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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48th Annual Convention; Boston, MA; 2022

Program by Continuing Education Events: Friday, May 27, 2022


 

Workshop #W17
CE Offered: BACB/NASP — 
Supervision
Engineering Schools for Student Success
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 2; Room 255
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Guy S. Bruce, Ed.D.
GUY S. BRUCE (Appealing Solutions, LLC)
Description: Do you work as an employee, supervisor, or director of an organization that provides services to students or clients with learning difficulties? Are you satisfied with your students’ progress? Behavior analysis developed a powerful technology for helping people, but too many students don’t receive the benefits. Why not? The easy answer is that providers don’t do what they are told. But providers’ performance, just like their students’ performance, is a product of their environments. Do providers have the resources, training, and management necessary to help students achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide students with the outcomes they want. The failure of students to make adequate progress is not usually an individual provider performance problem, but a performance problem at the system, process, and individual levels of the organization. This workshop will introduce you to an organizational performance engineering process (EARS) that will allow you to Evaluate student progress; Analyze causes of provider performance problems; Recommend changes in provider resources, training, and management; and Solve performance problems by designing and implementing recommended solutions.
Learning Objectives: By the end of this three-part workshop, participants will know how to: 1. Distinguish between examples of Skinner’s pragmatic approach to the science and engineering of behavior change and other approaches; and describe the benefits of Skinner’s pragmatic approach. 2. Describe the steps in the organizational performance engineering process and how that process can be used to ensure that every student makes efficient progress. 3. Diagram your organization as a network of provider-recipient relationships. 4. Evaluate student progress and staff performance using sensitive measures of behavior and behavior change. 5. Analyze causes of can-do, know-how, and want-to provider performance problems due to inadequate resources, training, and management. 6. Recommend solutions based on a comprehensive data-based analysis of provider performance problems. 7. Solve provider performance problems by designing and implementing changes in provider resources, training, and management.
Activities: Each participant receives a workshop with readings, practice exercises, answer keys, datasheets, lecture fill-in sheets, 4 decks of practice cards, and the latest version of ProgressCharter, a web-mobile application that makes it easier to implement the EARS process of organizational performance engineering. Training practices include interactive readings, lectures and discussion, oral and written practice with workbook exercises and practice cards with instructions and answer keys provided for critical component skills and tasks, hands-on practice in the design, implementation, and evaluation of provider evaluation, learning, and management resources, using rate measures of student and provider performance, celeration efficiency measures of student and provider progress, and ProgressCharter to measure and evaluate student and provider performance and progress. Participants will have the opportunity for coaching on the design and implementation of the EARS process in their own organizations.
Audience: Supervisors, Staff Trainers, Program Designers and Directors of schools or clinics that provide educational services to students of clients with learning difficulties are responsible for designing and/or implementing organizational performance engineering processes that change how providers work together, so that every student or client makes efficient progress towards mastery of the types of performance necessary for a successful life. Prerequisite Skills for this Workshop: Master’s Level Mastery of the Application of Behavior Analysis.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): Celeration Efficiency, Data-based Analysis, Provider-Recipient Network, Skinner's Pragmatism
 
Workshop #W23
CE Offered: PSY/BACB — 
Ethics
Risk-Benefit Analysis of Treatments for Severe Problem Behaviors
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 258A
Domain: Applied Research
CE Instructor: Nathan Blenkush, Ph.D.
NATHAN BLENKUSH (Judge Rotenberg Educational Center), JASON CODERRE (The Judge Rotenberg Educational Center), JOSEPH TACOSIK (Judge Rotenberg Education Center), DYLAN PALMER (Judge Rotenberg Educational Center)
Description: Behavior analysts are often part of multidisciplinary teams that treat patients with severe problem behaviors that are refractory to typical interventions. Professionals within and between disciplines do not always agree on the most appropriate treatment approach for a given person. However, there is general agreement that those providing treatment should provide the most effective and least restrictive interventions available. Unfortunately, risk perception and bias sometimes influence decision making to the detriment of the person receiving treatment. Here, we review decision analysis tools that may help inform decisions made by behavior analysts and interdisciplinary teams when treating severe problem behaviors. We review ethical, legal, and regulatory policies that must be considered in relation to treating people with severe problem behaviors.
Learning Objectives: 1. Participants will be able to describe the elements of at least two decision analysis tools associated with treatment selection. 2. Participants will identify at least three potential fallacies or biases associated with risk and clinical decision making. 3. Participants will evaluate at least two treatments using a risk benefit approach.
Activities: The format combines lecture, application of decision analysis, and group discussion.
Audience: Behavior analysts, psychologists, and other professionals who are often confronted with people who emit severe problem behaviors refractory to typical interventions.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): Decision analysis, Risk Perception, Treatment evaluation
 
Workshop #W24
CE Offered: PSY/BACB — 
Ethics
Diversity submission Ethics Regarding Sexuality Issues for Those on the Autism Spectrum
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 252B
Area: AUT/TBA; Domain: Theory
CE Instructor: Joanne Sgambati, Ph.D.
JOANNE SGAMBATI (Eden II/Genesis Programs NYSABA), NATASHA TREUMAN (Eden ll/ Genesis Programs), AMANDA HAYES (Eden ll/ Genesis Programs)
Description: This presentation will focus on the treatment intervention and the importance of BACB ethicall standards as it relates to supporting individuals on the autism spectrum and sexuality issues. The workshop will give an overview of ASD symptomolog and sexually related challenging behaviors. It will discuss ethic and sexual consent and related human rights issues.The workshop will discuss case examples and practical ethical solutions to various challenging sexual behaviors. Autism LGBTQIA+ issues will be reviewed along with helpful ethical solutions. Lastly, best practices and advocacy will be discussed. Materials will be supplied and interactive audiance activities will be used for audiance participation. A Q&A session will follow.
Learning Objectives: (1) Participants will learn and review the Current BACB Ethics Code for Behavior Analysts. (2) Participats will learn current sexual issues and challanging behaviors in those with autism based on several case examples and how they were addessed ethically by application of the current BACB ethics and related codes. (3) Participants will have opportunities to ask questions and problem solve through various interactive activities that target ethics, human rights, sexuality , and LGBTQIA+ issues in the autism community.
Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, small group break out, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying ethical issues and solutions will be provided in order to support participant learning.
Audience: Intermediate level - Partcipants should have rerequisite skills such as a general knowledge of BACB ethical standards and appled behavior analysis as it relates to autism spectrum disorder. This workshop is good for Behavior Anaylsts, Psychologists, Social Workers, Graduate Students, and Educators.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W26
CE Offered: BACB
An Applied Behavioral Medicine Approach to Addiction Recovery and Reanimation: Techniques from Public Health and Behavior Analysis Emphasizing Antecedent State as well as Consequence Management
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 253A-C
Area: CSS/BPN; Domain: Service Delivery
CE Instructor: Richard Cook, M.D.
RICHARD COOK (Applied Behavior Medicine Associates of Hershey), MATTHEW GROSS (Shippensburg University)
Description: The workshop will integrate principles of medicine, addiction neuroscience, public health problem solving, and applied behavior analysis behavior modification to develop treatment plans robust in antecedent state as well as scripted behavior and contingency management. These approaches heavily emphasize, and practice, use of fundamental behavior analysis techniques, with particular attention to the antecedent state, often neglected even in behaviorally based approaches. Scripting of and differential reinforcement of other, alternative incompatible behaviors in order to develop habits. Workshop to honor work, spirit, and legacy of behavior analysis and addiction recovery pioneer Dr. Sherman Yen
Learning Objectives: Workshop Objectives:1)Attendees will develop habits related to deconstruction of aspects of varied domains within the recovering addicts life into factors of the addicts behavioral equation that can be modified such that the likelihood of emission of toxic, drug use/relapse behaviors is decreased, replaced with increased likelihood of emission of alternative and incompatible behaviors that are deemed healthier and more likely to enhance the addict's reanimation and recovery. 2) attendees will apply public health principles and techniques, such as Haddon's matrix and strategies for injury control modified for addiction recovery, to circumstances and events of specific patients 3) while discussing and better understanding currently popular behaviorally based approaches focused on contingency management, attendees will practice development and implementation of approaches focused on decreasing the likelihood of emission of drug use and relapse behaviors by robust adjustment of the factors of the antecedent state
Activities: . Workshop Activities: Neurophysiology of Addiction Behavioral Physiology Individualized Resource and Needs Assessment Integration of Family into active participation in recovery, including learning approaches to focus directly on changing behaviors of family members, as well as behaviors of interactions between family members and the recovering addict
Audience: Target Audience:Workshop Will be useful for Behavior Analysts who are: Professional addiction clinicians Treat addiction in their practice Family member addiction Behavior Analysts in General Practice Involved in community or policy making
Content Area: Practice
Instruction Level: Basic
Keyword(s): Addiction recovery, Behavioral Medicine, Opiod addiction
 
Workshop #W27
CE Offered: BACB/NASP
Exploring the Systematic Use of Self-Monitoring as a Behavioral Intervention: The Self & Match System
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 252A
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Jamie Siden Salter, Eds
JAMIE SIDEN SALTER (Self & Match Educational Consultation), KATHARINE M. CROCE (Felician University)
Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring intervention and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately. This session will explore peer-reviewed research that supports the implementation of self-monitoring systems for students of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a "match"/accountability; component will be presented, with specific focus on the Self & Match System, a user-friendly, easy to implement, empirically-supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, as well as a Self & Match manual with substantial training materials. Participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system. Additionally, participants gain an understanding of implementing Self & Match as a classroom management tool in special education and general education settings. The Self & Match System has been used internationally to support individuals with emotional behavior disorders, autism, learning disabilities, and unidentified students in general education. Self & Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings; including (but not limited to): public and private schools, clinics, homes, and recreational settings. Great workshop for individuals and/or teams!
Learning Objectives: 1) Identify the research-based benefits of self-monitoring interventions 2) Effectively apply, individualize, and monitor progress of a self-monitoring system 3) Identify the necessary components of an effective motivational system 4) Identify the importance of pre-treatment planning on the effectiveness of intervention 5) Identify the basic components of the Self & Match System 6) Understand the implementation Self & Match System in a variety of settings including a General Education Setting, Home Setting, and Special Education Setting 7) Systematically individualize an intervention based on collaborative and critical thinking 8) Systematically consider function in the development of self-monitoring interventions and reinforcement opportunities
Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match/accountability component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, the Self & Match system, and consider the role of technology in enhancing this behavioral intervention. Additionally, participants will interactively complete a "Systematic Considerations Guide" prior to implementation to lead them on their way to creating their own Self & Match System. The format combines lecture, small group collaboration, whole group responding utilizing interactive digital polling software, and discussion. Core content will be taught through a combination of lecture, video examples, data analysis, and guided practice.
Audience: Participants will engage in active learning to increase their knowledge of implementing self-monitoring as a behavioral intervention. Workshop attendees will acquire a systematic guide to planning self-monitoring systems, Self & Match manual with substantial training materials, and access to Self & Match Maker, an online Self & Match form creator. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, and/or others who support individuals from pre-K to 21 in school, home, or clinic settings as well as adults that are interested in increasing appropriate behaviors. Great workshop for individuals and/or teams!
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Behavior intervention, Self&Match, Self-Management, Self-monitoring
 
Workshop #W28
CE Offered: BACB — 
Supervision
Mitigating and Managing Workplace Conflict for Behavior Analysts
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 257B
Area: OBM; Domain: Service Delivery
CE Instructor: Shannon Biagi, M.S.
SHANNON BIAGI (Chief Motivating Officers; University of West Florida)
Description: Even with a behavior analyst's unique understanding of human behavior, conflict in the workplace is nearly inevitable. Despite all of our best efforts to create highly reinforcing work environments, we’re likely going to end up in conflict at some point. Whether we’re directly involved ourselves, or we are mediating the negotiation of conflicts between others, behavior analysts need a strategy for handling these issues. By establishing an understanding of the role of learning history, motivating operations, other antecedents, as well as the inevitable "people" issues that arise in these difficult situations, behavior analysts can harness the science they know and love to successfully navigate, and hopefully prevent, conflicts in their workplaces. During this workshop, a step-by-step approach for assessing and managing existing conflicts will be presented, with support of organizational behavior management (OBM) research findings in similar topics, including gossip and rumor. Participants will practice negotiating through difficult situations using scenario learning, leaving with a novel perspective on how and why people end up in conflict, and strategies for facing such issues as a united front.
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) Identify different types of conflict and how they relate to one another (2) Determine what is productive vs. non-productive conflict (3) Describe strategies for preventing conflicts before they arise (4) Once in a conflict, determine strategies for handling the “people issues” (5) Identify personal biases that might impact conflict resolution (6) Define the problem in a conflict, once people-issues are handled (7) Identify common interests when in conflict (8) Determine the steps in brainstorming solutions in conflicts (9) Identify systems issues and behavior change necessary to resolve conflicts in organizations (10) Describe strategies for determining the effectiveness of a conflict resolution
Activities: The format of this presentation includes lecture, small group activities, independent worksheet activities, and guided practice through scenario-based learning.
Audience: Early career behavior analysts and those who would like to practice their conflict-resolution and perspective-taking behaviors.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Conflict, Difficult Conversations, Leadership, OBM
 
Workshop #W31
CE Offered: BACB
Diversity submission Contributing to the Creation of Open Access Educational Materials in Behavior Analysis
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 256
Area: TBA/CSS; Domain: Service Delivery
CE Instructor: Margaret Pavone Dannevik, Ph.D.
MARGARET PAVONE DANNEVIK (Lindenwood University)
Description: This workshop will provide information and encouragement for individuals in the behavior analysis field to contribute to open educational resources related to the science of human behavior. OER creation can not only be a valuable teaching or supervision activity but also allows for increased representation of underserved populations and a more culturally sensitive view of the ways behavior analysis can impact the world. Participants will walk away with tools to create open educational resources with their supervisees and trainees and also have opportunities for future collaboration.
Learning Objectives: At the conclusion of the presentation, participants will be able to : (1) Identify the ways in which open educational resources increase diversity, equity, and inclusion in the field of behavior analysis (2) Describe how OER/OEP can be integrated into coursework, training, and supervision to disseminate the science and represent underserved populations (3) Collaborate with other content creators to produce more behavior analytic open educational resources while reducing individual response effort and capitalizing on unique contributor strengths
Activities: The workshop will combine lecture, group discussion, small group guided practice, and also provide supplemental materials to participants wanting to continue working on goals established during the training.
Audience: Individual participants should have fluent knowledge of basic behavior analytic principles. The workshop will be most appropriate for those in teaching, training, or supervision roles.
Content Area: Theory
Instruction Level: Intermediate
Keyword(s): Diversity, Higher Ed, OEr, Teaching
 
Workshop #W33
CE Offered: PSY/BACB — 
Ethics
Diversity submission Ethics Without Diversity, Equity, and Inclusion is Unethical
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 156B
Area: AUT; Domain: Service Delivery
CE Instructor: Natalie A. Parks, Ph.D.
NATALIE A. PARKS (Behavior Leader Inc.; Saint Louis University), CHARDAE RIGDON (Rockwood School District), CHELSEA LAXA (Behavior Leader, Inc.), ELIZABETH HARRINGTON (Behavior Leader)
Description: The Ethics Code for Behavior Analysts specifies that behavior analysts should provide services that are culturally responsive, be aware of their own biases, and provide supervision that focuses on developing these skills in trainees. Several behavior analysts have investigated various diversity and inclusion topics including the development of racism, the need for additional diversity and inclusion training in the field, and the discrepancies between behavior analysis and other social science fields. This workshop provides participants with a behavior analytic framework of the principles and concepts of diversity, equity, and inclusion, encourages participants to review and reflect upon their own biases and privileges and how these intersect with the delivery of services, and guides participants through the steps necessary to develop culturally responsive services. Participants will operationally define the most common terms in diversity, equity, and inclusion (DEI) work, explore how each concept and principle applies to their work as a behavior analyst, and practice developing programming and services that are culturally responsive. Participants will be challenged to examine their own biases and identities and how these intersect with the individuals served. Finally, participants will explore why DEI is necessary to provide ethical services.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Operationally define at least 5 common terms of diversity, equity, and inclusion. 2. State what it means to have culturally responsive services. 3. Identify their own biases and identity and how they intersect with the delivery of services. 4. Create services that are culturally responsive. 5. Identify why DEI is necessary for the provision of ethical services.
Activities: Workshop objectives will be met through a combination of lecture, video review, small group discussions and activities, individual activities, and large group activities. Core content will be taught through lecture and videos that illustrate examples and models and participants will practice and apply their learning through the various individual, small, and large group activities.
Audience: Participants should be BCBAs, BCaBAs, or BCBA-Ds that have a strong foundational knowledge of concepts and principles in behavior analysis. Background knowledge of cultural practices and interlocking behavioral contingencies will aid in understanding, but not necessary.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): diversity, equity, ethics, inclusion
 
Workshop #W34
CE Offered: BACB
Diversity submission Acceptance and Commitment Training for Applied Behavior Analysts: This is Great, But How Would I Do This?
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 104A
Area: CBM/DDA; Domain: Service Delivery
CE Instructor: Thomas G. Szabo, Ph.D.
THOMAS G. SZABO (Touro University, Autism Care West), AZIZULL KAUR DHADWAL (Pepperdine University), YUKIE KURUMIYA (The Chicago School of Professional Psychology), ASHLEY PETT (Achievement, Balance, Community LLC), JACLYN TRUJILLO (Florida Institute of Technology), SEHAR MOUGHAL (University of Auckland), LARISA SHEPERD (Endicott College), DESIRAE WINGERTER (Collaboration Center Foundation), Jennifer J. McComas (University of Minnesota)
Description: Evidence for the utility of acceptance and commitment trainin (ACT) in applied behavior analysis (ABA) is growing. Most researchers publishing in this area are highly skilled academics with their most experienced graduate students, so it is not surprising that they are successful and operating within an ABA scope of practice. But how does the average ABA practitioner gain access to the coaching needed for successful, ethical implementation of ACT in ABA settings? It does not help that ABA practitioners leave ACT workshops saying, “This is great, but how would I do this?” In fact, it is highly problematic for our field if any training does not result in skill acquisition and sensitivity to the nuances of acceptable conduct when using any intervention. This workshop will offer training in two skills – ACT assessment and intervention. Using a BST format, participants will learn to conduct descriptive functional assessment of the six ACT repertoires and apply a 10-step task analysis to the development of novel, idiosyncratic ACT exercises. Participants will receive intensive coaching in small groups from seven seasoned facilitators and access to an online folder with sample self-guided training material to continue to practice with after the workshop, clinical decision-making trees to guide practice, video exemplars, and relevant research.
Learning Objectives: At the conclusion of the presentation, participants will be able to (1) code dialogue for six core indirect-acting contingencies (2) apply a 10-step task analysis to the design of a function-based ACT intervention (3) develop data collection for learner practice of ACT skills and ABA dependent variables
Activities: BST - rationale, modeling, rehearsal, feedback. Also, lecture, small group breakout, large group discussion.
Audience: Participants should be familiar with the ACT model. Having previously participated in an ACT workshop, read ACT research, or read ACT books would help. This content is appropriate for BCBAs and for BCaBAs under supervision of BCBAs with ACT in ABA background. This content is also appropriate for students and practitioners of clinical behavior analysis (behavioral counseling, therapy, and so forth).
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ACTraining, BST, Intensive Coaching
 
Workshop #W35
CE Offered: PSY/BACB
Updating Relational Frame Theory and Increasing its Utility in Applied Behavior Analyses of Human Language and Cognition
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 153C
Area: DEV; Domain: Theory
CE Instructor: Carolina Coury Silveira, Ph.D.
DERMOT BARNES-HOLMES (Ulster University), COLIN HARTE (Federal University of São Carlos ), JOAO HENRIQUE DE ALMEIDA (Londrina State University), CAROLINA COURY SILVEIRA DE ALMEIDA (ABAKids: Desenvolvimento Infantil)
Description: Relational frame theory (RFT) is a behavior-analytic account of human language and cognition which in recent years has experienced a period of intense conceptual and empirical development. The overarching aim of the current workshop is to summarise these recent developments in RFT and how they could translate into potential advances in applied behaviour analyses, particularly in understanding and treating language and cognitive deficits/developmental delays. The workshop will be built around a new RFT framework for conceptualising many of the key ‘behavioral units’ of human verbal behavior. It will aim to demonstrate how the framework could be utilised in analysing deficits in, and designing interventions for, people with autism and other developmental delays. A blend of lecturing, video material, examples of teaching programmes, and group-based practical exercises will be utilised. PowerPoint slides and related materials will be made freely available to participants as well as free access to supporting software related to workshop content. Many additional readings will also be made available via an open access website. At the end of the workshop attendees should be in a position to utilise this new framework in their own applied environments.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) articulate the basic descriptive and explanatory concepts in RFT; (2) identify and describe the key elements of the multidimensional, multilevel (MDML) RFT framework; (3) generate some examples of how the MDML framework may be used in the applied behaviour-analytic treatment of specific deficits in human language and cognition.
Activities: The workshop will involve a balance between lecture, active participation, opportunities to practice the skills demonstrated in groups along with feedback provided to participants by the workshop presenters. In addition, video demonstrations will be employed throughout, and examples of teaching programmes will be provided. Workshops slides and additional supplementary readings and materials will be made available to participants via an open access website.
Audience: A basic background in behaviour analysis is assumed.
Content Area: Theory
Instruction Level: Intermediate
Keyword(s): Developmental Delays, Language/Cognition, MDML Framework, RFT
 
Workshop #W36
CE Offered: BACB — 
Ethics
Special Education Law and Ethical Issues for the Practicing Behavior Analyst
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 2; Room 258B
Area: EDC/DDA; Domain: Service Delivery
CE Instructor: Melissa L. Olive, Ph.D.
MELISSA L. OLIVE (Cultivate Behavioral Health & Education)
Description: This day long workshop will focus on the U.S. Individuals with Disabilities Education Improvement Act (IDEIA) and the many ethical issues that practicing behavior analyst should be apprised of. Participants will learn about federal legal requirements for conducting functional behavioral assessments, writing behavior intervention plans, understanding the term positive behavior supports as used in the IDEIA, and the requirements for independent educational evaluations including FBAs. Endrew F will also be discussed. Participants will learn how state law applies at the local level. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer. Detailed handouts will be provided.
Learning Objectives: 1. Identify the major components of US special education law, IDEIA, which protects the majority of clients served by a behavior analyst. 2. Identify the procedural areas of IDEIA that could result in ethical dilemmas for the practicing behavior analyst. 3. Identify the legal and ethical requirements of an Independent Educational Evaluation completed by a behavior analyst. 4. Identify when a behavior analyst must complete an FBA vs when they should complete one under the IDEIA. 5. Identify when a BIP must be developed by a behavior analysts under the IDEIA 6. Identify what type of data must be collected under the IDEIA 7. Describe the difference between a procedural and substantive error and how ethical blunders could create these types of errors.
Activities: Lectures, Case Discussion, Case Problem Solving, and online menti participation
Audience: BCBAs who work in schools or who are thinking of working in schools and school administrators who employ/supervise BCBAs
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Ethics, Special Education, SPED Law
 
Workshop #W37
CE Offered: PSY/BACB
Diversity submission Trauma: The Invisible Elephant Underlying Challenging Behavior
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 151A/B
Area: EDC/CBM; Domain: Service Delivery
CE Instructor: Jeannie A. Golden, Ph.D.
JEANNIE A. GOLDEN (East Carolina University), PAULA Y FLANDERS (Rethinked.com), DANIELLE WEBB (East Carolina University)
Description: Behavior analysts are often charged with the responsibility of dealing with challenging behaviors and may be unaware of the impact of underlying trauma on these behaviors. These challenging behaviors are frequently not amenable to traditional functional behavioral assessments (FBAs) and positive behavioral interventions (PBIs). This may be because behavior analysts are reluctant to incorporate distal setting events, discriminative stimuli, and motivating operations into their FBAs, which is essential to the incorporation of trauma into these analyses. Further, it is necessary to acknowledge the impact of verbal behavior in implementing effective interventions, as covert thoughts and feelings often are the establishing operations that motivate challenging behaviors. This workshop will familiarize participants with FBAs that incorporate trauma as well as with strategies that use verbal behavior in conducting interventions. They will see role-play demonstrations of these strategies and have the opportunity to practice these strategies with feedback and correction. They will also be provided with PBIs specific to their own caseloads.
Learning Objectives: At the conclusion of this workshop, participants will be able to: 1. Explain why youth who have experienced trauma are more likely to exhibit challenging behaviors. 2. Describe how to incorporate distal setting events, discriminative stimuli, and motivating operations into functional behavioral assessments of youth who have experienced trauma. 3. Describe how covert thoughts and feelings often serve as establishing operations that motivate challenging behaviors. 4. Explain why verbal behavior is important in implementing effective interventions for youth who have experienced trauma. 5. Describe some of the verbal behavior strategies that could be effective interventions for youth who have experienced trauma.
Activities: Participants in this workshop will receive didactic information as well as modeling, role play, feedback and practice of specific trauma-based interventions. Supplemental materials such as written scenarios, fidelity checklists, and sample FBAs and PBIs will also be provided.
Audience: Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with terms including verbal behavior, discriminative stimuli, establishing and abolishing operations, and positive and negative reinforcement, and have experience and examples dealing with those terms.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W39
CE Offered: BACB
Assessing Instructional Staffing Needs: Dyad and Group Instruction
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 103
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Silva Orchanian, M.Ed.
SILVA ORCHANIAN (Melmark New England), KYLEE ANNE FORMENTO (Melmark Pennsylvania)
Description: Assessing individual needs across instructional arrangements is an important part of providing services and promoting progress within an educational setting. While research suggests that individual instruction arrangements are highly effective in teaching new skills to individuals with intellectual and developmental disabilities, instruction in this format hinders generalization of skills (Koegel and Rincover, 1974), reduces opportunities for observational learning, and reduces the efficiency of instructional sessions when compared to group instruction (Plavnick and Hume, 2014; Rehfeldt et al, 2003; Ledford et al, 2008; Tekin-Iftar and Birkin, 2010). From childhood into adulthood, it is paramount to build pre-requisite components, establish independence and promote generalization their skills. Acquisition of the essential skills to make effective progress in a group setting lends to success in less restrictive environments such as schools, vocational placements and the community. This presentation will: (a) review the literature on and rational for transitioning away from one-to-one instruction; (b) focus on core skills for effectively learning within a group instructional arrangement (c) and prepare the instructor to arrange the environment, deliver instruction, reinforcement and consequences to promote a child success.?? To further facilitate understanding of the presented material, the audience will engage in activities to develop skills in teaching within different instructional formats .
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Provide rationale for moving away from 1:1 instructional arrangements 2)Discuss the importance of introducing dyad and group instruction with stakeholders (e.g., staff, parents, funders, etc.) 3) Describe types of dyad instruction 4) Prepare to successfully implement dyad instruction in their settings 5) Determine the appropriateness of dyad instruction for particular individuals 6) Demonstrate effective dyad instruction 7) Understand when and how to move from dyad to group instruction
Activities: The format combines lecture, video demonstrations of the strategies discussed and role play following a BST model. Supplemental materials (e.g., sample datasheets) will be provided to support participant learning.
Audience: Teachers, behavior analysts and other professionals with experience delivering instruction based on the principles of applied behavior analysis in a 1:1 format
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Classroom Management, Group Instruction, Increasing Independence, Pre-requisite Skills
 
Workshop #W41
CE Offered: BACB
Designing a Culture of Innovation, Improvement, and Quality Using Lean Management
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 153B
Area: OBM; Domain: Service Delivery
CE Instructor: Aseel M Houmsse, M.S.
ASEEL M HOUMSSE (Mass General Brigham), JAMIE REED (The National PERT Consortium ), JESSICA WENIG (Hopeful Journeys Educational Center), KENDRA BIRD (Mass General Brigham North Shore Physicians Group)
Description: ABA and human service industries across the country struggle with retention and staff burnout. Most master's programs in behavior analysis do not offer courses that teach future clinicians to be good leaders and strong managers who are equipped to face human resource issues and other barriers to business. One solution is to look to other industries that have faced similar threats and come through successfully. Hospital systems are beginning to implement what the manufacturing industry has been using for decades - lean management. Lean seeks to improve operations by eliminating waste. To improve operations, a system must change employee behavior. This seminar will synchronize OBM with lean management in a way that will give participants tactical methods for making last change in their own practice and organizations.
Learning Objectives: At the end of this session, participants will be able to: 1. List the 7 wastes and use tools to frame the current state 2. Implement at least 2 countermeasures to mitigate waste 3. Describe the value of direct observation as it relates to improvement and change.
Activities: The workshop will utilize didactic instruction, small group discussion, active student responding, videos, hands-on activities and practice, modeling and demonstrations. The class will be highly interactive and offer opportunities for debate, discussion, and examples from participants. We will survey participants at the beginning of the session to understand their learning styles and tailor our approach to best fit each individual in the group. We will offer materials in writing and electronically. If possible, we will seek to gather preferred language in advance of the session and print materials in multiple languages.
Audience: The session will be targeted for management-level staff. Appropriate participants would be BCBA supervisors, administrative staff, and operations personnel. Entry level staff are welcome to attend as the information will be relevant to all members of an organization.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): culture, innovation, lean management, process improvement
 
Workshop #W44
CE Offered: BACB — 
Ethics
Compassionate Care: A Synthesis of Science and Humanity
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 154
Area: TBA/DEV; Domain: Service Delivery
CE Instructor: Hillary Laney, M.Ed.
EMILY WADE (Tropical Behavioral Services/Positive Behavior Supports), HILLARY LANEY (Centria Autism)
Description: What do you do when the traditional approaches to challenging behavior aren't resulting in effective and generalizable treatment outcomes? Applied Behavior Analysis has demonstrated the utility of compassionate and trauma informed care through multiple replications of research. Practitioners in the field have increasingly begun to seek out these methods to prioritize clients' emotional, mental, and physical safety in their treatments. Other fields of psychology have also developed compatible and complimentary evidence-based practices which can be aligned with the framework and technology of ABA. Clinicians, however, may need additional training in order to translate these concepts into tools which apply to real world situations in schools, homes, clinics, and communities. This workshop will provide an overview of compassionate care and how it can be used to enhance our current practices. It will discuss 3 empirically validated models of compassionate care and provide practical tools to take away and use in daily practice. Attendees will be provided supplemental materials, in vivo training (behavioral skills training), and active responding opportunities to solidify understanding of concepts.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Define compassionate care and its relevance to the field of ABA; (2) Identify 3 empirically validated models to support compassionate care; (3) Implement at least 4 applied tools related to the 3 models
Activities: This workshop will use lecture, discussion, modeling, feedback, and rehearsal to assist attendees with achieving the learning objectives. In vivo demonstrations of tools will be conducted, along with group discussions and role play to support skill acquisition. Supplemental materials will be provided to support generalization to the natural environment. Active responding using an interaction app will be utilized to optimize participation.
Audience: This workshop will be geared toward behavior analysts, educators, and mental health providers supporting individuals with challenging behaviors. Attendees will require a basic understanding of behavioral principles and have at least 1 year of relevant experience working with the identified population. Participants of any experience level, nominal or extensive, will be challenged to think outside the box when intervening on challenging behaviors.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Extinction alternatives, NDBI, PFA/SBT, Trauma-Informed Care
 
Workshop #W45
CE Offered: BACB
Teaching Students and Staff With the PORTL Laboratory
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 156A
Area: TBA; Domain: Service Delivery
CE Instructor: Jesus Rosales-Ruiz, Ph.D.
JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (Behavior Explorer), CRYSTAL FERNANDEZ (University of North Texas)
Description: PORTL, the Portable Operant Research and Teaching Lab, offers a convenient and fun way to experience the principles of behavior. This tabletop game is essentially a portable Skinner box for humans. However, unlike the Skinner box, students get to experience what it is like to be both the teacher and the learner. Through PORTL exercises, students can learn about reinforcement, extinction, discrimination, stimulus control, shaping, chaining, and other behavioral phenomena. PORTL teaches students how to design reinforcement systems, write teaching plans, collect data, and assess the learner’s progress during teaching. In this workshop, you will learn the fundamentals of PORTL, the parallels between PORTL and the Skinner box, and the basics of using PORTL as a teaching tool in the classroom or for staff training. You will also get to play several PORTL exercises as both the teacher and learner, which will further illustrate the power of PORTL as a teaching tool.
Learning Objectives: (1) Describe the basic components of the game PORTL and the relationship between PORTL and the Skinner box. (2) Describe how to use PORTL to teach basic behavioral principles to students or practitioners. (3) Set up a game of PORTL and carry out a PORTL exercise to illustrate a behavioral principle or teach a behavior.
Activities: This workshop will consist of lectures and hands-on activities. Lectures and videos will be used to describe the basics of PORTL and teach participants how to use PORTL to teach others about basic behavioral principles. Participants will have a chance to experience PORTL through a series of hands-on exercises. During the exercises, participants will play the roles of both teacher and student. Group discussions will be used to summarize and reflect on the experience gained by playing the exercises and to further discuss how to use PORTL as a teaching tool.
Audience: This workshop is designed for anyone who is interested in teaching others about basic behavioral principles and who is interested in teaching others about how to design and implement teaching programs. University professors will find the material useful for their undergraduate and graduate behavior classes. BCBAs and licensed psychologists will find the material useful for training practitioners and therapists.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): basic principles, laboratory experience, shaping skills, staff training
 
Workshop #W46
CE Offered: PSY/BACB/QABA/NASP
VOX: An Experimental Analysis of Verbal Behavior for Speakers With Autism and Other Language Disorders
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 153A
Area: VBC; Domain: Service Delivery
CE Instructor: Lee L Mason, Ph.D.
ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio), LEE L MASON (Cook Children's Health Care System)
Description: Skinner (1957) writes, "It is my belief that something like the present analysis reduces the total vocabulary needed for a scientific account. In many ways, then, this seems to me to be a better way of talking about verbal behavior" (p. 456). Language is a much sought after, yet elusive subject matter for scientific investigation. Skinner proposed that language fell within the scope of a science of behavior, and was therefore open to functional analysis and interpretation. Over the past 60 years, much has been done to further the scientific explanation, prediction, and control of verbal behavior as a function of environmental variables. This workshop provides an interactive approach to conducting verbal operant experimental (VOX) analyses, and using the results of this assessment for developing individualized treatment plans for individuals with autism and other language disorders. Specifically, we use multiple-exemplar training and mediated scaffolding to demonstrate the procedures and interpretation of a VOX analysis. The methodology described in this workshop is empirically supported, and conceptually systematic with a behavior-analytic approach to language assessment and intervention. Special attention will be paid to speakers from culturally and linguistically diverse backgrounds.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a VOX analysis; (3) develop individualized treatment objectives; and (4) demonstrate the process for transferring stimulus control across verbal operants.
Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning.
Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): errorless learning, functional analysis, stimulus control, verbal behavior
 
Workshop #W47
CE Offered: BACB
Canine Consulting and Training: An In-Person Primer
Friday, May 27, 2022
12:00 PM–3:00 PM
Off Site
Area: AAB/CBM; Domain: Service Delivery
CE Instructor: Terri M. Bright, Ph.D.
TERRI M. BRIGHT (MSPCA Angell)
Description: The ethical training of dogs has not been over-burdened by peer-reviewed science, however best practices exist in the behavior analytic community that can be applied to changing dog behavior. In this workshop, these practices will be demonstrated. This clinical behavioral practice is at a veterinary teaching hospital, MSPCA-Angell Animal Medical Center. From intake forms to recommended behavioral training to written Behavior Plans, workshop attendees will receive verbal instruction in interviewing clients, dog behavior assessment (direct and indirect), and common differential reinforcement recommendations. Workshop attendees may submit a Behavior Consultation Form and have their own dog’s behavior be a (virtual) teaching case during the workshop. (The workshop presenter will decide on the case to be presented). Other case studies will be presented post hoc during the workshop. (Note: if an appropriate virtual teaching case is not submitted, other case studies will be presented.) Attendees will have hands-on experience training Shelter and owned dogs, learning to manipulate training equipment, and to train a number of alternative and incompatible-type behaviors to dogs. Dog body language and safety will be discussed and demonstrated, and a P.S.I. on how to discriminate fear vs. aggressive behaviors will be reviewed and sent to attendees for self-study. The cost of this workshop includes the cost of group transportation to the off-site workshop location. On-site registration for this workshop will not be available.
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1) identify the most ethical rewards-based dog-training and ABA-based consulting practices; 2) demonstrate simple dog-training skills; 3) safely manipulate dog-training equipment, e,g, collars, harnesses, etc,); 4) be able to discriminate fearful and aggressive behavior in dogs via a Personalized System of Instruction.
Activities: • Participants will observe a Board-Certified Applied Animal Behaviorist/BCBA-D perform a verbal consult with actual submitted dog behavior problems. Participants may apply for this opportunity with their own dog; the dog will not participate, though videos may be sent; the behaviorist will choose the most appropriate case, and the participant will agree to answer questions during this “appointment.” The behaviorist will also present a case study of a known dog that will be present during the workshop. If an appropriate virtual teaching case is not submitted, other case studies will be presented. • Participants will work with available Shelter dogs and stuffed dogs on training/equipment/assessment activities, and observe/learn to train typical DRA behaviors she uses during her consultation practice. • Canine body language will be demonstrated with live dogs throughout and in a P.S.I. powerpoint presentation sent to participants. • Participants will have the opportunity to ask “troubleshooting” questions, e.g., “What do I do if a dog does ____?” Note: only generalized answers will be given.
Audience: The target audience consists of those who are interested in dog behavior and training, whether of their own dogs, Shelter dogs or others.
Content Area: Methodology
Instruction Level: Basic
Keyword(s): animal behavior, canine consulting, dog behavior, dog training
 
Workshop #W48
CE Offered: BACB
Writing Applied Behavior Analysis Programs Beyond Feature, Function, Class's - Transitioning from Intermediate to Advanced Learners
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 256
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Shayna Gaunt, M.A.
SHAYNA GAUNT (How to ABA), SHIRA KARPEL (How to ABA)
Description: Do you have learners who present as intermediate to advanced, yet still struggle with language and comprehension? In practice, we see learners who talk in sentences, but still do not answer wh-questions fluently or carry a conversation. Has your learner outgrown the boxes of your usual assessments? How do you program for someone who is more complex than what you were taught during your BCBA supervision? In this workshop, we will provide you with a road map for the advanced learner, including assessment, practical programs, data sheets, and materials. We will share our tips and tricks for advanced programming (gained from 20+ years of experience) and show you how to teach across operants so that your students’ skills are fluent and dynamic. Program individualization will be also be discussed. Instead of programming to an assessment, watch your learner soar! Content has obtained credibility, as demonstrated by 20+ years of involvement in the practice and application of ABA within the autism community. At How to ABA, we provide practical support and resources for ABA professionals. We help BCBA’s create dynamic, individualized programs by providing easy to access programs, materials and CEUs so that you can feel conbdent and master what you love.
Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Identify the 3 areas of need for an intermediate to advanced learner after completing an assessment; (2) Demonstrate knowledge of program planning based on the profile of an intermediate to advanced learner; (3) Write at least 3 dynamic skill acquisition programs for an intermediate to advanced learner with ease and efficiency; (4) Develop corresponding data sheets tailored towards intermediate to advanced learners that teach across operants.
Activities: The format combines lecture and small group activities. Workshop objectives will be met through a balanced presentation of lecture, video observation, discussion, small group break out, and guided practice. Supplemental materials for will be provided in order to support participant learning.
Audience: This workshop is intended for newly-minted behavior analysts providing language and social skills interventions for individuals diagnosed with ASD. Standardized competencies (e.g., BCBA) are suggested but not required.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): curriculum development, HowtoABA, program resources, program writing
 
Workshop #W51
CE Offered: BACB
Intervention Considerations for Individuals With Autism who use Augmentative and Alternative Communication
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 254A
Area: AUT/VBC; Domain: Service Delivery
CE Instructor: Joe Novak, Ed.D.
JOE NOVAK (REED Autism Services; Kean University; Endicott College)
Description: AAC is reviewed for its benefits for expressive and receptive language. Research-based information is provided as it relates to how vocal speech development is affected by AAC. Communication modes, the range of communication systems, and brief information related to assessment is given. Research on the efficacy of SGDs for supporting communication needs of individuals with autism will be highlighted. Information regarding recommended prompts/prompt-fading procedures will be shared. AAC modeling techniques are reviewed in detail. Navigating AAC needs and vocal speech is discussed, and a sample protocol is shared. Specific skill acquisition programs to target skills such as communicative repair will be shared. Common challenges faced when trying to develop more advanced language for AAC users are explored. The tendency for AAC devices to becoming “manding machines” is discussed and several possible explanations are provided. Recommendations for how to develop advanced language skills are provided and sample SGD layouts are given. Ethical considerations regarding authenticity of the communicative message are discussed. Potential areas of challenge related to collaboration between behavior analysts and SLPs will be reviewed with implications and possible resolutions given. The importance of collaboration between the two disciplines in order to ensure effective AAC intervention practice will be emphasized.
Learning Objectives: Participants will be able to: 1) Describe the research to date on the use of speech-generating devices for individuals with autism 2) Describe various instructional strategies including language modeling and direct prompting 3) Identify ethical challenges related to AAC implementation including issues regarding authenticity when using phrase-based icons on AAC devices 4) Identify strategies for AAC implementation when effective collaboration is unavailable, ineffective, or a work-in-progress 5) Discuss several possible reasons why devices may become manding machines
Activities: Instructional strategies include: lecture, discussion - Workshop objectives will be met through a blend of lecture and group discussion - Core content will be taught through lecture and video demonstrations of strategies will be provided as appropriate - Supplemental materials will be provided in order to support participant learning - The format combines lecture and group discussion as appropriate.
Audience: The target audience consists of BCBAs who may only have entry-level competence in the area of augmentative and alternative communication. It is important that BCBAs has a better understanding of evidence-based intervention strategies for individuals with autism who use AAC and also have the tools to collaborate effectively with SLPs on AAC interventions.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): AAC, Aided Modeling, Augmentative Communication, SGD
 
Workshop #W52
CE Offered: BACB
Systematically Evaluating the Comprehensiveness of a Child's (an Adult's) Treatment Plan for Addressing Problems and Building Upon the Gifts of Attention Deficit Hyperactivity Disorder
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 253A-C
Area: CBM/DEV; Domain: Service Delivery
CE Instructor: Richard Cook, M.D.
RICHARD COOK (Applied Behavior Medicine Associates of Hershey)
Description: Workshop Description:Appropriate "treatment" for Attention Deficit Hyperactivity Disorder (ADHD), by standards of multiple organizations representing those having or treating it, typically include "medication" and "behavior therapy," defined in various ways, yet studies of various populations often conclude that those within the cohort get cursory medication check visits (if medication is used at all) and "behavior" therapy, the topography of which varies greatly, often with little resemblance to approaches which an applied behavior analyst would recognize, again, if any behavior therapy at all. This workshop uses a combination of a medical and public health problem solving model to teach attendees how to evaluate the adequacy of an individuals treatment plan within a customizable, practical group of domains, and apply behaviorally sound principles to effect changes that will both address the problems and build upon the "gifts" associated with ADHD.
Learning Objectives: Workshop Objectives:Workshop Objectives: At the conclusion of the workshop, participants will be able to: (1) identify domains of behavior relevant to each individual; (2) practice a systematic approach to applying the systematic approach taught to both problem and "gift" behaviors associated with ADHD; (3) develop their own customized guide for systematically evaluating the comprehensiveness of an ADHD treatment plan for a child or an adult.
Activities: Workshop Activities:Workshop Activities: Lecture, discussion guided notes use of pre-scripted algorithms for which attendees will practice and learn the approach to modifying for each individual's ADHD treatment plan for whom evaluation is performed
Audience: Target Audience:attendees who treat/address/have ADHD, or have a spouse, child, or patient who does
Content Area: Practice
Instruction Level: Basic
Keyword(s): ADD/ADHD, ADHD, Attention Deficit, Executive Processing
 
Workshop #W53
CE Offered: BACB
Instructional Cooperation Observation Tool: Identifying Fragile Links Within the Instructional Chain Using Structured Observation
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 254B
Area: EDC; Domain: Service Delivery
CE Instructor: Shaunessy M. Egan, Ed.D.
PHILIP HUNT (West Hartford Public Schools), SHAUNESSY M. EGAN (The Center for Children with Special Needs)
Description: Based on the theoretical concepts and framework of building chained communication and toleration skills popularized by the Practical Functional Assessment and Skill Based-Treatment model, the ICOT is an observation tool designed to assist clinicians in the identification of skills that and missing, suppressed, or inconsistent within a learner’s behavioral repertoire. The tool is designed to be implemented in an instructional setting to prompt the practitioner to observe and rate targeted interactions between the learner and instructor during 1:1 teaching sessions and small group instruction. Through the scoring of data collected in 19 skill areas divided across 1-5 instructor lead rotations, the ICOT assists practitioners in the identification of areas of strengths and weakness within the instructional paradigm, and highlights areas that may require remediation and/or play an important role in guiding the development of comprehensive behavioral assessments. During this workshop, participants will be provided with a comprehensive overview of the ICOT and guided practice regarding its use when conducting observations will be conducted. The utility of structured observation as a foundation for chaining cooperation skills in the academic setting will be supported by data collected in the public school system by the presenter. All attendees will receive sample data sheets and access to the presentation slides.
Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Complete a structured observation using a video example, correctly scoring a minimum 15 out of 18 yes/no questions according to the instructor’s example (2) Briefly describe the purpose, ethical reasoning and philosophical underpinnings of the observation tool in language accessible to parents and related professionals. (3) Summarize priorities for behavioral intervention based on the results of the observation
Activities: -The presenter will break down each of the four subsections of the observation tool; HRE, Communication, Toleration, Cooperation using visual presentation, and video examples. -Participants will break up into small groups to discuss scoring systems, barriers, and setup of observations in between each subsection presentation. -Participant groups will be given unique role play scenarios of transitions to adult lead activities. -Groups will be encouraged to problem solve the scoring component of the observation and present their ideas to the group as they relate to each subsection of the observation. -Feedback will be delivered at an individual and group level for scoring. -Finally, a video will be played for all participants to score individually. Scoring will be reviewed for the group, and feedback given until mastery objectives are met.
Audience: The target audience for this workshop would be Master's level behavior analysts working primarily in the education setting. The intermediate instruction level is indicated because use of the observation tool requires some flexibility in interpretation and application to the individual. Ideally to gain the best experience from this workshop the participant will have some prior knowledge of Practical Functional Assessment and Skill Based Treatment protocols with a view to applying the principles of the process in an achievable manner in a public school setting
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Instructional control, Observation Tool, Skill-Based, Whole-Chaining
 
Workshop #W54
CE Offered: PSY/BACB
Improving Classroom Behavior Support Through Applied Behavior Analysis
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 252A
Area: EDC/OBM; Domain: Service Delivery
CE Instructor: Robert F. Putnam, Ph.D.
ROBERT F. PUTNAM (May Institute), ERIK D MAKI (May Institute )
Description: This workshop will provide behavior analysts with a review of the research on evidence-based practices in classwide behavior support (Simonsen & Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost, and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced-based classroom-wide behavior support practices; 3) use a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior.
Activities: The format combines lecture, guided practice, and frequency-building exercises to learn how to use the Classroom Observation Tool.
Audience: Behavior analysts who provide direct consultation to instructional staff and other staff who provide support to instruction staff.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W55
CE Offered: BACB — 
Supervision
Planning for Organizational Growth: Data-Based Decision Making
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 257B
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Tiffany Kristin Mrla, Ph.D.
TIFFANY KRISTIN MRLA (Learning & Behavior Solutions, LLC)
Description: This workshop will address various aspects to consider when planning to scale your organization and service delivery model. It is focused on the small business owner, providing solutions for all aspects of growth to include managing referrals, assessments, and treatment planning for clients; tools for maintaining connections to your families and caregivers; staff onboarding and retention strategies, ongoing training, coaching and mentoring of direct care staff; developing student supervision models and mentorship programs for behavior analysts, students of behavior analysis and direct care staff; as well as utilizing organizational data to monitor all areas of organizational success through a data dashboard. In addition, examples of simple measures for financial modeling and forecasting, developing a plan for site development, recruiting and marketing plans, and monitoring staff performance from afar will be shared with the audience.
Learning Objectives: Learners will leave this workshop with tools for planning and monitoring growth initiatives. Ethical considerations in scaling your organization will be discussed with solutions identified for addressing concerns. Models for RBT, Student, and BCBA supervision and mentorship will be shared to ensure consistent, high quality service provision occurs across sites, as well as tools for developing client outcome measures. Financial metrics and measures will be shared, as well as systems for monitoring service delivery, and systems for monitoring quality assurance.
Activities: This workshop will utilize aspects of BST to assist in developing and utilizing various tools to monitor growth and ensure organizational sustainability, facilitate client and staff performance and growth, maintain a positive culture across sites, and ensure compliance in practices through systems design and analysis. Activities will include a combination of lecture, group discussion, small group breakout and guided practice for developing tools and plans for organizational growth. Some video presentations will be included. All materials will be available to participants electronically for assistance in processing and accessing learning materials post-conference.
Audience: Target audience includes small to medium size autism service provider organizational leadership teams. Necessary prerequisite skills include a basic understanding of spreadsheets, data and graphing tools, organizational behavior management, leadership development, as well as supervision, mentorship and training models, and basic financial metrics.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism Providers, Data Dashboards, Innovative Pathways, Organizational Growth
 
Workshop #W59
CE Offered: BACB
Automatic Reinforcement: Applying the Literature and Individual Considerations to Assessment and Treatment Strategies
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 258B
Area: AUT/DDA; Domain: Applied Research
CE Instructor: Haley Steinhauser, Ph.D.
HALEY STEINHAUSER (Melmark New England; Regis College), WILLIAM H. AHEARN (New England Center for Children)
Description: The assessment and treatment of automatically reinforced challenging behavior poses unique practical limitations for clinicians due to the inaccessibility of the maintaining consequences (Vollmer, 1994). Over the years, the behavior analytic literature evaluating assessment and treatment strategies for behavior maintained by automatic reinforcement has evolved. Several treatment approaches have involved providing other sources of presumably competing reinforcement (e.g., Piazza et al., 1998/200; Jennet et al., 2011, Hagopian et al., 2020) and others have involved contingently prompting alternative responses both with and without arranging for reinforcement for them (i.e., redirection; e.g., contingent tasks, overcorrection, response interruption and redirection). Likewise, these procedures are evolving and becoming more refined over time. This workshop-style presentation will first synthesize this evolving literature and highlight what we currently know. Then, we will provide both practical and ethical considerations based on this literature for clinicians to bring back to their clinical practice.
Learning Objectives: (1) Describe empirically supported procedures for treating automatically reinforced challenging behavior (2) Identify considerations for the functional assessment of behavior that is presumably maintained by automatic reinforcement. (3) Outline clinical considerations for treatment package development when targeting automatically reinforced challenging behavior.
Activities: The workshop will involve initial lecture with supplemental videos, individual guided practice, and opportunities for small group activities and discussions.
Audience: Attendees should have some experience with functional analysis and familiarity with the concept of automatic reinforcement.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): automatic reinforcement, redirection
 
Workshop #W62
CE Offered: BACB — 
Ethics
Diversity submission Self Reflective Practices
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 253A-C
Area: CSS; Domain: Service Delivery
CE Instructor: Roxanne Gayle, Ph.D.
NOOR YOUNUS SYED (SUNY Empire State College; Anderson Center International; Endicott College), MARY JANE WEISS (Endicott College), ROXANNE GAYLE (Trumpet Behavioral Health, Endicott College, Pepperdine University), JESSICA PIAZZA (Endicott College ), COLLEEN SUZIO (Center for Children with Special Needs (CCSN))
Description: This workshop will investigate the importance of self-reflection in behavior analytic practice and research. We will review literature on self-reflection and biases both within and outside the field with an emphasis on these concepts as related to social significance and validity. Attendees will review self-reflective frameworks and will use these to create responses to real and contrived ethical scenarios. Finally, we will discuss cultural systems change theories, with an emphasis on metacontingencies as proposed by Glenn and colleagues (2016). Attendees will consider practices to facilitate systems change toward social justice at individual and organizational levels. It should be noted that topics covered in this workshop may be highly sensitive. The delivery of respectful bidirectional feedback, for who those feel comfortable, is highly encouraged.
Learning Objectives: Upon completion of the talk, the attendees will be able to: (1) Discuss behavior analytic frameworks to aid in self-reflective practices.; (2) Identify tools outside of the behavior analytic field that aim to increase humility and reflection.; (3) Describe the importance of engaging in reflective practices to increase social significance and validity of our research and practice.; (4) Analyze ethical scenarios related to biases through a reflective lens.; (5) Review behavior analytic cultural change theories and discuss ways to engage in systematic cultural movement towards social justice.
Activities: Workshop objectives will be met through lecture, guided practice, large group discussion, small group discussion, and individual feedback
Audience: Practitioners and researchers in the field
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): cultural humility, ethical scenarios, metacontingencies, self reflection
 
Workshop #W63
CE Offered: BACB
Customizing Excel Templates to Save Time Graphing and Interpreting Behavioral Data
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Neil Deochand, Ph.D.
NEIL DEOCHAND (University of Cincinnati), MACK S. COSTELLO (Rider University), JAMES HAWKINS (University of Cincinnati)
Description: This workshop will cover the essential and desired features when graphing behavioral data. Discussion will focus on how these features facilitate visual analysis and how we can create visual aids and supplements to assist clinical decision-making when necessary. Participants will learn to create excel templates that contain these features while learning to use an exemplar template that automates phase lines, phase labels, goal lines, date changes, and graph titles so that users can edit their graphs at the click of a button within their spreadsheet, rather than having to move graph elements around in their graph. Using formative excel templates meets the needs of practitioners to automate many of the redundant steps in graph creation, and get back to service delivery.
Learning Objectives: (1) Participants will be able to identify essential elements of a behavioral graph and quality features of a putative "good" chart. (2) Participants will be able to create and use visual aids and supplements to avoid errors when reviewing our behavioral data. (3) Participants will learn how to automate phase change lines, phase labels, and goal levels. They will also learn to create their own templates to adhere to their agency or state requirements for graphing data. (4) Participants will learn when and how to include other visual aids like data points for tracking no data, conditional formatting to highlight weekends, presenting opportunities or duration of observation etc.
Activities: The presentation will contain exemplar recordings for graph creation, as well as live demonstrations of how to incorporate essential elements of graph creation, as well as best chart practices that facilitate visual analysis. Discussion will focus on the evolving standards and requirements for graphs from quality assurance agencies, and how new graphing conventions will likely emerge. Small breakout groups will be used so that participants can engage in guided rehearsal and practice after live graphing demonstrations. Participants will receive a graphing template that contains automated features for graphing behavioral data, and they will learn to manipulate the template to meet their ongoing needs when charting data for their respective clients.
Audience: Intermediate instruction BCaBAs BCBAs BCBA-Ds
Content Area: Practice
Instruction Level: Basic
Keyword(s): Chart Language, Decision-making, Graphing, Visual Analysis
 
Workshop #W66
CE Offered: PSY/BACB/NASP
Joining Forces: Enhancing School-Based Behavior Analytic Services Through Collaboration With Mental Health Professionals (In-Person and via Telehealth)
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 103
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Whitney L. Kleinert, Ph.D.
WHITNEY L. KLEINERT (May Institute)
Description: In school systems, many of the students we work with require additional supports beyond Applied Behavior Analysis that are outside of our competence. Specifically, students may have comorbid diagnoses that necessitate different areas of expertise, such as a developmental disability in conjunction with anxiety or depression. Additionally, students may have significant trauma histories that impact how they respond to different features of treatments grounded in ABA (e.g., full-physical prompting). In order to fully meet the needs of the students we work with, and to maintain our ethical obligations (e.g., BACB Ethics Code 1.02), it is imperative that we collaborate with experts in other areas (e.g., mental health). This workshop will explore research-based methods of consultation and collaboration between behavioral staff and mental health clinicians – specifically, methods we can use to join forces and meet students’ needs effectively and efficiently.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) DESCRIBE how Mental Health and behavioral needs may be intertwined and the implications of solely addressing one or the other; (2) IDENTIFY ways to collaborate with staff providing Mental Health services and staff providing services rooted in Applied Behavior Analysis; (3) DESCRIBE specific ways to incorporate Mental Health and ABA components into each of these service areas to increase the likelihood of better outcomes for students.
Activities: This workshop can be adapted for both in-person and online learning platforms. Instructional strategies include brief lecture, group discussion, and small group breakouts. The format will include a lecture with supporting visuals, case illustrations/examples, polling questions (via Zoom or in-person), Behavioral Skills Training (BST; instructions, model, role-plays, feedback), and small group discussions with subsequent sharing with the whole group.
Audience: Experience working within school settings and/or collaborating with service providers within school settings preferred (e.g., Psychologists, Counselors, SLPs, OTs, PTs).
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Consultation, Mental Health, School, School Consultation
 
Workshop #W67
CE Offered: PSY/BACB
Successful Intervention in Schools: How to Provide Systematic and Effective Behavioral Consultation
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 104A
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Megan Robinson Joy, Ph.D.
MEGAN ROBINSON JOY (Devereux Advanced Behavioral Health), KRISTEN M. VILLONE (Devereux Advanced Behavioral Health), RYAN BIEMULLER (Devereux Advanced Behavioral Health)
Description: Working in natural environments like schools presents a number of challenges to implementing successful behavioral intervention. Competing priorities, last minute referrals, and large caseloads can make consultants feel like they are always putting out fires. In this workshop attendees will learn strategies for providing systematic, effective, and ecologically valid behavioral consultation. The presenters will review research on evidence-based practices for special education populations, including learners with autism and students with intensive special needs. Attendees will learn how to incorporate evidence-based practices into classroom consultation protocols, including how to create data-based observation systems and provide behavioral skills training to teachers and classroom staff. The presenters will discuss processes for addressing the needs of high-risk students who continue to exhibit problem behavior despite consistent implementation of evidence-based practices. Strategies for effective coaching in the classroom will be emphasized, including how to build rapport, work with staff from different backgrounds, communicate effectively and identify interventions that are feasible and contextually appropriate. The presenters will also discuss how to monitor progress, fade supports and build capacity within the school environment.
Learning Objectives: (1) Identify evidence-based classroom practices for special education populations, including learners w/ASD and students with disruptive behavior disorders. (2) Develop a structured classroom observation system, including data collection strategies and a plan for implementation and sustainability. (3) Demonstrate how to effectively use behavioral skills training to teach classroom staff how to consistently use evidence-based practices. (4) Discuss key practices for effective consultation, including building rapport, working within the resources of the environment, communicating clearly and consistent documentation.
Activities: Instructional strategies will include: - Didactic training and demonstration of targeted skills. - Sharing and discussing data on current implementation in public schools - Presentation of templates for developing data-based observation systems and implementation plans - Small group discussion to develop implementation plans - Opportunities to practice coaching and providing performance feedback
Audience: Participants should have experience developing behavior intervention plans. Participants should have experience working in schools or working with staff without a background in ABA.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): consultation, contextual fit, schools
 
Workshop #W74
CE Offered: BACB — 
Supervision
Play Before Work: Teaching Supervisors How to Utilize a Rapport Building Curriculum to Implement, Train, and Report on a Systematic Approach to Pairing and Rapport Building in Applied Behavior Analysis Therapy
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 153B
Area: TBA/AUT; Domain: Service Delivery
CE Instructor: Amy Rachel Bukszpan, M.S.
AMY RACHEL BUKSZPAN (Endicott College, Butterfly Effects), MOLLY ANN MCGINNIS (Butterfly Effects)
Description: These rapport-building goals have been taught to siblings, parents, respite care workers, and neighbors to promote and improve social relationships for clients as well as to promote generalization. In our work, we extended Lugo et al. (2017) by developing a formal rapport-building curriculum. The curriculum reflects the 7 pre-session pairing skills, data collection, and teaching procedures Lugo and colleagues (2017) outlined as well as guidance as to the implementation of these items, not only before instruction in the form of pre-session pairing but throughout the session to ensure maintenance of rapport between the client and clinician throughout the therapeutic relationship. Even more, this curriculum has been presented before insurance companies and meets mandates for coverage for both private and government payers. A rapport-building curriculum provides easy-to-follow directions for new clinicians to use as they develop their interpersonal skills when working with clients. Learning and teaching should be fun and functional! These pairing skills build on social and play interactions and increase opportunities to access reinforcement which benefits both the client and clinician ensuring a positive and rich therapeutic environment.
Learning Objectives: 1. Participants will be able to effectively implement a systematic pairing procedure embedded throughout ABA sessions to increase motivation and assent; while decreasing interfering behaviors 2. Participants will be able to create reporting methods on rapport-building objectives as part of the treatment program that meets insurance mandates and guidelines. 3. Participants will be able to use behavior skills training to train clinicians on a systematic approach to pairing and rapport building.
Activities: Instructional activities include lecture-based instruction with discussion, small group instruction, and video and content modeling. Core content will be taught through interactive learning opportunities which include guided practice with feedback. A competency assessment will be used to assess competency across proposed learning objectives.
Audience: Basic. For individuals supervising the training and implementation of direct care providers, technicians, or parent traiing.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W75
CE Offered: PSY/BACB
The ABCs of Effective Advocacy: What You Should Know About Policymakers and What They Already Know About You
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 258A
Area: TBA/CSS; Domain: Service Delivery
CE Instructor: John Scibak, Ph.D.
JOHN WALTER SCIBAK (Retired, Member of Massachusetts House of Representatives; ABAI Licensing Committee)
Description: People are impacted by an ever increasing number of public policies. Although many complain about various laws, rules and regulations, relatively few ever attempt to understand the process or influence policymakers to act in a particular way. While one would expect behavior analysts to play a prominent role in this regard, little has changed since Skinner (1987) acknowledged a collective failure to identify and manage the key contingencies influencing the behavior of public servants. Utilizing specific examples from 16 years in the legislature, the presentation presents an overview of the legislative and regulatory process and outlines key strategies for success, including identifying the key players, critical timelines, and complex contingencies at work, highlighting specific resources for accessing proposed legislation and regulations, interacting with legislators, testifying at public hearings, and recognizing procedural and process differences between legislative and executive branch interactions. Although the primary focus will be on what you should know about policymakers, data will be shared regarding what policymakers know about their constituents. While particular attention will be given to licensing statutes and regulations at the state level, the strategies will be easily generalizable to other policy domains and areas of concern at both the state and federal level.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify the key players and critical timelines in the legislative process; (2) Identify specific state and federal resources to access proposed legislative and regulatory changes; (3) Identify the 3 key agenda items for a legislative meeting; (4) Describe the components of successful public hearing testimony; (5) Identify the differences between the legislative and regulatory process
Activities: The workshop will include a combination of lecture, video examples, role play and group discussion
Audience: Behavior analysts, leaders of state behavior analysis organizations, persons interested in public policy issues including licensure
Content Area: Practice
Instruction Level: Basic

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