to use them with; (6) Describe various forms and modalities of activity schedules and match them to individual learning styles. |
| Activities: Workshop objectives will be met through a combination of lecture, small group instruction, guided practice, and video observation. |
| Audience: Certified behavior analysts, graduate students, ABA practitioners |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Matrix Training, Play skills, Recombinative Generalization, Video Modeling |
| |
|
| Rules to Live By: Teaching Rule-Governed Behavior to Individuals With Autism Spectrum Disorder |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall E |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Jennifer Yakos, M.A. |
| JENNIFER YAKOS (Institute for Behavioral Training), CECILIA KNIGHT (Institute for Behavioral Training) |
| Description: Social skills instruction is a primary focus of many ABA intervention programs designed for individuals with ASD. While basic social skills targets may be effectively taught using traditional contingency shaped learning strategies, intermediate and advanced skills generally require the individual to learn and apply numerous rules to dynamic social situations that are constantly changing. This workshop will discuss and review evidence-based procedures to teach rule governed behavior to individuals with ASD, specifically regarding rules which relate to social norms, contexts and boundaries, as well as interpersonal behaviors involving perspective taking, conversation skills, and self-regulation. This workshop will include several case studies demonstrating rule governed behavior instruction, as well as practice opportunities to develop instructional strategies for teaching and applying rules. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify and review evidence-based procedures for teaching rules to individuals with ASD; (2) review and discuss examples of teaching rule-governed behavior across several different skill repertoires, including social skills, perspective-taking, and executive function; (3) practice developing instructional strategies to teach rule-governed behavior by incorporating evidence-based treatment protocols. |
| Activities: Workshop activities will include a combination of lecture, video demonstration, guided practice, small group practice and group discussion. |
| Audience: This workshop is appropriate for BCBAs, BCaBAs, educators, therapists, administrators, and other professionals involved in the development and implementation of treatment for individuals with ASD. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Social Rules, Social Skills |
| |
|
| CANCELED: Intensive Social Skills Instruction and Inclusion Within a Preschool for Children With Autism |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency |
| Area: AUT/EDC; Domain: Applied Research |
| CE Instructor: Esther Bubb-McKinnie, M.S. |
| ASHLEE LAMSON (Elwyn), ESTHER BUBB-MCKINNIE (Elwyn) |
| Description: Section 2.09(a)of the Treatment Intervention/Efficacyof the Professional and Ethical Compliance Code for Behavior Analysts states, "Clients have a right to effective treatment."Research suggests the importance of early diagnosis and effective intervention for students with autism (Centers for Disease Control and Prevention, 2014). Since Autism Spectrum Disorder is characterized by deficits in social communication skills, behavior analysts are faced with the responsibility of designing evidence-based, behavior-analytic interventions to facilitate social skills. Behavior analysts must also provide opportunities for children with autism to integrate with their typically-developing peers in the least restrictive environment (US Department of Education, 2015). Considering the lack of neurotypical students at Elwyn Seedlings, behavior analysts were charged with providing opportunities for the preschoolers to interact with neurotypical peers, while incorporating effective instruction to promote social skill acquisition. Thus, Seedlings administration created an Intensive Social Skills program in partnership with a neighboring preschool, which consisted of parent involvement, monitoring of treatment fidelity, tracking of student outcomes, and coaching and consultation. Content has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying or applying the findings, procedures, practices, or theoretical concepts. The presenters are salaried employees of Elwyn and Elwyn Seedlings. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify each of the four components of the Intensive Social Skills program discussed during the workshop; (2) Define the Intensive Social Skills program design, philosophy, and curriculum; (3) Define and describe the data collection procedures implemented in the Intensive Social Skills program; (4) Outline the feasibility and sustainability of the Intensive Social Skills program relative to participants' professional settings; (5) State further applications of behavior analysis in relation to effective social skills instruction for children with autis; (6) State further applications of behavior analysis in relation to the effective implementation of inclusionary opportunities for children with autism. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, visual analysis of supplemental materials, and small group breakout discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Group discussions will facilitate participants' understanding of group members' experiences relevant to the core content. Visual images of supplemental materials for assessment of student skills and staff fidelity of implementation will reviewed in order to support comprehensive participant learning. |
| Audience: BCBAs, administrators, educators, school personnel |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism Support, Preschool Inclusion, Structured Playgroups, Video Modeling |
|
| |
| |
|
| Neurobehavioral Analysis of Epilepsy |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Capitol Ballroom 7 |
| Area: AUT/DDA; Domain: Applied Research |
| CE Instructor: John C. Neill, Ph.D. |
| JOHN C. NEILL (Long Island University) |
| Description: Up to 50% of individuals with severe developmental disabilities have epilepsy. Remarkably, behavior analysts are often unaware how epilepsy impairs their client's ability to learn and remember contingencies of reinforcement. In addition, persons with epilepsy often have behavior disorders which can be exacerbated by seizures. These seizures could be managed better, and important new life skills could be acquired, if their behavior analyst knew basic epileptology. This workshop will educate behavior analysts about epilepsy with a behavioral approach. The neuroanatomy, neurophysiology and molecular events responsible for seizures and seizure-induced impairments in learning and behavior will be briefly reviewed. The etiology, genetics and classification of various seizure disorders will be reviewed. Behavioral research on several animal models of seizures will be related to analog human studies. Many clients are improperly medicated for pseudo-seizures. EEG (electroencephalography) is a crucial test for accurate diagnosis of epilepsy, and participants will learn how to prepare a client for cooperating with this test, without sedation or anesthesia. Epileptic seizures dynamically modulate an organism's ability to operate on their environment. Conversely, the environment often modulates the frequency, intensity and duration of epileptic seizures. Behavior analysts will benefit their clients who have epilepsy by learning about these relationships.
Dr. Neill's articles and publications can be viewed at https://www.researchgate.net/profile/John_Neill/contributions and https://scholar.google.com/citations?user=7LVjQ7MAAAAJ&hl=en. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) Define an epileptic seizure; (2) Describe some of the developmental and neurological events responsible for epileptic seizures; (3) Recognize the importance of measuring the effects of seizures on learning and behavior; (4) Objectively describe, count and time seizures in relation to environmental conditions; (5) Recognize the importance of reviewing a client's history to determine etiology, and its particular impact on behavioral progress; (6) Recognize the effects of the environment on epileptic seizures; (7) Prepare a client for cooperating with EEG tests, without sedation or anesthesia; (8) Discriminate pseudoepileptic versus epileptic seizures; (9) Manage learning and behavior disorders effectively in clients with epilepsy. |
| Activities: Lecture and video presentations will alternate with discussions of key topics and audience questions and experiences regarding epilepsy. |
| Audience: Applied behavior analysts, special education teachers, psychologists and therapists who write behavior plans for individuals with developmental disabilities |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): autism, behavior disorders, epilepsy, seizures |
| |
|
| How to Teach ABA Visually for Parents, Paras, and RBTs to Implement and Maintain Home or School Programs |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Capitol Ballroom 3 |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Laura Kenneally, Ed.D. |
| LAURA KENNEALLY (Advance Learning Center) |
| Description: Students with autism often have a caring team consisting of their parents, a one-to-one paraprofessional in school, and RBTs at home who want to help them learn. Unfortunately, even with an ABA trained team, treatment adherence fails when the BCBA is not on-site. Why is this? Even simple ABA programs require large amounts of training and support from a BCBA in order to implement programs correctly. BCBAs have limited time to train and provide behavioral support. This results in well-intentioned ABA programs being implemented incorrectly, continued or worsening challenging behaviors, limited treatment integrity and parental adherence, and frustration for all involved. This workshop is a step-by-step simple curriculum to help a BCBA create a simple effective program which all staff and parents can implement. This program teaches the staff how to implement basic ABA programs using a visual training program. In addition, the student will be able to perform a range of skills from simple directions to complex communication, and independent activities. The student will learn to increase his attention span, markedly improve his following directions skills, all while simultaneously decreasing self-stimulatory behavior and other disruptive behavior including aggression and self-injurious behaviors using positive behavioral supports. In short, this simple easy ABA curriculum will help BCBAs effectively train staff to implement and maintain home and school programs. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Determine and make environmental changes that reduce the need for behavior analysis services; (2)Identify the contingencies governing the behavior of those responsible for carrying out behavior change procedures and design interventions accordingly; (3)Determine and make environmental changes that reduce the need for behavior analysis services; (4)Use differential reinforcement; (5)Use discrimination training procedures; (6)Use prompt and prompt fading; (7)Use instructions and rules; (8)Use modeling and imitation; (9)Use shaping; (10)Use chaining; (11)Use incidental teaching techniques. |
| Activities: The format combines lecture, video examples, small group hands on activities and guided practice. |
| Audience: BCBAs, teachers, administrators, CST members |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Recent Research on Emergent Behavior: How to Get Started |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Granite A |
| Area: AUT/CSS; Domain: Service Delivery |
| CE Instructor: John W. Esch, Ph.D. |
| JOHN W. ESCH (Esch Behavior Consultants, LLC) |
| Description: In a review of observational learning, Townley-Cochran, J.B. Leaf, Taubman, R. Leaf, and McEachin (2015) state, "if the goal of intervention for individuals is to not only treat areas of deficit, but to establish a rate of learning that is similar to typically developing peers for certain individuals, learning through observation is a vital for these individuals" (p 269). Another review (Petursdottir and Carr, 2011) have questioned the traditional ASD sequence of instruction i.e., receptive targerts before expressive targets. They found little empirical evidence for such a sequence. Offering support, Delfs, Conine, Frampton, Shillingsburg, and Robinson (2014) found that emergent (untrained learning) was more probable through expressive training first than with receptive training first. And, Axe (2010) and Ribiero, Miguel, and Goyos (2015) used matrix training procedures to develop untrained emergent behavior. This workshop will present instructional procedures, instructional settings, and instructional sequences that may be instrumental in the development of emergent behavior. Participants will participate in the development of procedures and assessments for the occurrence of emergent behaviors. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1)describe changes to teaching sequences for ASD children recommended in recent reviews and reseach; (2)describe the importance of developing instructional procedures that focus on emergent behavior; (3)list 3 behavioral procedures that might be used to develop emergent behavior; (4)develop sample materials and data sheets for assessing the occurrence of untrained behavior. |
| Activities: Workshop objectives will be met throught lecture, keynote presentation, video instruction discussion, and practice developing simple instructionals materials and data sheets for assessing the occurence of emergent behavior. |
| Audience: The workshop is designed for BCBAs, BCaBAs with experience in providing direct instruction to persons with an ASD diagnosis and for persons who are responsible for the supervision of others providing direct instruction. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Medication and Applied Behavior Analysis: Best When Taken Together |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom E |
| Area: BPN/CBM; Domain: Service Delivery |
| CE Instructor: Elizabeth Dayton, M.S. |
| ANNA MARIE DIPIETRO (Melmark), ELIZABETH DAYTON (Melmark), JENNIFER QUIGLEY (Melmark; The Chicago School of Professional Psycho), TIMOTHY NIPE (Melmark; Endicott College) |
| Description: In clinical practice, psychiatric practitioners and board certified behavior analysts (BCBA) often make changes to an individuals medication and behavioral treatment packages without much collaboration between the two disciplines. Integrated efforts in the fields of psychiatry and behavior analysis are sparse in both the research literature as well as within applied settings. The potential benefits of collaboration between psychiatry and behavior analysis include more complete designs to evaluate treatment effect and more in-depth measures of behavioral changes and side effects (Blum et al., 1996). Connor & McLaughlin (2005) found that multiple and complex medication regimens could be reduced in (1) a structured and therapeutic residential environment, (2) the use of best practice prescribing guidelines, (3) long lengths of stay. The Residential Treatment Facility (RTF) at Melmark specializes in the assessment and treatment of severe and treatment resistant challenging behavior for children with intellectual disability and co-morbid psychiatric/neurological disorders. Through collaboration between BCBAs and the prescribing psychiatric nurse practitioner, polypharmacy has been reduced by 36%. This workshop will focus on medication education and will suggest methods to facilitate communication between BCBAs and prescribers. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) understand classes of psychotropic medication, intended uses, potential side effects, and other considerations as applicable to clinical practice; (2) communicate effectively with prescribers, including presenting relevant behavioral data and engaging in meaningful and productive discussion; (3) utilize single-subject design in collaboration with prescribers to assess relevant behavior and medication effect. |
| Activities: Instructional strategies include: lecture addressing medication education and relevant background information by a prescriber; discussion targeting group experience and barriers to effective communication and collaboration; modeling of effective communication between the prescriber and behavior analysts; small group breakout sessions in which participants will role play effective communication with a prescriber with oversight by medication prescriber and behavior analysts; supplemental materials including a quick reference guide to medication information presented and handouts to guide practitioners in the discussion of relevant data with prescribers. |
| Audience: The target audience for this workshop includes BCBAs, behavior analysts, clinicians, and related practitioners who interact with medication prescribers including psychiatrists and nurse practitioners or anyone interested in learning about psychotropic medications, their use in applied settings, and how behavior analysis can enhance prescribing practices. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): ABA, collaboration, medication, pharmacology |
| |
|
| Treating Children With Behavioral and Emotional Disorders: Integrating Emotional and Moral Behaviors to Promote Generalization |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom H |
| Area: CBM/DEV; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JEANNIE A. GOLDEN (East Carolina University) |
| Description: Children that have been abused and/or neglected often exhibit behaviors that appear to be callous, unemotional, antisocial and immoral. Learning histories of these children affect their thoughts and feelings and these private events can serve as motivational operations. Using a contingency-based focus for managing children's behavior in a structured setting where staff follow-through with predictable contingencies does not prepare them to function in a generalized setting. The presenter will provide a behavioral explanation for the lack of emotional and moral behaviors and ways to develop effective behavioral treatments that are relationship-based, focus on emotional and moral skills, and promote generalization. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe how the learning histories of children that have been victims of abuse and/or neglect effect their emotional and moral behaviors; (2) explain why these children lack a repertoire for appropriate emotional and moral behaviors and how thoughts and feelings can serve as motivational operations; (3) describe the difference between contingency-based and relationship-based treatment approaches; (4) describe what environmental factors can encourage appropriate emotional and moral behaviors; (5) describe ways to develop effective behavioral treatments that are relationship-based and promote generalization. |
| Activities: Participants will listen to didactic information and real-life case histories in homes, schools and community settings, take notes, ask questions, view a power point presentation, present their own cases for feedback, and participate in role-play situations. |
| Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who are typically-developing who have emotional difficulties and/or have been given psychiatric diagnoses. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Behavioral Relaxation: Training and Scale |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall C |
| Area: CBM/DDA; Domain: Service Delivery |
| CE Instructor: Victoria Stout Kubal, M.S. |
| VICTORIA STOUT KUBAL (California Consulting and Research Institute) |
| Description: Relaxation techniques are an integral part of the successful treatment of those exhibiting anxiety-related, pain-related, and/or anger-related behaviors. The sooner a client learns relaxation and other types of self-control techniques, the safer his/her internal and external environments may become. In addition, due to limitations in funding, providers must often demonstrate that extensive treatment progress has been made within a relatively short period of time. Poppen's (1998) Behavioral Relaxation Scale (BRS) is an assessment tool for measuring the progress of an individual demonstrating the 10 overt relaxed behaviors taught to criterion with Behavioral Relaxation Training (BRT). BRT can be an effective part of treatment for individuals with emotional/mental disorders, hyperactivity, schizophrenia, traumatic brain injury, physical limitations, and/or restricted cognitive/intellectual capabilities. This workshop will provide an opportunity to experience Poppen's (1998) Upright Behavioral Relaxation Training (URT) by means of labeling, modeling, imitation, practice, and corrective feedback. Once workshop participants are proficient in demonstrating URT and can verbally describe these 10 relaxed behaviors and corresponding examples of unrelaxed behaviors, they will be taught how to assess URT using the BRS. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Position his/her own body in alignment with the 10 overt relaxed behaviors from Upright Behavioral Relaxation Training (URT); (2) Write a description of each of the 10 overt relaxed behaviors from URT in his/her own words and provide corresponding examples of unrelaxed behaviors; (3) Give another individual appropriate feedback so that the other individual can correct himself/herself according to the 10 URT postures; (4) Observe, record, and assess another individual's performance of the 10 relaxed behaviors from URT by accurately using the Behavioral Relaxation Scale (BRS). |
| Activities: Verbal Behavior: Listen to a presentation regarding the physiological effects of relaxation, the history of using relaxation training to treat psychological and physical disorders, and Poppen's (1998) development of Behavioral Relaxation Training and the Behavioral Relaxation Scale. Labeling and Modeling: View a live demonstration of the 10 postures included in Upright Behavioral Relaxation Training (URT). Each relaxed posture will be labeled, described topographically, and demonstrated physically. Modeling and Imitation: Learn how to breathe diaphragmatically, then imitate the other 9 relaxed behaviors of URT while viewing an instructor as model. After each participant has proficiently demonstrated each posture separately, he/she will practice relaxing all 10 areas at the same time. Feedback: Practice silently while the instructors are giving each participant individual corrective feedback. Later, workshop participants will form pairs and alternate practicing URT and giving each other corrective feedback. Criterion Tests: Take URT Written Criterion Test; score one another's criterion test. Take BRS Written Criterion Test; score one another's criterion test. Assessment: Behavioral Relaxation Scale (BRS) scoring methodology will be explained and demonstrated. All observers, including the instructor, will simultaneously score the BRS for the model. |
| Audience: The target audience for this workshop is comprised of practitioners who are certified by the Behavior Analyst Certification Board at the Doctoral (BCBA-D), Master's (BCBA), or Bachelor's (BCaBA) degree levels and who work with the following populations: clients with anxiety disorders, pain-related difficulties, or anger management problems; individuals who suffered a traumatic brain injury; individuals diagnosed with autism spectrum disorder, intellectual disability, or other developmental disabilities; persons exhibiting hyperactive or repetitive behaviors; clients exhibiting schizophrenic behaviors; and persons who experience an extreme amount of stress. Professionals with a strong interest in behavioral medicine, clinical behavior analysis, family and child therapy, and/or health and fitness training will also benefit from attending this workshop. |
| Content Area: Methodology |
| Instruction Level: Basic |
| Keyword(s): Mindfulness, Relaxation, Self-Control, Stress Management |
| |
|
| Brain Injury and ABA: Acquiring Skills to Manage Behavior |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Convention Center 405 |
| Area: CBM/BPN; Domain: Service Delivery |
| CE Instructor: Michael P. Mozzoni, Ph.D. |
| MICHAEL P. MOZZONI (Mozzoni Associates LLC
BCBA-Applied Neurobehavioral Services), DIXIE D. EASTRIDGE (Learning Services
Neurobehavioral Institute) |
| Description: This workshop will focus on what behavior analysts can contribute to the rehabilitation of people with acquired brain injuries (ABI). Unlike other populations who are born with their impairments many persons with ABI had skills that were lost following their injuries. Re-teaching lost skills presents different challenges than teaching new skills. This workshop will present methods found in the behavioral literature to retrain social skills and manage behaviors. Participants will learn how to apply: mindfulness, fluency, discounting, and contingency management strategies to adults recovering from and living with ABI. Funding regulations regarding client rights will also be discussed as it applies to contingency management. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) discriminate differences between acute and post-acute behavioral presentations; (2)describe how to use fluency training to teach facial recognition of emotions; (3)identify human rights issues in relation to contingency management. |
| Activities: Lecture, small group break out to work on core content. Participant will be given instructional materials to practice fluency, discounting and mindfulness exercises. |
| Audience: Intermediate Skill Level. Teachers, rehabilitation professionals and behavior analysts who wish to expand their scope of practice are strongly encouraged to attend. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| The Matrix Project: Using Behavior Analysis to Promote Social Change |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall D |
| Area: CSS/PCH; Domain: Theory |
| CE Instructor: Molli Luke, Ph.D. |
| MOLLI LUKE (Behavior Analyst Certification Board; Behaviorists for Social Responsibility), TRACI M. CIHON (University of North Texas; Behaviorists for Social Responsibility), MARK A. MATTAINI (Jane Addams College of Social Work-University of Illinois at Chicago; Behaviorists for Social Responsibility), RICHARD F. RAKOS (Cleveland State University; Behaviorists for Social Responsibility), HOLLY SENIUK (University of Nevada, Reno; Behaviorists for Social Responsibility), JOMELLA WATSON-THOMPSON (University of Kansas; Behaviorists for Social Responsibility) |
| Description: Workshop participants will learn principles of behavioral systems theory and how they can be applied to analyze the systems that promote and hinder behavioral approaches to understanding and addressing societal issues (with a primary emphasis on issues outside autism/developmental disabilities). After a brief introduction to behavioral systems analysis, participants will actively engage in guided exercises, taking a constructional approach for analyzing and impacting large-scale social issues. Participants will learn to employ a matrix methodology for this purpose through hands-on exposure to an on-going, large-scale, evidence-based matrix project being conducted by the Behaviorists for Social Responsibility SIG (see www.bfsr.org for additional information about this project, which targets increasing the number of behavior analysts contributing to solutions to a range of social and global issues). Participants will then have opportunities to collaboratively select a cultural practice to be increased, and complete an analysis of antecedents and consequences likely to support or hinder the incidence of that practice. Finally, leaders and participants will discuss how this approach can realistically be used to promote social change in participants' areas of interest. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) explain how behavioral systems theory can be operationalized using a matrix methodology to promote social change; (2)locate and use empirical data to support behavioral systems analyses; (3)select a cultural practice for constructional increase, and complete an analysis of antecedents and consequences likely to promote and hinder the incidence of that practice; (4) apply this approach to promote social change in their own settings. |
| Activities: Introduction to behavioral systems analysis to promote social change, Small group exercises (verbal and charting),large group presentations,closing exploration of potential applications. |
| Audience: Graduate students, graduate level behavior analysts (BCBAs), and faculty members. |
| Content Area: Theory |
| Instruction Level: Intermediate |
| Keyword(s): behavioral systems, constructional approach, matrix methodology, social change |
| |
|
| Learn to Play and Play to Learn: Integrating Verbal and Social Skills Instruction Into Common Play Activities |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Capitol Ballroom 4 |
| Area: DDA; Domain: Service Delivery |
| CE Instructor: Jeffrey Skowron, Ph.D. |
| JEFFREY SKOWRON (Beacon ABA Services), SUZANNE SANDA (Beacon ABA Services/Beacon Assessment Center), BROOKE HYLAND LITTLETON (Beacon ABA Services) |
| Description: In this interactive workshop, we will identify and practice methods for teaching verbal behavior and adaptive social skills in the context of common games and play activities of toddlers and pre-school aged children. The presenters will provided an overview of the different developmental stages of play, as well as a review of empirically supported strategies for teaching play skills. We will then review the verbal operants, as well as age- and developmentally-appropriate social skill behaviors. With this foundation, the presenters will guide participants in identifying and modeling strategies for using common games, toys, and play materials to teach young children developmentally appropriate skill sequences. Special emphasis will be given to mand training and instruction in basic attentional and social skills (e.g., listening; joining in; sharing). Participants will have an opportunity to ask questions and receive feedback about ways of integrating this material into their current clinical work. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify and provide examples of different developmental stages of play; (2) identify appropriate social skills to target with instruction for young children; (3) identify the different verbal operants and provide examples of common topographies in young children; (4) develop and model strategies for teaching social skills to young children in the context of typical play routines; (5) identify and model strategies for teaching verbal behavior to young children in the context of typical play routines; (6) discuss strategies for applying skills and strategies from this workshop into their current clinical activities. |
| Activities: This workshop will includesmall- and whole-group activities, augmented with lecture and video models of concepts and techniques. Participants will have the opportunity to model skills in small groups using actual play materials. The workshop is Intermediate level, designed for early career or other BCBAs looking to expand their repertoire of skills related to teaching early skills to young children. Though the presenters work primarily with children diagnosed with autism spectrum disorder, the content is applicable to any child in need of instruction in verbal or social skills. |
| Audience: intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Play skills, Social skills |
| |
|
| Part One: Effective Supervisors Do What It Takes! Improving Staff and Organizational Performance to Achieve Desired Client Outcomes |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Quartz B |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Do you work as an employee, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients’ progress? Behavior analysis developed a powerful technology for helping people, but too many clients 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 clients’ performance, is a product of their environment. Do employees have the resources, training, and management necessary to help their clients 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 outcomes they want. The failure of clients to make adequate progress is not usually an individual employee performance problem, but a performance problem at the system process, and individual levels of the organization. This workshop will provide participants with a set of tools to pinpoint organizational performance problems, analyze their causes, recommend the best solutions, solve the problems by designing and implementing solutions that might include more efficient resources, training, and management practices, and evaluate their effectiveness, efficiency, and return on investment. Please note: This workshop takes place in three parts; attendees must complete all three parts to receive continuing education credits. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called "celeration efficiency;" (2) define desired staff performance at the system, process, and individual levels; measure and evaluate current staff performance at each level; (3) perform a data-based analysis of staff performance problems to identify their causes; (4) recommend solutions to performance problems with the best return on investment; (5) design and implement those solutions, which may include staff resources, training and management; (6) evaluate the effectiveness, efficiency, and return on investment of those solutions. |
| Activities: This workshop provides a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software. |
| Audience: This three-part workshop is for supervisors, staff trainers, program designers, and directors of schools and agencies serving people with learning difficulties. Attend this workshop to learn the skills needed to ensure that employees are effective in helping clients achieve their goals! Earn a total of 12 CEUs by completing all three parts. (You may use 3 of these to meet the new BACB requirement for supervisors.) |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): celeration efficiency, improvement process, organizational performance, pragmatism |
| |
|
| Leadership in Behavior Analysis: How to Use Behavioral Science to Lead Ethically in Our Field |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom F |
| Area: OBM/PRA; Domain: Service Delivery |
| CE Instructor: Adam E. Ventura, M.S. |
| ADAM E. VENTURA (World Evolve, Inc.), ASHLEY TUDOR (BCBA) |
| Description: When considering leadership behavior in our field, several questions emerge, namely, What is leadership in behavior analysis? Why is it important, Who can lead others, and most importantly how do you shape the behavior of a behavior analysis leader? More specifically, how do you shape ethical leadership behavior? Identifying all of the elements that yield the ideal behavior analysis leadership mixture can be challenging. Leaders in our field are made up of a variety of different behavioral particles that if heated to the appropriate temperature can create a catalyst that brings out the best OR worst in their followers. But what is the appropriate formula for developing leaders and how can current leaders help energize their followers towards accomplishing the mission in an ethical manner? This workshop will provide answers to those questions and provide behavioral skills training on the intricacies of preparing to lead, leading others, and leading leaders in behavior analysis that will help grow your organization, achieve a high level of prominence within our field, and help to establish a long lasting (and positive) legacy for everyone at your organization. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify and define the definition of leadership in behavior analysis; (2) identify and execute steps for preparing to lead in behavior analysis; (3) identify and execute steps for leading others in behavior analysis; (4) identify and execute steps for leading leaders in behavior analysis. |
| Activities: Workshop objectives will be met through the use of behavioral skills training and precision instruction utilizing a combination of the following activities: 1. Instructor presentation and group discussion 2. Individual and small group activities 3. Individual and small group competency building exercises 4. Individual and small group fluency building exercises |
| Audience: Workshop target audience is ABA Managers, ABA business owners, ABA Supervisors, ABA program directors, ABA clinical directors, and ABA administrators. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Ethics, Leadership, LIBA, OBM |
| |
|
| Stimulus Control and its Relationship to Teaching, Prompting, Error Correction, and Errorless Learning |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom B |
| Area: PCH/AUT; Domain: Service Delivery |
| CE Instructor: Andy Bondy, Ph.D. |
| ANDY BONDY (Pyramid Educational Consultants), ANTHONY CASTROGIOVANNI (Pyramid Educational Consultants) |
| Description: Behavior analysis can be succinctly described as the study of behavior under what conditions. That is, while the emphasis on behavior per se is novel to many people, the most unique characteristic of behavior analysis is the emphasis on how environmental conditions systematically influence behavior. In the study of operant behavior, not only did Skinner place emphasis on the role of consequences but his work also emphasized how the three-term contingency brings about stimulus control. Furthermore, an in-depth understanding of stimulus control may reduce the likelihood of engaging in ineffective, ritualistic teaching strategies. The first section will introduce critical nuances in the establishment of stimulus control, using examples from discrimination training. We will note that the definition of prompt is just as dependent upon behavior as is the term reinforcer. Next, we will focus in detail on the critical distinction between prompts and cues. The content will then focus on a major current aspect of most lessons, the removal of the prompts. Finally, we will focus on stimulus control and error-correction as well as various errorless teaching formats. We will use a variety of didactic strategies to review common teaching errors and practice identifying stimulus control issues within various lessons. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe stimulus control as defined within the laboratory and applied situations; (2) describe how stimulus control related to applied definitions of prompt and cue; (3) describe a variety of teaching strategies in terms of changes in stimulus control; (4) describe simple rules associated with prompt inclusion and removal; (5) describe how stimulus control relates to both error-correction strategies and errorless learning strategies within their own lessons. |
| Activities: Review standard definitions of stimulus control including the dependency between discriminative stimuli and behavior, review operational distinctions between the terms prompt and cue, review a variety of lesson formats and identify critical stimulus control issues within each lesson type (e.g., least-to-most prompt hierarchy, time delay, etc.), review video and case descriptions of a variety of teaching errors in terms of poor stimulus control, review various strategies commonly grouped as errorless-learning strategies, and review the difference between error fixing and error correction. |
| Audience: Anyone arranging lessons for a variety of learners in which prompts or shaping play a prominent role. This may include behavior analysts, speech/language pathologists, teachers or others involved with communication training with children and adults with disabilities including ASD. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Solving Ethical Dilemmas in the Practice of Applied Behavior Analysis |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Convention Center 401/402 |
| Area: PRA/DDA; Domain: Service Delivery |
| CE Instructor: Weihe Huang, Ph.D. |
| WEIHE HUANG (Creating Behavioral + Educational Momentum) |
| Description: This workshop is designed to increase participants' ability to ethically practice applied behavior analysis (ABA) by describing the characteristics of ethical dilemmas and discussing three tools that could be utilized to solve these dilemmas: core ethical principles in the ABA field, the Professional and Ethical Compliance Code for Behavior Analysts (the Code), and an ethical decision making model. When making ethical decisions, many behavior analysts tend to believe that these decisions are solely based on the analysis of objective data and relevant evidences. However, in reality the decision-making process is also influenced by behavior analysts' values, as well as societal values including those of services recipients. Behavior analysts often encounter ethical dilemmas when these values conflict. In the process of solving ethical dilemmas, the Code is helpful in many situations. In some cases, however, ethical dilemmas cannot be resolved by appealing to the existing guidelines or regulations. Part of this workshop is aimed at providing applied behavior analysts with ethical reasoning strategies in the event that the Code alone is insufficient. These strategies are based on the presenter's relevant experience of international as well as local practice and the available literature in the field of behavior analysis. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Name two historical cases that led the field of behavior analysis to its current understanding of professional ethics and describe two differences between behavior modification practiced in 1970s and behavior analysis ethically practiced today; (2) List and describe at least five core ethical principles in the field of Applied Behavior Analysis;(3) Identify and describe at least three of the most common ethical dilemmas faced by behavior analysts; (4) Demonstrate a working knowledge in the Professional and Ethical Compliance Code for Behavior Analysts by being able to identify appropriate guideline(s) that could address a particular ethical issue; (5) Identify, define, and explain problem-solving strategies in a variety of ethical situations; (6) perform the Six-Step Ethical Decision Making Model and generalize the learned skill to different scenarios by completing 100% of the required steps described in the ethical decision making model for at least two new ethical dilemmas. |
| Activities: Activities: Instructional strategies for this workshop include lecture and targeted reading. In addition, this workshop will use cases both provided by the presenter and generated by participants to illustrate the implementation of the Professional and Ethical Compliance Code for Behavior Analysts and the steps in the Ethical Decision Making Model. Participants of this workshop will be encouraged to (1) identify their values and compare these values with primary ethical principles in the field of ABA; (2) recognize the characteristics of ethical dilemmas in the practice of ABA; and (3) apply the Professional and Ethical Compliance Code for Behavior Analysts and six steps specified in the Ethical Decision Making Model to cases that involve ethical dilemmas. The emphasis of the discussion will be on the application of the Professional and Ethical Compliance Code for Behavior Analysts and the Ethical Decision Making Model to various clinical settings, including natural homes, residential facilities, day programs, and educational programs. |
| Audience: The workshop level is intermediate. The target audience of this workshop include BCBA-Ds, BCBAs, BCABAs, RBTs, and behavioral service providers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Molecular Functional Analysis: Ethical and Legal Challenges and Potential Solutions |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Capitol Ballroom 6 |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Michael Weinberg, Ph.D. |
| MICHAEL WEINBERG (Orlando Behavior Health Services, LLC; Amego, Inc; BEST Consulting Services), WILLIAM T. MARSH (Brevard Public Schools) |
| Description: In recent years the issue of conducting functional assessment vs. functional analysis has posed increasing ethical, legal and regulatory dilemmas for behavior analysts. Ethically, we are bound to conducting the most efficient, evidence-based assessment to find the function and other maintaining variables for problem behavior and devise a plan that is most likely to be effective based on the literature. However, there have been legal and ethical challenges to doing so in many states and jurisdictions and in various settings such as public schools, as well as via public funded services such as state departments of developmental disabilities. This presentation will review the main concerns regarding functional assessment and how these are presenting ethical and legal challenges to behavior analysts and some possible solutions to these dilemmas. The presenters will offer approaches to functional assessment and functional analysis including Molecular Functional Analysis which is based on use of trial-based systematic manipulations to reliably and validly identify function. These approaches can be readily implemented in applied settings and may serve as potential solutions to these challenges and permit for ethical, and evidence-based functional analysis methods in settings where these are not currently permitted or are considered an ethical/legal violation. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify at least one main ethical concern being posed in various settings to the use of functional analysis ; (2) Identify two primary bases of legal challenges to functional analyses and explain the reasoning; (3) Describe alternative approaches to functional analysis that will permit for evidence-based methods, and may be acceptable ethically and legally in applied practice settings; (4) Identify how such an alternative will aid in maintaining BACB ethical standards. |
| Activities: Through the use of lecture and slide presentation, group discussion, practice vignettes, role play and guided practice exercises, and video clips, participant practice with assessment tools, participants will be actively engaged in learning processes throughout this workshop. Participants in this workshop will learn a new and unique method for functional assessment and functional analysis using our methods. Participants will be provided with supplemental materials including our assessment data collection tools and PowerPoint slides that present the methodology and logic. |
| Audience: Intermediate to Advanced audience. Participants should have training and experience with use of at least descriptive assessment methods and awareness of prevailing functional analysis methodology such as analog conditions (i.e. Iwata et. al., 1982/1994). |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Applied Settings, Ethics, Functional Anaysis, Regulatory Aspects |
| |
|
| A Practitioner's Guide to Clinical Decision Making |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall F |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Erica Jowett Hirst, Ph.D. |
| ERICA JOWETT HIRST (Southern Illinois University, Carbondale) |
| Description: This workshop will provide an opportunity for practitioners (or soon-to-be practitioners) to enhance their clinical skill set by working through a variety of activities targeting appropriate skill selection based on the characteristics of an individual client (rather than as a progression through a list of skills), data-based decision making (going beyond the basics, troubleshooting), programming for generalization, and solving common clinical challenges. The content of this workshop is based on the clinical experiences and education of the presenter and is used for training second-year Master's degree students in an ABAI-accredited behavior-analysis program. Overall, participants will have an increased ability to think critically about the decisions they make in the practice of behavior analysis, which should lead to better outcomes for the clients they serve. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) select appropriate skills to target given an individual's age and level of functioning; (2) make decisions based on a set of data (e.g., when to discontinue a skill, change a reinforcer, change a prompt level or type of prompt); (3) program for generalization based on the conditions under which the skill was taught; (4) respond to challenging clinical situations that are common to the practice of behavior analysis. |
| Activities: All workshop participants will be guided through a workbook that targets skills such as goal selection, data-based decision making, programming for generalization, and problem solving. The presenter will provide instructions for each activity, then participants will work through the activities in the workbook, first individually, then the instructor will lead participants through a group discussion, during which participants can share their answers and receive feedback for the decision they made. |
| Audience: The target audience is graduate students and new practitioners (less than 5 years experience). |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): decision making, goal-setting, problem solving, programming generalization |
| |
|
| A Progressive Approach to Discrete Trial Teaching: Some Current Guidelines |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Capitol Ballroom 2 |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Joseph H. Cihon, M.S. |
| JUSTIN B. LEAF (Autism Partnership Foundation), JOSEPH H. CIHON (Autism Partnership Foundation; Endicott College), RONALD LEAF (Autism Partnership Foundation), JOHN JAMES MCEACHIN (Autism Partnership Foundation), MITCHELL T. TAUBMAN (Autism Partnership Foundation), JULIA FERGUSON (Autism Partnership Foundation) |
| Description: Discrete trial teaching (DTT) is one of the cornerstones of applied behavior analysis (ABA) based interventions. Conventionally, DTT is commonly implemented within a prescribed, fixed manner in which the therapist is governed by a strict set of rules. In contrast to conventional DTT, a progressive approach to DTT allows the therapist to remain flexible, making in-the-moment analyses and changes based on several variables (e.g., individual responding, current and previous history). The instructors will 1) describe some guidelines to a progressive approach to DTT, 2) provide research, clinical data, and video examples of a progressive approach to DTT, and 3) provide opportunities for the participants to practice components of a progressive implementation of DTT. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify 8 guidelines to a progressive approach to DTT; (2) identify the disadvantages associated with a not adopting a progressive approach to DTT; and (3) identify considerations while training staff in a progressive approach to DTT. |
| Activities: Instructional strategies include a balance of: lecture, video observation, discussion, and guided practice. |
| Audience: Behavior analysts who have previous experience working with individuals diagnosed with autism or developmental disabilities and who have and have not implemented DTT. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): autism, DTT, progressive ABA |
| |
|
| CANCELED: Marijuana, Client Abuse, and Coursework: Applying the Professional and Ethical Compliance Code for Behavior Analysts |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Janet L. Montgomery, M.S. |
| JANET L. MONTGOMERY (ABA Technologies, Inc.; Florida Institute of Techn), CHRISTI A. REED (ABA Technologies Inc.; Florida Institute of Techno), EMILY MEYER (ABA Technologies Inc.; Florida Institute of Technology) |
| Description: Behavior analysts face dilemmas every day without obvious professional or ethical solutions. Practitioners have a science to help change behavior, but this isn't enough. Surrounding ethical contingencies must be considered when selecting the best course of action. The BACB's Professional and Ethical Compliance Code for Behavior Analysts provides an excellent resource. The code should guide decisions so that the best interest and well-being of the client is always prioritized. Application of the compliance code is not always clear-cut or easy, however, the code elements provide a backdrop for ethical decision making. Practice using the code will assist the practitioner in exploring appropriate options. This workshop will highlight a variety of real-life examples with identification of applicable code elements and options for resolution. Scenarios will include the areas of child welfare, traumatic brain injury, autism spectrum disorder, applied behavior analysis clinics, controversial medical interventions, supervision, and academic settings. Participants will have the opportunity to interact, discuss and apply code elements to existing workshop scenarios in addition to reviewing audience generated ethical challenges. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify ethical violations in a given scenario; (2) identify the applicable code element(s) from the Professional and Ethical Compliance Code for Behavior Analysts related to the scenario; (3) identify possible solutions or actions given an applied scenario; (4) discuss ethical dilemmas from personal clinical applications and related code elements.
|
| Activities: The workshop includes lecture, discussion, small group breakout with opportunities for audience presentation. |
| Audience: This workshop is appropriate for practicing BCaBAs and BCBAs at all levels interested in additional BACB Code Practice. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): BACB Code, Ethics, Scenarios |
|
| |
| |
|
| Inner Behavior: Changing Thoughts, Feelings, and Urges |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Convention Center 403/404 |
| Area: PRA/CBM; Domain: Applied Research |
| CE Instructor: Abigail B. Calkin, Ph.D. |
| ABIGAIL B. CALKIN (Calkin Consulting Center) |
| Description: Based on Skinner's writings and Lindsley's seminal work and research in identifying, counting, and analyzing inner behavior, this workshop looks at thoughts, feelings, and urges as behaviors that a person can observe, count, and change. It takes the participants on a journey to some of their own inner behaviors. It includes some charts of people who have counted inner behaviors in the past 50 years. The workshop reviews how to use the Standard Celeration Chart to record the frequencies and changes of any inner behavior. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) State the research background and their familiarity with research on observing and changing inner behavior; (2) Define thoughts, feelings, and urges and name specific examples of each; (3) Practice writing positive thoughts, feelings, and/or urges at 30-35 per minute or saying them at 50-75 per minute; (4) Count and record some specific inner behaviors for the duration of the workshop; (5) Develop a plan to change inner behaviors of self or clients. |
| Activities: The primary focus is to identify, list, count, record, and change inner behavior and to practice these skills. There is some information on the literature and successes of this technique. Participants can leave with a written plan for at least one client. The format is slide presentations with comments, and large and small group discussion. |
| Audience: Psychologists, clinical behavior analysts, parents and teachers of regular or special education children, including those with behavior disorders. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): celeration chart, inner behavior, PTSD |
| |
|
| CANCELED: Incorporating Cultural Consideration Tactics into Applied Practice |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Noelle Neault, Ph.D. |
| NOELLE NEAULT (Simmons College) |
| Description: When providing clinical services, behavior analysts have an ethical obligation to address client-specific cultural factors that may impact treatment (BACB, 2014). Practitioner cultural awareness tactics include the detection of socially-mediated reinforcement or punishment contingencies (Hughes Fong, Catagnus, Brodhead, Quigley & Field, 2016). In order to increase training opportunities for practitioners, this workshop will present an overview of culturally sensitive considerations specific to behavior analytic service delivery. Content will include a review of proposed behavior analytic standards for cultural competence and recommendations for tactics to be incorporated into daily practice with clients (Hughes Fong & Tanaka, 2013). Additionally, case studies will be presented, followed by opportunities to practice selecting culturally sensitive tactics appropriate to the given case (Lynch & Hanson, 2011). Lastly, further recommended reading and resources will be shared. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) define cultural awareness; (2) describe examples of cultural factors that may impact service delivery; (3) describe culturally-sensitive tactics that could be implemented as part of assessment and/or treatment acceptability; (4) make recommendations for how to address potential treatment barriers associated with cultural factors when presented with a behavioral service delivery scenario. |
| Activities: The structure of this workshop will be as follows: lecture, case method of instruction with small group breakoutsand discussion. Primary content will be taught via lecture and guided practice with respect to decision making. |
| Audience: Intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): cultural competence, service delivery |
|
| |
| |
|
| Using Motivational Interviewing to Enhance Caregivers' Cooperation and Application of Applied Behavior Analysis Interventions |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Granite C |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Monica Gilbert, M.S. |
| MONICA GILBERT (Crystal Minds New Beginning ) |
| Description: Behavior Analysts who work with the Autism population often find barriers when attempting to provide parent training (PT). Although behavior analysts offer strategies and successfully change behaviors, it can be difficult for parents to adhere to treatment. A reason for parent's inability to follow treatment may be due to resistance. Resistance is defined as a private event that is evoked by an antecedent stimuli (clinician's verbal behavior), which is reinforced by escape of that aversive stimuli. 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. MI uses change talk strategies to increase cooperation and therefore decrease resistance. Thus, alterations in interactions between clinicians and parents can change parental private internal events. In this workshop, we will speak about private events as Skinner defined them and as they relate to MI strategies. We will also present the proven strategies of MI to decrease resistance and foster a collaborative working relationship between parents and clinicians. The Transtheoretical model (stages of readiness) will also be discussed as it relates to the momentary effects of motivating operations. |
| Learning Objectives: At 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 using private events (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: Workshop activities will include didactic instruction, small group breakout, guided practice and role plays. |
| Audience: BCaBA, BCBA, graduate students and Licensed psychologist |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): autism, parent engagement, parent training, private events |
| |
|
| Ethics and Technology in BACB Supervision: Safe and Effective Practices |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall A |
| Area: TBA/PRA; Domain: Service Delivery |
| CE Instructor: Dana R. Reinecke, Ph.D. |
| DANA R. REINECKE (Long Island University Post; SupervisorABA), CHERYL J. DAVIS (Dimensions Consulting; SupervisorABA) |
| Description: Current training and supervision requirements of the Behavior Analyst Certification Board (BACB) require prospective BCBAs to receive supervision from trained supervisors. After the initial 8-hour training, supervisors are required to earn 3 CEUs in supervision skills every cycle. This workshop addresses specific supervision skills related to the BACB's Compliance Code (implemented as of 2016), with particular attention to the use of technology in the implementation of evidence-based supervision practices. Distance supervision is a common practice in the field, and relies increasingly on various forms of technology, which may or may not meet ethical requirements for confidentiality, privacy, and effective teaching and training. Participants will learn about how the Compliance Code applies to their practice in providing supervision, and how they may use technology safely and effectively to facilitate both distance and face-to-face supervision. A variety of applications of technology will be discussed and practiced during the workshop. This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) discuss and implement the Compliance Code with regard to the use of evidence-based practices in supervision; (2) describe the ethical implications of using various forms of technology in supervision, as per the Compliance Code; (3) implement the use of at least two applications of technology to the practice of effective supervision. |
| Activities: Instructional strategies include lecture, discussion, whole-group demonstrations of technology, and small-group breakouts to practice specific applications of technology. Objectives will be described through lecture and discussed and demonstrated with the group as a whole. Small groups will be formed based on common interests and needs, and workshop facilitators will work with each group to practice developing and using supervision strategies to meet learning objectives on an individual level. |
| Audience: Target audience is BACB supervisors who have completed an 8-hour supervision training. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): ethics, supervision, technology |
| |
|
| CANCELED: Verbal Behavior and Using VB Programming and Competency Checklists in Developing Communication Skills With Adults |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency |
| Area: VRB/PRA; Domain: Service Delivery |
| CE Instructor: Vivian A. Attanasio, M.S. |
| AMANDA DUVA (Services for the Underserved), VIVIAN A. ATTANASIO (Services for the Underserved), AMY RACHEL BUKSZPAN (Services for the Underserved) |
| Description: Skinner's 1957 analysis of verbal behavior suggests that language is behavior and functional language, or lack thereof, is directly related to problem behaviors. Though there is a robust pool of research and review of teaching practices with children, evidence-based programming are lacking in the use of typical VB techniques in working with adults with developmental disabilities. Working with an older population who retain a long history of previously learned and reinforced behaviors, and who now engage in multifaceted relationships calls for not only the use of basic teaching techniques, but also demands for more complex programming to address abstract and advanced needs. The workshop will apply the theory to practice by reviewing several cases of varying-level learners, discussing the obstacles faced for each of these individuals, and how the team was able to utilize the principles of ABA and VB to guide the teaching of communication skills. The group will then practice these methodologies together using the Behavioral Skills Training Model. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (a) Describe the Verbal Operants as they relate to functions of behavior; (b) Conduct a manding session with an individual with basic pre-requisites; and (c) Describe and complete a competency checklist on mand training; (d) Identify methodologies utilized in developing communication programs for adults. |
| Activities: This workshop will include a lecture, data review of several case studies, and introduction of tools used by the authors for training purposes. Small group breakout periods and immediate feedback will occur to facilitate acquisition of identified skills. |
| Audience: BCBAs, BCaBAs, RBTs and clinicians working with children and adults who demonstrate communication deficits. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): competency checklist, developmental disabilities, manding, verbal behavior |
|
| |
| |
|
| CANCELED: Expanding Our Reach: Applied Behavior Analysis Goes Bananas |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency |
| Area: AAB; Domain: Service Delivery |
| CE Instructor: Susan G. Friedman, Ph.D. |
| SUSAN G. FRIEDMAN (Utah State University), KENNETH T. RAMIREZ (John G. Shedd Aquarium) |
| Description: This workshop is designed for all behavior analysts interested in improving the welfare of animals in the wild and in human care through the systematic application of applied behavior analysis principles and procedures, and ethical standards. Topics include the significance of the natural science approach to understanding and changing behavior, examples of function based intervention design with exotic and companion animals, errorless learning approaches, conditioning non-food reinforcers, concept training, and conservation training. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Explain the function of behavior from an evolutionary perspective; (2) Describe at least one animal example of functional analysis and intervention design; (3) List at least 3 antecedent arrangements to reduce learner error; (4) Identify the benefits to training of conditioning non-food reinforcers; (5) Describe a procedure for training concepts with animal learners; (6) Explain the relevance training to animal conservation. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, and group discussion. Core content will be taught through lecture, and video demonstrations of strategies will be provided. |
| Audience: This workshop is relevant to all attendees of ABAI conference interested in animal applications of ABA. |
| Content Area: Practice |
| Instruction Level: Basic |
|
| |
| |
|
| Extending Behavior Analysis in Zoos and Aquariums |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Denver Zoo |
| Area: AAB/TBA; Domain: Service Delivery |
| CE Instructor: Lindsay Renee Mehrkam, Ph.D. |
| LINDSAY RENEE MEHRKAM (Monmouth University), NICOLE R. DOREY (University of Florida), Emily Insalaco (Denver Zoo) |
| Description: Note: This 6-hour workshop will take place entirely at the Denver Zoo.
Today’s accredited zoos and aquariums are held to high standards of animal welfare. This involves assessment, implementation, and evaluation of current animal husbandry practices across a wide range of species - a task for which behavior analysis is well suited. This workshop will provide attendees with an overview of how behavior analytic methods are being extended in zoo settings to evaluate enrichment and training effectiveness. Participants will travel to world-renowned Denver Zoo and directly observe how behavioral principles are being used to guide animal care practices in zoos. Participants will learn how to successfully implement behavioral assessments using single-subject designs in a zoo setting. Participants will be guided through video demonstrations of preference assessments and positive reinforcement training with a variety of zoo species to observe the generalizability of these procedures. Attendees will also participate in discussions on future directions for behavior analysts in these nontraditional animal settings.
The registration fee includes the cost of workshop materials as well as transportation to and from the Denver Zoo.* Attendees will meet at the headquarters hotel to take a shuttle to the zoo, and will return in time to attend afternoon workshops. Additional details will be communicated directly by the workshop presenters after registration has closed. *A portion of the proceeds will go to the Denver Zoological Society Enrichment Fund. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Operationally define environmental enrichment and identify ways in which enrichment strategies are evaluated and deemed effective; (2)Identify, review, and critique applications of operant conditioning in behavioral husbandry practices for variety of species; (3)Recognize and discuss variables to consider to ensure ethical and effective implementation and evaluation of behavioral assessments in zoos and aquariums using single-subject designs. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, direct observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies and procedures will be provided. Participants will be encouraged to participate in open discussions about content and future directions for practical application. Supplemental materials for reviewing training plans and ethograms will also be provided. |
| Audience: This workshop is designed for individuals interested in the application of behavior analytic principles in zoos and aquariums. Participants will learn how zoos develop and review training and enrichment programs using single-subject design methodology and individual-level analysis to facilitate husbandry goals for a variety of species. Participants will also learn how to successfully implement assessment and evaluation tools for husbandry strategies in zoological settings. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): animal training, enrichment, preference assessment, zoo |
| |
|
| Mastered PECS: What's Next? Transitioning from PECS to Speech Generating Devices |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Granite C |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Jesseca Collins, M.Ed. |
| JESSECA COLLINS (Pyramid Educational Consultants), CATHERINE HORTON (Pyramid Educational Consultants), PAIGE PANETTA (Pyramid Educational Consultants) |
| Description: High-tech speech generating devices (SGD) are being used more frequently with children with autism spectrum disorder. While research is expanding on the use of various communication apps on smart tablets, many recent publications are fraught with procedural and logical problems. There are no standard protocols established regarding how to teach the use of an SGD. The Picture Exchange Communication System (PECS) is an evidence-based protocol. This workshop will review the key elements that are necessary to demonstrate that the use of an SGD would qualify as verbal behavior (Skinner, 1957) and which teaching issues, especially regarding discrimination, should be incorporated into training protocols. We will briefly review the main components of the PECS protocol and review how to best transition users to an SGD. We will review published guidelines (Frost and McGowan, 2012) identifying key variables that may influence successful transitioning. We will review recent studies looking at the effectiveness of either attempting to begin communication training with an SGD or how to effectively transition from PECS. Participants are encouraged to bring either an SGD or an app for a tablet to actively practice key transitional steps including how to identify SGD features that may influence learning. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe key elements to demonstrate verbal behavior via SGD use; (2) describe key elements of the PECS protocol; (3) describe assessment targets to transition from PECS to an SGD; and (4) describe how to evaluate functional use of an SGD. |
| Activities: Review of recent literature regarding SGD use, review PECS protocol, review published guidelines on how to effectively transition from PECS to SGD, review videos demonstrating effective use and potential problems with transitions, and review how to transition from PECS to SGDs and/or tablet apps brought to workshop by participants. |
| Audience: Anyone working with current users of PECS or with individuals for whom an SGD or tablet app is being considered. This may include behavior analysts, speech/language pathologists, teachers or others involved with communication training with children and adults with disabilities including ASD. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Alternative Communication, Assistive Technology, Augmentative Communication, Teaching SGD |
| |
|
| Exploring the Systematic Use of Self-Monitoring as a Behavioral Intervention: The Self & Match System |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Mineral Hall C |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Katharine M. Croce, Ed.D. |
| KATHARINE M. CROCE (Chicago School of Professional Psychology; Bucks County Intermediate Unit), JAMIE SIDEN SALTER (San Diego County Office of Education) |
| Description: This interactive andhands-onworkshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring intervention and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately. This session will explore peer-reviewed research that supports the implementation of self-monitoring systems for students of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a "match" component will be presented, with specific focus on the Self & Match System, a user-friendly, easy to implement, empirically-supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, as well as a Self & Match manual with substantial training materials. Additionally, participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system. The Self & Match System has been used internationally to support individuals with emotional behavior disorders, autism, learning disabilities, and unidentified students in general education. Self & Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings; including (but not limited to): public and private schools, clinics, homes, and recreational settings. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify the research-based benefits of self-monitoring; (2) Effectively apply, individualize, and monitor progress of a self-monitoring system; (3) Identify the necessary components of an effective motivational system; (4) Identify the importance of pre-treatment planning on the effectiveness of intervention; (5) Identify the basic components of the Self & Match System; (6) Systematically individualize an intervention based on collaborative and critical thinking; (7) Create a Self & Match self-monitoring system to implement in their workplace; (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 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 supporting 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 utilizing interactive digital polling software, and discussion. Core content will be taught through a combination of lecture, video examples, data analysis, and guided practice. |
| Audience: Participants will engage in active learning to increase their knowledge of implementing systematic self-monitoring as a behavior intervention. Workshop attendees will acquire a systematic guide to planning self-monitoring systems, as well as a Self & Match manual with substantial training materials. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, students, and/or others who primarily support individuals from pre-K to 21 in school, home, or clinic settings. Great workshop for individuals and/or teams! |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, behavior intervention, school, self-monitoring |
| |
|
| Developing an Effective Skill-Based Treatment Following a Safe and Efficient Functional Analysis Model |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Centennial Ballroom A |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Joshua Jessel, Ph.D. |
| JOSHUA JESSEL (Child Study Center), MAHSHID GHAEMMAGHAMI (University of the Pacific) |
| Description: The functional analysis is a powerful methodological tool that can provide an effective and humane treatment for problem behavior (Hanley, Iwata, & McCord, 2003). Despite its growing empirical support, a recent survey (Oliver, Pratt, & Normand, 2015) suggests that the majority of practicing behavior analysts are not conducting functional analyses to inform treatment considerations. Practitioners may be avoiding the functional analysis because of concerns that it places the patient or clinician in a dangerous environment and requires too much time or resources. We will be teaching the audience how to conduct a safe functional analysis that takes an average of 25 min and as little as 5 min based on our research (e.g., Jessel, Hanley, & Ghaemmaghami, 2016; Ghaemmaghami, Hanley, & Jessel, 2016) and collection of replications from clinical practice. We will then discuss how to use the results of the functional analysis to design effective, skill-based treatments that include the teaching of complex and developmentally appropriate functional communication skills, and skill-based delay tolerance procedures that increase other social behaviors such as compliance, task engagement, and social interaction, in order to effect more global changes in the functional repertoires needed to be successful in contextually complex environments with natural reinforcement contingencies. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) conduct a functional analysis of problem behavior in 25 minutes; (2) teach a child complex functional communication skills; (3) teach a child how to tolerate delays and denials to reinforcement; (4) program for generalization and maintenance of these skills. |
| Activities: The format combines lecture, small group activities, large group discussions, and video observations. |
| Audience: BCBA-Ds, BCBAs, BCaBAs, licensed psychologists, and other behavior analytic providers who need to learn a fast and safe approach to assessing and treating problem behavior. This approach has been empirically validated for those with and without intellectual disabilities, with children as young as 1 and adults as old as 30, and can be conducted in multiple contexts such as classrooms, clinics, or homes. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): communication training, functional analysis, problem behavior, tolerance training |
| |
|
| Towards Identifying, Shaping, and Maintaining Professional Soft Skills for Behavior-Analytic Practitioners |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Mineral Hall E |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Jana M. Sarno, M.A. |
| JANA M. SARNO (Autism Home Support Services), KATRINA OSTMEYER (Integrated Behavioral Technologies, Inc.), LINDA S. HEITZMAN-POWELL (The University of Kansas Medical Center) |
| Description: Soft skills are personal attributes that enable someone to interact effectively and harmoniously with other people such as effective problem-solving, active listening, managing transitions/change, and collaboration skills. Beyond technical abilities, soft skills are imperative as behavior analysts initiate, develop, and sustain relationships with clients and families. Going a step further, it is not enough to identify and design effective and sustainable interventions; rather, clinical effectiveness also hinges on the ability of the behavior analyst to master more traditional psychology domains (e.g., active listening, establishing a therapeutic relationship, giving and receiving feedback from others, and promoting parent acceptability/treatment adherence; Heitzman-Powell, White, & Perrin, 2007). Soft skills, like technical skills, can be introduced, acquired, and shaped in our professional repertoires, using Behavioral Skills Training (BST). Specifically, the soft skills of active listening, giving feedback, receiving feedback, leadership, collaboration, and managing change/transitions will be discussed. A curriculum using BST will be provided to conceptualize, teach, and maintain professional soft skills. The curriculum includes task analyses for each skill, lecture materials, role-play opportunities, observations, and performance feedback. Data will also be presented from pilot projects using this curriculum |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Define at least three behavior analytic principles that are used in the conceptualization of soft skills; (2) Provide a behavior analytic definition of six key soft skills; (3) Define and describe key behaviors that are to be exhibited for successful demonstration of six key soft skills; (4) Engage in identified behaviors for each of the six key soft skills through role play scenarios, as measured by the completion of the task analysis checklist. |
| Activities: Workshop objectives will be met through various methods including lecture with supporting materials (i.e., task analyses, review and coding of videos, and survey measures), role-play opportunities with feedback from the workshop presenters, and small- and whole-group discussions. Competency checks and active responding by participants during the workshop will also occur. |
| Audience: BCBAs; Supervisors, Licensed Behavior Analysts, and BCaBAs |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): professional development |
| |
|
| Running Effective Behavior Analytic Social Skills Groups |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Centennial Ballroom F |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Ashley Rodman, M.S. |
| ASHLEY RODMAN (Advances Learning Center), MEGHAN GLADU (Advances Learning Center), FRANCES NIEVES SERRET (Advances Learning Center), GINETTE WILSON BISHOP (Advances Learning Center), KATHERINE A. JOHNSON (Advances Learning Center) |
| Description: Teaching social skills in a group setting requires a multitude of skills: grouping students in effective clusters, using group contingencies, taking data on multiple students at once, and individualizing prompt levels and reinforcement schedules while running effective activities that provide students with frequent opportunities to respond to social stimuli. This workshop will teach specific learning activities that target skills in the domains of body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking. It will also provide training on how, when, and why to use group contingencies and give strategies for individualizing social instruction in a group setting. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Use a variety of activities designed to provide students with frequent opportunities to respond to social cues; (2) Facilitate activities that teach body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking; (3) Group students into effective learning clusters; (4) Use several different group contingencies and identify the reasons behind using each type of contingency; (5) Collect data on multiple students; (6) Individualize prompt levels and reinforcement schedules while running an instructional activity with several students; (7) Take procedural integrity and reliability measures on social skills group leaders. |
| Activities: Alternating between lecture and hands-on activities, participants will work in groups to complete guided notes and case studies and participate in video-modeled activities and role-plays. |
| Audience: The intended audience includes Board Certified Behavior Analysts who train staff to run social skills groups; teachers, SLP's, behavioral instructors, or therapists who run social skills groups; school staff intending to implement social skills instruction as a part of their curriculum; and anyone currently running social skills groups or wishing to run them in the future. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Using the VB-MAPP to Assess and Program for Early and Intermediate Learners With Autism |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Centennial Ballroom B |
| Area: AUT/VRB; Domain: Service Delivery |
| CE Instructor: Mary Lynch Barbera, Ph.D. |
| MARY LYNCH BARBERA (Barbera Behavior Consulting, LLC) |
| Description: Children with autism need effective and individualized ABA programming in order to reach their fullest potentials. This workshop will utilize B.F. Skinner’s analysis of verbal behavior and specifically Dr. Mark Sundberg’s VB-MAPP Assessment and Curriculum Guide (2008) to provide a framework for assessing and programming for children with autism. Dr. Barbera will give an overview of her book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders (2007) and the VB-MAPP (Sundberg, 2008). She will then highlight several strategies that can be implemented immediately to assess and teach early and intermediate learners more effectively. In addition to providing participants with specific ways to improve milestone scores, especially in the areas of language, this workshop will also provide information on ways to reduce scores on the barriers assessment and strategies to improve transition assessment scores on the VB-MAPP for both early and intermediate learners. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Discuss advantages of utilizing B.F. Skinner's analysis of verbal behavior and utilizing the VB-MAPP for assessing and programming for early and intermediate learners with autism; (2) Discuss the general abilities of Level 1, Level 2, and Level 3 VB-MAPP learners and general programming guidelines based on each level; (3) Describe 3 strategies to reduce the Barriers assessment score on the VB-MAPP; (4) Discuss the importance of utilizing all parts of the VB-MAPP including the transition assessment and using this tool to program for skills such as toileting, feeding, and self-care. |
| Activities: Through lecture, video examples and group activities, the participants will leave with a better understanding of Applied Behavior Analysis utilizing the VB-MAPP assessment and curriculum guide as it relates to programming for both early and intermediate learners with autism. |
| Audience: The primary audience for this workshop is BCBAs, licensed psychologists, and educators working in ABA settings with children with autism. Participants should have some familiarity with Skinner's analysis of verbal behavior, the elementary verbal operants and the VB-MAPP. BCaBAs, students, and parents with strong backgrounds in ABA/VB are also welcome. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): VB Approach, VB-MAPP |
| |
|
| CANCELED: Developmentally Appropriate Applied Behavioral Analysis: How to Accelerate Progress |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Matthew A.T. Lehman, M.S. |
| LAUREN ELDER (ABA Behavior Therapies & Testing), MATTHEW A.T. LEHMAN (ABA Behavior Therapies & Testing), KAT CHAPMAN (ABA Behavior Therapies & Testing) |
| Description: When ABA is delivered using developmentally appropriate treatment targets, and delivered with developmentally appropriate strategies treatment progress is accelerated. Generalization is easy, and children are motivated to learn. Research supporting the use of developmentally appropriate ABA will be reviewed, as well as practical strategies for agencies and providers. Strengths and limitations of the approaches will be covered. Specific treatment model examples such as ESDM, PRT and JASPER will be used as illustrations of the principles. Information on typical learning sequences and curriculum will be provided. Examples will include infants through adults. Resources for additional training and information will be provided. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) State the advantages of developmentally appropriate ABA; (2) List relevant treatment models, the age range for which they are appropriate and how to access training in those models; (3) Provide examples of developmentally appropriate strategies and treatment targets for infants through adults; (4) Explain the empirical support behind developmentally appropriate ABA. |
| Activities: The workshop format combines lecture, small group discussion, video review, small group activities such as practice writing treatment objectives, and role play to practice treatment strategies. |
| Audience: BCBAs, BCaBAs, other treatment providers, agency owners |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): developmental ABA, early intervention, ESDM, PRT |
|
| |
| |
|
| CANCELED: Elevating Decision Making With the Standard Celeration Chart |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Richard M. Kubina, Ph.D. |
| RICHARD M. KUBINA (Penn State) |
| Description: Behavior analysts take great care in observing and recording data. After the recording process, data are then placed on a visual display. Line graphs form the main device used to interpret the rigorously collected data. Data deserve the best analytic tool for the analysis, interpretation, data decision making, and communication of data. Such a visual device exists in the Standard Celeration Chart (SCC). The current presentation will begin with facts showing the Standard Celeration Chart is a 10x better tool for handling all aspects of time series visual display when compared to the predominant nonstandard linear graph. The majority of the day will focus on teaching workshop participants how to use the SCC. Participants will learn how to enter data and read data. Furthermore, all of the basic conventions for charting human performance will be covered. Participants will learn how to understand data within (i.e., celeration, bounce, improvement index) and between condition (frequency multiplier, celebration multiplier, bounce change, improvement index change) analyses. Basic decision making involving aim stars, aim bands, and celeration aims will also be presented. The workshop will include teaching important concepts, then having participants practice applying the concepts. Guided feedback and practice will occur throughout all topics. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) compare different graphical features between nonstandard linear graphs and Standard Celeration Charts; (2) chart frequency data in real time on Standard Celeration Charts; (3) compare the difference between absolute and relative change; (4) compare the difference between celeration and trend; (5) state the advantages of quantifying behavior change features on the SCC; (6) read and state celeration and bounce values. |
| Activities: Instructional strategies include: lecture, discussion, and guided and independent practice. Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and individual/group participation/discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. The format combines lecture, small group activities, guided practice, and frequency building exercises. |
| Audience: Basic |
| Content Area: Practice |
| Instruction Level: Basic |
|
| |
| |
|
| The Use of Behavioral Interventions to Teach Developmentally Appropriate Play Skills |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Granite A |
| Area: AUT/PRA; Domain: Basic Research |
| CE Instructor: Nancy J. Champlin, M.A. |
| NANCY J. CHAMPLIN (ACI Learning Centers), MELISSA SCHISSLER (ACI Learning Centers) |
| Description: Research supports evidence-based play interventions impact on future communication and language skills, cognitive functioning, as well as social interactions for individuals with autism and other developmental disabilities. Sigman and Ruskin, 1999, found a correlation between the ability to engage in appropriate functional play and early language ability with long-term gains in expressive vocabulary. Encompassing a developmental sequence of play with behavioral interventions should be the focus of programming (Lifter, 2011). Based upon the instructors' clinical and research experience teaching functional play through sociodramatic play, participants will learn how to incorporate the developmental sequences of play and language to systematically teach play, from assessment through mastery criteria. The ACI Play Protocol incorporates a systematic approach to teaching preschool-aged children appropriate play skills and language. Play components, which include appropriate play with figures (dolls/stuffed animals), adults, and peers are taught using individualized treatment packages. Specific skills include abstract play with and without objects, rotating between play schemes, combining items from 2 or more play schemes, initiating, responding and expanding on current play targets. Workshop objectives will be met by alternating between didactic instruction, discussion, video modeling, and small group activities including role plays. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) discuss the developmental stages of play for typically developing children; (2)discuss the language development during play for typically developing children; (3) assess play and implement behaviorally-based interventions to teach each developmental stage of play; (4)modify play at each developmental stage of play; (5) assess mastery and track data for each developmental stage of play. |
| Activities: Workshop objectives will be met by alternating between didactic instruction, discussion, modeling, and small group activities including role modeling. |
| Audience: Intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Developing Vocal Verbal Behavior: Foundation Skills and Target Selection for Early Speech Learners |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Centennial Ballroom C |
| Area: AUT/VRB; Domain: Service Delivery |
| CE Instructor: Barbara E. Esch, Ph.D. |
| BARBARA E. ESCH (Esch Behavior Consultants, LLC) |
| Description: Failure to acquire vocal behavior presents teaching challenges for those who are responsible for helping an individual learn to speak. When vocalizing is weak or nonexistent, there is little behavior that can come under the control of verbal contingencies (e.g., mand, tact, intraverbal) and, thus, functional speech may not develop. Key to establishing vocal verbal behavior is the establishment of the echoic repertoire, but this, too, requires certain foundation skills to support such responding. This workshop will describe critical skills required to support early speech learning, how to assess these skills, and how to appropriately select and sequence targets to achieve fluency in vocalizing and, in turn, how to establish those vocalizations as functional (communicative) responses. A brief review of behavioral research supporting development of vocal verbal behavior will describe the conceptual basis for such evidence and application consistent with behavior analytic practices. The content will include a focus on developing an integrated speech acquisition program to be guided by both speech and language clinicians and behavior analysts. Outcomes will instruct practices that can be utilized by classroom teachers across a student's school day. Workshop content has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying or applying the findings, procedures, practices, or theoretical concepts. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe vocal skills that are preliminary and prerequisite to functional speech; (2) Describe a method to assess existing vocal (speech) repertoires; (3)Describe how to analyze assessment information for appropriate speech target selection; (4) Explain which speech targets to prioritize sequentially and why; (5)List at leasttwo behavioral treatments to increase vocalizations. |
| Activities: Workshop activities will include: Lecture, video observation, practice, targeted reading/handouts |
| Audience: Intermediate. Speech pathologists, behavior analysts, classroom teachers, program directors, clinicians, and anyone responsible for helping individuals acquire functional speech skills |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): articulation, speech, vocal training, vocal-verbal behavior |
| |
|
| Successful Inclusion Practices for Children With Autism Spectrum Disorder |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Mineral Hall D |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Sonja R. de Boer, Ph.D. |
| SONJA R. DE BOER (Woodbury Autism Education and Research) |
| Description: While, more and more children with autism spectrum disorder (ASD) are being included in the general education classroom, there is little evidence of a concerted effort being made to provide the training that is necessary to ensure the success of all students and to ease the stress of the inclusion process. Many children with ASD are not reaching the level of success to which they are capable, due to the lack of preparation and ongoing coaching of the professionals responsible for their education. This presenter/author will discuss the key components contributing to the success of inclusion of children with ASD and the instructional and behavioral methods which must be considered and utilized with children with ASD within the general education environment. This training is taken from this presenters book Successful Inclusion for Students with Autism: Creating a Complete, Effective ASD Inclusion Program. The strategies provided are to be utilized prior to, during and after placing a child with autism into the general education classroom. All strategies and techniques are ABA-based and include many checklists, data sheets, forms and special handouts to use immediately upon return to your school. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1)describe the key components contributing to the success of an inclusion program;(2) utilize specific forms and checklists to ensure appropriate implementation of specific inclusion program components and implementation of strategies;(3) utilize specific data collection and evaluation methods for analyzing a student's progress and the effectiveness of instructional and behavioral methods being utilized with the student;(4) utilize a specific annual evaluation tool to analyze the effectiveness of an inclusion program. |
| Activities: Each participant will receive a booklet of checklists, forms, data collection sheets, and specific handouts to use throughout the inclusion process. The workshop format is centered around the use of these tools to guide professionals through the inclusion process, thus workshop objectives will be met through lecture, discussion, guided practice with forms, checklists and data collection tools through video observation, as well as video demonstrations of specific strategies. |
| Audience: Educational Professionals (Inclusion Facilitators, Behavior Specialists, Special Education Teachers) and Behavior Analysts (BCaBA, BCBA) working with students with autism in both special education and general education school environments. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Evolving More Nurturing Societies Through Behavioral Science |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Mineral Hall G |
| Area: CSS; Domain: Applied Research |
| CE Instructor: Anthony Biglan, Ph.D. |
| ANTHONY BIGLAN (Oregon Research Institute) |
| Description: This workshop is designed to assist behavior analysts in using their skills and knowledge to bring about significant improvements in the prevalence of wellbeing. The workshop will explain the public health framework and the ways it relates to behavior analysts' aspirations to improve society's wellbeing. I will provide a precise definition of wellbeing within that framework. I will provide an overview of prevention and treatment interventions developed and tested over the preceding 40 years and the contextualist principles underlying the success of these interventions. I will show how the same contextualist principles are relevant to understanding how the larger social system of corporate capitalism affects wellbeing and how and why it has evolved in a problematic direction in recent years. I will describe successful efforts to change practices at the corporate level. I will then assist participants in identifying specific outcomes they would like to work toward and will help small groups plan specific steps toward their goals. I will provide ample opportunity for participants to interact and ask questions. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:(1) Describe at least five evidence-based family interventions; (2)Describe at least five evidence-based school interventions; (3)Describe four principles that characterize nurturing environments; (4)Describe the recent evolution of corporate capitalism and its impact on human wellbeing;(5) State at least one specific goal for improving human wellbeing that they plan to pursue; (6)Describe a plan for pursuing their goals. |
| Activities: Workshop activities will include lectures, discussion, small group discussion and planning, and presentations of the small groups to the entire workshop. |
| Audience: The target audience for this workshop includes professionals, specifically, behavior analysts, healthcare providers, teachers, school administrators, and family therapists |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Promoting Effective Behavioral Sexual Education and Instruction for Individuals With Developmental Disabilities and Autism Spectrum Disorder |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Centennial Ballroom H |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Frank R. Cicero, Ph.D. |
| FRANK R. CICERO (Seton Hall University), SORAH STEIN (Partnership for Behavior Change) |
| Description: Sexuality is a topic that is difficult, or at least uncomfortable, for many professionals and parents to discuss, however it is a topic thatneeds to be addressed for the many individuals with developmental disabilities and ASD. Issues vary from individual to individual but may include social skills deficits impacting romantic relationships and interpersonal sexual relations, deficits in independence as related to personal hygiene, issues with masturbation, inappropriate sexual behaviors in public, sexual advances towards inappropriate people and issues with perspective taking to name a few. Applied behavior analytic treatments can be highly effective in promoting appropriate sexual behaviors and sexual expression in adolescents and adults. This workshop will focus on behaviorally-based strategies useful for individuals with developmental disabilities including individuals on all ends of the autism spectrum. This talk will begin with an overview of general issues regarding sexuality development as it relates to individuals with developmental disabilities. We will address the understanding of problem sexual behavior through functional assessment methods and discuss replacement treatment options based on function. We will discuss topics such as sexual development, sexuality knowledge, sexual behaviors both appropriate and inappropriate, issues regarding consent and common parent concerns. We will then move into more specific topics which could be included within a behaviorally-based sexual education curriculum designed for individuals with developmental disabilities and ASD. Treatment strategies discussed will include, but are not limited to, reinforcement-based procedures, video modeling, task analysis schedules, picture activity schedules, scripts and script fading, and social stories. Empirically supported literature and data will be presented where applicable and available. Although sexuality is an issue that often comes to the forefront in adolescence or early adulthood, information on sexuality is important for individuals of all ages. Topics related to ethical and legal decision making will also be discussed. Audience questions and discussion will be welcomed. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) state at least 3 common issues experienced by people with developmental disabilities and ASD as they relate to appropriate and satisfying sexual development and expression; (2) develop several teaching programs for skill acquisition of at least 3 sexual behaviors using techniques and theories consistent with applied behavior analysis; (3) conduct a functional assessment of problem behavior as it relates to sexual expression and develop a behavior intervention plan based on the function; (4) identify issues associated with consent. |
| Activities: The workshop will consist of the following activities: Didactic instruction from the presenter; Group discussion; Presentation and review of teaching materials; Role play and practice of presented teaching procedures. |
| Audience: The current workshop content is geared towards the following audience: (1)Experienced 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 a behavioral background and work with children with developmental issues that have needs in the area of sexuality; (3)Although not specifically geared towards parents and family members of individuals with needs, parents would be welcomed to attend. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, health, sex education, sexual |
| |
|
| Special Education Law and the Practicing Behavior Analyst: Legal and Ethical Considerations |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Centennial Ballroom G |
| Area: EDC/PRA; Domain: Service Delivery |
| CE Instructor: Melissa L. Olive, Ph.D. |
| MELISSA L. OLIVE (Applied Behavioral Strategies LLC) |
| Description: This workshop will focus on the Individuals with Disabilities Education Improvement Act (IDEIA, a US Law) and the issues that practicing behavior analyst should be apprised of. Participants will learn about federal requirements for conducting functional behavioral assessments, writing behavior intervention plans, understanding the term positive behavior supports as used in the IDEIA, and the requirements for independent educational evaluations including FBAs. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer. Detailed handouts will be provided. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify the major components of the IDEIA; (2) Identify the areas of IDEIA that impact the practicing behavior analyst; (3) Identify the types of disabilities that behavior analysts may serve under IDEIA; (4) Identify the legal requirements of an Independent Educational Evaluation; (5) Identify when an FBA must be completed under the IDEIA; (6) Identify when a BIP must be developed under the IDEIA; (7) Identify how often data must be collected under the IDEIA; (8) Describe how the 2016 Professional and Ethical Compliance Code relates to SPED Law. |
| Activities: Lecture, Discussion, Case Study, Question and Answer |
| Audience: Practicing Behavior Analysts; Supervisors of Practicing Behavior Analysts; School Administrators |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Education, Ethics, School Services, SPED Law |
| |
|
| Part Two: Effective Supervisors Do What It Takes! Improving Staff and Organizational Performance to Achieve Desired Client Outcomes |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Quartz B |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Do you work as an employee, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients' progress? Behavior analysis developed a powerful technology for helping people, but too many clients 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 clients' performance, is a product of their environment. Do employees have the resources, training, and management necessary to help their clients 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 outcomes they want. The failure of clients to make adequate progress is not usually an individual employee performance problem, but a performance problem at the system process, and individual levels of the organization. This workshop will provide participants with a set of tools to pinpoint organizational performance problems, analyze their causes, recommend the best solutions, solve the problems by designing and implementing solutions that might include more efficient resources, training, and management practices, and evaluate their effectiveness, efficiency, and return on investment. Please note: This workshop takes place in three parts; attendees must complete allthree parts to receive continuing education credits. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called "celeration efficiency;" (2) define desired staff performance at the system, process, and individual levels; measure and evaluate current staff performance at each level; (3) perform a data-based analysis of staff performance problems to identify their causes; (4) recommend solutions to performance problems with the best return on investment; (5) design and implement those solutions, which may include staff resources, training and management; (6) evaluate the effectiveness, efficiency, and return on investment of those solutions. |
| Activities: This workshop provides a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software. |
| Audience: This three-part workshop is for supervisors, staff trainers, program designers, and directors of schools and agencies serving people with learning difficulties. Attend this workshop to learn the skills needed to ensure that employees are effective in helping clients achieve their goals! Earn a total of 12 CEUs by completing all three parts. (You may use 3 of these to meet the new BACB requirement for supervisors.) |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| BACB-Compliant Multi-Media Supervisor Training |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Granite B |
| Area: PRA/TBA; Domain: Service Delivery |
| CE Instructor: Karen R. Wagner, Ph.D. |
| KAREN R. WAGNER (TheBehaviorAnalyst.com; Behavior Services of Brevard, Inc ) |
| Description: Hundreds of BCBAs have participated in this mixed-media, BACB-Compliant Supervision Training workshop since 2013! This workshop prepares BCBAs to become BACB-approved supervisors, including new BCaBA supervision responsibilities. Offered as a six-hour live workshop with an additional 2 1/2 hours online through www.TheBehaviorAnalyst.com, participants receive almost 9 hours of content while using only 6 hours of conference time! Through live interaction, scenarios, and interesting video situations, participants will experience skill building, as well as effective documentation. Multiple populations and environments are represented, including child welfare, education and in-home. Additionally, participant-trios will participate in supervisory sessions with interesting ethical dilemmas as supervisors, supervisees, and fidelity observers. Because of varied experience, participants will be offered choices of clinical focus at key points in the live workshop. This helps keep all participants invested and engaged with the material. The online material, an additional 3 CEUs at no additional cost, includes a review of the workshop material, video scenarios, extensive coverage of the BACB Experience Standards, and opportunities to test understanding of the material. Note: This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB. The additional online CE credits are not sponsored by ABAI. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe the purpose of supervision; (2) demonstrate how to deliver performance feedback; (3) describe their obligations regarding behavioral skills training; (4) discuss methods to evaluate the effects of supervision. |
| Activities: Participants will engage in: Didactic lecture, critiques of video supervision scenarios, and guided and directed discussions of professional and ethical responsibilities. Additionally, all participants will be divided into triads for multiple role play scenarios, taking turns as supervisor, supervisee and observer with each new scenario. |
| Audience: This workshop is for BCBAs who will be supervising pre-certification interns, BCaBAs, and Registered Behavior Technicians, as well as BCaBAs who will be supervising RBTs. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Ethics, Multi-Media, Supervisor, Supervisor Training |
| |
|
| Supervision Training for Supervisors of ABA Staff |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Mineral Hall A |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: William Tim Courtney, M.S. |
| WILLIAM TIM COURTNEY (Little Star Center), VINCENT LAMARCA (Little Star Center) |
| Description: This training content is designed to train supervisors and aspiring supervisors in evidence-based methods of supervising staff who provide applied behavior analysis (ABA) services for people with autism. The content is based on over four decades of ABA research on staff training and supervision as well as the authors’ hands-on experience. The content includes critical supervision knowledge and skills coinciding with the Behavior Analysis Certification Board (BACB©) task list for effective supervision. The content is relevant for supervisors of staff providing comprehensive and/or focused ABA services across a variety of settings, including center-based programs, homes, schools, and clinics. An additional 2 hours of supervision training will be available online to meet the 8 hour requirement of the BACB. Note: the online continuing education is not sponsored by ABAI. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify and describe the purpose of supervision ; (2) Identify how to pinpoint the responsibilities of one’s supervisees; (3) Demonstrate how to assess the performance of supervisees; (4) Demonstrate how to establish, change, and maintain the behaviors of supervisees; (5) Demonstrate how to address behavior problems of supervisees. |
| Activities: Instructional strategies include: lecture, discussion, and small group breakouts |
| Audience: For BCBA practitioners who provide supervision to ABA staff (including Registered Behavior Technicians, paraprofessionals, teaching assistants, etc). |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Acceptance and Commitment Therapy for Behavior Analysts: Behavioral Flexibility Training Within Your Scope of Practice |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Centennial Ballroom E |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Thomas G. Szabo, Ph.D. |
| THOMAS G. SZABO (Florida Institute of Technology), JONATHAN J. TARBOX (FirstSteps for Kids; University of Southern California ), EMILY KENNISON SANDOZ (University of Louisiana at Lafayette) |
| Description: Have you ever wondered how applied behavior analysts might respond to an individual's private events while staying within our scope of practice and maintaining the highest levels of scientific rigor? How to go about saving the world with behavior analysis? For example, how do you help a parent mediate ABA services when she feels ashamed and has difficulty focusing? Help client deal with bigoted behavior, traumatic events, sexual violence, or bullying? Do you have the professional skills to handle such conversations with compassion and caringly bring your client's focus under the control of relevant contingencies of reinforcement? Applied behavior analysts have developed potent, evidence-based technologies for igniting socially significant behavioral change in a variety of settings. This workshop brings to behavior analysts new tools with which to establish the need for, occasion, and reinforce responding that is sensitive to changes in the prevailing contingencies of reinforcement. We will examine the practical tools and basic science undergirding acceptance and commitment therapy (ACT) and how you might be able to make use of ACT strategies in your practice, while staying close to the BACB Task List 4th edition and our scope of practice as outlined by Baer, Wolf, and Risley (1968). |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Examine data from investigations on treating child and adult behavioral rigidity; (2) Engage in (or observe) experiential exercises designed to promote flexibility; (3) Discuss these exercises within the context of basic behavior analytic principles. |
| Activities: Activities will include - Lecture on basic research that led to this practice, including stimulus equivalence, relational framing, rule insensitivity, and delay discounting - Practical small- and large- group training on how to develop your own ACT procedures to help people spend less time struggling with private events and more time engaging in behavior that accomplishes - Group discussion pertaining to the focuses of ACT that are appropriate for behavior analysts versus those that are better left to those in psychotherapy and counseling fields Note: this workshop is not about treating psychological disorders. It is about helping behavior analysts address a fuller range of human behavior and, in doing so, help clients, clients' parents, and behavior analysts themselves, to be more effective in achieving their daily goals. |
| Audience: This workshop does not require previous training in basic principles of learning or ACT. It is geared to be an introductory level workshop that anyone can attend. However, there is a significant amount of new material here that will be of value to those that are well trained in conceptual, experimental, applied research, and practice domains of the science. Therefore, we strongly encourage intermediate and advanced learners to attend. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Behavioral flexibility, Delay Discounting, Relational Framing, Stimulus Equivalence |
| |
|
| CANCELED: PORTL: Your Portable Skinner Box for Teaching Behavioral Principles |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency |
| Area: TBA/AUT; Domain: Service Delivery |
| CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
| JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (The Art and Science of Animal Training) |
| Description: Behavior analysts have long recognized the benefits of hands-on laboratory experience for teaching students about basic behavioral principles. Enormous learning takes place when students can practice observing and changing behavior in a controlled environment. However, laboratory experience is no longer part of the curriculum in many of today's behavior analytic programs. This workshop will introduce you to PORTL (the Portable Operant Research and Teaching Lab), a tabletop game that provides an inexpensive apparatus for students to see the principles of behavior in action and practice applying those principles to change behavior. It is essentially a portable Skinner box for humans. Through PORTL exercises, students can learn about reinforcement, extinction, discrimination, stimulus control, shaping, chaining, and other behavioral phenomena. Students also learn how to write teaching plans, assess the learner's progress during teaching, and revise their teaching plan as needed. In this workshop you will learn the fundamentals of PORTL, the parallels between PORTL and the Skinner box, and the basics of using PORTL in the classroom or as a teaching tool for therapists. 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: At the conclusion of the workshop, participants will be able to: (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) Teach simple and complex behaviors using PORTL. |
| Activities: This workshop will consist of lectures and hands-on activities. Lectures and videos will be used to describe the basics of PORTL and teach participants how to use PORTL to teach others about basic behavioral principles. Participants will have a chance to experience PORTL through a series of hands-on exercises. During the exercises, participants will play the roles of both teacher and student. Group discussions will be used to summarize and reflect on the experience gained by playing the exercises and to further discuss how to use PORTL as a teaching tool. |
| Audience: This workshop is designed for anyone who is interested in teaching others about basic behavioral principles and who is interested in teaching others about how to design and implement teaching programs. University professors will find the material useful for their undergraduate and graduate behavior classes. BCBAs and licensed psychologists will find the material useful for training practitioners and therapists. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): basic principles, laboratory experience, shaping skills, undergraduate teaching |
|
| |
| |
|
| Getting the Most out of Supervision: Using Behavioral Techniques to Enhance Supervision |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Mineral Hall F |
| Area: TBA/OBM; Domain: Service Delivery |
| CE Instructor: Alyssa N. Wilson, Ph.D. |
| ALYSSA N. WILSON (Saint Louis University), HEATHER LYNN LEWIS (Saint Louis University) |
| Description: Behavior analytic research on supervision has identified the effectiveness of using behavioral applications (e.g., behavioral skills training) to teach competent trainees. Supervisors, however, may need additional assistance with identifying and implementing evidence-based practices when it comes to effective and competency-based supervision. Therefore, the current experiential workshop seeks to assist supervisors who a) work with multiple trainee's, and b) are looking to expand their supervision repertoire to enhance their supervision practice. The workshop will highlight (1) supervisor-trainee relationship during and after supervisory period, (2) delivering competency-based supervision, (3) successful tips for managing independent and group supervision, (4) organization strategies (e.g., evaluation rubrics, mapping clinical projects, goal setting, etc.), and (5) shaping professional behavior. Attendees will be provided supplemental materials during the workshop, to practice the skills presented. The workshop will use in-vivo training paired with problem-based learning paradigms to assist attendees with acquiring skills discussed during the workshop. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) List important features and elements of supervision; (2)Determine best-practices for supervision; (3)List aspects of appropriate supervisor-trainee relationship throughout various phases of supervision; (4)Demonstrate competency-based supervision skills; (5)Demonstrate skills for conducting individual and group supervision; (6)Design and implement organization strategies; (7)Demonstrate skills to shape professional behaviors. |
| Activities: The workshop will use lecture, video, discussion, and modeling, rehearsal, and feedback to assist trainees with achieving the learning objectives. Problem-based learning (e.g., small groups work through a supervision issue/problem) will be used to assist attendees with applying the discussed skills. In-vivo and video demonstrations of strategies will be conducted in conjunction with group discussions and role-play to ensure attendee skill acquisition. Supplemental materials will be provided to support attendee learning during the workshop. Attendees will also be able to use the supplemental materials after the workshop, as an example/guide for the supervision process. |
| Audience: The nature of the workshop will be geared towards behavior analysts who have had minimal supervision experience. The content of the workshop will be focused on more intermediate and advanced topics often faced by supervisors, while attendees with little or advanced knowledge and/or experience with supervision will also be challenged to think outside of the box when it comes to delivering effective supervision. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Behavior Analysis, Organizational-behavior management, Supervision |
| |
|
| Verbal Behavior Development Protocols: The Foundations of Language Development From Imitation to Naming |
| Friday, May 26, 2017 |
| 8:00 AM–3:00 PM |
| Hyatt Regency, Quartz |
| Area: VRB/DDA; Domain: Service Delivery |
| CE Instructor: Susan Buttigieg, Ph.D. |
| SUSAN BUTTIGIEG (Teachers College, Columbia University; Manhattanville College), LIN DU (Teachers College, Columbia University), BIANCA VASSARE (Columbia University, Teachers College) |
| Description: This workshop will teach attendees about five different verbal behavior developmental cusps (generalized imitation, listener literacy, auditory matching, observational learning, naming) necessary to access a variety of contingencies in school and in life. The instructors will present assessment and intervention procedures (Greer & Ross, 2008; Greer & Speckman, 2009), sources of reinforcement, and appropriate candidates for these interventions. Skill and next steps once the cusps/capabilities are acquired will be discussed. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) detail vocally how to probe for and induce five cusps/capabilities; (2) role play and run errorless instruction (probe and intervention); (3) list the change in the source of reinforcement once each cusp is induced; (4) describe a candidate for each intervention; (5) describe how they can teach the child differently once each cusp is induced. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials will be provided in order to support participant learning. |
| Audience: The target audience for this workshop includes BACB certificants and licensed psychologists, behavior analysts, (BCaBAs, BCBAs, BCBA-Ds), speech therapists, supervisors, or paraprofessionals who are working with children with and without disabilities. Please note, participants should be well-versed in the vocabulary of the science of behavior, including basic verbal operants, probes, and trials. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): CABAS(R), Protocol interventions, VB development |
| |
|
| Science at the Animal Shelter: Research Designs, Ethics, and Effective Collaborations With Animal Professionals |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom A |
| Area: AAB/CSS; Domain: Applied Research |
| CE Instructor: Erica N. Feuerbacher, Ph.D. |
| ALEXANDRA PROTOPOPOVA (Texas Tech University), ERICA N. FEUERBACHER (Carroll College), SHERRY WOODARD (Best Friends) |
| Description: Through the combined expertise of a nationally-renown animal shelter behavior director, applied animal behavior analysts, and university animal researchers, participants will learn how behavioral research is conducted at animal shelters. Topics of discussion will include (1) effective and humane research designs, (2) ethical considerations of working with shelter animals, and (3) establishing a working relationship with animal shelter professionals. The workshop will include presentations from various professionals, a brainstorming session in which participants will develop a plan of action for approaching an animal shelter and developing an effective and ethical research design. Content has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying or applying the findings, procedures, practices, or theoretical concepts. Content is related to ethical, legal, statutory, or regulatory policies, guidelines, and standards. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:(1) describe research methods that are appropriate for animal shelters; (2)list the potential ethical concerns with various research designs and provide solutions to these concerns; (3)describe the ethical concerns of conducting research with shelter animals from the animal, shelter volunteer, shelter staff, and community perspectives; (4)describe how to effectively communicate with other animal professionals; (5)develop a plan of action to conduct research at the participant's local animal shelter that includes initial contact, follow-up, and effective communication with all relevant member of the community. |
| Activities: Workshop objectives will be achieved through lecture, discussion, role-playing, and small-group activities. |
| Audience: Participants should be interested in learning how to effectively conduct research at animal shelters. Participants may be behavior analysts (no specific boar certification required), students in animal behavior, and animal professionals and enthusiasts. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Animal Shelter, Collaborations, Ethics, Research Design |
| |
|
| Ecological Assessment: The Missing Link in Successful Inclusion |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom E |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Tyler Fovel, M.A. |
| TYLER FOVEL (Strategic Alternatives) |
| Description: Educational programs based on Applied Behavior Analysis are known for their ability to successfully structure individualized educational environments for students with a wide variety of learning difficulties. Yet, as these and other students enter school inclusion environments, carefully administered corresponding structures may be largely absent, leading to reduced or stalled progress. This presentation will assert that lack of necessary structure in complex environments like regular classrooms stems, in part, from a failure to formally analyze the skills required and the natural contingencies in place. Student success requires matching a student's abilities with appropriate settings, preparing them to exhibit the skills necessary in the target environment, and providing support protocols to nurture and grow engagement. Ecological assessment of school-based inclusion environments is a crucial process that leads to data that is fundamental to planning and effecting the successful incorporation of students into typical settings. In contrast to assessment processes like functional assessment, relatively little commonly recognized structure currently exists for ecological assessment. The workshop will review ecological assessment literature and present a comprehensive, structured protocol of specific data-based methodologies to conduct an ecological assessment in school-based target settings which includes data collection methodology, a structured interview, summary procedures, and visualization/reporting of results. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe the recommendations of published literature concerning the ecological assessment process; (2) Describe and follow a structured process for the observation and collection of data related to defined classroom-based behaviors of students and teachers; (3) Summarize data collection to answer specific questions about the target environment using a supplied form; (4) Follow a structured interview form to gather information on school-based target environments; (5) Display the results of the data-gathering process on a visual display supplied in the presentation; (6)F ollow a recommended format to create a written ecological assessment report based on the supplied protocol. |
| Activities: Core principles will be presented and discussed with clinical examples and sample assessment products. Students will complete a practice assessment with materials provided in a small group. |
| Audience: Material is suitable for practitioners responsible for assessment and planning instruction for school-age students in school settings. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): Classroom Assessment, Ecological Assessment, School Inclusion |
| |
|
| From the Classroom to the Workforce: Teaching Vocational Skills to Individuals With an Autism Spectrum Disorder |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom B |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Julie S. Weiss, M.Ed. |
| JULIE S. WEISS (New England Center for Children), JULIENNE FAIRCHILD LEBLANC (New England Center for Children) |
| Description: Developing a successful vocational program for individuals with an autism spectrum disorder (ASD) is a process that begins in elementary school and continues through high school. Teaching functional skills is essential for successful career planning. In this workshop, we will review current methods to determine learner's job preferences and strengths. Secondly, we will review the importance of both work and social skills in establishing a career plan and goals. School-based vocational training includes teaching appropriate work habits, developing positive attitudes toward employment, and learning basic vocational tasks. Evidence-based instruction, including discrete trial teaching, task analysis, and incidental learning, are essential for acquisition. For an individual with an ASD, vocational academic activities aimed at increasing career awareness and employment preparation are essential. In this workshop, we will describe the components of career education and school-based vocational training in an ABA program for children with an ASD. Examples of vocational training, including curriculum development, successful job matches, means for developing opportunities for children to sample potential work options, and long-term development of career goals, will be reviewed. Case examples of children with an ASD engaged in vocational activities will be presented. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe the components of school-based vocational training for children with an ASD; (2) describe steps for determining strengths and preference for job skills for children with an ASD; (3) describe steps of the career planning model for children with an ASD; (4) develop a vocational programming plan for a learner with an ASD. |
| Activities: Workshop objectives will be met through a variety of formats: lecture, videos, examples, case studies, guided practice and group discussion. Videos demonstrations of procedures will be used. |
| Audience: This workshop is targeted for BCBAs and educators working with children and adolescents with ASD with a focus on work readiness and teaching skills to improve employment outcomes. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| CANCELED: An Interactive Visual Schedule: Establishing Social Initiation and Flexible Play |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Paulo Guilhardi, Ph.D. |
| ASHLEY DOUGLAS (Beacon ABA Services Inc.), JENNIFER SMITH (Beacon ABA Services Inc.), PAULO GUILHARDI (Beacon ABA Services Inc.) |
| Description: Deficits in social initiation and appropriate play are defining characteristics of an Autism Spectrum Disorder diagnosis. Traditional play schedules have focused on increasing appropriate play by linking task completion activities together using visual supports. These play activity schedules, while effective at promoting appropriate play, do not teach the child to request others to play with him or involve the child in the social routines happening in his environment. The current workshop will focus on a new approach to the traditional visual play schedule that requires the child to: request a partner to play with him, engage in a variety of play activities both independent and social in nature, and demonstrate flexibility in his ability to follow the schedule given a variety of activities based on those that are available in his current environment and listed in varied orders. This protocol is taught using a combination of video modeling and graduated guidance. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe the deficits in children with ASD to rationalize a need for teaching visually; (2) customize an interactive visual schedule program for their client's level and needs; (3) implement the steps of the interactive visual schedule protocol using faded video modeling and graduated guidance; (4) identify the steps of the protocol as they are being performed and collect accurate data on client performance. |
| Activities: Workshop objectives will be met through a combination of lecture, small group instruction, guided practice, and video observation. |
| Audience: Certified behavior analysts, graduate students, ABA practitioners |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): flexible routines, social initiations, video modeling, visual schedule |
|
| |
| |
|
| My BCBA is Amazing! |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom C |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Colleen DeMello, M.A. |
| COLLEEN DEMELLO (Applied Behavioral Strategies), LAURA BUNDA (Applied Behavioral Strategies) |
| Description: Behavior analysts are faced with many environmental variables that either directly or indirectly influence efficacy of treatment when working with families in a home setting. Awareness of these variables is essential in developing solid working relationships with families and developing strategies that will produce maximum results.This workshop is designed to teach Behavior Analysts how to take a functional approach to working with parents in the home and demonstrate the ability to train parents how to become an effective agent of change with their children. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify variables that influence successful in-home ABA intervention; (2) Explain customer service as it relates to ABA; (3) Demonstrate how to effectively set expectations with parents/caregivers; (4) Develop goals and objectives that meet family's and child's needs; (5) Demonstrate how to effectively train parents to be an agent of change. |
| Activities: Lecture, Discussion, Case studies, Question & Answer, Small Group Breakout |
| Audience: BCaBAs, BCBAs, Supervisors of BCBAs, Teachers |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Solving the Receptive Language Puzzle: Pushing the Boundaries of Research and Practice |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom F |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Vincent LaMarca, M.A. |
| VINCENT LAMARCA (Little Star Center) |
| Description: Initial difficulty with receptive language is common for some children with autism (Carp 2012). A number of strategies have been tested over the years (Chestnut, 2003; Pelios,2004) and general guidelines for teaching receptive language have been published (Grow, 2013). But what to do when all else fails? This workshop will review 22 current treatment procedures that have been effective for some children with autism. Treatment procedures were identified through a literature review of receptive language research as well as case study examples. Research data, clinical data, and video examples of how to implement different strategies will be presented. The workshop will also identify other potential formats and additional steps that may help some children who would not otherwise gain receptive language skills. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify 22 different teaching procedures that can be used with receptive language; (2) categorize different teaching procedures in a manner that allows for systematic review of which procedure to implement; (3) identify different client profiles that may make one strategy more effective than another; (4) create modifications to different strategies that remain grounded in research. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, active student responding, and group discussion. |
| Audience: Behavior analysts who have previous experience working with individuals diagnosed with autism or developmental disability and who have implemented behaviorally based procedures to teach receptive language, 2016 FABA conference attendees who wanted more than my 1-hour presentation could offer, and curious individuals who typically hold strong views they like to post on social media. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): listener responding, receptive labeling, receptive language |
| |
|
| Very Young Infants Show Symptoms of Autism and Demonstrate Good Response to Intervention |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom G |
| Area: AUT/PRA; Domain: Applied Research |
| CE Instructor: Glen O. Sallows, Ph.D. |
| TAMLYNN DIANNE GRAUPNER (Wisconsin Early Autism Project), GLEN O. SALLOWS (Wisconsin Early Autism Project) |
| Description: Forty-nine infant siblings of children with autism, and 14 typically developing infants, were observed daily. Twelve infant siblings developed symptoms of autism (24.5%) before 8 months of age, similar to earlier findings (Brian, 2014; Ozonoff, 2011). Symptom onset was first observed at 2.1 weeks of age, including loss of eye contact, loss of facial expression and affect, motor mannerisms, and unusual reactivity to normal social presses, thought to reflect aberrant brain processes (Brian, 2014; Jones & Klin, 2013; Landa, 2012). Since the brain changes in response to new experiences, and begins to function more normally through related neural growth, it may be possible to reverse early symptoms (Helt, 2008; Just, 2009; Xu, 2009; Rogers, 2008). Using ESDM, ABA or other strategies (Als, 2004), studies have found improvement in at-risk children at 18 mos. (MacDonald, 2014; Rogers, 2010) and under 12 months (Rogers, 2014). We describe symptom onset with accompanying declines in cognitive, language, motor and adaptive domains. With immediate intervention, symptoms resolved as they arose, perhaps indicating that intervention prior to one year of age may result in fewer children being diagnosed. This content has been studied according to established procedures for scientific scrutiny that can be reasonably relied upon. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify behaviors during the first year of life that are related to later ASD diagnosis; (2) Describe strategies for ameliorating ASD symptoms during infancy; (3) Develop strategies for helping parents to restructure interactions with their infant. |
| Activities: Video training and comparison of infants to determine the presence of symptoms. Presentation of data regarding symptom onset and progress during intervention. Lecture and video describing intervention procedures. Lecture and video describing data gathering and test performance using Bayley III, Mullen, PLS-5 and Vineland II. |
| Audience: Intermediate and advanced |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): "autism", "infant siblings", "intervention", "symptom onset" |
| |
|
| CANCELED: Improving Protocols to Overcome Error Patterns While Teaching Conditional Discriminations and Receptive Identification to Children With Autism |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Smita Awasthi, M.S. |
| SRIDHAR ARAVAMUDHAN (Behavior Momentum India), SMITA AWASTHI (Behavior Momentum India) |
| Description: Stimulus overselectivity (Lovaas, Koegal & Schreibman,1971) , weak behavior consequence relations (Fisher, Pawich, Dickes, Paden & Toussaint, 2014), a history of responding with errors, problems with pre-requisite skills such as attending and scanning (Kodak, Clements et al., 2015), inadequate staff training and a number of other factors are routinely known to interfere with acquisition of conditional discriminations required to demonstrate listener responding skills (receptive language) to competence by children with autism. Even when parents and professionals are convinced that the child knows, a thorough assessment eliminating position and instruction sequence biases would reveal that the discrimination may not have really been acquired. This workshop will address evidence based practices to improve receptive language training. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:(1) Run assessments to identify errors in responding and ascertain if discriminated responding has been truly achieved; (2) Identify types of errors in responding as they occur during teaching trials; (3)Tailor teaching protocols to minimize error patterns; (4)Use a variety of within stimulus prompts, stimulus salience and response prompts; (5)Identify common errors made by instructors during teaching trials; (6)Staff training to overcome instructor errors; (7)Training to Improve the salience of behavior consequence relations to accelerate acquisition of discriminated responding. |
| Activities: Workshop objectives will be met through lecture, video presentations, demonstration videos and structured small group exercises. |
| Audience: BCBAs and BCaBAs with less than 3 years of clinical experience and Behavior Technicians |
| Content Area: Practice |
| Instruction Level: Intermediate |
|
| |
| |
|
| Conducting Functional Analyses in Applied Settings |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Centennial Ballroom H |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Meghan Van Nostrand, M.S. |
| STEPHANIE PHELAN (ABACS; Simmons College), Ashley Williams (ABACS; Simmons College), MEGHAN VAN NOSTRAND (ABACS; Simmons College), BRANDON HERSCOVITCH (ABACS) |
| Description: Functional analysis (FA) is a powerful tool for the assessment of challenging behavior in students with autism and other disabilities. FAs systematically manipulate the antecedents and consequences of target behavior so as to experimentally determine the function(s) of that behavior. The literature indicates that treatments based on the results of functional analyses are more effective than treatments based on other assessment methodologies. However, FAs may not be conducted regularly in home- or school-based settings. Several reasons have been cited for this, including the lack of resources typically needed to conduct these analyses. Given that functional analysis is the only experimental methodology available to determine the function of behavior, and that function-based interventions have been demonstrated to more effective, it is important to extend this methodology to applied settings. The current workshop is designed to prepare practitioners to develop and implement FAs in their current setting, within the scope of time and resources typically available for home-based services. Participants will work through the entire assessment process, from identification of procedures, steps to take, analysis of data, and selection of function-based intervention. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) articulate in writing the importance of conducting functional analyses in applied settings; (2) articulate in writing the steps to preparing for a functional analysis in an applied setting (including selecting an experimental design, procedures, measurement methods, and methods for collecting and evaluating interobserver agreement and procedural integrity data); (3) articulate in writing what resources should be taken into account when planning to conduct a functional analysis in an applied setting and analyze how to work within the constraints of the available resources; (4) articulate in writing his or her evaluation of functional analysis outcomes; (5) match function-based treatments with the functional analysis outcomes; (6) articulate in writing a variety of issues that occur while planning for and conducting functional analyses and will articulate in writing how to respond to such issues. |
| Activities: Instructional strategies include: lecture, group-discussion, and targeted case studies. Workshop objectives will be met through a balanced presentation of lecture, group discussion, and guided practice. Core content will be taught through lecture, video, and a guided discussion of case studies to be presented. (Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning). The format combines lecture, video, group discussion, and guided practice. |
| Audience: Behavior Analysts with background knowledge of functional analysis research, seeking to expand their repertoire in implementing functional analyses in applied settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Applied Settings, Functional Analysis, Functional Assessment |
| |
|
| Behavioral Strategies to Ensure Caregivers of Children and Adults With a Diagnosis of Autism Implement Effective Language-Based Teaching Interventions During Daily Activities |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall A |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: James W. Partington, Ph.D. |
| JAMES W. PARTINGTON (Partington Behavior Analysts) |
| Description: This workshop is designed for consultants and program administrators who wish to further develop their skills in developing and implementing comprehensive intervention programs. In order to facilitate the rapid acquisition of critical language, social, and functional skills, it is important that both the selection of specific learning objectives and the teaching activities be prioritized. Data regarding the development of neurotypical children will be presented to demonstrate the typical patterns of skill development across a wide range of repertoires. It is critical that a learner's skills be maintained by naturally-occurring reinforcement contingencies that are associated with the use of those skills in common daily activities. However, many instructional programs for individuals with a diagnosis of autism fail to devote sufficient instructional time to the development of those skills that will result in the greatest overall rate of skill acquisition. Therefore, it is important that parents, educators and other caregivers be able to identify teaching opportunities available in home, community, and school settings, and that they be able to successfully implement effective teaching and reinforcement strategies. In spite of receiving consultative services, many caregivers report finding it difficult to implement recommended teaching strategies. Techniques will be presented that facilitate caregivers' successful implementation of evidence-based teaching strategies with individuals at various levels of development in the home, and community settings. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1)Identify strategies for helping parents and educators prioritize the learning outcomes for both language skills and functional living skills based upon a learner's current set of skills; (2)Analyze programs for a nonverbal individual and select learning objectives that will help identify the skills necessary to develop instructional control and establish an initial verbal repertoire; (3)Analyze an instructional programs for individual who has acquired a set of basic mand, tact, and intraverbal skills and select learning objectives that will teach more advanced skills in these repertoires and incorporate the use of these skills into a variety of everyday social interactions; (4)Participants will be able to compare the existing skill levels of a young child with an autism spectrum disorder with the age-equivalent skills of typically developing children; (5)Identify methods to ensure caregivers come in contact with reinforcement for implementing intervention strategies designed to develop important functional life skills while participating in everyday household, community and classroom activities. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation of implementation of teaching strategies, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. |
| Audience: PhDs, BCBAs, and BCaBAs who are currently supervising or implementing behavioral teaching interventions with individuals with autism. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Natural environment, Parent intervention |
| |
|
| Human Sexuality and Relationship Training for Students and Autism in Applied Settings |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Capitol Ballroom 5 |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Silva Orchanian, M.A. |
| SILVA ORCHANIAN (Melmark New England), KIMBERLY L. DUHANYAN (Melmark New England), FREDDIE SCIBELLI (Melmark New England) |
| Description: Sexual education is a standard component in public school curricula for middle and high school students. Teenagers with an autism spectrum disorders or acquired brain injuries are often excluded from human sexuality education for a variety of reasons. This workshop will focus on the importance of healthy human sexuality and relationship training for male and female students on the autism spectrum and with acquired brain injuries. Following a review of the literature on sexuality training, participants will review sample parental consent forms, baseline data collection and referral systems, and training protocols. The goal of the workshop will be to provide participants with resources to identify students in their settings for whom human sexuality training is needed as well as systems to ensure competent human sexuality and relationship instruction. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify the components of an effective human sexuality training curriculum including assessment and on-going treatment and consultation; (2) identify modifications and adaptations to sample materials as needed in their applied settings; (3) identify a variety of ethical considerations when designing and implementing a human sexuality curriculum; (4)identify solutions to barriers preventing them from delivering human sexuality training services in their settings; (5)identify pre-requisite skills needed for individual sexuality training and group training. |
| Activities: Lecture, discussion, small group, role plays, video and guided practice |
| Audience: Intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Treating Children With Psychiatric Disorders: The Impact of Learning History on Diagnosis and Treatment |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall B |
| Area: CBM/DEV; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JEANNIE A. GOLDEN (East Carolina University) |
| Description: Typically, functional behavioral assessment (FBA) has been used with individuals with developmental disabilities, including autism spectrum disorders. The goal of FBA is to identify the function of aberrant behavior and to teach the individual to exhibit an acceptable replacement behavior that can serve the same function. Traditional counselors view aberrant behaviors in individuals with psychiatric disorders as symptoms of underlying constructs and use the diagnosis as a reason for these behaviors, proposing more global treatments such as evidence-based therapies or medications. On the other hand, behaviorists view those behaviors as serving an environmental function. Once the environmental function of a psychiatric symptom is identified, it can be treated effectively by replacing it with a more acceptable behavior serving the same function. However, there are several components that are often missing in the analysis of behavior that is related to psychiatric diagnoses. These include: 1) the analysis/understanding of establishing operations in the form of private events, physical sensations, bio-behavioral states, psychological feelings, and covert tacts/mands; and 2) learning history with particular discriminative stimuli for reinforcement or punishment. These workshop presenters will discuss the process of conducting FBAs and function-based treatments taking into account the aforementioned components with several different symptoms of psychiatric diagnoses. Symptoms include: anxiety, disturbed attachment, callousness and lack of emotionality, non-suicidal self-injury, and oppositional and defiant behaviors. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe the symptoms of psychiatric disorders as behaviors serving an environmental function; (2)Describe the process of conducting FBAs with children diagnosed with psychiatric disorders; (3) Describe the role of learning history in treating with children diagnosed with psychiatric disorders; (4) Describe the role of motivating operations in the form of private events in treating children diagnosed with psychiatric disorders; (5) Describe how to develop and implement function-based treatments for children diagnosed with psychiatric disorders. |
| Activities: Participants will listen to didactic information and real-life case histories in homes, schools and community settings, take notes, ask questions, view a power point presentation, present their own cases for feedback, and participate in role-play situations. |
| Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who are typically-developing who have emotional difficulties and/or have been given psychiatric diagnoses. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Behavior Analytic Training for Health, Life, Fitness, and Peak Personal Performances |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall C |
| Area: CBM/PRA; Domain: Service Delivery |
| CE Instructor: Stephen Ray Flora, Ph.D. |
| STEPHEN RAY FLORA (Youngstown State University) |
| Description: As obesity, high blood pressure, diabetes, and other health problems are at epidemic proportions for many populations, including populations served by behavior analysts, it is vital that behavior analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles as effectively as possible. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness are covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, and optimally improve their own, or clients' physical fitness, health, and, if desired, athletic performances. Emphasis will be placed on behavior analytic gradual change techniques; optimal goal setting parameters; objective, data based analysis and decision making; and on how the use of behavioral analytic experimental designs, such as multiple baselines across situations and bounded changing criterion designs, may not just be used to measure change, but actually facilitate effective behavioral change. A focus will be on web based, fitness "personal quantification" tools (Strava, fitbit, etc) from a behavior analytic and ethical perspective. Although millions post personal fitness data, for ethical and legal purposes an explicit informed consent wavier of privacy should be obtained before any devices are used with clients. Even with consent ethical considerations are necessary. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) State many of the behavioral, psychological, and medical benefits of physical fitness, athletic participation, and living a healthy lifestyle; (2) Perform functional assessment of current health and fitness related behaviors; (3) Perform task analyses of healthy eating behaviors; safe, effective exercise; and skilled athletic performances; (4) Identify personalized reinforcers, motivations, incentives, and values for healthy lifestyles, physical fitness and athleticism; (5) Understand the importance of, and how to effectively use, goal setting, task analysis, pinpointing; (6) Understand how to identify skill gaps,how to set realistically achievable goals,and how to effectively use publicly posted goals to achieve fitness and optimal athletic performance; (7)Use behavior analytic experimental designs to not only measure and access behavioral change but to facilitate health, fitness, and athletic behavioral changes; (8) Use the concepts of optimal physiological arousal, periodization, and super compensation in designing a personalized training program; (9) Analyze and use web-based, social media tools as health and fitness aids; (10) State ethical and legal dilemmas and dangers of using commercial internet based personal quantification; (11) Write an informed consent covering commercial personal quantification usage; (12) Use data collection, charting, and graphing to optimize fitness and improve eating related behaviors. |
| Activities: Participants will be guided though presented information with PowerPoint slides, worksheets and lecture handouts that will provide participants with the information necessary learn the medical, behavioral, and psychological benefits of fitness and develop effective programs for improving health, physical fitness, diet behaviors, and healthy lifestyles; develop effective programs to optimize athletic performance; to use Behavior Analytic Experimental Designs to access and facilitate desired behavioral change: and state ethical and legal dilemmas and dangers of using commercial internet based personal quantification. Write an informed consent covering commercial personal quantification usage. |
| Audience: The target audience is board certified behavior analysts (BCBA), BCaBAs, psychologists, personal trainers, and others interested in learning to use behavior analytic procedures to promote healthy lifestyles, fitness, or to optimize elite performance. Professionals with a strong interest in behavioral medicine, or health and fitness will also benefit. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Systematically Evaluating the Comprehensiveness of a Child's (an Adult's) Treatment Plan for Addressing Problems and Building Upon the Gifts of Attention Deficit Hyperactivity Disorder |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Capitol Ballroom 6 |
| Area: CBM/PRA; Domain: Service Delivery |
| CE Instructor: Richard Cook, M.D. |
| RICHARD COOK (Penn State University; Applied Behavioral Medicine Associates) |
| Description: Appropriate "treatment" for Attention Deficit Hyperactivity Disorder (ADHD), by standards of multiple organizations representing those having or treating it, typically include "medication" and "behavior therapy," defined in various ways, yet studies of various populations often conclude that those within the cohort get cursory medication check visits (if medication is used at all) and "behavior" therapy, the topography of which varies greatly, often with little resemblance to approaches which an applied behavior analyst would recognize, again, if any behavior therapy at all. This workshop uses a combination of a medical and public health problem solving model to teach attendees how to evaluate the adequacy of an individuals treatment plan within a customizable, practical group of domains, and apply behaviorally sound principles to effect changes that will both address the problems and build upon the "gifts" associated with ADHD. |
| Learning Objectives: At the conclusionof the workshop, participants will be able to: (1)identify domains of behavior relevant to each individual; (2) practice a systematic approach to applying the systematic approach taught to both problem and "gift" behaviors associated with ADHD; (3)develop their own customized guide for systematically evaluating the comprehensiveness of an ADHD treatment plan for a child or an adult. |
| Activities: lecture, discussion guided notes use of pre-scripted algorithms for which attendees will practice and learn the approach to modifying for each individual's ADHD treatment plan for whom evaluation is performed |
| Audience: Workshop level appropriate for: clinicians who treat patients with ADHD;clinicians who have children with ADHD;clinicians who themselves have ADHD irrespective of the attendee's academic credentials or years of clinical practice. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): ADD, ADD/ADHD, ADHD |
| |
|
| Teaching the Essential Eight Skills: Preparing Children With Developmental Disabilities, Including Autism, for the Rest of Their Lives |
| Friday, May 26, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Mineral Hall D |
| Area: DDA/AUT; Domain: S |