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| Assessment and Intervention Strategies for Individuals With Autism Who Use Augmentative Alternative Communication |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Seaport Ballroom A |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Joseph Novak, Ed.D. |
| JOSEPH NOVAK (REED Academy; Advanced Behavior/Communication Solutions, LLC) |
| Description: AAC is reviewed for its benefits for expressive and receptive language (Light et al, 1998). Research-based information is provided as it relates to how vocal speech development is affected by AAC (Olive et al., 2007). Communication modes and the range of communication systems (low tech to high tech) are reviewed. The importance of selecting appropriate symbol types is discussed and assessments are highlighted. Consideration of prerequisite skills is discussed as are the importance of match-to-sample and imitation skills (Gregory et al., 2009). Indicators suggestive of an appropriate AAC system/approach are discussed and the idea of learner preference is explored (Sigafoos et al., 2005). Information regarding recommended prompts/prompt-fading procedures will be shared (Feeley & Jones, 2012). Steps for initiating intervention and selecting initial vocabulary are reviewed (Rosales, Stone, & Rehfeldt, 2009). Considerations for implementing FCT as it relates to AAC are reviewed (Carr & Durand, 1985). Addressing AAC needs for learners with partial vocal speech is addressed and a sample protocol is shared. AAC modeling techniques are reviewed in detail (Harris & Reichle, 2004). Additional strategies for common challenges with AAC intervention are discussed. Specific skill acquisition programs to target skills such as communicative repair will be shared. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) accurately describe the hierarchy of symbol types, the process of symbol selection, and strategies to ensure proper assessment for an AAC system; (2) accurately describe the initial steps in implementing an AAC-based intervention as well as curricular goals to move beyond requesting; (3) accurately describe various instructional strategies including language modeling and direct prompting. |
| Activities: - Instructional strategies include: lecture, discussion, small group breakout (as appropriate). - 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. Supplemental materials for will be provided in order to support participant learning. - The format combines lecture and small group activities. |
| Audience: The target audience consists of BCBAs who may only have entry-level competence in the area of augmentative and alternative communication. Because collaboration with SLPs may not always be possible, it is important that BCBAs have a more thorough understanding of assessment and intervention strategies for individuals with autism who use AAC. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): AAC, Language Modeling, Picture-Based Communication, Speech-Generating Devices |
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| The Art of Social Skills Groups: An Integrative Approach Utilizing Both Indirect Methods of Peer Mediation Instruction and Intervention and Direct Methods of Behavior Skills Training |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Seaport Ballroom B |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Monica A. Fyfe, M.S. |
| MONICA A. FYFE (Our Village, A Social Learning Community ) |
| Description: Peer-mediated instruction and intervention (PMII) approaches are used to teach neuro-typically developing peers ways to interact with and help children with autism spectrum disorder (ASD) acquire new social skills by increasing social opportunities within natural and structured, small group environments. Within PMII, peers are carefully and systematically taught ways of engaging children with ASD in positive and extended play and social interactions in both teacher-directed and learner-initiated activities (English et al., 1997; Odom et al., 1999; Strain & Odom, 1986). The National Professional Development Center on ASD has adopted specific definitions of evidence-based practices which would include PMII as an evidence-based intervention within the early childhood and elementary age groups under the social skills domain. Clinicians can add to the positive effects of PMII programs by also integrating additional behavioral interventions such as Behavior Skills Training (BST) and Teaching Interactions (TI) to help improve the rates of acquisition of newly targeted behaviors and provide some direct skill teaching to all the members in the social skills group. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) list three evidence-based social skills interventions for children with autism spectrum disorder; (2) state the five critical elements of both behavior skills training and teaching interactions; (3) describe peer mediation interventions; (4) describe how to select and train peer models; (5) describe how to differentially prompt and reinforce peer models within the social skills group. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, discussion, video observation, guided practice, and behavioral rehearsal. Small group breakout's will target practice of the core content including adaptation of materials to case presentations, role-play in small groups, and demonstration of differential reinforcement procedures related to developmental and mastery levels. Supplemental materials to further support learning targets and vocabulary, will be provided to help attendees assess the needs of their own inclusive social communities in developing future group supports. |
| Audience: Basic Level including but not limited to BCaBA, BCBA, School Psychologists, Therapists, Psychologists, Special Education Teachers |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Group Support, Peer Mediation, Social Skills, Teaching Interactions |
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| Establishing Social Repertoires in Toddlers With Autism: The Nuts and Bolts of Teaching |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom E |
| 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), CAROLYN WALKER (Behavioral Health Works ), BRIANNA RACHEL HOLOHAN (Behavioral Health Works) |
| 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 may 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 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 therapist ands parents to provide natural behavior 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 |
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| Teaching Staff to Teach Social Skills Groups for Learners With Autism Spectrum Disorder |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Regatta ABC |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Jill E. McGrale Maher, M.A. |
| JILL E. MCGRALE MAHER (Behavioral Concepts, Inc), IAN MELTON (Endicott College), BRITANY MELTON (Endicott College), COURTNEY MAHER (Michigan State University ) |
| Description: The recent increase in the diagnosis of Autism Spectrum Disorder (ASD) has rapidly inflated the demand for social skills training and instruction for children with ASD. As a result, many strategies for teaching social skills have been developed and marketed. However, it is frequently difficult for practitioners to easily locate clear and comprehensive assessments and programs that meet the needs of specific students, especially those designed to be taught in applied settings in small homogenous groups. Furthermore, available resources are often lacking in programs with strong procedural integrity; comprehensive skill assessment; instruction for the staff who will actually be implementing the programming; systematic teaching procedures; prompt fading strategies; repetitive learning opportunities; and clear, accurate data collection systems. This workshop will provide participants with a comprehensive model intended to teach a systematic method of assessment, designing, implementing, and evaluating homogenous social skills groups for children with ASD. Participants will review the process from the selection of the best social skills assessment, grouping students, writing lesson plans, skills required for running groups, designing data collections systems, and evaluating progress. Target Audience: Directors, supervisors and instructors of social skills for children with autism and related disabilities |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify assessments appropriate for target students; (2) Create guidelines for constructing homogeneous groups; (3) Write a lesson plan for a group to include selection of appropriate activities for teaching skills; (4) Review skills required to lead and support groups; (5) Review empirically based teaching techniques including prompting strategies and reinforcement systems; (6) Develop data collection systems that target up to three behaviors for individual students; (7) Promote the use of best practices and ethical standards into social skill groups. |
| Activities: Didactic instruction Role play Development of lesson plans Development of staff training program Development of data collection procedures |
| Audience: Administrators, BCBAs, Teachers, SLP's |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Motivating Learner Participation: An Alternative to Traditional Escape Extinction Methods With The 7 Steps to Instructional Control |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom A |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Robert Schramm, M.A. |
| ROBERT SCHRAMM (Knospe-ABA GmbH, Meridian Rehabilitation Consulting, Inc.) |
| Description: Whether one works in autism or not, every teacher, aide, RBT, and BCBA has had clients that challenge their ability to earn instructional control and gain motivated cooperation in learning. This workshop offers information and data on an approach to earning instructional control that works without the use of traditional escape extinction procedures. When escape extinction is undesired, impossible, or unsuccessful, using an alternative such as The 7 Steps to Earning Instructional Control is a welcome addition to the field. 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 the procedures that are in common use as escape extinction while becoming familiar with the problems associated with their use; (2) identify three alternatives to the basic three procedures used as escape extinction; (3) discuss The 7 Steps to Earning Instructional Control as an alternative to traditional escape extinction; (4) identify advanced considerations related to using the seven steps as well as the advantages and possible weaknesses related to their use. |
| 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 would be useful for anyone (BCBAs, BCaBAs, RBTs) currently providing or receiving ABA programming that includes a heavy reliance on escape extinction and might work in environments that this is not preferred, possible or successful currently. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Cooperation, Escape Extinction, Instructional Control, Motivation |
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| Parent Training: Evidence-Based Group Intervention for Parents of Children With Autism Spectrum Disorders |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, America's Cup A-D |
| Area: AUT/PRA; 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 provided to children with autism spectrum disorders in school, home, and clinic-based settings often include a parent-training component. Parent training provides parents and caregivers with the needed skills to effectivity manage their child's behavior as well as strategies for generalizing and maintaining mastered skills. Approaches to parent training related to autism spectrum disorders vary from providing support and education to technique-focused models where parents are taught specific skills to address skill deficits or excesses. While much intervention in behavior analysis has focused on individual parent training, evidence-based intervention programs are available to provide behaviorally-focused parent training within a group format. The current workshop will present the use of an evidence-based parent intervention, The Incredible Years Parent Training Program, with groups of parents of children with autism. The Incredible Years combines parent support, education, and technique focused models of parent training. It is an evidence-based parenting program geared towards increasing children�s social and emotional functioning while decreasing behavioral problems. Review of the adaptation and modification of the Incredible Years Parenting Program for parents of young children with autism spectrum disorders will be presented. Outcome data from implementation of the Incredible Years Parenting Program will be reviewed. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify the core behavioral concepts included within an evidence-based group parent training intervention; (2) Identify progress monitoring tools to ensure the fidelity of parent training intervention procedures; (3) Identify outcome measures to assess the efficacy of parent training intervention; (4) Develop treatment goals that align with parent training provided via group intervention. |
| 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. Behavioral analysts working with families funded through insurance-based services who are conducting group-based parent training. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Evidence-Based, Incredible Years, Insurance, Parent Training |
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| Now You're Talking: Teaching Simple and Complex Conversation Skills to Individuals With Autism Spectrum Disorder |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom G |
| 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: For many individuals with autism spectrum disorder (ASD), social language skills, specifically conversational skills, are one of the most difficult skill sets to develop and utilize effectively with others in the natural environment. Conversation skills are essential for individuals of all ages to engage in successful social interactions, gain general knowledge, participate in group activities, and form friendships. Such skills also lead to increased success in educational and vocational settings. As such, it is essential that clinicians are equipped to teach these skills to their clients with ASD. This workshop will examine the complex behavior of engaging in a conversation as a whole, and break down key component skills that can be individually taught through structured and naturalistic instructional activities. Practical teaching strategies will be given, to include visual supports, conversation games and activities, video modeling, and strategies to teach conversation rules. Discussion will also focus on the importance of other domain areas to facilitate conversation skill development, particularly perspective taking skills and executive function skills. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify key social language skills that contribute to engaging in successful conversations with others; (2) identify and discuss several practical instructional strategies for teaching social language skills; (3) discuss several other skill areas that should be taught in order to facilitate conversation skill development, including perspective taking and executive function skills; (4) practice designing an intervention to teach a conversation skill using one of the discussed instructional strategies. |
| Activities: Workshop instructional activities will include lecture, small and large group discussion, video demonstration, and practice activities. |
| Audience: This workshop is appropriate for BCBAs, BCaBAs, educators, speech and language pathologists, therapists, or other professionals who work with individuals diagnosed with autism spectrum disorder (ASD), particularly in the areas of social skills, advanced communication skills, and social integration with others in schools and community settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Advanced Communication, Conversation Skills, Social Language, Social Skills |
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| Standing Up for Science: Ethical Challenges and Opportunities for Behavior Analysts in the Autism Community |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Coronado Ballroom AB |
| Area: AUT/CSS; Domain: Service Delivery |
| CE Instructor: David A. Celiberti, Ph.D. |
| DAVID A. CELIBERTI (Association for Science in Autism Treatment), ERIN S. LEIF (Lizard Centre) |
| Description: There are literally hundreds of interventions for autism, although the vast majority of these lack any scientific support. Unfortunately, approaches that are not grounded in science prevail in many schools and centers, fringe treatments are afforded widespread media coverage distracting consumers and separating individuals with autism from science-based intervention such as ABA, and the internet is filled with misinformation and unsubstantiated claims. This presents ethical challenges and opportunities for behavior analysts. Science and scientific methods are not only relevant to discussions surrounding autism treatment selection but should serve as the foundation upon which treatments should be chosen, implemented, and evaluated. This workshop will highlight the role that behavior analysts can play in helping consumers, consultees, supervisees and other colleagues choose interventions, implement those interventions with high degrees of fidelity and transparent, as well as in objectively evaluating outcomes. Strategies for promoting science and the scientific method in both practice and in communication will be discussed throughout the workshop. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify and describe red flags in autism treatment, common media misrepresentations and diverse perspectives on treatment selection and explain the ethical concerns that result; (2) demonstrate a broader conceptualization of how the tenets of applied behavior analysis can be both a model and a framework for delivering science-based educations and treatment regardless of discipline and highlight the implications conceptually and procedurally; (3) describe challenges for behavior analysts related to interdisciplinary collaboration, consumer education, and interacting with members of the media community and describe strategies for avoiding or reducing the impact of these challenges; (4) identify specific and sustainable contributions that can be made to promote science in the treatment of autism across disciplines, within interactions with the media community and consumers. |
| Activities: Instructional strategies will include lecture, small group exercises, and follow up feedback and discussion. Original source material from the media will be incorporated in the exercises. |
| Audience: The workshop level is intermediate but would be suitable for behavior analytic teaching faculty, BCBAs involved in supervision and consultation, as well as BCBAs working in inter-disciplinary teams. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Assessment and Treatment of Children With Emotional and Behavioral Disorders: Broadening the Lens |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom C |
| Area: CBM/DEV; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JEANNIE A. GOLDEN (East Carolina University) |
| Description: Traditional counselors view aberrant behaviors as symptoms of underlying constructs that are the reason for these behaviors, while behaviorists view these behaviors as serving an environmental function. FBA identifies the function of aberrant behaviors and acceptable replacement behaviors that serve the same function. Components that are often missing in the analysis of aberrant behaviors include: 1) motivating operations in the form of private events (thoughts and feelings); and 2) learning history with specific Sds for reinforcement or punishment. This workshop will deal with the following: disturbed attachment, callousness and lack of emotionality, oppositional and defiant behaviors, and anxiety and depression. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe the symptoms of emotional/behavioral disorders as behaviors serving an environmental function; (2) Describe the process of conducting FBAs with children with emotional/behavioral disorders; (3) Describe the role of learning history in treating with children with emotional/behavioral disorders; (4) Describe the role of motivating operations and discriminative stimuli in treating children with emotional/behavioral disorders; (5) Describe how to develop and implement function-based treatments for children with emotional/behavioral disorders. |
| Activities: Workshop activities will include lecture, demonstration, role-play, and discussion. Participants will be provided with copies of power point slides, DVDs, and a list of suggested readings. |
| Audience: Participants should include behavior analysts, psychologists, mental health professionals, social workers, counselors, administrators, teachers and direct care staff. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): behavioral disorders, emotional disorders, function-based treatments, motivating operations |
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| Competency-Based Staff Training |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, Presidio 1 |
| Area: CBM/OBM; Domain: Service Delivery |
| CE Instructor: David Pyles, Ph.D. |
| DAVID PYLES (Pyles and Associates), VICTORYA JEWETT (Pyles and Associates), ELIZABETH PEREZ (Pyles and Associates), ADRIENNE MUBAREK (Pyles and Associates) |
| Description: Given the number of skilled clinicians and the increasing number of clientele, doing more with less is always a challenge for today's BCBA. In the clinical setting BCBAs are often faced with the task of ensuring effective implementation of treatment plans provided by multiple people. We use behavior skills training, or BST, to teach staff using competency-based training tools. In addition, this approach, combined with a train-the-trainer model, allows a BCBA consultant to reach a maximum number of staff with minimum amount of resources. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Discuss and implement behavior skills training to teach a skill; (2) Discuss and implement competency-based training measures; (3) Discuss and implement a train-the-trainer approach. |
| Activities: Workshop activities include material presentation through lecture and demonstrations, discussion, and small group activities |
| Audience: This workshop level is appropriate for all BCBAs |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| 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 |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, Rancho Santa Fe 2 |
| 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 conclusion of 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, attention deficit |
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| Introduction to Acquired Brain Injury for Behavior Analysts: Clinical-Behavior Analysis in Neurorehabilitation |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Seaport Ballroom C |
| Area: CBM/BPN; Domain: Service Delivery |
| CE Instructor: Joseph N. Ricciardi, Psy.D. |
| JOSEPH N. RICCIARDI (Seven Hills Foundation; Seven Hills NeuroCare) |
| Description: Brain injury represents an emerging area of practice for behavior analysts (Leblanc, Heinicke, Baker, 2012). Current estimates suggest that over 3.2 million Americans will suffer a traumatic brain injury non-traumatic brain injury each year (Centers for Disease Control, 2010). Many will require long-term care and support in community-based programs. Research supports that behavior analysis has much to contribute toward the effective treatment and support of individuals with brain injuries (Heinicke, Carr, 2014). For example, the brain injury literature includes behavior analytic strategies for re-learning basic life skills, learning new compensatory skills, managing behavioral challenges, and training support staff. In order to serve this population, behavior analysts will need to integrate their specialty with the contributions of neurology, neuropsychology, rehabilitation psychology, and other disciplines. This workshop will provide an overview of functional neuroanatomy, brain-behavior relationships, the common forms of brain injuries, and strategies and recommendations for implementing behavior analytic-based practices in neurorehabilitation programs. Examples of comprehensive behavior support plans, goals selection, skills development, and outcomes monitoring with this population will be reviewed as well. This workshop provides an introduction to this emerging practice area, with guidance on increasing knowledge, competence, and further study. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) define acquired brain injury and discriminate from other neurologic dysfunction; (2) discriminate traumatic and non-traumatic brain injury; (3) describe the primary and secondary injury progression in cases of traumatic brain injury; (4) describe six primary brain structures and their localized functions; (5) describe basic neuropsychological functions and their role in behavioral presentations; (6) list best practices in skill development programs for people with acquired brain injuries with application examples; (7) integrate neuropsychological findings with traditional behavior assessment; (8) describe the three core elements of a multi-component behavior support plan for individuals with acquired brain injury. |
| Activities: Core content will be taught through combination of lecture, exemplar programs (handouts), illustrative visuals (MRI, CT, DTI, and other neuroimages), and video demonstrations. |
| Audience: Intermediate. This content is intended for an audience with some familiarity with brain injury, and interested in entering a new population practice or understanding broader applications of clinical behavior analysis. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Learn to Behave Well Using Mindfulness-Based Cognitive and Behavior Analytic Practices |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Coronado Ballroom DE |
| Area: CBM/PRA; Domain: Applied Research |
| CE Instructor: Robert Stromer, Ph.D. |
| ROBERT STROMER (George Brown College), ELISABETH KINNEY (Behavioral Learning and Leadership), CYNTHIA A LONG (Square One) |
| Description: As Skinner and Vaughan (1997) said, "To enjoy life at any age one must view each difficulty as simply a problem to be solved." Unfortunately, though, one's current problem-solving skills may not suffice. For example, to maximally manage stress and the ever changing conditions that give rise to it may require retooling one's existing repertoire. For us, this meant adding mindfulness and meditative practices to better manage life's stressors and address ongoing concerns of health and wellness. This approach resulted in improved ways of dealing with and replacing verbal behavior that often got in the way of enjoyment. So, this workshop is about supplementing one's problem-solving skills to better cope with life's challenges and to reduce the likelihood of disabling emotional states such as stress, anxiety, and depression. The supplements come from empirically supported protocols focusing on stress management and cognitive therapy. Much of the content comes from Williams and Penman's (2011; http://franticworld.com) best-selling self-help book on mindfulness meditation as its skills can be readily learned and generalized to real life. As a take-home practice, attendees learn a meditation called the breathing space. After the workshop, participants may attend weekly teleconferences designed to assist in their implementation of mindfulness practices. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state potential benefits of mindfulness meditation as a supplement to one's self-managed, problem-solving repertoire; (2) describe some of the key elements of the skill set involved in practices common to mindfulness-based therapy and other "third wave" cognitive therapies; (3) demonstrate the recommended chair-supported sitting posture used during formal practices and the kinds of self-instructions used to practice the three-minute breathing space; (4) identify exemplary digital and other resources for further mindfulness study and practice. |
| Activities: In a large-group format, we introduce mindfulness meditation and describe its nature and relevant background and rationales for offering a workshop on it. We also provide guided opportunities to participate in several warm-up meditations. Then, during the bulk of the workshop, methods resembling aspects of behavioral skills training and interteaching (e.g., dyadic discussion, question-and-answer, feedback) are used to inform meaningful practice opportunities in a pivotal meditation called the Three-Minute Breathing Space. Activities include the use of (a) live and video demonstrations, (b) written rationales and scripts appropriate for the two roles to be rehearsed by pairs of attendees, facilitator or teacher, and meditative student, (c) dyadic rehearsal of scripted and unscripted guidance of the Breathing Space and evaluative discussions of experiences, and (d) informative feedback while the instructors oversee dyad rehearsals. Finally, a wrap up period addresses questions and comments from the entire group and we share knowledge of several digital resources found helpful in our ongoing practices and self-study. (Content relevant to this workshop may be found at https://www.facebook.com/BehavingMindfully/.) |
| Audience: The workshop is designed for all certified behavior analysts, those who already practice mindfulness meditation, and those with little or no experience in such practices. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Mindfulness meditation, Self-management, Self-talk, Stress reduction |
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| Creating Nurturing Environments in Multiple Settings With the Use of Evidence-Based Kernels |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Seaport Ballroom G |
| Area: CSS/OBM; Domain: Service Delivery |
| CE Instructor: Anthony Biglan, Ph.D. |
| ANTHONY BIGLAN (Oregon Research Institute), MAGNUS JOHANSSON (Oslo Metropolitan University) |
| Description: Nurturing Environments (Biglan, Flay, Embry & Sandler, 2012) describes key areas in evolving a healthy culture: minimizing toxic social conditions, increasing reinforcement of prosocial behaviors, limiting problem behaviors, and promoting psychological flexibility in the pursuit of one's values and goals. An evidence-based kernel is a behavior?influence procedure shown through experimental analysis to affect specific behaviors (Embry & Biglan, 2008). Kernels are indivisible in the sense that removing any of their components would render them inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent or sufficient use of some kernels may produce longer lasting behavioral shifts, as prevention, interventions, treatments, or even for population-level public health outcomes. We will present up to 8 kernels. As a group, we will identify organizations, groups and other settings in which kernels can be implemented. We will encourage participants to adapt them for contexts relevant to their own work. We will use several of the kernels to facilitate experiential learning. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) List at least five evidence-based kernels; (2) Describe how at least three kernels can be implemented in more than one setting; (3) Create a plan for implementing and assessing the impact of at least one kernel. |
| Activities: Brief lecturing on available research on the kernels, and experience from using them in different settings. Experiential learning through application of several kernels throughout the workshop. Small group exercises and discussions on possible uses in settings relevant to participants. |
| Audience: Professionals interested in how evidence-based kernels can be useful to facilitate behavior change in multiple settings, to create nurturing environments in families, schools, workplaces and communities. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): evidence-based kernels, nurturing environments |
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| Behavior Analysis of Seizures |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Mission Beach A-C |
| Area: DDA/DEV; 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. Individuals 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 more about epilepsy. This workshop will educate behavior analysts about epilepsy with a behavioral approach. A basic review of neuroanatomy, neurophysiology and molecular events responsible for seizures and seizure-induced impairments in learning and behavior will be provided. The etiology, genetics and classification of various seizure disorders will be reviewed. Behavioral research on several animal models of seizures will be related to human cases. A frequent problem for developmentally disabled clients is that they are improperly medicated for seizures. This could be avoided with EEG (electroencephalography), which is a crucial test for accurate diagnosis of epilepsy. Workshop participants will learn how to prepare a client for cooperating with the EEG, without sedation or anesthesia. Participants will learn how epileptic seizures change an individual's ability to operate on their environment. Conversely, the environment often modulates seizures. Behavior analysts will benefit their clients who have epilepsy by learning about how to describe, measure and control these relationships. |
| Learning Objectives: At the conclusion of the workshop, participants 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) Know how to 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; (10) Explain some recent research on epilepsy and behavior analysis; (11) Explain how the environment can decrease abnormal brain activity and seizures. |
| Activities: Lecture and video presentations will alternate with discussions of key topics and audience questions and experiences regarding epileptic and non-epileptic behaviors. |
| Audience: Applied behavior analysts, special education teachers, psychologists and therapists who write behavior plans for individuals with developmental disabilities, including epilepsy. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, developmental disabilities, epilepsy, seizures |
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| An Ethical Approach to Addressing Problem Behavior in School Settings |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom B |
| Area: EDC/PRA; Domain: Service Delivery |
| CE Instructor: Stacey M. McIntyre, M.A. |
| MEGAN B. BOUCHER (The Ivymount School), STACEY M. MCINTYRE (Ivymount School) |
| Description: Behavior modification can be effective at reducing problem behavior. However, the use of arbitrarily selected reinforcers is no longer recommended as best practice. Using functional assessments to inform behavioral intervention produces treatments that are practical, ethical, and effective. Federal mandates require school personnel to conduct Functional Behavior Assessments and write Behavior Intervention Plans when problem behaviors impede students' educational performance. Many articles written to provide practical guidelines to school personnel include recommending multiple treatment components that create complex BIPs and can impact treatment effectiveness. This workshop will highlight a resource-efficient model for addressing problem behavior using function-based and non-function based approaches and the related ethical considerations (e.g., least restrictive environment, safety, treatment effectiveness, preference and staff training). Participants will discriminate between function-based and non-function-based treatment and identify the advantages and barriers to each. Also, participants will identify the key features of each tier in a Multi-Tier System of Supports framework and determine when to move to the next tier of intervention. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify the utility of a multi-tier system of supports framework within a school setting; (2) Identify universal supports that promote appropriate behavior (i.e., tier 1 intervention); (3) Identify when to move to behavioral interventions at tiers 2 and 3; (4) Discriminate between and identify advantages and barriers to: non-function based behavior intervention plan (BIP) and function-based BIP; (5) Identify and apply the ethics associated with function and non-function based treatment development. |
| Activities: Instructional strategies include: lecture, discussion, small group breakout |
| Audience: BCBAs, BCaBAs, BCBA-Ds, school psychologists and other behavior analytic providers working in a public or private school setting. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): function-based treatment, LRE, PBIS, staff training |
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| Part 1: Pragmatic Supervision: Evaluate, Analyze, Change, and Repeat |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, Torrey Pines 2 |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Pragmatic supervisors collect frequent, accurate, sensitive measures of client progress, and when clients are not meeting their progress goals, those supervisors make changes. A pragmatic supervision process includes the following steps: 1) Evaluate client progress and staff performance. 2) Analyze causes of inadequate client progress and staff performance. 3) Change staff resources, training, and management, and 4) Repeat the process until clients achieve desired outcomes. Organizations that operate pragmatically can achieve amazing results for their clients and stakeholders, but most don’t. This is an organizational performance problem, which could be solved if organizations had the necessary resources. One such resource is ProgressCharter, a mobile and web application that will make it easier to evaluate client progress, identifying which clients are not meeting progress goals, analyze the causes of inadequate client progress, using evaluations of staff performance and resources to identify can-do, know-how, and want-problems, and recommend specific changes in staff resources, training, and management, to ensure that each client makes desired progress. Please note, this is a three-part workshop and attendees must register for all threeparts. |
| 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 will provide a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and a web/mobile charting application. |
| Audience: This three-part workshop is for supervisors, program designers, staff trainers, and directors of schools and agencies serving individuals with learning difficulties. All participants will receive a one-year subscription to ProgressCharter, an application that makes it easier to evaluate client progress, analyze causes of inadequate progress, and recommend changes so that all clients can make efficient progress. Attend this workshop to learn the skills needed to improve the performance of your staff so that every client can achieve success. Participants should bring their laptops and smartphones or tablets to the workshop so that they can practice using ProgressCharter. Those who pre-register will receive some materials prior to the workshop. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): celeration efficiency, organizational performance, PARSE process, pragmatic approach |
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| Process Mapping to Make Your Agency More Efficient |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom D |
| Area: OBM/PRA; Domain: Service Delivery |
| CE Instructor: Lori H. Ludwig, Ph.D. |
| LORI H. LUDWIG (Performance Blueprints, Inc.) |
| Description: When a process is poorly designed or managed, the effects are often felt throughout your agency as well as by your clients, families, and stakeholders. Even the smallest and simplest process can have large effects on performance, so understanding and improving your processes is critical to your agency's impact. Process mapping can help. Process mapping is a behavior systems technique to make the invisible flow of work visible helping your team view their work objectively and make improvements together (Rummler, Ramais & Rummler, 2010). A process map can be used to visualize disconnects, redundancies and inefficiencies (Malott, 2003). A process map helps you create effective and efficient tasks and serves as an invaluable management tool to assist with accountability, teamwork, efficiency, quality, safety, customer satisfaction and competitive advantage. In this workshop, you will learn how to process map through a variety of case examples. You will spend the majority of the workshop building a process map for your agency with hands-on guidance along the way. You will leave the workshop with an action plan for improving process performance and a skill set that you can use for any process improvement effort in your business. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Explain the value of process mapping; (2) Build a process map; (3) Develop a process improvement action plan. |
| Activities: Instructional strategies include: Lecture, discussion, case examples, and guided practice |
| Audience: Individuals who are responsible for any process in their organization |
| Content Area: Methodology |
| Instruction Level: Basic |
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| Supervising Humans: A Look at Supervision Beyond the Task List |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Seaport Ballroom F |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: James A. Hoko, Ph.D. |
| JAMES A. HOKO (ACES), CARA M. CAPPALLI-DAVEY (ACES ), STEPHANIE ALINE REINOSO (ACES) |
| Description: An effective supervisor needs an understanding of how to provide training and supervision for job skills beyond what is outlined in the BACB task list. Although compliance with the task list is essential, it is important to develop an understanding of other contextual and indigenous contingencies at play for supervisees working in varied employment situations. These practical and unique challenges can be effectively addressed with an understanding of individuals' reinforcement histories and the application of evidence-based supervision protocols. This workshop will review how to identify management and leadership skills not specifically noted in the task list. It will then review strategies for the creation of performance-based goal setting for workplace success and skill remediation through performance improvement plans. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify skills critical for success in varied employment situations; (2) Determine supervisee reinforcement history and the contingencies needed to effectively supervise them; (3) Derive appropriate instructional objectives related to the critical skills; (4) Use evidence-based practices in addressing those instructional objectives. |
| Activities: This workshop will involve lecture, small and large group discussions, and small group break out activities. |
| Audience: This workshop is targeted towards BCBAs providing behavior analytic supervision to individuals seeking certification as a BCBA or BCaBA. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): evidence-based protocals, leadership, management, supervision |
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| Recognizing and Dealing With Everyday Ethical Dilemmas in the Workplace |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, Presidio 2 |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Richard B. Graff, Ph.D. |
| RICHARD B. GRAFF (May Institute) |
| Description: Behavior analytic practitioners encounter potential ethical dilemmas in the workplace on a regular basis. Some of these issues are fairly straightforward, and experienced BCBAs can deal with these situations fairly easily. However, on occasion, more difficult and complex ethical situations arise. Recognizing and dealing effectively with these situations is a critical skill that all behavior analysts must have. This presentation begins with a review of some common ethical dilemmas that can arise in the workplace. Then, we will review how to assess whether or not an issue rises to the level of being considered an ethical violation. We will review some strategies for evaluating the complexity of the situation, which may dictate if the behavior analyst has the ability to resolve the situation on their own, or if additional resources would be needed. We will also review the steps necessary to deal with a complex ethical dilemma. Finally, attendees will work in teams to develop potential solutions to hypothetical ethical dilemmas. Understanding how to recognize and deal with complex ethical issues will not only help you protect your clients, but will help to protect you as well. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to (1) describe at least five common ethical situations that can arise in the workplace; (2) describe one strategy for classifying the complexity of an ethical dilemma; (3) describe the steps necessary for effectively navigating a complex ethical dilemma. |
| Activities: Instructional strategies include: lecture, discussion, and small group breakout |
| Audience: This workshop is designed for behavior analyst practitioners. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Not the Same Old Ethics Talk |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Seaport Ballroom H |
| Area: PRA/PCH; Domain: Theory |
| CE Instructor: Cheryl J. Davis, Ph.D. |
| MARY ROSSWURM (LittleStar ABA Therapy), CHERYL J. DAVIS (7 Dimensions Consulting; SupervisorABA), MEGAN MILLER (Navigation Behavioral Consulting) |
| Description: Ethics, values and morals: these words have become synonymous and frequently overused in today's world and our profession. While most BCBAs know the code and feel they would make the correct decision in the face of an ethical dilemma, research has shown that most wouldn't if doing so would put them at a disadvantage. This workshop will distinguish the differences between ethics, values, character, morals and virtues and explore how they fit into the social contract that we all live in. We will briefly look at the teachings of Socrates, Plato and Aristotle and the roots of Western ethics and how children develop morals. We will explore how ethical decision making is a task we are faced with many times each day, but personal ethics vary so widely from person to person (think extra marital affairs, lying on personal tax forms, driving while intoxicated, just to name a few), yet many professionals are expected to follow and live by strict ethical codes in their business life. How does one balance this paradox? We will explore a doomsday theory of decision making and talk about some interesting literature on ethics from the business and leadership journals, which is very pertinent to our field. We will chat briefly about ethical dilemmas going on in the world around us and why so much attention has been given to ethics over the past seven to 10 years. This workshop takes a deep dive into ethics, explores why living by the code is so important for our field and the people we serve and shares strategies to help participants make the best decision the next time they are faced with a difficult issue. It is assumed that the attendee is already very familiar with the BACBs Professional and Ethical Compliance Code. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Define and differentiate ethics, values, character, morals and virtues; (2) Work through a "doomsday" process of decision making when faced with an ethical dilemma in order to calculate as many outcomes as possible; (3) Recognize the paradox between personal and professional ethics; (4) Recall appropriate strategies to assist in making the best decision when faced with a difficult issue. |
| Activities: Instructional strategies include: lecture, discussion, small group breakout, and videos.Supplemental materials of concepts presented will be provided in order to support participant learning and use after workshop is over. |
| Audience: Basic |
| Content Area: Theory |
| Instruction Level: Basic |
| Keyword(s): ethics, morals, The Code, values |
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| Practical and Ethical Methodologies for Assessing Function of Problematic Behaviors in the Natural Environment |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, Torrey Pines 3 |
| Area: PRA/DDA; Domain: Service Delivery |
| CE Instructor: Paulo Guilhardi, Ph.D. |
| PAULO GUILHARDI (Beacon ABA Services, Inc.), ROBERT K. ROSS (Beacon ABA Services), ASHLEY DOUGLAS (Beacon ABA Services ) |
| Description: The workshop will focus on the use of direct observation tools to generate hypothesis regarding function with direct practice on a tool that is more accurate and efficient. Following the identification of hypothesis to be tested, the workshop will focus on alternative experimental methods to test a subset of hypothesized functions and involve teaching alternative responses and do not reinforce problematic behaviors. Conclusions derived from current functional assessment practices heavily rely on indirect methods for gathering data (e.g. FAST, MAS). When a function is experimentally tested, current practices pose ethical, practical and theoretical concerns. Both approaches are problematic in that indirect data produces inaccurate and imprecise data, and experimental methods are typically not driven by a hypothesis, directly reinforce problematic behaviors, and do not involve simultaneous establishment of appropriate alternative behaviors. The workshop will conclude with an argument to support (1) direct observation of consequences be used in place of indirect data to develop hypothesis and (2) use of use of alternative experimental methods such a free-operant and trial-based functional analysis procedures. The proposed methodology provides a more ethical, conceptually systematic, and practical assessment of function. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe methods for raising hypothesis of function of problematic behaviors; (2) Collect data on consequences of problematic behaviors; (3) Develop functional analysis procedures to test hypothesis that do not reinforce problematic behaviors and teach functional alternative responses; (4) Conduct functional analysis; (5) Summarize functional assessment results. |
| Activities: Instructional strategies include: 1. Lecture 2. Discussion 3. Small group breakout- graphing and analysis activity 4. Video data collection exercise 5. Conduct of a mock functional assessment |
| Audience: Professionals responsible for conducting functional assessments and analysis providing services in schools, home, and community. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Direct Observation, FBA/Ethics, Free Operant, Trial Based |
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| Function-Based Restorative Justice Practices for Client Harm Reduction |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, Rancho Santa Fe 3 |
| Area: PRA/CSS; Domain: Service Delivery |
| CE Instructor: Worner Leland, M.S. |
| WORNER LELAND (Upswing Advocates), JANANI VAIDYA (The Chicago School of Professional Psychology) |
| Description: When encountering a crisis situation, helping professionals may have legal and ethical responsibilities that seem to be in conflict with one another. For many helping professionals some degree of mandated reporting exists as a part of their professions'ethical guidelines, and many places of employment have crisis policies in place that involve calling the police. In the United States, an estimated one third to one half of people killed in police shootings have had physical, intellectual, or developmental disabilities (Perry & Carter-Long, 2016), and the intersections of clients'identities may heighten this danger. Punitive measures including and up to the involvement of law enforcement often do not account for behavior function and do not focus on habilitation or training functional replacement behaviors. Function based restorative justice practices can be one meaningful way to reduce harm to clients in situations of crisis. This workshop will provide an overview of restorative justice and will examine ways in which helping professionals can incorporate alternate interventions in moments of crisis to reduce risks and benefit their clients as much as possible. Empirically supported literature and data will be presented where applicable and available, and audience questions and discussion will be welcomed throughout the workshop. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state which guidelines in the Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2014) are applicable to restorative justice, (2) state the key components of behavior escalation and best practices for intervention, (3) describe the costs and risks of punitive crisis intervention practices, (4) state the critical components of engaging in restorative justice practices, and (5) apply strategies from restorative justice models to reduce client harm in a case study. |
| Activities: Activities will include: Pre/post quizzes, lecture, small group discussion, FreeWrite exercises, and worksheets. |
| Audience: Audience: BCBA-D, BCBA, BCaBA, RBTs, or those training to be any of these who are interested in building their competence around the topic of function based restorative justice. Teachers, therapists, and other helping professionals are also welcome to attend. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): behavior function, deescalation, restorative justice, transformative justice |
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| Becoming an Expert on CPT Codes |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom F |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Thea H. Davis, M.S. |
| Katherine Johnson (Advances Learning Center), KEVIN J. SCHLICHENMEYER (TACT, LLC ), Brandon Herscovitch (ABACS, LLC), JESSICA WENIG (Advances Learning Center), THEA H. DAVIS (Autism Bridges) |
| Description: This workshop provides attendees with a detailed description of the American Medical Association's CPT codes, used for billing ABA services. Attendees will understand what is billable and non-billable under the CPT codes, when to use each code and how these codes differ from the HCPCS codes. General considerations will be discussed with regard to valuing CPT and HCPCS billing code sets, considering practice expenses, and practice fee schedules, within the constraints of relevant antitrust laws. An update will also be provided on proposed revisions and amendments to the current CPT codes. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify at least one CPT code used by LBAs and BCBAs to bill for insurance-funded ABA services; (2) identify at least one similarity and one difference between CPT codes and H codes; (3) list a key element in the process of secondary billing; (4) list at least one strategy for calculating practice expenses under contracts to capture all clinical and non-clinical expenses when providing insurance-funded ABA; (5) identify at least one potential impact (inherent contingency) of untimed CPT codes upon their practice. |
| Activities: The workshop will include brief lecture, discussion, practice exercises in small groups, and question/answer sessions. Opportunities to provide written and oral responses will be provided. Packets with supplemental materials will be given to each participant. |
| Audience: The target audience for this workshop is practitioners who provide insurance-funded services. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): billing, CPT codes, HCPCS codes, insurance |
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| Using ABA to Conceptualize Disorders in the Diagnostic Statistic Manual of Mental Disorders (DSM-5) |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom HI |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Monica Gilbert, M.S. |
| MONICA GILBERT (Carlos Albizu University) |
| Description: Behavior Analysts commonly implement Applied Behavior Analysis (ABA) treatment to individuals diagnosed with Autism Spectrum Disorder (ASD). The benefits of ABA for individuals with ASD has been widespread and well incorporated in the community. However, it is still not a common practice for Behavior Analysts to receive referrals from other professionals for individuals that are not diagnosed with ASD but rather another diagnosis or a comorbid diagnosis from the DSM-5. To break this stigma, it is imperative to show how ABA can a be an effective strategy for individuals with other disorders. Moreover, many times, Behavior Analysts are told the client's diagnosis but have limited understanding of how the diagnosis impacts the modality of the assessment and treatment. Finally, insurance companies' approval of ABA services are based on "medical necessity guidelines" which are highly correlated with the diagnosis seen in the DSM-5. The aim of this workshop is to clearly define and conceptualize some of DSM-5's diagnosis such as; ADHD, ODD, ID, Conduct Disorder, Major Depression, Bipolar Disorder, GAD, Trichotillomania, Excoriation, Pyromania and Kleptomania, and teach relevant empirically derived facts as well as factors to consider when completing a Functional Behavior Assessment (FBA).The future aim of this workshop is to stimulate further studies that will prove the effectiveness of using ABA to target DSM-5 diagnosis and further incorporate the use of ABA into clinical practice. |
| 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 through the interaction of private events and motivating operations; (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; (8) Learn effective communication skills that will alter private events in others. |
| Activities: Workshop activities will include didactic instruction, small group breakout, video modeling, guided practice and role plays. |
| Audience: BCaBA, BCBA, graduate students and Licensed psychologist |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Motivation, motivational interviewing, parent training, Private events |
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| Poser Applied: Creating Poser Animations for Applied Behavior Analysis Teaching and Demonstration Purposes |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, Torrey Pines 1 |
| Area: TBA/PCH; Domain: Theory |
| CE Instructor: Michael Keenan, Ph.D. |
| Michael Keenan (Ulster University), LEE CADIEUX (Arts and Humanities Research Institute; Ulster University) |
| Description: In this workshop, participants will be introduced to Poser, an application from software developer Smith Micro, for generating dynamic 3D CGI content that can be used as an enhanced and economical alternative to live-action video for teaching and demonstration purposes. Professor Keenan will outline his approach to the software and how he has used it as an alternative to live-action video to generate specific examples of behaviour for instruction and demonstration purposes in the teaching of Applied Behaviour Analysis (ABA). He will discuss the ethical issues surrounding the use of video recorded real-life case studies and how the use of Poser animations may avoid any such concerns. Mr. Cadieux will provide a hands-on demonstration of the software, giving participants a guided tour of the user interface, menus, libraries of content, tools and demonstrate the dynamic capabilities. As well, an overview of Classical Animation technique will be provided; showing how the Principles of Animation may be used to enhance and refine Poser animations with life-like realism. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) define how the Poser software application may be used to create an ethical alternative to real-life case study examples in teaching ABA; (2) define the expense and complexity of the production of live-action video examples for teaching ABA; (3) know how to navigate the Poser user interface, libraries, and tools; (4) know how to alter and adjust Poser animations with minimal effort to provide variations in gender, race, costume and age; (5 )know how to use Classical Animation techniques to enhance realism in Poser animations for teaching. |
| Activities: Instructional Strategies for this introductory level workshop will include Lecture, Demonstration and Discussion through Small Group Breakout. Workshop objectives will include elements of guided practice through Video Observation and Discussion. Tutors will apply Interview and Case Study methodologies. Supplemental materials will be distributed electronically. |
| Audience: Teachers of behaviour analysis |
| Content Area: Theory |
| Instruction Level: Advanced |
| Keyword(s): Animation, CGI, Multimedia, Poser |