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.

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11th International Conference; Dublin, Ireland; 2022

Program by Continuing Education Events: Thursday, September 1, 2022


 

Invited Paper Session #1
CE Offered: BACB/QABA
Invited Workshop: Process-Based Behavior Therapy (PBBT): Why a New Behavior Therapy was Needed
Thursday, September 1, 2022
1:00 PM–2:50 PM
Meeting Level 1: Liffey B
Area: CBM; Domain: Theory
Chair: Deisy das Graças De Souza (Universidade Federal de São Carlos)
CE Instructor: Yvonne Barnes-Holmes, Ph.D.
Presenting Author: YVONNE BARNES-HOLMES (Ghent University)
Abstract: It is not easy for any form of psychotherapeutic intervention or regime to stay close to laboratory-generated processes. Indeed, there are few, if any, examples of where this is genuinely the case. Clinicians struggle daily with the fact that basic psychological research has not clearly identified the processes they should be targeting for lasting change of complex human behavior. However, recent developments in Relational Frame Theory (RFT) have now provided us with a sound account and evidence of a core complex behavioral process that clinicians can work with in a precise and effective way. This process of arbitrarily applicable relational responding, and the ROE (relating, orienting, and evoking) as its basic unit, have fundamentally changed what can be achieved through behavior therapy. Finally, a legitimate form of process-based behavior therapy is available to clinical behavior analysts who wish to work with complex clients. This talk will explore how Process-Based Behaviour Therapy (PBBT) does exactly that.
Instruction Level: Basic
Target Audience:

Any member with Masters-level training in behavioral science.

Learning Objectives: 1. Attendees will be able to describe RFT’s concept of the ROE (relating, orienting, and evoking) as the basic unit of the core process of arbitrarily applicable relational responding. 2. Attendees will be able to integrate the ROE with PBBT, in terms of how the therapy uses the basic unit to understand complex clinical behavior. 3. Attendees will be able to understand how PBBT interventions change obstructive behavioral patterns.
 
YVONNE BARNES-HOLMES (Ghent University)
Dr. Yvonne Barnes-Holmes has been a highly successful academic and clinician with a strong track record in teaching, training, publishing and presenting for the last 20 years. She has published over 150 scientific articles and book chapters and given over 500 presentations and workshops internationally. She was an Associate Professor in Behavior Analysis and a Senior Research Fellow at Ghent University before establishing Perspectives Ireland Consulting Psychologists Ltd. She is the Co-Developer of Process-Based behavior Therapy (PBBT).
 
 
Invited Paper Session #1A
CE Offered: BACB
Invited Workshop: Using Precision Teaching to Ensure Fluency of Key Academic Skills: Introduction to and Refresher of Strategies and Techniques
Thursday, September 1, 2022
3:30 PM–5:20 PM
Meeting Level 1: Liffey B
Area: EDC; Domain: Service Delivery
Chair: Julian C. Leslie (Ulster University)
CE Instructor: Claire McDowell, Ph.D.
Presenting Authors: CLAIRE MCDOWELL (Ulster University, Coleraine), CATHERINE STOREY (Queen's University Belfast)
Abstract:

This workshop is designed for those who are new to Precision Teaching and want to learn how to use it to improve their learning and teaching practice, or for those who already have a good working knowledge but who want to refresh their skills. We will take you through the underpinning science behind the approach and teach participants how to design instruction and practice opportunities that allow learners of all levels to build key skills to fluency. A combination of slides and hands-on practical activities will be utilized throughout the workshop

Instruction Level: Basic
Target Audience:

Individuals new to Precision Teaching

Learning Objectives: At the end of the workshop, participants will be able to: (1) List and describe the key principles and strategies of Precision Teaching; (2) Create free operant learning environments; (3) Describe a learning channel analysis; (4) Chart performance using the Standard Celeration Chart (SCC); (5) Identify and describe learning pictures and how they can be used to signal and direct instructional changes
 
CLAIRE MCDOWELL (Ulster University, Coleraine)
Dr Claire McDowell (BCBA-D) is a Lecturer in Behaviour Analysis in the School of Psychology at Ulster University. Following a period of study at Ulster University and Ohio State University under the mentorship of John Cooper and Ogden Lindsey, Claire worked in the area of special education since 2003 when she was Educational Director of The Saplings ABA School Outreach Services in the Republic of Ireland. She then became a lecturer on the first verified course sequence in the north of Ireland, where she continues to teach at undergraduate, masters and PhD level. Her research focuses on using ethical and evidenced based practice to improve educational outcomes for at-risk learners and improving health, social skills and quality of life for individuals with intellectual disabilities and their families.
CATHERINE STOREY (Queen's University Belfast)
Dr Catherine Storey (BCBA-D) is a Lecturer in Behaviour Analysis, Queen’s University Belfast. Catherine has worked in the Autism field since 2009 across a range of settings; home programs, special education settings and now, teaching ABA on a verified course sequence. Catherine’s research is conducted across two interconnected themes: Applied Behaviour Analysis and improving educational outcomes for at-risk groups of learners. Her research to date has focused on the role behaviour analysis plays in the development of educational technologies, evaluating educational technologies, video-based interventions, promoting positive social behaviour in children with ASD and the social validity of interventions for Autistic people. Catherine is particularly focused on how we can continue to use the wealth of evidence in support of behaviour analysis, to inform policy and practice and how we can engage stakeholders (educational leaders, teachers, clinicians, parents/guardians, individuals with ID, autistic individuals) at the early stages of research planning to ensure that the work that we do as behaviour analysts provides the most benefit, to the most people.
 

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