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| Ethical Considerations: What Every Behavior Analyst Should Know About Augmentative and Alternative Communication Decision-Making |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Lucerne Ballroom Level, Lucerne 3 |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Catherine Horton, M.S. |
| CATHERINE HORTON (Pyramid Educational Consultants, Inc.), Andy Bondy (Pyramid Educational Consultants, Inc.) |
| Description: An overwhelming number of communication options exist for our learners with complex communication needs. Practitioners are not only faced with decisions related to the type of Augmentative and Alternative Communication (AAC) system, but are also tasked with choices related to the most effective teaching strategy. Behavior analysts must be familiar with the available options, critically review the current research and make informed recommendations; all while maintaining compliance with the BACB Professional and Ethical Compliance Code and working collaboratively with other members of the educational team. This presentation will review three current and popular approaches in the field including Aided Language Stimulation/Modeling, core vocabulary and presumed competence. Relevance to the Code will be explored and participants will be presented with related ethical dilemmas with proposed solutions. Participants will leave the training with a framework for analyzing new communicative approaches while maintaining positive, ethical team collaboration. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) State specific guidelines from the BACB Professional and Ethical Compliance Code in relation to AAC decision-making (2) Describe current popular approaches in the field of AAC, specifically including Aided Language Stimulation/Modeling; core vocabulary and presumed competence. (3) Describe strategies for working cooperatively with other educational team members. |
| Activities: Workshop objectives will be targeted via a balanced presentation of lecture, group discussion and analysis of videos demonstrating key concepts. Ethical scenarios will also be presented for small group discussion and problem-solving. |
| Audience: Intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): AAC, Core Vocabulary, Presumed Competence, Pyramid |
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| Augmentative and Alternative Communication Intervention Strategies for Individuals With Autism |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 1 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Joseph Novak, Ed.D. |
| JOSEPH NOVAK (REED Academy; Kean University) |
| Description: AAC will be 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, the range of communication systems (low tech to high tech), and brief information related to assessment are reviewed. Research on the efficacy of speech-generating devices for supporting communication needs of individuals with autism will be explicitly reviewed. 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: 1) Participants will be able to describe the research to date on the use of speech-generating devices for individuals with autism. 2) Participants will be able to accurately describe the initial steps in implementing an AAC-based intervention as well as curricular goals to move beyond requesting. 3) Participants will be able to accurately describe various instructional strategies including language modeling and direct prompting. 4) Participants will be able to describe a protocol for supporting vocal speech for individuals who use SGDs as well as the rationale behind the techniques within the protocol. |
| Activities: - Instructional strategies include: lecture, discussion, small group breakout (as appropriate). - Workshop objectives will be met through a presentation of lecture, video, and group discussion. - Core content will be taught through lecture and video demonstrations of strategies will be provided as appropriate. - 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 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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| Using a Behavior Skills Training Model to Increase Fluency in Play-Based Discrete Trial Teaching |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich D |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: E Amanda DiGangi, Ph.D. |
| E AMANDA DIGANGI (Arizona State University), SAMUEL DIGANGI (Arizona State University) |
| Description: Working with toddlers and preschoolers can be tricky business. Young children often lack skills necessary to sit and attend for even short periods of time, making instructional control a critical issue. The authors will present a play-based approach to discrete trial teaching that follows the child’s lead and maximizes establishing operations to increase acquisition of a variety of skills and behavioral cusps. The presentation will demonstrate the approach using a Behavioral Skills Training model to build fluency. Participants will practice the approach in teams and use specific strategies to build and measure fluency with their teammates. Preliminary data on improved fluency using the BST model will also be presented. Participants will be provided fidelity sheets and fluency data sheets for use in their own practice. This workshop is for BCBAs/BCaBAs who supervise programming for young children with developmental disabilities, including autism. The target audience are those individuals who are responsible for training and supervision of front line therapy, early intervention, or preschool special education staff. The workshop will use videos, demonstration, and hands on practice. |
| Learning Objectives: At the end of this workshop, participants will be able to: 1. Compare and contrast a play-based approach to Discrete Trial Teaching (DTT) with more traditional "table time" approaches. 2. Describe in detail a Behavior Skills Training model for increasing fluency in play-based DTT for their staff. 3. Demonstrate increased fluency in play-based DTT through fidelity and timed scoring methods. 4. Collect data on fluency in play-based DTT across 5-minute data collection probes. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, discussion, demonstration, video examples, guided practice, and team practice, and fluency building exercises. |
| Audience: This workshop is for BCBAs and BCaBAs who supervise programming for young children with developmental disabilities, including autism. The target audience are those individuals who are responsible for training and supervision of front line therapy, early intervention, or preschool special education staff. It is expected that this audience will have advanced level knowledge of applied behavior analysis and some amount of experience in training and supervising staff. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): autism, early intervention, preschoolers, toddlers |
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| Ethical Approaches to Teaching Social Skills for Individuals Diagnosed With Autism Spectrum Disorder |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Lucerne Ballroom Level, Alpine 1 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Joseph H. Cihon, M.A. |
| JUSTIN B. LEAF (Autism Partnership Foundation; Endicott College), JOSEPH H. CIHON (Autism Partnership Foundation; Endicott College), CHRISTINE MILNE-SEMINARA (Autism Partnership Foundation; Endicott College), JULIA FERGUSON (Autism Partnership Foundation) |
| Description: Autism spectrum disorder (ASD) is characterized by deficits in social skills, including, but not limited to, social communication, interaction, and reciprocity. To address these deficits, there are a myriad of social skills interventions available to the behavior analyst. Unfortunately, many of these interventions lack methodologically sound empirical support for their effectiveness, while others could be considered pseudoscientific and/or antiscientific. Behavior analysts who provide or oversee these interventions have an ethical obligation to select and provide effective intervention. Therefore, it is essential for behavior analysts to have a firm understanding of effective social skills interventions as well as the skills necessary to identify social skills interventions that lack empirical support and may be ineffective or harmful. The purpose of this workshop is to introduce practicing behavior analysts to the empirical evidence of several popular social skills interventions, provide examples of how to identify and research potentially pseudoscientific interventions, and outline the importance of understanding the evidence and identification of pseudoscientific interventions as it relates to ethical obligations to clients. |
| Learning Objectives: At the conclusion of the workshop, the participants will be able to: 1. identify and describe several evidence-based social skills interventions for individuals diagnosed with ASD 2. identify and describe at least two commonly used social skills interventions for individuals diagnosed with ASD that lack empirical support or align closely to a pseudoscience 3. describe the ethical implications of using social skills interventions that lack empirical support |
| Activities: Workshop objectives will be met through a balance of presentation methods including, but not limited to, lecture, video observation, discussion, small group break out, target reading, and guided practice. |
| Audience: This workshop is intended for any behavior analysts providing social skills interventions for individuals diagnosed with ASD. Standardized competencies (e.g., BCBA) are suggested but not required. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): evidence based, pseudoscience, social skills |
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| Real Supervision: There’s No App for That |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, Monte Rosa |
| Area: AUT/TBA; Domain: Service Delivery |
| CE Instructor: Jeremy H. Greenberg, Ph.D. |
| JEREMY H. GREENBERG (The Children's Institute of Hong Kong) |
| Description: This three-hour intensive workshop will include evidence-based teaching, learning, and supervision strategies ad tactics from the Applied Behavior Analysis research literature. The content is aimed at behavior analysts and supervisors who are charged with the supervision of RBTs, Board Certified Assisitant Behavior Analysis, and BCBAs working with students having various special education needs. |
| Learning Objectives: 1. Participants will become literate in the The Learn Unit and supporting literature through Active Student Responding (ASR). 2. Participants will learn the rules included in the Data Decision Protocol (Keohane, 1997; Greer, 2002; Greenberg, 2007) through hands-on presentation and exercises. 3. Participants will learn about the TPRA procedure, supporting research, and practice data collection and IOA using video models. |
| Activities: 1. Instructional strategies include lecture, keynote presentation, review of related research literature in Applied Behavior Analysis 2. Practice using video models will be included for all participants. This will include a hands-on IOA practice. |
| Audience: Advanced behavior analysts, and supervisors of teachers working with students with special education needs. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): learn units, supervision, teacher training, TPRA |
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| Effective Toilet Training for Individuals With Autism and Developmental Disabilities: From Assessment to Treatment |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich G |
| Area: AUT/DDA; Domain: Applied Research |
| CE Instructor: Frank R. Cicero, Ph.D. |
| FRANK R. CICERO (Seton Hall University) |
| Description: Current literature indicates that behavioral toileting methods continue to be effective for individuals with and without disabilities for both urination and bowel training. The current workshop will present the audience with empirically supported procedures for toilet training individuals on the autism spectrum using a variety of methods consistent with the principles of ABA. First, a brief review of the literature on toilet training will provide the audience with background information showing empirical support for behavioral principles and procedures. Seminal articles in the field of ABA will be discussed. Next, the presenter will discuss the importance of conducting an objective assessment of problem skill areas so that treatment procedures can be properly individualized and designed. Assessment procedures and functional hypotheses will be discussed targeting both urination and bowel movement accidents. Forms of data will include narrative ABC data, frequency counts and scatter plots. The details of a reinforcement-based urination training procedure will be presented. The audience will be presented with a task analysis for how to run the procedure and analyze treatment results. The presenter will then outline the details of assessment, treatment, data analysis and evaluation for bowel training. An emphasis will be placed on functional assessment for bowel accidents so that treatment can be tailored to function. |
| Learning Objectives: 1. Through this workshop, audience members will be able to conduct an assessment of toilet training issues and needs. 2. The audience members will be able to design and implement an effective urination training intervention. 3. The audience members will be able to design and implement an effective bowel training intervention. 4. The audience members will learn how to collect data for a toileting intervention in order to make useful data-based treatment decisions |
| Activities: Workshop activities will include didactic instruction by the presenter guided by a power point (which will be distributed as a hand out), discussion of distributed materials including assessment protocols, data sheets, task analyses and sample treatment plans, role plays of treatment strategies, group discussion and the answering of audience questions. Discussion of case examples will also be provided. |
| Audience: The workshop content will be at the intermediate level. Basic principles and procedures of applied behavior analysis will be described related to how they can be used in toilet training interventions, however the workshop is not designed to teach these basic principles and procedures for people who are unfamiliar with ABA. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): bowel training, toilet training, urination |
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| Including Groups In a Client's Day-Scheduling Ideas and Teaching Staff to Become Effective Group Teachers |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 2 |
| Area: AUT/OBM; Domain: Service Delivery |
| CE Instructor: Britany Melton, M.S. |
| BRITANY MELTON (Endicott College), JILL E. MCGRALE MAHER (Massachusetts Preparatory Academy for Children), IAN MELTON (Endicott College, Riverbend Behavioral Health), COURTNEY MAHER (Michigan State University ), KRISTI WITKOWSKI (Strategic Behavior Solutions) |
| Description: While discrete trial instruction is an essential instructional model for students with autism spectrum disorder, there is a growing need for clients to become effective group learners. As a result, for students to learn effectively in groups, it is essential that teachers are skilled in providing group instruction. While many programs teach staff to be very skilled one-to-one instructors, very few teach the skills necessary to provide students with rapid skills development in group situations. Furthermore, scheduling groups that make sense in terms of client’s learning styles, treatment plan targets, and behavioral needs is not an easy task. This workshop will provide participants practical resources. Participants will be introduced to a comprehensive model to assess staff’s current group teaching skills, as well as a systematic method of designing, implementing, and evaluating programs to teach staff to teach groups of students. Skills acquired will be generalizable across all age groups as participants will review the process from development of the daily schedules to include groups, designing data collections systems, training staff, and evaluating progress. |
| Learning Objectives: • Identify guidelines for constructing groups • Discuss group teaching strategies using empirically based techniques and interventions • Develop data collection systems • Identify key components for staff training programs • Practice strategies for teaching staff to teach groups • Promote the use of best practice and ethical standards |
| Activities: Didactic instruction Role-play Development of staff training program Development of data collection procedures |
| Audience: Directors, supervisors and instructors for children with autism spectrum disorder and related disabilities |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Help Us Help You: Rapport Building and the Applied Setting |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, Lugano |
| Area: CBM/OBM; Domain: Service Delivery |
| CE Instructor: Adrienne Hursh, M.A. |
| ADRIENNE HURSH (Pyles and Associates; The Chicago School), LIZZIE WONG (Pyles and Associates), SHAI MAOR (Pyles and Associates) |
| Description: In a field where human interaction is an essential component for effectively conducting interventions based on principles of behavior analysis, very rarely do we thoroughly discuss what it entails to establish good rapport. Studies have shown that having good rapport with families and staff helps to increase their cooperation with implementing our interventions. In addition, another study demonstrated that staff with bad rapport in a group home, did not start to see a decrease in their consumers problematic behaviors until after the staff started to implement components that lead to good rapport. That is not to say that good rapport alone is the only intervention needed, but it is an extremely important component that so very often gets overlooked. |
| Learning Objectives: 1) Identify behaviors associated with "rapport" 2)Discuss and implement components that help build rapport, in addition, to identifying behaviors that hinder rapport building 3) Discuss and implement behavior skills training to teach rapport building components |
| Activities: Workshop activities include lecture presentation, handout of lecture material, discussion, and small group activities. |
| Audience: This workshop is appropriate for those who work in a clinical setting with clients and for those who train others who work in a similar capacity. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): BST, Clinical, Rapport building, staff training |
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| Managing Stress Using Mindfulness Meditation and Behavior Analytic Practices |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 3 |
| Area: CBM; Domain: Service Delivery |
| CE Instructor: Robert Stromer, Ph.D. |
| ROBERT STROMER (George Brown College), ELISABETH KINNEY (Behavioral Learning and Leadership), CYNTHIA LONG (Square One) |
| Description: The ability to manage stress under ever-changing conditions is an essential skill set for the behavioral practitioner; and doing so may require retooling one’s self-care 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 relaxation. Therefore, this workshop is about supplementing one’s self-management and self-regulation skills to cope with life’s challenges and to reduce the likelihood of disabling emotional states such as stress, anxiety, and depression. The supplement skills come from empirically supported protocols on stress management and cognitive therapy – Mindfulness-Based Cognitive Therapy, Mindfulness-Based Stress Reduction, and Koru Mindfulness® – skills readily learned and generalized to real life. As a take-home practice, attendees learn a meditation called the Three-Minute Breathing Space. Participants also devise a post-workshop plan for relaxation training and everyday stress management. Follow-up teleconferences by the workshop instructors assist in attendees’ implementation of their plan. Practitioners in command of mindful self-care skills may enjoy their work more and be well equipped to teach others to do the same. |
| Learning Objectives: a) State potential benefits of mindfulness meditation as a supplement to one’s emotional self-regulation repertoire. b) Identify key skills common to mindfulness meditation and stress reduction (contexts, physical postures, breathing, self-instructions, etc.). c) Demonstrate the chair-supported sitting posture used during formal practice and the kinds of self-instructions that typify the Three-Minute Breathing Space. |
| 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) enable meaningful practice opportunities in a pivotal meditation called the Three-Minute Breathing Space. Activities include the use of (a) demonstrations, (b) written rationales and scripts appropriate for the two roles rehearsed by pairs of attendees, 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. Wrap-up activities address questions and comments from the entire group; and we assist attendees design a follow-up plan to investigate further the self-care skills targeted in the workshop. Afterwards, participants may contract with us to attend weekly teleconferences designed to assist in their implementation of mindfulness meditation practices. |
| Audience: The workshop is 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 |
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| Behavioral Relaxation: Training and Scale |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich E |
| Area: CBM/PCH; Domain: Service Delivery |
| CE Instructor: Victoria Stout Kubal, M.S. |
| VICTORIA STOUT KUBAL (Madera County Behavioral Health Services) |
| 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: By the end of the workshop, each participant will be able to: •Position his/her own body in alignment with the 10 overt relaxed behaviors from Upright Behavioral Relaxation Training (URT). •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. •Give another individual appropriate feedback so that the other individual can correct himself/herself according to the 10 URT postures. •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 disability; 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: Intermediate |
| Keyword(s): Mindfulness, Relaxation, Self-control, Stress management |
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| Assessment and Treatment of Children With Emotional and Behavioral Disorders: Broadening the Lens |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Lucerne Ballroom Level, Lucerne 2 |
| 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 objectives will be met using lecture, role-play, case presentations, discussion and small-group interaction. |
| Audience: Participants can include BCBAs, teachers, psychologists, psychiatrists, nurses, counselors, and social workers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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 Delivering Effective Behavioral Services Across Communities: Culture as a Maintaining Variable |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich B |
| Area: CSS; Domain: Service Delivery |
| CE Instructor: Michele R. Traub, Ph.D. |
| MICHELE R. TRAUB (St. Cloud State University) |
| Description: Behavior analysts are trained to evaluate the environmental variables affecting the behavioral repertoires of our clients, but we rarely apply such analyses to the families and communities of those clients. In an increasingly diverse, multicultural, and multinational world, the role of culture in shaping repertoires, expectations, priorities, and values cannot be ignored when developing treatment programs for clients and their caregivers. This workshop will define culture in operational terms, discuss its role as an environmental variable influencing behavior, and detail methods behavior analysts can employ to navigate complex issues of culture and community values while staying true to the scientific practices of behavior analysis. The impact of culture on ethical and professional practice, with specific reference to the BACB Professional & Ethical Compliance Code, will also be discussed. |
| Learning Objectives: Following this workshop, attendees will: 1. Be able to discuss and interpret cultural variables through a behavioral lens. 2. Identify common barriers to behavior-analytic service delivery across cultures and communities. 3. State behavioral methods of building rapport across cultures, incorporating familial and community values and goals into treatment planning, and developing culturally and ethically acceptable interventions for clients. 4. Discuss potential conflicts between cultural practices and the BACB Professional & Ethical Compliance Code and be able to resolve those conflicts effectively. |
| Activities: This workshop will include lecture, group discussion, small-group activities, and role play exercises. |
| Audience: This workshop is appropriate for BCaBAs and BCBAs working in diverse communities, practitioners and clinical directors serving a diverse clientele, and academics interested in increasing cultural competence in the field of behavior analysis. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): cultural competency, parent training, social validity |
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| Severe Behavior Problems: Functional Behavior Assessment, Behavior Support Plan, Behavioral Skills Training, Evaluation and Problem Solving |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Lucerne Ballroom Level, Lucerne 1 |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Peter Sturmey, Ph.D. |
| PETER STURMEY (The Graduate Center and Queens College, City University of New York) |
| Description: Practitioners often work with individuals with severe behavior problems such as aggression, tantrums, self-injury, pica and rumination. Although graduate classes provide some basic training application to practice is challenging, even for experienced practitioners. The purpose of this workshop is to provide instruction and problem solving in developing, writing and using Functional Behavior Assessments (FBAs), Behavior Support Plans (BSPs), Behavioral Skills Training and solving common challenges in implementation. The workshop will: (a) describe the minimum components of a functional behavior assessment (FBA) and provide good and bad examples of FBAs and examples of indicated and contraindicated intervention strategies; (b) describe the common elements of adequate behavior support plan (BSP) based on the FBAs’ (c ) describe how to translate the FBA into an adequate BSP using evidence-based practices; present and illustrate the application of task analysis of a BSP; (d) describe the steps in Behavior Skills Training (BST) as applied to teaching replacement behaviors, other prevention strategies, and responding to the replacement and target behaviors; (5) describe solutions to common implementation problems; and (6) illustrate the application of peer support for practitioners. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the minimum components of a functional behavior assessment (FBA); (2) write a behavior support plan (BSP) based on the FBA; (3) Write a task analysis of a BSP; (4) Describe the steps in Behavior Skills Training (BST); and (5) state solutions to common implementation problems. |
| Activities: The workshop will use lecture-type and group presentations; discussions and applications to individual cases. Participants are encouraged to present their individual cases. |
| Audience: This is an intermediate-level workshop. Graduate students, practitioners, applied behavior analysts, teachers, school psychologists who are working with individuals with severe behavior problems, supervisors and administrators should participate. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Behavior Plan, Behavior Problems, Functional Assessment, Skills Training |
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| Hustle and Flow, Don't Let Yourself Go: Self-Care for the Behavior Analyst |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich F |
| Area: DDA/AAB; Domain: Service Delivery |
| CE Instructor: Bobby Newman, Ph.D. |
| AMANDA NARRA (Proud Moments), ELIZABETH DRAGO (Proud Moments), BOBBY NEWMAN (Proud Moments) |
| Description: Self-care is enshrined in the ethical guidelines of several human service fields. Within ABA, there are ethical guidelines regarding caseloads that are related to how many clients can effectively be seen. Part of that relates to the resources available to the behavior analyst. Largely ignored, however, are issues of self-care and how stress can affect effective service delivery. The ethics of caseload, efficiency and techniques for managing self-care will be explored. |
| Learning Objectives: 1. Attendees will describe BACB ethical guidelines related to caseload and service delivery. 2. Attendees will describe the effects of stress on the individual and their practice. 3. Attendees will learn and practice stress management techniques. 4. Attendees will learn self-management techniques related to work load and self-care. 5. Attendees will describe research regarding stress, "burnout," staff turnover and coping strategies. |
| Activities: This workshop will consist of a combination of lecture, guided group discussion, and specific exercises related to work/caseload, stress, "burnout," practitioner effectiveness and staff turnover. Video will be used to demonstrate core concepts. |
| Audience: The target audience is intermediate level behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Behavioral Analysis of Seizures |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, Montreux 2 |
| Area: DDA/EAB; Domain: Basic 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, 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. Know how to prepare a client for cooperating with EEG tests, without sedation or anesthesia. 8. Discriminate pseudoepileptic versus epileptic seizures. 8. Manage learning and behavior disorders effectively in clients with epilepsy. 9. Explain some recent research on epilepsy and behavior analysis. 10. Explain how the environment can decrease abnormal brain activity and seizures. |
| Activities: The workshop activities will include lecture, group discussion, video observation, and interactive activities to test knowledge (using Kahoot). Students will have access to videos, peer reviewed articles and chapters on Research Gate before the conference. |
| Audience: Clinical behavior analysts and experimental analysts with an interest in learning effective methods for analyzing seizures and their immediate and long term effects on intellectual functioning, everyday behavior and behavior disorders. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): behavior disorders, epilepsy, intellectual disability, seizures |
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| Ethical Pragmatism: Skinner's Ethics of Helping People |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, Montreux 3 |
| Area: PCH/CSS; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC), EDWARD M. FRAMER (Health Fitness Corporation, Inc.) |
| Description: Skinner's "ethical pragmatism" asks "What outcomes are in the best long-term interest of the client?" Once those outcomes have been identified, the next question is "What explanations and procedures will be the most useful in helping the client achieve those outcomes?" Although legal, statutory, and regulatory rules can be useful, the practitioner's first duty is always to act in the best long-term interest of the client. This workshop will provide a practical procedure for solving ethical problems, always with the goal of identifying and acting in the client's best interest. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe Skinner's ethical pragmatism as an ethical problem-solving procedure. (2) Describe ethical dogmatism and contrast it with ethical pragmatism. (3) Solve ethical problems using Skinner's ethical pragmatism procedure. |
| Activities: Activities will include lecture, discussion, small group breakouts and targeted reading. Case studies of ethical problems will be provided for participant practice along with a problem-solving procedure based on Skinner's ethical pragmatism. |
| Audience: Practitioners of behavior analysis |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Ethics, Pragmatism, Skinner |
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| Implementing Effective Competency-Based Parent and Caregiver Training |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Lucerne Ballroom Level, Alpine 2 |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Frances Nieves Serret, M.S. |
| FRANCES NIEVES SERRET (Advances Learning Center; Learn Behavioral), CASEY KANE (Advances Learning Center; Learn Behavioral), GINETTE WILSON BISHOP (Advances Learning Center; Learn Behavioral), KATHERINE A. JOHNSON (Advances Learning Center; Learn Behavioral) |
| Description: The importance of generalizing effective behavioral support strategies and techniques to parents and caregivers of clients with challenging behaviors is critical. As is providing an effective and successful training model for teaching parents and caregivers to implement these strategies with competence and fluency. This workshop will present a competency-based Parent/Caregiver Training model, components of which include a social validity rating scale, pre-test and post-test measures, lectures, role-plays, modeling, procedural integrity data collection, prompting guidelines, and performance feedback. Hands-on activities for each component will be included, along with strategies for individualization of both content and pacing, and for utilizing data-based programming decisions to ensure optimal success and effectiveness. |
| Learning Objectives: At the completion of the workshop, participants will be able to: 1. Develop and effectively implement individualized, competency-based parent training models 2. Design user-friendly programming for parents/caregivers. 3. Devise data collection systems to accurately record procedural integrity of parent/caregiver implementation of programming. |
| Activities: The format combines: - Lecture - Discussion - Small group activities |
| Audience: The intended audience includes: - BCBAs who design and implement parent/caregiver training - Teachers, SLPs, behavioral instructors, or therapists who implement parent/caregiver training under BCBA supervision. - Anyone interested in developing effective parent/caregiver training models for clients and their families. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Behavioral Interventions, Competency-Based Training, Parent Training, Social Validity |
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| Five Minutes to Peace and Calm During the School Day |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Currents |
| Area: TBA/EDC; Domain: Service Delivery |
| CE Instructor: Mindy Miles, M.A. |
| MINDY MILES (Miles ABA Services, PLLC), Mona Fuluvaka (Miles ABA Services, PLLC), NICHOLE FEHER (Miles ABA Services, PLLC), HEATHER BERNSTEIN (Miles ABA Services, PLLC) |
| Description: This presentation will discuss how to teach school systems to create an improving set of conditions so that the student and the school personnel can have the success they desire. This presentation will cover the topics of how to teach how to predict the of success of a demand, how to modify the demands once it has been given based on precursors, what demand to give based on precursors, pairing difficult students, tricks and tips to solve an impending situation, teaching quick preference assessments, how to move the goal posts once the behavior has been stabilized and why all this matter in the classroom. This presentation includes forms and tools that can be used for teaching school personnel. |
| Learning Objectives: At the end of the workshop participants will be able to 1) Identify the components of the task analysis of learner behavior 2) determine present levels of a hypothetical learner 3) create a plan for teaching others how to work on the targets contained in the task analysis of learner behavior |
| Activities: This workshop will combine lecture, videos, discussions, guided practice to support the participant's learning of the objectives outlined. |
| Audience: The workshop would benefit those working in schools and other community settings where teaching of behavior analytic principles are being taught. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Behavior challenges, Teaching |
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| The Ethics of Supervision |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich C |
| Area: TBA/EDC; Domain: Service Delivery |
| CE Instructor: Cheryl J. Davis, Ph.D. |
| CHERYL J. DAVIS (The Sage Colleges; SupervisorABA), DANA R. REINECKE (Capella University; SupervsiorABA) |
| Description: There are at least three levels of ethical consideration that should be addressed in any supervision relationship, including the supervision of BCBA candidates and ongoing supervision of BCaBAs and RBTs. One level concerns the relationship and actions between supervisor and supervisee, and another concerns the actions of the supervisee outside of supervision contact. Lastly, the supervisor must be prepared to teach the ethics of behavior analysis to the supervisee and ensure ongoing understanding of the Compliance Code. This workshop will explore all three levels, and provide information and active learning opportunities to develop supervisor skills in the ethics of supervision. Participants will analyze ethical dilemmas, develop potential solutions, and practice using Behavior Skills Training and Performance Feedback to implement these solutions. Case studies will be generated by participants to ensure that the most relevant issues are addressed. Participants should bring a paper or digital copy of the BACB Compliance Code to the workshop. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. describe ethical considerations in the supervisor/supervisee relationship and actions 2. describe ethical considerations in the supervisee’s behavior outside of direct supervision contact 3. describe strategies for teaching ethics in the field of behavior analysis to their supervisees 4. explain how a given supervision-related ethical dilemma is related to the compliance code and how to resolve the problem 5. use Behavior Skills Training to resolve an ethical dilemma in supervision 6. use Performance Feedback to address an ethical concern with a supervisee |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, discussion, small group breakout, and guided practice. |
| Audience: The target audience is BACB supervisors who have completed an 8-hour supervision training. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): BACB supervision, Effective Supervision, Ethical supervision, Supervisory skills |
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| Training Technicians: Using Our Science to Teach New Providers |
| Thursday, May 23, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Third Floor, Bianco |
| Area: TBA/AUT; Domain: Service Delivery |
| CE Instructor: Rachel L. White, Ph.D. |
| RACHEL L. WHITE (University of Alaska Anchorage; Good Behavior Beginnings) |
| Description: There is high demand for competent behavior technicians who can work effectively with children with autism. The Behavior Analysis Certification Board (BACB) offers a Registered Behavior Technician (RBT) credential as a way to identify competent behavior technicians. Although the RBT credential requires training and a competency assessment completed by a BCBA, the competency assessment lacks clear operational definitions and mastery criteria for each task. While the science of behavior has clearly demonstrated effective ways to teach individuals new skills, many BCBAs are struggling to create effective systems to train new providers. This workshop will use Behavior Skills Training (BST) to teach BCBAs how to create a provider training package that uses BST to teach the skills necessary for a new provider to pass a competency assessment. Participants will develop mastery criteria; create structured activities for practice and assessment; and streamline training for behavior technicians. This model has been used at the University of Alaska Anchorage in the Center for Human Development to train providers across the state, exclusively at a distance. |
| Learning Objectives: 1. Participants will create mastery criteria for operationally defined competencies. 2. Participants will develop activities to allow structured practice and assessment of competencies. 3. Participants will outline a training package using BST to streamline training for behavior technicians. 4. Participants will review results of current training program in Alaska. |
| Activities: Using the BST model, workshop objectives will be met through lecture, modeling, video observation, guided practice, small and large group discussion, and individual feedback. |
| Audience: Intermediate/BCBA; BCBAs or BCaBAs who are responsible for training or supervising RBTs; Program or Clinical Directors interested in creating training systems. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): BST, competency, RBT, supervision |