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| Applying a Behavior Analytic Lens to Dog Training |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 102A |
| Area: AAB; Domain: Service Delivery |
| CE Instructor: Stephanie Keesey-Phelan, Ph.D. |
| STEPHANIE KEESEY-PHELAN (The Dog Behavior Institute), RAN COURANT-MORGAN (The Dog Behavior Institute) |
| Description: This workshop is designed for behavior analysts who love their dogs and want to learn more about how to work with their dogs within a behavior analytic framework. This is not a workshop to teach people how to be dog trainers, and it will not provide any specific training advice. However, this workshop will help participants identify how they may be implementing different principles of behavior with their own pet dogs, and participants will identify strengths and challenges with different procedures. Workshop participants should have a strong understanding of the principles of behavior and should be familiar with the basic processes of FBAs. This workshop will be interactive. Participants are encouraged to register in advance and will be asked to contribute the name and a photo of the important dog(s) in their life prior to the workshop. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Match common dog training terminology to behavior analytic terms (2) Verbally identify similarities and differences in working with learners across species, and identify personal strengths and areas for improvement when training one’s own dog (3) Tact body language cues in dogs (4) Verbally identify potential reinforcers for dogs (5) Collect data on dog behaviors (6) Identify common tools used in dog training and the principles of behavior responsible for the efficacy of those tools (7) Tact the side effects of punishment in dogs and verbally identify physical demonstrations of the side effects of punishment in dogs when shown video or photographs. (8) List possible functions of common “problem behaviors” in dogs |
| Activities: Instructional strategies include small group breakouts and large group discussions based on presented topics, photographs, and videos of dog behavior. Workshop objectives will be met through a balanced presentation of short lectures, video observation, and large and small group activities. Supplemental materials for identifying common dog behaviors and what they indicate will be provided in order to support participant learning. The format combines short lectures and an emphasis on group discussion and activities |
| Audience: Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. or those who are currently enrolled in graduate-level courses in behavior analysis. Audience members should have an understanding of the principles of behavior, the three-term contingency, and functional behavior assessment procedures. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): animal behavior, dog behavior, dog training |
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| When Bad Things Happen to Good Providers: Navigating Insurance Coverage for ABA Therapy |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 2; Room 258B |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jerome T. Chiu, M.A. |
| AMY WEINSTOCK (Insurance Resource Center/UMass Medical School, EK Shriver Center), JEROME T. CHIU (UMass Chan Medical School
), LISA CROUSER (UMass Chan Medical School), TERRI FARRELL (UMass Chan Medical School) |
| Description: Insurance coverage for ABA therapy has expanded dramatically over the past decade. This has had a significant impact on the profession. Behavior analysts providing services reimbursed by insurance have to navigate a complex, confusing, and sometimes illogical system. Unfamiliarity and inexperience can result in negative consequences for both the Behavior Analysts and consumers. This can create signficant financial, regulatory, and legal repercussions for individuals, and damage the reputation of the profession. Are you a Behavior Analyst whose services are reimbursed by insurance? Are you thinking about taking insurance? Are you concerned about rejected claims, audits, recoupments, fraud accusations, and other issues? This workshop will give an overview of insurance systems (both public and private), insurance contracting, documentation and compliance requirements, common issues, and tips for successfully navigating insurance coverage. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Determine the insurance coverage in place for ABA treatment for an individual client. 2. Understand what documentation is expected by insurers. 3. Identify requirements for authorizations, and strategies to address denials. 4. Understand financial, licensing, ethical, and legal requirements. 5. Identify processes and resources to ensure clinical, operational, and regulatory compliance. |
| Activities: Workshop Objectives 1-4, will be met through a combination of lectures, document reviews, and case studies. Workshop Objective 5 will be targeted through facilitated breakout group discussions targeting clinical, operational and regulatory compliance strategies. |
| Audience: The target audience includes Behavior Analysts currently working in insurance-funded programs or considering working in insurance-funded programs. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Compliance, Documentation, Insurance |
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| Is Your Team Audit Ready? Preparing Your Agency for Internal Clinical and Operational Audits |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 156B |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Melissa L. Olive, Ph.D. |
| MELISSA L. OLIVE (Cultivate Behavioral Health & Education), STEPHEN WOOD (Cultivate Behavior Management Corporation ) |
| Description: This workshop will focus on preparing ABA agencies for clinical and operational audits. A third- party stakeholder could request an audit of various ABA records at any time. These record requests could be used to determine if billing for ABA services is appropriate, if supervision of a Trainee has occurred appropriately, or if an RBT is receiving the 5% supervision as required by the BACB (and many more!). The larger an ABA agency becomes, the greater the likelihood that an audit will occur. This workshop will define internal clinical and operational audits as well as identify steps agencies can take to ensure their company is audit ready. Participants will learn how to mitigate risk when documenting ABA services, billing ABA services, and providing supervision of ABA services to RBTs, BCaBAs, and Trainees. Extensive handouts will be provided and ample time for question and answer will be allowed. |
| Learning Objectives: 1. Participants will be able to describe the difference between a clinical and operational audit.
2. Participants will be able to describe the risk associated with documenting and billing for ABA services.
3. Participants will be able to identify how regular on-going internal audits can mitigate risk for ABA companies.
4. Participants will develop a plan for conducting clinical and operational audits in their own ABA companies.
5. Participants will discuss strategies for storing and gathering records when an audit has been requested. |
| Activities: The primary content will be delivered through lecture. Work samples will be provided to guide participants through examples. Breakout groups will be utilized to practice clinical and operational audits. Detailed handouts and examples will be provided. |
| Audience: BCBAs, Business owners, BCBAs considering ownership |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): ABA Business, Audits, Record Requests, Risk |
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| Treating Autism Spectrum Disorder and Psychiatric Co-Morbidities Using Applied Behavior Analysis |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 2; Room 256 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jessica R. Everett, Ph.D. |
| JESSICA R. EVERETT (Melmark New England), BARBARA O'MALLEY CANNON (Melmark New England) |
| Description: There is growing recognition of the increasing prevalence of comorbid autism spectrum disorder and psychiatric disorders including, but not limited to, anxiety disorders, depressive disorders, and trauma- and stress related disorders (Hossain et al, 2020; Meyer et al, 2020). Clinicians providing applied behavior analytic services to individuals with autism spectrum disorder and co-morbid psychiatric conditions should have knowledge of various presentations and an understanding of how different treatment approaches may be integrated. This is particularly relevant for children and adolescents with comorbidities who may appear to have a poor response to applied behavior analysis and where collaboration with various professionals implementing evidence-based treatment for varying conditions (e.g., cognitive behavioral therapy for the treatment of anxiety disorder) is needed. Developing behavior support plans that are based upon a functional approach to behavior that also include strategies that work to ameliorate rather than exacerbate clinical symptoms is crucial. Equally crucial is developing positive behavior support plans that can be implemented across settings and individuals (e.g., teachers, clinicians, caregivers). The current workshop will review differential diagnosis of autism and various psychiatric disorders, present case reviews, review collaborative practice and assist clinicians in adapting commonly used behavioral procedures with consideration of the whole individual. |
| Learning Objectives: 1. Identify core features of anxiety disorders, depressive disorders, and trauma and stress related disorders.
2. Learn strategies for collaborating with professionals providing collateral care for treatment of comorbid autism spectrum and psychiatric disorders.
3. Develop treatment goals that enhance skill development related to the core features of autism spectrum disorders and various psychiatric disorders.
4. Identify components of positive behavior support plans that can be generalized across settings and individuals. |
| Activities: Workshop activities will include:
1. Lecture/discussion
2. Group work to review a case study, formulate treatment plan
3. Completion of self-report tool on collaborative practice |
| Audience: Participants should have three to five years of direct care experience working with children and adolescents with autism spectrum disorder. Clinical experience may include educational, clinic-based or home-based services. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Anxiety, Autism, Depressive Disorders, Trauma |
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| Assessment and Training Protocols for Use in Environments Addressing Severe Problem Behavior |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 2; Room 258A |
| Area: AUT/CBM; Domain: Applied Research |
| CE Instructor: John M. Guercio, Ph.D. |
| JOHN M. GUERCIO (Benchmark Human Services) |
| Description: This training will cover comprehensive assessment and treatment protocols as they apply to serving adults with autism and other intellectual disabilities (ID). The information will go beyond basic functional assessment tools and methodology to cover environmental assessment measures as well as the ability of the person with ID to fully pursue their values and goals that they have set for themselves. Examples will be provided from peer reviewed literature that the author has published as well as his current books Assessment of Adult Core Competencies: Teaching Skills to Adults with Autism and Severe Behavioral Challenges; and Behavioral Relaxation Training Clinical Applications with Diverse Populations. Fully detailed clinical approaches will be reviewed along with their impact on those that we serve. The ability of these intervention strategies to ameliorate severe aggressive behavior will also be covered. A complete assessment and intervention tool for working with adults with ASD and other intellectual disabilities and severe aggressive behavior will also be covered. |
| Learning Objectives: Participants will select how to better quantify aggressive behavior in terms of its impact on the environment and those that serve them. Participants will be trained on specific aspects of operationally defined self-esteem behaviors and will select the best options for those that they serve. Participants will identify the nature of and the need for more in depth functional assessment as it relates to severe aggressive behavior. |
| Activities: Lecture Small Group Breakout |
| Audience: The audience should have preliminary experience with functional assessments and the assessment and treatment of extreme aggression. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Adults Autism, Extreme Aggression, Living Skills, Sexuality |
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| Parent Training Essentials: Top 15 Tools Every Applied Behavior Analysis Provider Should Know |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 104A |
| Area: CBM/AUT; Domain: Service Delivery |
| CE Instructor: Lilyan Willemijn Johanna Campbell (BCBA, LMFT), M.A. |
| LILYAN WILLEMIJN JOHANNA CAMPBELL (BCBA, LMFT) (aba works) |
| Description: Description: In this workshop, you will learn the Essential Tools for ABA Parent Training. You can dramatically increase the impact on many individuals by using these super-duper essential tools for ABA Parent training. Behavior Technicians and Behavior Analysts can benefit from this workshop. Developing and implementing a Behavior Intervention Plan (BIP) is crucial for the success of the learner’s progress. Many studies have shown, that if caregivers and parents are well-trained in the steps of the BIP, generalization takes place and the opportunities for progress are more readily available. In addition, research shows when parents and caregivers are trained in the essential basics of ABA, such as prompting and reinforcement procedures, learners can have much more opportunities for growth. This can have a major effect on their progress. In many countries and states, there is not enough funding and/or opportunities for ABA services. By teaching ABA-providers the most essential tools to make ABA Parent Training work, you can make a significant change. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Describe the effects of parent training (2) Explain why the parent training is important (3) Describe and demonstrate how to motivate parents/caregivers to engage in parent training (4) Identify and apply the essential tools for ABA parent training related to the Behavior Intervention Plan and related to the ABA basic strategies |
| Activities: Activities: • Lecture through PPT • Group Discussion • Questions (testing, interaction) • Polls • Chat • Video clips/Demonstrations • Small group breakout: Case Studies • Behavior Skills Training (BST) and role-play |
| Audience: Intermediate Prerequisite skills in ABA |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): ABA, Autism, Parent training, Reinforcement |
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| Skills, Teaching Procedures, and Measurement Practices for Children and Adults With Limited Skill Repertoires |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 102B |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Patrick E. McGreevy, Ph.D. |
| PATRICK E. MCGREEVY (Patrick McGreevy and Associates), TROY ANTHONY FRY (Patrick McGreevy and Associates) |
| Description: This workshop will provide a description for practitioners of how to select skills for instruction for children and adults with moderate-to-severe disabilities and limited skill repertoires (including, but not limited to, children and adults with autism). This workshop will also provide a detailed, practitioner-oriented description of how to use specific, evidence-based and practice-confirmed behavior analytic, direct instruction, and precision teaching intervention procedures. |
| Learning Objectives: 1. At the conclusion of the presentation, participants will be able to determine if a child or an adult requires an alternative method of speaking 2. At the conclusion of the presentation, participants will be able to select functional skills with which to begin and continue instruction 3. At the conclusion of the presentation, participants will be able to select measurement procedures that will permit instruction to terminate in fluency and stimulus generalization. |
| Activities: This workshop will include lecture and discussion with active participation with respect to each workshop learning objective. |
| Audience: This workshop is designed for behavior analysts with a basic understanding of the concepts and principles of behavior analysis. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Toilet Training for Individuals With and Without Autism and Developmental Disabilities: Assessment to Treatment - Day to Night |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 153C |
| Area: DDA/CBM; Domain: Service Delivery |
| CE Instructor: Frank R. Cicero, Ph.D. |
| FRANK R. CICERO (Seton Hall University) |
| Description: Research indicates that behavioral toileting methods are effective for individuals with and without disabilities. This workshop will present the audience with empirically supported procedures for toileting using a variety of methods consistent with the principles of ABA. First, the audience will be provided with literature demonstrating empirical support for behavioral principles and procedures related to toileting. Seminal articles in the field will be discussed. Next, the presenter will discuss the importance of conducting an objective assessment of problem skill areas to properly individualize and design interventions. Data discussed will include narrative ABC data, frequency counts, and scatter plots. The details of an intensive reinforcement-based urination training procedure will be first be presented. The audience will be given 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. The workshop will then move into the discussion of assessment and treatment for overnight training (nighttime enuresis) and bladder training. The audience will be provided with presentation slides, data sheets, and treatment task analyses. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) design a data-based assessment method for assessing needs in the area of toileting; (2) design an individualized urination training intervention based on the principles of behavior analysis; (3) design an individualized bowel training intervention based on the principles of behavior analysis; (4) design an individualized treatment for nighttime enuresis and/or bladder training. |
| 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 and case data 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. The workshop is therefore most appropriate for RBTs, BCaBAs, and BCBAs looking to gain knowledge in this specific area. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): encopresis, enuresis, toilet training, toileting |
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 Serving Diverse Clients: Broader Cultural Impacts and Service Considerations for the Field |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 152 |
| Area: EDC/VBC; Domain: Service Delivery |
| CE Instructor: Neil Deochand, Ph.D. |
| NEIL DEOCHAND (University of Cincinnati), JAMES HAWKINS (University of Cincinnati), MACK S. COSTELLO (Rider University) |
| Description: As the field of ABA grows its behavioral practitioners are more likely to work with culturally and linguistically diverse (CLD) clients and families. Unfortunately, there are minimal guidelines (at least from ABA) on how to develop the skills and practices surrounding cultural competency, and there is no required coursework covering culturally responsive behavioral therapy in the verified course sequence (Fong & Tanaka, 2013). There is data that many behavior analysts consider themselves moderately or extremely skilled when working with CLD learners, even without CEU training, employer trainings or explicit coursework related to working with CLD learners (Beaulieu et al., 2019). It seems that the assumption of the generality of behavioral principles has led to the foregone conclusion that behavior analysts can tap into the infinite combinations within the behavioral stream even when they only have a snapshot of their client behavior in one context. A culturally informed behavior plan requires searching for the “missing pieces” within the client’s cultural ecosystem. Individualized assessment sometimes requires an analysis on group interactions, client cultural preferences, active self-assessment of our own values, beliefs, and behaviors (and in multiple contexts). This requires us to pay particular attention to cultural practices whether they are culinary preferences, religious preferences, person-person interactions, or gift-giving. No single person or field is expected to get every element that relates to effective practice correct from the outset, but they must build an evolving framework that is self-corrective. This workshop will encourage attendees to develop their own personal guide to cultural competence, while using real and hypothetical case examples to challenging us to see there are many trajectories to culturally responsive care. Participants should be able to build their own CEU content for the agencies so that they can ensure that they are actively preparing new certificants to deliver culturally competent services. |
| Learning Objectives: (1) Develop a process for managing a social faux pas graciously, and engaging in continuous self-monitoring process for behaviors not targeted in a behavior plan, but relate to “soft clinical skills” and client satisfaction. (2) Develop a systematic intake process prior to meeting any family but particularly families from another culture. Behavior analysts should know from intake their client's preferred language, name pronunciation, social preferences, as well as become familiar with expected cultural norms by conducting a records review or phone interview to avoid damaging the therapeutic relationship. (3) Be able to discuss actionable steps in developing a personal development plan focused on building a cultural competency guideline. Participants should prepare to be supervisors that are able to actively prepare learning opportunities on culturally competent care for their supervisees before they encounter challenges that limit their access to broader populations. (4) At the conclusion of the presentation participants will be able to create an inclusive environment, and work with multi-disciplinary teams, including translators, to serve the needs of diverse families. |
| Activities: Participants will learn how to conduct a preliminary review of culturally relevant variables which could influence early family interactions, reinforcer selection, assessment conditions, and goal setting. Participants will learn when developing culturally informed best practices that these require an active self-assessment of their own personal values, beliefs, and behaviors. Case scenarios are offered where a cultural lens is required in order to deliver effective behavioral services, and to facilitate discussion on this topic. A round-table discussion will be used to tap into the experiences of the participants in determining what could be useful for developing a staff training on culturally competent care for their supervisees. A mix of video and lecture material will be used to demonstrate how ABA services can be delivered in a multicultural context, and how these services can be continuously improved. This workshop is presented at a basic instruction level, and is intended for a broad audience. |
| Audience: Board Certified Behavior Analysts - Doctoral (BCBA-D) Board Certified Behavior Analysts (BCBA) Board Certified Assistant Behavior Analysts (BCaBA) |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): cultural diversity, linguistic communities, perspective taking, social justice |
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| Using Teaching Interactions to Teach and Generalize Social and Behavior Skills in the School Setting |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 2; Room 258C |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Amanda SW Wilson, Eds |
| AMANDA SW WILSON (Navigating Behavior Change), DANIELLE GONYEA (Navigating Behavior Change) |
| Description: School-based behavior analysts, special educators, and school psychologists are frequently tasked with assisting school teams in teaching social and behavior skills to students across disability categories. Yet, effectively teaching and generalizing these skills is a challenge in the school setting. Available curriculums often lack a systematic approach to skill development, target broad skill areas rather than specific skill deficits, are difficult to individualize, don’t involve an evidence-based teaching methodology, and result in limited generalization. Additionally, many curriculums are developed for students with autism spectrum disorders and present challenges in utilizing with other populations. Participants will be presented the 6 steps of the Teaching Interaction (TI) procedure, an evidence-based expansion of Behavior Skills Training, to effectively teach social and behavior skills across disability categories. Workshop includes instruction and practice in developing individualized scope and sequences to ensure skills are taught systematically to increase generalization. Information will be presented via lecture, video demonstrations, small group collaborations, and discussions. Participants will receive resources to assist in planning TI lessons, task analyzing skills, determining scope and sequences, and collaborating with school staff to implement TI’s. Published evidence for utilizing TI’s will be provided/reviewed and risks of using non-evidence-based procedures will be discussed. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to:
(1) State the 6 steps of the teaching interaction procedure;
(2) List similarities and differences between teaching interactions and behavior skills training;
(3) State the rationale for developing a scope and sequence when planning social and behavior skills instruction for individual students;
(4) Name critical components in planning and generalizing taught skills;
(5) List steps to use the competing pathway to guide development of individual scope and sequences;
(6) Use tools provided to plan individual teaching interaction lessons. |
| Activities: Activities will include lecture, video demonstrations, small group collaborations, and discussion. Workshop objectives will be met through a mixed presentation of lecture, group collaborations, discussion, and video modeling. Content will be taught through lecture and video demonstrations of teaching interactions. Supplemental materials will be provided so that participants are able to review information after the workshop as well as to support implementation of taught skills. |
| Audience: This intermediate workshop is suggested for behavior analysts, school psychologists, and others consulting and/or working within an educational setting to increase prosocial behaviors while decreasing challenging behaviors. Participants should have background knowledge in functional behavior assessments, behavior intervention plans, task analysis, and consultation/collaboration within the school setting. Participants will be encouraged to consider common barriers to generalization of social and behavior skills in the school setting, reflect on their own limitations, and consider expanding their repertoire with the information provided within this workshop. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Challenging Behavior, Emotional Disorders, School-based Consultation, Skill Generalization |
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| Preparing High-Quality Graphs for Publication and Presentation: Constructing Features of Effective Data Displays |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 2; Room 257B |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Sydney J Berkman, M.S. |
| SYDNEY J BERKMAN (New England Center for Children), CORMAC MACMANUS (Crossroads Continuum), ANDREW NUZZOLILLI (Elms College; Western New England University) |
| Description: Behavior analysts rely on visual inspection of data to make clinical decisions. It follows that mastery of graphing technology and aesthetic conventions are helpful for behavior analysts in clinical practice and research. Although behavior analysts are likely to receive instruction on visual analysis during graduate and practicum experiences, less instructional time may be dedicated to creating and editing graphs, especially to a degree that meets the high standards of publication or presentation. In this workshop, participants will learn about general aesthetic and practical considerations in the creating and editing high-quality, behavior-analytic graphs. Participants will have multiple opportunities to create and edit figures in Microsoft Excel, GraphPad Prism, or SigmaPlot with support from the presenters. The workshop will conclude with a discussion of the advantages and disadvantages of different graphing software for creating single-subject design graphs. Participants will receive multiple handouts including instructions on creating elements of behavior-analytic across graphing platforms and tips on decluttering and finalizing graphs. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe elements of publication quality single-subject design graphs (2) describe and demonstrate strategies for making graphs clearer/cleaner including troubleshooting clutters graphs (3) create publication- and presentation-quality graphs during the workshop (4) describe advantages and disadvantages of Excel, Prism, & SigmaPlot for single-subject design graphing |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, guided practice (i.e., BST), and small group breakout. Supplementary materials including sample graphs, a copy of the presentation, guidelines for high-quality graphing, and links to additional resources will be provided to attendees as printed handouts. |
| Audience: BCBAs and BCBA-Ds looking to refine their graphing skills to create high-quality graphs for publication and presentation. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): graphing, presenting, publishing |
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| Teaching Consent: Building Skills Across the Lifespan for Giving and Receiving an Embodied "Yes" |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 153A |
| Area: EDC/DDA; Domain: Service Delivery |
| CE Instructor: Worner Leland, M.S. |
| WORNER LELAND (Sex Ed Continuing Ed), BARBARA GROSS (Missouri Behavior Consulting; Sex Ed Continuing Ed) |
| Description: Although often thought to be a skill within the domain of sexual behavior and one tied to the prevention of sexual assault and coercion (Beres, 2020), consent is an interlocking contingency which is necessary for honoring autonomy and human rights across the lifespan both within and outside of sexual contexts. Because of this, consent-giving and consent-honoring are skills that should be taught and facilitated from birth onward. Emerging research on consent continuums (Brady et al., 2017; Whittington, 2021) point to a need for expansive education and an approach rooted in functional contextualism, however it may be difficult for practitioners to assess and identify which components of consent skills may be in a learner’s repertoire, and where they should start with teaching consent. This workshop will empower practitioners to identify critical consent skills, to facilitate consent exchanges in early education, and to teach social and safety skills for giving consent and for honoring others’ consent across the lifespan. Additionally, this workshop will empower practitioners to teach about consent in accessible components based on a learner’s current repertoire. Empirically supported research will be shared as applicable and content limitations and risks of practice will be discussed. |
| Learning Objectives: At the conclusion of this presentation, participants will be able to: 1. Generate a list of both sexual and non-sexual behaviors which require consent 2. Demonstrate the use of decision making trees for teaching consent skills to a learner when given a scenario 3. Demonstrate the use of preference assessments for teaching consent skills to a learner when given a scenario 4. List critical steps for facilitating consent-centric interactions |
| Activities: Workshop activities will utilize a BST model and include brief lecture covering facilitating consent-centric interactions, teaching consent-giving skills to a learner, and teaching consent-honoring skills to a learner. Following this, the workshop will include practice scenarios for assessment, modeling of program implementation, breakout practice for implementation, feedback, and opportunity to implement feedback. |
| Audience: Beginner |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): assent, consent, embodied yes, sex education |
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| Help for BCBAs With Challenging Ethical Dilemmas: Avoiding Multiple Relationships, Confidentiality, and Limits to Confidentiality |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 156A |
| Area: PCH/CBM; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JEANNIE A. GOLDEN (East Carolina University) |
| Description: Similar to psychologists and other helping professionals, BCBAs have several ethical responsibilities including avoiding multiple relationships, confidentiality, and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others. Although BCBAs may be aware of what these ethical responsibilities are, they may not have had the training to deal with these complicated and sometimes threatening situations. The workshop presenter is a licensed psychologist in addition to a BCBA-D and has had much experience supervising professionals, including BCBAs, who are faced with these daunting situations. This workshop will provide BCBAs and other professionals knowledge of and practice with handling these situations. Workshop participants can bring real or hypothetical ethical dilemmas to process, as well as hear about case scenarios and participate in role-play situations. Behavior Skills Training (BST), which is an evidence-based procedure recommended for use in supervision, will be used to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas. Participants will be provided with specific tools that might be helpful in solving challenging ethical dilemmas (decision-making model, safety assessment form) and given information on how to use these tools. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Describe the reasons why ethical dilemmas of avoiding multiple relationships, confidentiality and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others are so challenging 2. Describe the decision-making process for dealing with challenging ethical dilemmas and how it was used in specific case scenarios 3. Describe the use of Behavior Skills Training (BST), including instructions, modeling, rehearsal and feedback, to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas 4. Describe the use of specific tools that might be helpful in solving challenging ethical dilemmas (decision-making model, safety assessment form) |
| Activities: Workshop participants will be provided with didactic information, journal articles, self-assessments and case scenarios. They will also participate in role-play with feedback and discussion. Participants will be provided with specific tools that might be helpful in solving challenging ethical dilemmas (decision-making model, safety assessment form) and given information on how to use these tools. |
| Audience: Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with the BACB Professional and Ethical Compliance Code for Behavior Analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| A Practitioner's Guide to Evaluating Treatment Integrity in Applied Settings |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 156C |
| Area: TBA/OBM; Domain: Service Delivery |
| CE Instructor: Cody Morris, Ph.D. |
| CODY MORRIS (Salve Regina University ), STEPHANIE HOPE JONES (Salve Regina University), EMMA GRAUERHOLZ-FISHER (Salve Regina University), JACQUELINE WILSON (Salve Regina University), ELIZABETH MICAELA NARVAEZ (Salve Regina University), BIANCE JASMINE FERRUCCI (Salve Regina University), ZACHARY JOHN MORAIS (Salve Regina University) |
| Description: Monitoring and evaluating treatment integrity is an important clinical practice for behavior analysts who rely on others to deliver their recommended treatments. Practitioners seeking information about treatment integrity in applied settings will find research focused on the negative effects of treatment integrity errors, the types of treatment integrity errors, strategies to prevent and address treatment integrity errors, and many other practical considerations for practitioners. However, limited practical guidance is available to help practitioners create and utilize treatment integrity systems with their individual clients. This workshop will guide the participants through the critical components of establishing and utilizing treatment integrity systems in their clinical practice. At the end of this workshop, participants will be able to: (1) describe the importance of treatment integrity in applied settings; (2) identify risk factors related to reduced treatment integrity in applied settings; (3) create task analyses for their clients’ treatments, (4) identify priorities for treatment integrity data collection; (5) create data collection systems for treatment integrity; (6) select appropriate observation periods for treatment integrity monitoring; (7) effectively utilize treatment integrity monitoring systems; (8) analyze treatment integrity data; (9) select interventions to address treatment integrity concerns. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe the importance of treatment integrity in applied settings; (2) identify risk factors related to reduced treatment integrity in applied settings; (3) create task analyses for their clients’ treatments, (4) identify priorities for treatment integrity data collection; (5) create data collection systems for treatment integrity; (6) select appropriate observation periods for treatment integrity monitoring; (7) effectively utilize treatment integrity monitoring systems; (8) analyze treatment integrity data; (9) select interventions to address treatment integrity concerns. |
| Activities: This workshop will utilize a behavioral skills training model that will include instruction, modeling, rehearsal and practice in small groups, and individualized feedback. |
| Audience: This workshop primarily targets practicing behavior analysts who rely on others (e.g., direct care staff, parents, teachers) to implement their recommendations. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Treatment Fidelity, Treatment Integrity, Treatment Monitoring |
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| How to Stop Talking and Start Communicating With Motivational Interviewing |
| Thursday, May 26, 2022 |
| 4:00 PM–7:00 PM |
| Meeting Level 1; Room 103 |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Monica Gilbert, Psy.D. |
| MONICA GILBERT (Crystal Minds New Beginning) |
| Description: We walk the walk, but do we talk the talk? As clinicians, do we speak with parents or to them? Is it effective in motivating them to adhere to interventions or do you find that sometimes they inhale and exhale at the sight/sound of parent training sessions? Although Behavior Analysts offer empirically validated strategies and successfully change behaviors, it can be difficult for parents to adhere to treatment. Resistance is evoked by an antecedent stimulus (clinician's confrontational language), which is reinforced by escape of the aversive stimuli. Motivating Operations have a behavior/value altering effect in that they make "escaping" the stimuli (clinician) by engaging in resistant behaviors more or less reinforcing. Motivational Interviewing (MI) is an empirically proven intervention that has shown substantial success in the literature in changing addictive behaviors in substance abusers, medication adherence and developmental disabilities. In this workshop, we will present the proven strategies of MI to decrease resistance and increase cooperation between parents and clinicians. The Transtheoretical model (stages of readiness) which helps identify parent’s level of resistance will also be introduced. Attendees will build skills in assessing parents’ level of resistance and learn to use change talk procedures to successfully decrease their resistance. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Assess parent's motivation based on the trans-theoretical model and using different proven measures; (2) Provide examples of effective change talk strategies to develop and build collaborative relationships with parents; (3) Describe motivation using private events; (4) Identify traps that can harm clinician-parental relationships; (5) Describe key features of effective MI strategies; (6) Measure change talk vs. counter-change talk; (7) Identify key features necessary for cooperative relationships between caregivers and clinicians. |
| Activities: Workshop activities will include didactic instruction, active student responses, and video/audio role play discussion. If online we will have "break out rooms" to facilitate small group practice. |
| Audience: BCaBA, BCBA, graduate students, and licensed psychologists. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): ACT, Motivational Interviewing |