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| Professional Competency: You May Have It Now, But Can You Keep It? |
| Sunday, May 24, 2020 |
| 8:00 AM–9:50 AM |
| Walter E. Washington Convention Center, Level 2, Room 207A |
| Area: PRA; Domain: Theory |
| BACB CE Offered. CE Instructor: Edward J. Daly, Ph.D. |
| Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Presenting Authors: : EDWARD J. DALY (University of Nebraska-Lincoln) |
| Abstract: This presentation will examine what the sciences of expertise and professional judgment have to teach behavior analysts about cultivating, maintaining, and expanding professional competencies following training. The topic will be presented in the context of the field’s ethical standards with respect to (a) relying on scientific knowledge, (b) respecting the boundaries of competence, and (c) maintaining and continuously improving professional competence in the complex environments in which we work. This complexity makes our work environments highly conducive to judgment errors that compromise our ability to assure that our clients receive the best-possible treatment. But, the greatest potential source of error lies within the professional who assumes that prior training and experience assures competence. Although the research on professional expertise and judgment has largely been carried on outside the field, our very own principles of behavior and professional practice can be useful to us if we apply them to ourselves properly in managing our professional behavior. The implications for practice of the sciences of professional expertise and professional judgment will be examined in terms of how we behavior analysts can self-manage our professional behavior to assure that we are doing everything within our power to address the needs of our clients. |
| Instruction Level: Intermediate |
| Target Audience: All behavior analysts. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss what the science of expertise has revealed about how professionals grow and flourish or fail to grow in their competencies over time in their careers; (2) discuss practitioner sources of error in judgment and decision making and how they potentially harm our clients; (3) review how to self-manage their professional behavior to minimize judgment errors and grow in their competencies through the systematic application of principles of behavior. |
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| EDWARD J. DALY (University of Nebraska-Lincoln) |
 Edward J. Daly III, BCBA-D, conducts research on functional assessment methods and school-based consultation. He has co-authored numerous chapters and journal articles on this topic. Dr. Daly is Professor of Educational Psychology at the University of Nebraska-Lincoln, where he teaches course work in Applied Behavior Analysis, school-based interventions, and single-case experimental designs. |
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| Realizing the Potential of Applied Behavior Analysis to Improve Outcomes in Adolescents and Young Adults With Autism |
| Sunday, May 24, 2020 |
| 10:00 AM–10:50 AM |
| Walter E. Washington Convention Center, Level 2, Room 207A |
| Area: PRA; Domain: Theory |
| PSY/BACB/QABA/NASP CE Offered. CE Instructor: Peter Gerhardt, Ed.D. |
| Chair: Bobby Newman (Proud Moments) |
| Presenting Authors: : PETER GERHARDT (The EPIC School) |
| Abstract: In their seminal article, Baer, Wolf and Risley (1968), stated that behavior analytic intervention is expected to result in strong, socially important, and generalizable behavior change which, in this case, should mean more positive adult outcomes in ASD. Unfortunately, despite a nearly three decade-long emphasis on evidence-based, behavior analytic intervention in ASD, adult outcomes remain poor “for almost any outcome you choose.” (Roux, et al, 2015, p. 8). While there may be several reasons for continued poor outcomes (including the challenge of simply defining “good outcome”), the potential of behavior analytic intervention to develop more positive adult outcomes has yet to be fully realized. Such outcomes, however, are well within the reach of our behavior analytic technology. But to do that, the contingencies governing our behavior will, most likely, need to shift. For example, we will need to shift from contingencies that reinforce the technical precision of our classroom-based interventions to contingencies the reinforce the somewhat less technical precision of community-based intervention (assuming the target has a fair degree of social validity). This tutorial will identify a number areas, both internal and external to the field, where a “contingency shift” may be necessary if the power of behavior analytic intervention to significantly improve outcomes for adults with autism is to be more fully realized. |
| Instruction Level: Basic |
| Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Learning Objectives: PENDING. |
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| PETER GERHARDT (The EPIC School) |
 Peter Gerhardt, Ed.D., is the Executive Director of the EPIC School in Paramus, NJ. Dr. Gerhardt has nearly 40 years of experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with autism spectrum disorders in educational, employment, residential and community-based settings. He is the author or co-author on a number of articles and book chapters on the needs of adolescents and adults with ASD and has presented nationally and internationally on this topic. Dr. Gerhardt serves as Co-Chairman of the Scientific Council for the Organization for Autism Research and is on numerous professional advisory boards including the Cambridge Center for Behavioral Studies. He received his doctorate from Rutgers, The State University of New Jersey’s Graduate School of Education. |
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