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 Workshops: Sunday, February 28, 2021


Workshop #W1
CE Offered: BACB — 
Strategies for Effective Supervision
Sunday, February 28, 2021
9:30 AM–12:30 PM EST
Area: AUT; Domain: Service Delivery
CE Instructor: Tyra Sellers, Ph.D.
TYRA SELLERS (Behavior Analyst Certification Board)
Dr. Tyra Sellers works in the Legal Department at the Behavior Analyst Certification Board; she received her Ph.D. from Utah State University in 2011 and is a Board Certified Behavior Analyst. She earned a B.A. in Philosophy and M.A. in Special Education from San Francisco State University, and J.D. from the University of San Francisco. Dr. Sellers has over 20 years of clinical experience working with individuals with disabilities, spanning from EIBI through adult services in a wide variety of settings (public and non-public schools, vocational settings, in-home, clinics). Her research interests include ethics, effective supervision, behavior variability, choice, functional analyses, and behavioral interventions. She serves as AE for several journals. Also, just to see if you are listening, her favorites color are, not surprisingly, black, light black, and dark black.
Description: The growing number of individuals working to become Board Certified Behavior Analysts® (BCBA®) may be placing a strain on supervisory resources. The increasing number of certified individuals also means that many BCBAs are likely new to the role of supervisor. Many behavior analysts receive little, if any, direct instruction on how to be an effective supervisor. Whether supervisors are aware of it or not, their supervisory practices will directly impact the future behavior of their trainees who will go on to serve in a supervisory role in the near or distant future. This workshop will focus on strategies for developing critical skills needed to not only provide high-quality supervision, but also to place supervisees on a path to become high-quality supervisors in the future. In this workshop we will work to develop an understanding of the critical features and components of providing high quality supervision. We will cover: the need to engage in self-reflection and evaluation and to develop cultural humility, strategies for establishing a strong foundation for supervision in the first few meetings, consideration for taking a competency-based approach to supervisory activities, and why it is important to address complex, but often overlooked, skills such as problem solving, time management, organization, and interpersonal communication.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe two examples of how to create a committed supervisory relationship; (2) state two ways to develop cultural humility and self-reflection; (3) describe the steps in a structured problem-solving approach and apply it to scenarios; (4) describe two strategies for successfully engaging in difficult conversations.
Activities: This workshop will be delivered via didactic lecture with examples, interactive activities, discussion, and roleplay (if time permits).
Audience: Board certified behavior analysts; graduate students.
Content Area: Practice
Instruction Level: Intermediate
Workshop #W2
CE Offered: PSY/BACB
Research and Practical Application of Telehealth Practice of ABA
Sunday, February 28, 2021
1:30 PM–4:30 PM EST
Area: AUT; Domain: Service Delivery
CE Instructor: Stephanie Peterson, Ph.D.
STEPHANIE PETERSON (Western Michigan University), REBECCA ELDRIDGE (Western Michigan University)

Stephanie M. Peterson, Ph.D., is Professor Psychology and Chair of the Department of Psychology at Western Michigan University. She earned her doctorate in Special Education at The University of Iowa in 1994. Previously, she taught at Gonzaga University, Utah State University, The Ohio State University, and Idaho State University. Her primary research interests are helping to decrease chronic severe behavior problems in children with developmental disabilities. Specifically, she studies choice making in the treatment of problem behavior, functional communication training, reinforcement-based interventions for children with problem behavior, concurrent schedules of reinforcement in the treatment of severe problem behavior, functional analysis of problem behavior, and teleconsultation. She also has interests in applications of behavior analysis to educational interventions and teacher/behavior analyst training. She has served on a variety of editorial boards, including the Journal of Applied Behavior Analysis and Behavior Analysis in Practice. She also served as a Senior Editor for Education and Treatment of Children for many years and now serves as a Consulting Senior Editor. She recently completed the second of two 3-year terms on the Board of Directors for the Behavior Analyst Certification Board and has now been appointed to the Michigan Board of Behavior Analysts, Michigan’s licensing board for behavior analysts.

Dr. Becky Eldridge, BCBA-D, is the Clinical Director of WMU’s Kalamazoo Autism Center.  She obtained her master’s degree from the University of Chicago focusing on disability studies, and her Ph.D. in behavior analysis from Western Michigan University, under the supervision of Dr. Stephanie Peterson.  She has worked in homes, clinics, and school settings with professionals and parents from diverse backgrounds to implement effective interventions for children and young adults with autism and other developmental disorders.  Her research interests include functional behavior assessment of severe problem behavior, functional communication training for individuals with developmental disabilities, decision making behavior of behavior analysts, evidence-based training for practitioners in the field of developmental disabilities, telehealth as an evidence-based service modality, and teacher training and collaboration.  She is most passionate about teaching and training in community settings to increase capacity for effective behavior analytic intervention. 

Description: The year 2020 presented great challenges and opportunities for behavior analysts. Finding themselves in the midst of a global pandemic, many behavior analysts began using telehealth services for the first time. We have been engaging in telehealth practice for several years before the pandemic arouse. In this workshop, we will discuss best practice for designing telehealth practice in behavior analysis as it relates to the assessment and treatment of young children with autism. First, we will review the behavior analytic literature regarding telehealth as a service modality. Following this, we will discuss specific strategies for utilizing telehealth as a modality to assess both skill repertoires and behavioral excesses using behavior analytic assessments. Next, we will discuss how to use telehealth to provide behavior analytic treatment to clients through consultation, parent training, or direct implementation of behavioral interventions. Finally, we will discuss current funding issues with insurance and Medicaid for telehealth ABA services, as well as the role behavior analysts can play to promote funding for and access to this effective service modality.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe research-based interventions that have been used in telehealth studies, ethical guidelines for telehealth practices, and the appropriateness of telehealth as a service modality; (2) describe evidence-based assessment strategies for telehealth, as well precautions and parameters for assessment via telehealth; (3) describe the differences between teleconsultation, telehealth parent training, and telehealth direct implementation, as well as risks and benefits to each type of telehealth treatment; (4) describe behavior change procedures that could be effectively and appropriately implemented through telehealth, as well as ethical considerations for providing intervention through telehealth; (5) describe common misconceptions about telehealth from funders and policy makers and state at least one thing they can do as a practitioner to help advocate for and support policy development that allows for telehealth practices.
Activities: Instruction will consist of lecture and discussion, along with small group guided practice.
Audience: Board certified behavior analysts; licensed psychologists; graduate students.
Content Area: Practice
Instruction Level: Basic



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