Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

15th Annual Autism Conference; Online; 2021

Program by Day for Tuesday, March 2, 2021


 

Special Event #10
Opening Remarks
Tuesday, March 2, 2021
9:00 AM–9:10 AM EST
Online
Chair: Ruth Anne Rehfeldt (The Chicago School of Professional Psychology, Chicago)

The program chair will provide opening remarks.

 
 
Special Event #11
Autism SIG Update
Tuesday, March 2, 2021
9:10 AM–9:30 AM EST
Online
Area: AUT
Instruction Level: Basic
 

Autism SIG Update

Abstract:

The purposes of the Autism Special Interest Group (Autism SIG) are to (1) promote evidence based practices in regard to treatment for individuals diagnosed with autism spectrum disorder (ASD); (2) promote best practices as it relates to procedures/interventions based upon the principles of applied behavior analysis (ABA) as it relates to individuals diagnosed with ASD; (3) help individuals diagnosed with ASD, families of individuals diagnosed with ASD, and consumers to identify components of evidence based practices, quality behavioral intervention, and effective treatments; (4) help protect individuals diagnosed with ASD and their families from ineffective, non-evidence based, and/or potential harmful treatment(s); (5) serve as a scientific and professional reference and networking group for its members; and (6) organize an annual meeting to provide a forum for discussion of the affairs of the SIG. In this talk we will briefly describe recent developments that have occurred within the Autism SIG as well as future plans in the upcoming year.

 
JOSEPH CIHON (Autism Partnership Foundation; Endicott College)
Dr. Cihon received his B.S. in special education from Fontbonne University, M.S. in behavior analysis at the University of North Texas under the mentorship of Dr. Shahla Ala’i, Dr. Jesus Rosales-Ruiz, and Dr. Manish Vaidya, and his Ph.D. at Endicott College under the mentorship of Dr. Mary Jane Weiss. He is currently the Co-Director of Research at Autism Partnership Foundation, adjunct professor at Endicott College, and the Secretary/Treasurer of the Autism Special Interest Group. Joe has over fifteen years of experience working with children, adolescents, and adults diagnosed with autism spectrum disorder and other developmental disabilities in home, school, and community settings. His research interests are broad and include, but are not limited to, evaluating approach-based interventions, shaping, increasing favorable interactions among children, their families, and interventionists, developing contingencies to promote generalization and maintenance, and improving mealtimes for selective eaters. Joe has numerous publications in several behavior analytic journals and has served as a reviewer for several journals inducing Behavior Analysis in Practice, the Journal of Autism and Developmental Disorders, the Journal of Developmental and Physical Disabilities, the Journal of Positive Behavior Interventions, the Journal of Developmental Neurorehabilitation, and the Review Journal of Autism and Developmental Disorders.
 
 
 
Invited Panel #12
CE Offered: PSY/BACB/NASP
Leadership in Applied Behavior Analysis: Perspectives from Women
Tuesday, March 2, 2021
9:40 AM–10:30 AM EST
Online
Area: AUT; Domain: Translational
Chair: Shahla Ala'i (University of North Texas)
CE Instructor: Erin Rasmussen, Ph.D.
Panelists: DENISHA GINGLES (Signature ABA Therapy), DENISE ROSS (University of Wisconsin Milwaukee), DOREEN GRANPEESHEH (Center for Autism and Related Disorders (CARD)), EZIAFAKAKU NWOKOLO (Shades of Life Care Limited), ERIN RASMUSSEN (Idaho State University)
Abstract:

This interactive panel discussion will focus upon leadership challenges facing women in applied behavior analysis in general and autism service delivery in particular. The panel members will share reflections from their own lives and career and offer strategies for how other scientist practitioners can behave with cultural humility and combat systemic biases facing women professionals.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists, graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss common challenges facing female leaders in our field; (2) implement strategies for combating gender biases that they may encounter in their professional endeavors; (3) discuss ideas for promoting cultural humility in their own work and lives as well as those of colleagues.
DENISHA GINGLES (Signature ABA Therapy)
Denisha Gingles is a passionate behavior scientist and master-level trained mental health therapist. Denisha is the Clinical Director and CEO of Signature ABA Therapy, a group practice in Baltimore. Ms.Gingles is a futuristic thought leader and liberation-centered clinician dedicated to collective social change and the creation of sacred spaces that promote wellness and awareness of self. She is a pioneer, integrating behavior analysis and social justice by unapologetically shining a light on inequities of the world, while simultaneously making it infinitely better, exuding integrity and authenticity. With the ability to be adaptable and flexible, Denisha stays true to her values and works to encourage all humans to bring attention to their own private self-defeating and community-hindering thoughts and overt behaviors, in the service of evoking committed action oftentimes outside of their immediate comfort zone.
 
Denisha Gingles is a leading researcher and practitioner synthesizing social justice work with contemporary behavioral science. Ms. Gingles brings a rich experience in community organizing and activism to bear on evidence-based approaches to behavior change in the science of behavior analysis, incorporating innovative approaches to complex human behavior, such as relational frame theory and acceptance and commitment training. Ms. Gingles’ work takes a radically compassionate approach to igniting the behavior change needed to produce systemic social change in support of justice and equity. Ms. Gingles works tirelessly for social justice on multiple fronts, including community organizing, co-founding and producing the Beautiful Humans platform, providing professional workshops and trainings, scholarly writing, professional conference presentations at both the national and international level, and leadership in scholarly journals, including serving as Guest Editor for the Emergency Series on Police Brutality and Systemic Racism at the peer-reviewed journal Behavior Analysis in Practice.
DENISE ROSS (University of Wisconsin Milwaukee)
Denise E. Ross, Ph.D., BCBA-D is Chair of the University of Wisconsin’s Institute for Urban Education. In this role, she develops partnerships between urban school districts and schools of education to prepare PK-12 educators to teach in diverse school districts – a focus of her career for more than 20 years. Her scholarly work translates research in applied behavior analysis to language and literacy instruction in schools, and it has been published in both education and psychology journals. Dr. Ross is the co-author of Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays (Pearson, 2008). She received her Ph.D. in special education from Columbia University in 1998 and her B.A. in English from Spelman College in 1993.
DOREEN GRANPEESHEH (Center for Autism and Related Disorders (CARD))
Dr. Doreen Granpeesheh is the Founder and CEO of the Center for Autism and Related Disorders (CARD) and the Founder and President of the Board of Autism Care and Treatment Today (ACT Today). Dr. Granpeesheh received her Ph.D. in Psychology from UCLA under the mentorship of Professor Ivar Lovaas. She is licensed by the Medical Board of California and the Colorado, Texas, Arizona, Virginia, Michigan and Oregon State Boards of Psychologists. Dr. Granpeesheh holds a Certificate of Professional Qualification in Psychology from the Association of State and Provincial Psychology Boards, is a Board Certified Behavior Analyst, doctoral level, and has been providing behavioral therapy for individuals with autism since 1979. She has been a member of numerous scientific and advisory boards including the US Autism and Asperger's Association, the Autism File journal, Autism 360/medigenesis, the 4-A Healing Foundation, and the Defeat Autism Now coalition. In addition, Dr. Granpeesheh has served on the National Board of Directors of the Autism Society of America, the practice board of ABAI, as well as the Autism Human Rights and Discrimination Initiative Steering Committee, the Early Intervention Taskforce of the Senate Select Committee on Autism and Related Disorders, and the Oversight Committee of the Department of Developmental Disabilities.     Dr. Granpeesheh has co-authored the book Evidence-Based Treatment for Children with Autism and numerous peer reviewed publications on issues concerning the diagnosis and treatment of Autism. She was awarded the George Winoker Clinical Research Award from the American Academy of Clinical Psychiatrists for her publication titled: Retrospective analysis of clinical records in 38 cases of recovery from autism. Together with her colleagues at CARD, Dr. Granpeesheh created Skills® for Autism, a web-based software tool that creates comprehensive treatment plans for children and adults with autism spectrum disorder, and founded the Institute for Behavioral Training, an online platform for training professionals and families on the principles of ABA.    
EZIAFAKAKU NWOKOLO (Shades of Life Care Limited)

With over 20-years’ experience in the Oil and Gas industry, Eziafakaku Nwokolo retired from her full-time job with Chevron Nigeria Limited in 2014 to pursue a new interest in the field of developmental disabilities. She has an MSc in Applied Behaviour Analysis-Intellectual and Developmental Disabilities and is currently the only resident Board Certified Behavior Analyst (BCBA®) in Nigeria. She is also a Qualified Behavior Analyst (QBA). 

 

Eziafakaku is the Founder/CEO of Shades of Life Care Limited; a company that provides services to individuals with developmental disabilities. She sits as a member of the International Standards Committee of the Qualified Applied Behavior Analysis (QABA) Credentialing Board and is the Secretary of the Association for Behaviour Analysis in Nigeria (ABAN).

 

She has given presentations of her work at different conferences – the Association of Behavior Analysis International (ABAI) 44th International Conference in San Francisco and the 5th European International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) Conference in Athens, at the inaugural International School for Disability Studies (ISDS) conference for IDD in Abuja, Nigeria and the first-ever Pan African Congress on Autism (PACA) conference in Nairobi, Kenya.

 

Currently, she is a PhD researcher whose interest lies in validating screening tools for Intellectual Disability (ID) and Autism Spectrum Disorder (ASD) in Nigeria. Her research focuses on screening for ID and ASD in Nigerian adolescents.

 

She is a mother of three whose middle child has autism.

 

ERIN RASMUSSEN (Idaho State University)
Dr. Erin B. Rasmussen received her Ph.D. in the Experimental Analysis of Behavior with a minor in behavioral pharmacology and toxicology from Auburn University under the direction of Dr. Christopher Newland. She is currently a professor of psychology at Idaho State University. The work from her animal and human laboratories has generated over 50 peer-reviewed publications. Most recently, she conducts research on the behavioral economics of food reinforcement in the context of obesity. Her latest series of studies, funded by the NIH, examines delay discounting in food insecure populations. She has served on the Science Board of the ABAI and is a past Associate Editor of Perspectives on Behavior Science (formerly The Behavior Analyst).
 
 
Invited Paper Session #13
CE Offered: PSY/BACB
Defining and Assessing the “Therapeutic Relationship” as a Means of Optimizing Staff Training Practices from a Behavior Analytic Perspective
Tuesday, March 2, 2021
10:40 AM–11:30 AM EST
Online
Area: AUT; Domain: Service Delivery
Chair: Ian Melton (Endicott College; Journeys Behavior Learning Center)
CE Instructor: Angeliki Gena, Ph.D.
Presenting Author: ANGELIKI GENA (University of Athens, Greece)
Abstract:

The epidemic increase in the prevalence or the diagnosis of autism spectrum disorder (ASD) and the great demand for skilled therapists who can work effectively and efficiently with young children with ASD, using the principles and the technology of applied behavior analysis, raises the need for optimizing our staff training practices. This presentation aims to present some preliminary findings, and to raise a number of questions, about the therapeutic style of the therapist working with young children with ASD. The first findings in this line of research are interesting and thought provoking. Specifically, they help us to provide answers to the following questions: (a) Why is it important to study the therapeutic relationship between children with ASD and their therapists? (b) How do we define the therapeutic relationship from a behavior-analytic perspective and how does it relate with other aspects of the therapeutic intervention? (b) How do we evaluate the therapeutic relationship and how should we aim to improve it? This line of research developed from the need to optimize staff training practices and offers a preliminary analysis for the systematic study of a variable that is considered to be critical for the therapeutic outcome – that of the therapeutic relationship. There are clear indications, from the evaluation of these preliminary findings, that the concept of a therapeutic relationship can be empirically defined and assessed and can lend itself toward improving our staff training practices for therapists who work with young children with ASD within the epistemological framework of behavior analysis.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) assess the concept “Therapeutic Relationship” and its operational definition within the framework of behavior analysis; (2) describe how a therapists can establish a therapeutic relationship with a learner with ASD; (3) compare the critical variables that differentiate between a well-established therapeutic relationship between child and therapist and a not-so-well-established one; (4) assess the impact of establishing a good therapeutic relationship on child progress; (5) describe how the establishment of a therapeutic relationship improve staff-training practices.
 
ANGELIKI GENA (University of Athens, Greece)

Professor at the School of Philosophy, Department of Philosopsy-Pedagogy-Psychology at the National and Kapodistrian University of Athens, Greece (EKPA). She received her BA in Psychology and Sociology, her master’s degree in Clinical Psychology and her Ph.D. from the “Learning Processes” program of the Psychology Department of the City University of New York. She conducted her Doctoral Dissertation at the Princeton Child Development Institute, in Princeton, New Jersey. She worked in various institutes in the USA and became the director of the Alpine Learning Group, a prominent center for children with autism in Alpine, New Jersey. She also taught as an adjunct professor at the City University of New York. In Greece she started her teaching career at the University of Thessaly, was elected at the University of the Aegean, and since 1998 teaches at the National and Kapodistrian University of Athens. She is the director of the Laboratory of Special Education and Family Counselling. Her research is predominantly in behavior analysis and its applications for early intervention in children with autism spectrum disorder and their families. She was general secretary of the Association of Behavioral Research for 11 years, is an associate of the Institute of Behavioral Research and Therapy, and a founding member and current president of the Institute of Systemic Behavior Analysis. She has served as an elected member of the Senate of EKPA, since 2016 she is a member of the board of trustees of IKY--National Organization of Scholarships, Greece--has been appointed to national committees of the Greek Ministry of Education, and has served on the board of various non-for-profit organizations. She has received several scholarships and awards for distinguished research and clinical practices addressing children with autism and grands from the European Commission and various Greek Ministries and organizations. She has published numerous books, empirical and theoretical articles in peer-reviewed journals, as well as book chapters. The main focus of her current research is in systemic behavior analysis and its applications for children with ASD and their families.  

 
 
Noteworthy Activity #13A
Women and Leadership in ABA Discussion
Tuesday, March 2, 2021
11:30 AM–12:30 PM EST
Online
Chair: Shahla Susan Ala'i (University of North Texas)
 
DENISHA GINGLES (Signature Behavior Analytic Services), DOREEN GRANPEESHEH (Center for Autism and Related Disorders (CARD)), EZIAFAKAKU NWOKOLO (Association for Behavior Analysis in Nigeria), ERIN B. RASMUSSEN (Idaho State University), DENISE ROSS (University of Wisconsin Milwaukee)
 

Join panelists from the morning session to continue the discussion on women and leadership in ABA. Conference attendees are welcome to drop in and ask questions, have a conversation, or just say "hi."

 
 
Noteworthy Activity #13B
ABA Billing Codes Commission Networking Event
Tuesday, March 2, 2021
11:30 AM–12:30 PM EST
Online
Chair: Stephen Gillaspy (American Psychological Association)
 
BRYCE MILER (Trumpet Behavioral Health), TERESA A. COOK-GUERCIO (Washington University School of Medicine), JULIE KORNACK (Center for Autism and Related Disorders), JAMES T CRAIG (BHCOE), HOLLIE BENINCOSA (QABA Board)
 

Following Dr. Stephen Gillaspy’s presentation on reimbursement for ABA services, he will be joined by fellow members of the ABA Billing Codes Commission to answer audience questions related to billing, Medically Unlikely Edits (MUEs), provision of ABA service using telehealth, and other related inquiries. Attendees are invited to join this event to ask questions, meet the members, and learn more about the mission of the ABA Billing Codes Commission to facilitate evidence-based applied behavior analysis by advancing the multi-disciplinary understanding, dissemination, and standardization of the adaptive behavior CPT® billing codes.

 
 
Noteworthy Activity #13C
Career Fair
Tuesday, March 2, 2021
11:30 AM–12:30 PM EST
Online

The ABAI Career Fair is a valuable opportunity you will not want to miss! Career fairs are a great way to increase your visibility in a competitive field with many qualified candidates. The fair will feature video conferencing with potential future employers in a “meet and greet” setting, as well as the option to set up personal online interviews. If you are looking for the opportunity to polish your resume or practice your networking and interviewing skills, you’ve found it! Registration for the conference includes entrance to the career fair.

 
 
Noteworthy Activity #13E
Exhibitor Hours
Tuesday, March 2, 2021
11:30 AM–12:30 PM EST
Online

Visit the exhibit booths during this time to learn about products and services and meet with representatives via video and text chat.

 
 
Invited Paper Session #14
CE Offered: PSY/BACB
Exploring a Continuum of Options for Food Selectivity Issues: The Use of Modeling and Reinforcement to Expand Food Acceptance
Tuesday, March 2, 2021
12:30 PM–1:20 PM EST
Online
Area: AUT; Domain: Theory
Chair: Joseph H. Cihon (Autism Partnership Foundation)
CE Instructor: Mary Jane Weiss, Ph.D.
Presenting Author: MARY JANE WEISS (Endicott College)
Abstract:

Feeding issues are prevalent and difficult to treat in individuals with ASD. Escape extinction has been determined to be an evidence based approach for addressing food selectivity and food refusal issues in this population. While this procedure is effective and often necessary, it can also be difficult for patents to tolerate and for caregivers to implement. This presentation will describe the use of alternative procedures that may have merit for treating less serious issues in food selectivity. Specifically, a method for the extension of observational learning procedures to food preferences will be presented, along with the possible utility of this procedure in addressing food selectivity. In addition, a case study utilizing visual cues and positive reinforcement within a remote telehealth model will be reviewed. These procedures will be discussed in the context of effective treatment, with an emphasis on the ethical obligations of practitioners.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students. 

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify feeding issues in individuals with ASD, as well as levels of severity and safety concerns that may dictate the options considered in feeding interventions; (2) describe ways to use modeling to build tolerance for interacting with foods; (3) identify ways to systematically build ranges of foods and amounts ingested through the use of shaping, reinforcement, and changing criterion requirements.
 
MARY JANE WEISS (Endicott College)
Mary Jane Weiss, Ph.D., BCBA-D, LABA, is a Professor at Endicott College, where she has been for 9 years, and where she serves as the Executive Director of ABA and Autism Programs, including the master’s programs in ABA and the Ph.D. Program in ABA. Dr. Weiss also does research with the team at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, exploring ways to enhance the ethical conduct of practitioners, teaching social skills to learners with autism, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular reviewer for several professional journals, and is a frequent member of service committees for a variety of organizations.
 
 
Invited Paper Session #15
CE Offered: PSY/BACB
A Short Story About Cultural Competence in Practice
Tuesday, March 2, 2021
1:30 PM–2:20 PM EST
Online
Area: AUT; Domain: Service Delivery
Chair: Britany Melton (Endicott College)
CE Instructor: Sarah Lechago, Ph.D.
Presenting Author: SARAH LECHAGO (University of Houston-Clear Lake)
Abstract:

As behavior analysts, we have a great deal of responsibility as autism treatment developers and providers to the people that we serve. Chief among our responsibilities are the ethical and compassionate treatment of the families that we serve, and a dedication to scientifically robust treatment interventions. One other important feature to practice that has recently settled in the forefront of our field’s consciousness is a dedication to cultural competence. In this presentation, I will present on my own experiences that have influenced my research on bilingualism in autism treatment, my own lessons learned and lessons taught to my graduate students in introducing ABA to an underserved community at the border between Mexico and Texas, and my research on training clinical competence in graduate students in behavior analysis.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify key features in training employees or graduate students’ cultural competence in service provision; (2) identify behavior analysis research publications on bilingualism and cultural competence in autism treatment training; (3) identify steps in introducing themselves into and working with a community outside of their own.
 
SARAH LECHAGO (University of Houston-Clear Lake)
Dr. Sarah Lechago is an Associate Professor in the Behavior Analysis master’s program at the University of Houston-Clear Lake (UHCL). She directs the UHCL Verbal Behavior Clinic (VBC) and the VBC telehealth clinic, and co-directs the UHCL Connecting the Dots program. Her research interests include verbal behavior, student and caregiver training, motivating operations, and diversity, inclusion, and equity. She has published in numerous journals including JEAB, JABA, and TAVB. She serves as the founder and chair of the Texas Association for Behavior Analysis’ (TxABA) Equity, Diversity, and Inclusivity for Everyone (EDIE) Committee.
 
 
Noteworthy Activity #15E
Exhibitor Hours
Tuesday, March 2, 2021
2:20 PM–2:50 PM EST
Online

Visit the exhibit booths during this time to learn about products and services and meet with representatives via video and text chat.

 
 
Invited Paper Session #16
CE Offered: BACB — 
Ethics
Equity, Ethics, and Evolution of Autism Treatment Through On-Demand Caregiver Support
Tuesday, March 2, 2021
2:50 PM–3:40 PM EST
Online
Area: AUT; Domain: Service Delivery
Chair: Robert K. Ross (Beacon ABA Services)
CE Instructor: Matthew Brodhead, Ph.D.
Presenting Author: MATTHEW BRODHEAD (Michigan State University)
Abstract:

The COVID-19 pandemic resulted in significant disruption in established models of autism treatment. With that disruption also came an opportunity to dismantle the status quo in order to rebuild a more effective and equitable model of autism service delivery. The purpose of this presentation is to describe one such model and its initial outcomes. The presentation will also discuss issues of ethics and equity in “reimagining” autism treatment, as well as how values rooted in equity may guide the evolution of autism treatment throughout the 21st Century.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the ethical issues in developing a new model of behavioral healthcare; (2) describe ethical issues in equity of access to autism treatment; (3) identify outcomes of the proposed model of delivery, including its strengths and limitations.
 
MATTHEW BRODHEAD (Michigan State University)
Matthew T. Brodhead is an assistant professor at Michigan State University and the director of Spartan Caregiver Support, a free telehealth service for caregivers of people with autism within the State of Michigan. He is also the Research Director of the Early Learning Institute. His research examines focused social skill interventions for children with autism, and he also writes about conceptual issues relating to the ethical and professional behavior of practicing behavior analysts. He is on, or has served on, the editorial boards of multiple behavior-analytic journals, including the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and The Analysis of Verbal Behavior. He is also the co-guest editor of the special issue in Behavior Analysis in Practice on diversity and equity in the practice of behavior analysis, published in Winter 2019. Through workshops and consultation, he has established multiple school-based programs for children with autism, and he has provided training to teachers, related service providers, and behavior analysts both nationally and internationally. Finally, he specializes in program evaluation for both applied behavior analysis and public school placements for individuals with autism.
 
 
Invited Paper Session #17
CE Offered: BACB
The State of Affairs for Persons Diagnosed With Autism Spectrum Disorder in Colombia
Tuesday, March 2, 2021
3:50 PM–4:40 PM EST
Online
Area: AUT; Domain: Service Delivery
Chair: Julia Ferguson (Autism Partnership Foundation)
CE Instructor: Sergio Lara, Ph.D.
Presenting Author: SERGIO LARA (Asopormen)
Abstract:

Asopormen is a non-profit institute working on behalf the people with learning and physical disabilities since 1965. It was founded by a group of visionary and responsible citizens who wanted to provide a possibility for the empowerment and improvement of the life quality for people with disability in a region of Colombia where there were not both facilities and professionals in the field. Thence Asopormen came to make a change and transform their reality, to convert the panorama of rehabilitation of our population into a possible scenario for a new way of life of the people with disabilities, their families and social environments; transforming the perception of the common people about diversity, aiming to lessen the levels of discrimination and disrespect for their rights while generating awareness towards a needed change on the health public policies, education, urban planning and assistance.

As the number of cases of people with autism increased in Colombia and there was not an institutional answer to approach their requirements at the time, Asopormen was a pioneer to offer a therapeutical service exclusively tailored for the population with ASD 15 years ago. Inviting experts from overseas whose experience and knowledge helped us to train our professional team and families and therefore being able to convince healthcare insurances and national government healthcare agencies to set up the first regulation that established a national program that attempted to meet autistic population requirements.

Nowadays the number of ASD cases in Colombia have grown. Several studies have demonstrated difficulty in collecting practices supported by evidence in the country. This presentation will outline the main components of intervention for children with ASD in Colombia. Also, several variables that impact or represent barriers to access treatment and options for an integral inclusion such as economic disparities, current political climate, the public health system in Colombia, among others. The presenter will also review information from an assessment of 35 institutions in 8 different cities in Colombia that provide services to children with ASD.

In 55 years of existence we have proposed and executed around 200 projects with public, private and international entities bound for different programs that are developed in the comprehensive care for our children, youth, adults and their families, making this part of the population visible for all. Intending that everyone becomes in guarantor of their rights as well as pursuing for their welfare and betterment of their life quality. Daily more than 800 children are beneficiaries of our programs.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students. 

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) provide an overview of the characteristics of evidence-based practices in Colombia; (2) identify the main components of treatment for persons diagnosed with ASD in Colombia; (3) outline the obstacles for accessing treatment in Colombia, and how these obstacles are navigated.
 
SERGIO LARA (Asopormen)
Sergio Lara has worked in behavior analysis and treatment of severe behavior and autism spectrum disorder since 2010. Currently, Asopormen provides behavioral treatment in people with autism diagnosis, in addition, provides consultation in schools and families in order to increase social skills and self-independence.
 
 
Invited Paper Session #18
CE Offered: PSY/BACB/NASP
Some Principles of Instructional Design for Academic Skill Building: Component-Composite Analysis and Concept Analysis
Tuesday, March 2, 2021
4:50 PM–5:40 PM EST
Online
Area: AUT; Domain: Service Delivery
Chair: Joseph H. Cihon (Autism Partnership Foundation)
CE Instructor: Kent Johnson, Ph.D.
Presenting Author: KENT JOHNSON (Morningside Academy)
Abstract:

Component-composite analysis is vital to the success of teaching and building academic skills. These procedures break down higher level, real world, composite performances into their components and tool skills, which guide the teacher to the appropriate place to begin instruction: with the learner’s entering behavior. When instruction begins at the learner’s entering behavior level, their escape and avoidance behaviors and the need for behavior reduction procedures are minimized. This presentation will provide many examples of component-composite analysis, and identify key areas for completing component-composite analyses in reading, writing, and math. It is also important to sort academic skills into those that teach procedures and those that teach concepts. This presentation will outline the necessary components for teaching a concept in any domain. Once these components are created, a teacher is ready to develop an instructional sequence tasks that include context-setting descriptions, rules, examples, and non-examples.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define the three levels of skills involved in a component-composite analysis of an instructional objective; (2) describe how component-composite analysis is a relative process; (3) given an instructional objective, identify its tool skills, component skills, and a composite repertoire of which it is a part; (4) define and give examples of conceptual behaviors; (5) illustrate the requirements for both assessment and fluency practice in designing instruction to teach a concept.
 
KENT JOHNSON (Morningside Academy)
Kent Johnson, Founder and Executive Director of Morningside Academy and Co-Founder of Headsprout, received his Ph.D. from the University of Massachusetts Amherst in 1977. Morningside Academy operates a scientifically driven “catch-up” program for children and youth with learning and attention problems and a “get-ahead” program for average and above-average middle school youth, as well as provides a laboratory for developing instructional methods and materials. Morningside’s exemplary science-based approach has had global impact and serves as a beacon of hope for many, transforming lives and demonstrating what high-quality behavior analytic education can offer. Dr. Johnson’s commitment to and success in developing and disseminating innovative and highly effective behaviorally based educational practices have been recognized by his receiving the Award for Public Service in Behavior Analysis from the Society for the Advancement of Behavior Analysis, the Edward L. Anderson Award in Recognition for Exemplary Contributions to Behavioral Education from the Cambridge Center for Behavioral Studies, the Ogden R. Lindsley Lifetime Achievement Award in Precision Teaching from the Standard Celeration Society, and the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association.
 
 
Special Event #19
Closing Remarks
Tuesday, March 2, 2021
5:40 PM–5:50 PM EST
Online
Chair: Ruth Anne Rehfeldt (The Chicago School of Professional Psychology, Chicago)

The program chair will provide closing remarks.

 
 
Noteworthy Activity #19A
Meet and Greet With Dr. Kent Johnson
Tuesday, March 2, 2021
6:00 PM–7:00 PM EST
Online
Chair: Kent Johnson (Morningside Academy)

Dr. Kent Johnson would like to meet and greet you all after his talk and answer questions. He will also further describe his new book, The Morningside Model of Generative Instruction: Building A Bridge Between Skills and Inquiry Teaching, co-authored with long-time co-writer Dr. Elizabeth Street, as well as Morningside Academy Directors Andrew Kieta and Joanne Robbins. At over 500 pages, this comprehensive work provides a thorough overview of how best practices in behavioral education can bridge the seemingly endless divide between educators who build basic skills and those who aim to teach inquiry and thinking. This is a must-have for those interested in expanding from direct instruction and fluency-based instruction into higher order thinking and problem solving, as well as teachers looking to build solid foundations from which to continue inquiry-based approaches.

 
 
Noteworthy Activity #19B
Networking Event With the Autism SIG
Tuesday, March 2, 2021
6:00 PM–7:00 PM EST
Online
Chair: Justin B. Leaf (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation)

Meet board members of the Autism Special Interest Group and others interested in autism and applied behavior analysis to discuss research, ask questions, or just say "hi." Members will have an opportunity to have an open discussion with other members about the endeavors that the Autism Special Interest Group has in store for the next couple of years and provide feedback and suggestions for additional endeavors. Come and join us for games, prizes, great conversation, and fun!

 

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