Association for Behavior Analysis International

This poster describes the ABAI accredited graduate training programs in behavior analysis at Western Michigan University.

The behavior analysis program at West Virginia University exists to train students in basic research, theory, and applications of behavior principles. Through research, coursework, and practica, students develop skills in the experimental analysis of animal and human behavior, as well as a strong methodological and conceptual background for developing and applying behavioral technologies. The basic, conceptual, and applied areas are integrated in the curriculum; however, a student may emphasize either basic or applied research. The goal of the program is to produce a psychologist who can function effectively in either an academic or an applied setting and who can use the principles and findings of the science of behavior in solving significant problems of human behavior.

There are vast graduate training opportunities at Southern Illinois University for individuals interested in pursuing master's or doctoral degrees. We offer a comprehensive program that teaches students basic science, applied technologies, and the conceptual framework of radical behaviorism. Degree programs are available on campus and off site in the Chicagoland area, while five course sequences for BACB certificationare offered online.

St. Cloud State University offers applied behavior analysis programs on campus and online for full and part time students. Programs include an MS in applied behavior analysis and BCBA and BCaBA coursework approved by the Behavior Analyst Certification Board.

The MA and Ph.D. programs at The Ohio State University have been accredited by ABAI since 1995. Each program includes a course sequence pre-approved by the Behavior Analyst Certification Board as meeting the coursework requirements to sit for the BCBA examination. The MA program in applied behavior analysis emphasizes the development, implementation, and evaluation of behavioral interventions for improving socially significant behavior. Full- and part-time MA students fulfill their practicum and research program requirements in a wide variety of school, residential, employment, and other community settings. The Ph.D. program prepares full-time students for leadership positions in special education whose research and teaching are guided by the philosophical, scientific, and technological principles of applied behavior analysis. The curriculum develops each student's knowledge and skills in six competency areas: 1) conceptual analysis, 2) research and scholarship, 3) design and application of educational interventions, 4) professional communication, 5) administration and collegial relations, and 6) teaching and advising.

The ABAI accredited Ed.S. and Ph.D. school psychology programs at the University of Cincinnati are dedicated to preparing highly competent professional school psychologists in accord with the scientist-practitioner model. As a result of their comprehensive training, graduates are prepared to make significant contributions to the challenging field of education through up-to-date professional practice, research, child and family advocacy, and leadership for best practices. The poster will describe the training model and curriculum of the programs and provide important information for those considering a career in school psychology.

This year marks the 22nd anniversary of the Behavior Analysis Program at UNR. We look forward to celebrating the following accomplishments with our colleagues and students at the ABAI 2012 Convention: 1) we received the Award for Enduring Programmatic Contributions in Behavior Analysis by the Society for the Advancement of Behavior Analysis in May 2010; 2) the program has conferred more than 40 Ph.D. degrees; 3) the on-campus master's program has conferred more than 80 master's degrees; and 4) the satellite master's program has conferred more than 100 off-campus master's degrees in multiple locations in the United States and internationally.

The mission of the Department of Behavior Analysis is to provide a program of learning opportunities for graduate and undergraduate students that is nationally recognized for excellence and that establishes knowledge and skills that allow graduates to compete successfully in and make significant contributions to society; to contribute to the discipline of behavior analysis and to the community by conducting applied and basic research that furthers understanding of human behavior and results in demonstrative positive behavioral change; to form lasting partnerships in the region, nationally, and internationally; and to develop behavioral solutions for social problems at local, national, and international levels. This poster will present opportunities for interested students to learn about opportunities for training and research across the wide range of faculty expertise offered at the University of Norht Texas's Department of Behavior Analysis. Experience in research and application is offered in areas including intervention for autism and related disabilities, applied behavior analysis with animals, verbal behavior, college teaching and learning, behavioral pharmacology, behavior analysis of memory, and more.

The Department of Applied Behavioral Science trains researchers and scientist-practitioners in the discovery, translation, and application of knowledge toward solving human behavior problems of societal importance. For this, the department offers a master of arts (MA) in applied behavioral science and a doctor of philosophy (Ph.D.) in behavioral psychology. The department welcomes applications from students wishing to pursue these degrees.

The behavior analysis program at the University of Houston-Clear Lake provides students with a well-rounded foundation in psychology and applied behavior analysis through an integrated sequence of coursework, practicum, and research activities. Students obtain competency in the basic principles of learning and the application of these principles with particular emphasis on interventions for children with developmental disabilities. Practicum and research experiences are provided in home, school, and clinic settings. All students complete a major research project prior to graduation. The program is accredited by ABAI and includes a course sequence and practicum that have been approved by the Behavior Analyst Certification Board, Inc. as meeting the requirements for eligibility to take the BCBA exam. The coursework also prepares graduates who are interested in becoming licensed psychological associates. Furthermore, graduates will be prepared to pursue doctoral degrees in psychology or behavior analysis. Graduate assistantships, paid internships, and other forms of financial assistance are available to qualifying students.

Mastery of applied behavior analysis calls for competence in basic psychology, in the detailed knowledge base of behavior analysis, in statistical and measurement techniques for evaluating existing behavior and for designing treatment programs for individuals, and in the various skills essential to delivering services and maintaining their effectiveness. Applied behavior analysis includes accountability in its service delivery. The UMBC MA track is responsive to the increasing call for such services. The UMBC Department of Psychology together with the Kennedy Krieger Institute's Department of Behavioral Psychology are uniquely suited to developing and maintaining such a program. Our track is accredited by ABAI and the Behavior Analyst Certification Board, so that students who have completed our MA degree have met the coursework requirement to sit for the BACB certification examination.

The Learning Processes and Behavior Analysis Subprogram of the City University of New York Doctoral Program in Psychology, located at Queens College, offers doctoral students in psychology training in the experimental and applied analysis of human and animal behavior, including behavioral neuroscience and behavioral pharmacology. Students and faculty investigate a wide spectrum of behavioral processes, from environmental and neural perspectives, through lectures and experimental laboratory coursework, advanced seminars, informal student-faculty discussions, practica, internships, and individual research projects. Faculty and students publish regularly in peer-reviewed journals on a wide variety of research topics. Faculty members serve on the editorial boards of major behavioral journals, and are strongly represented at major national and international conferences and organizations. The Learning Processes and Behavior Analysis Subprogram is accredited by ABAI and is license-eligible for New York State.

We will present the features of the MA and Ph.D. programs in teaching as applied behavior analysis at Teachers College, Columbia University. We will outline the requirements for each degree and focus on the critical features of our graduate training programs. We will present our three-tiered module system of teacher training that incorporates verbal behavior about the science (content area expertise), contingency-shaped teaching repertoires (application expertise), and verbally mediated decision analysis (analytic expertise). In addition, we will highlight our research and demonstration (R&D) CABAS model schools, where our students and gradates work and train.

Information about the FSU ABA program will be available via handouts and personal contact with the faculty. The FSU program is based at the Panama City campus; however, students are able to reside in Panama City or Tallahassee. Currently, all students receive an assistantship including a tuition waiver by working with approved behavior analytic providers in the local communities. The program was specifically designed to prepare students to become Board Certified Behavior Analysts and secure employment upon graduation. To date, approximately 99% of graduates have passed the BCBA exam on the first attempt. All who have sought employment as behavior analysts have been successful.

The MS and Ph.D. programs in behavior analysis at the Florida Institute of Technology will be described. Programs in applied behavior analysis and organizational behavior management are available.

Three graduate students from the Applied Behavior Analysis Master’s Program at the University of South Florida (USF) will present the program poster at the ABAI Expo. Jackie Lansdale, USF ABA program representative to ABAI, Samantha Fuesy, and Mary Sawyer will be present to answer questions about the program. The poster describes the mission of the program, program requirements, curriculum, faculty research interests, and the application process. Hand-outs describing the program will be available.

CSU Stanislaus has a comprehensive master's degree in behavior analysis leading to the BCBA. We are accredited by ABAI, and our program is approved by the BACB. In addition, we have a new international dual MA in behavior analysis, in which students study abroad in Wales and Poland and receive a $12,000 stipend. We have five Ph.D. level behavior analysts in the department, a working animal lab, and good relations with the community—thus offering unique opportunities for practicum placements. Additional information can be obtained by contacting Dr. Bruce Hesse at bhesse@csustan.edu or Dr. Bill Potter at wpotter@csustan.edu.

The master's program in applied behavior analysis (ABA) at California State University, Los Angeles (CSULA) was first accredited in 1994 by ABAI, and only the second ABA program accredited by the organization. The program, founded by Barry Lowenkron and G. Roy Mayer, is unique in a number of ways, not the least of which is that it is an interdisciplinary program involving two different departments—the Department of Psychology and the Division of Special Education and Counseling—in two separate colleges within the university. Students apply to either the Psychology Department or the Division of Special Education and Counseling, and once admitted, take courses in both departments. The aim of the program is to provide comprehensive training in behavior analysis. Students are expected to develop both a theoretical understanding as well as mastery of the application of the science of behavior analysis. The program is designed to prepare students for employment at the master's level or for doctoral study. The program's core curriculum has been approved by the Behavior Analyst Certification Board.

This poster describes the APA accredited Doctoral Program in Clinical Psychology at Western Michigan University. This program is nationally recognized for its emphasis on clinical behavior analysis and cognitive behavioral therapy.

This poster describes the industrial/organizational psychology master's program at Western Michigan University. This program emphasizes behavioral systems analysis, performance management, and behavior based safety.

Eastern Michigan University offers graduate education in clinical behavior analysis and behavior therapy at the master's (2 years, thesis optional) and doctoral (APA accredited, 5 years with 4 years of tuition and stipend support) levels. The program is supported by seven behavioral faculty members with specialties in anxiety disorders, autism, basic behavior analysis, child and family therapy, sexual deviance treatment, and developmental disabilities. An on-campus psychology clinic and various laboratory facilities are available. The graduate course of study prepares the graduate to be a BCBA and for licensure at the master's and doctoral levels. A master's in experimental psychology (thesis required) is available.

The purpose of the graduate program in applied behavior analysis (ABA) at Youngstown State University (YSU) is to train students in theoretical, experimental, and applied behavior analysis through a balanced combination of coursework and practical experience in community settings. The program employs a scientist-practitioner model of graduate training, whereby students are encouraged to take an empirical approach to their clinical experiences. The 36-credit program is typically completed in 2 years. Requirements include coursework, four semesters of practicum experience, and a thesis project. All coursework for the program has been approved by the Behavior Analyst Certification Board, Inc. (BACB.) As a result of this training, students earn a master of science degree in ABA and are eligible to sit for the BACB examination. Graduates of our program will also be prepared to enter a doctoral program for further training.

This poster provides information about the MA and Ph.D. programs in applied behavior analysis at The Chicago School of Professional Psychology, Chicago campus. Our mission is to train exceptional scientist-practitioners who have a strong foundation in the philosophy and science of behavior. Our programs feature a BACB-approved course sequence and a variety of research and practicum experiences.

The Department of Psychology at Auburn University offers a 1-year, non-thesis master's program in applied behavior analysis (ABA). Students are trained to provide ABA services to diverse consumers, including individuals with autism spectrum disorders, adults with intellectual disabilities, children with behavioral challenges, families in the Alabama foster care system, and other individuals in need of behavioral services. Behavior analytic training at the doctoral level is available through programs in either the cognitive and behavioral sciences program or the clinical psychology program. Faculty members and graduate students in each of these programs are active in both basic and applied research.

This poster describes Ball State University's master's degree in applied behavior analysis. Ball State's program was developed in 2010 and now educates hundreds of future Board Certified Behavior Analysts per year. Our master's degree in applied behavior analysis is 100% online, and students can select an emphasis in autism spectrum disorders. The 30-hour program is approved by the Behavior Analyst Certification Board (BACB). Our ABA program is one of only 27 on-line programs in the US, Canada, the United Kingdom, and South Korea with BCBA coursework, and one of only six on-line programs offering a master's degree in ABA with BCBA coursework. Our program allows students to create a plan of study that fits their lives, increasing the likelihood that those employed full time can attain this specialized training. The program can typically be completed in 18–24 months, plus course offerings are designed to be flexible.

The poster will describe two graduate programs located in Massachusetts at Cambridge College and the University of Massachusetts Dartmouth campus. The Cambridge College program offers a master's in education with specialization in autism spectrum disorders incorporating an approved BCBA course sequence and a behavior analyst post-master's certificate program. The University of Massachusetts offers a master of arts in psychology with an applied behavior analysis option and a behavior analyst post-master's certificate program. All courses are offered under the direction of the psychology department at an APA approved research university. Both programs offer a fieldwork practicum supervised by Board Certified Behavior Analysts at approved placements or through alternative arrangements for students not currently employed in the field. In addition, both programs satisfy the academic eligibility requirements to sit for the BCBA exam. Cambridge College and the University of Massachusetts Dartmouth offer these programs in collaboration with the Evergreen Center and Beacon Services.

Gonzaga University offers a master's of initial teaching (MIT) in special education as well as graduate training in 1) functional analysis, 2) early childhood special education, and 3) general special education content. The functional analysis program focuses on clinical procedures and training of candidates. Individuals completing this program will complete courses with content required for BCBA certification, and many courses are pre-approved through the BACB. The early childhood special education program provides instruction and application in working with young children with disabilities. The general special education program is designed for students who wish to extend their teaching area or are looking to work in non-certified positions. The MIT in special education is designed for candidates who are seeking teacher certification to work with students with disabilities.

Whitworth's special education program has a number of distinctions that make it exceptional. Hands-on academic experiences are provided via placement with K–12 students in their school classrooms and through Whitworth's Literacy Center. A focus is placed on research-based practices; the program provides training in applied behavior analysis, direct instruction, positive behavior support programs, and other effective treatment approaches. All students engage in applied research. Service learning options are required; these projects provide real life experiences in agencies and schools, and in homes with families who have children with disabilities. Course schedules are designed to fit both traditional and adult students, with courses offered in the late afternoon or evening for working professionals and full-time students engaged in classroom experiences. Fieldwork may be scheduled during either semester, or during January term or summer. The program allows flexibility to meet specific educational and career goals; choices include graduate level endorsements in special education (P–12), early childhood special education (P–3),and deaf education (P–12), as well as the Master of Arts in Teaching Special Education. Students carry out behavioral research; prepare formal APA research papers and research posters; and participate in local, regional, and national conferences.

Training in behavior analysis consistent with best practices and national standards is provided at Saint Joseph College through faculty with expertise in the science and application of behavior analysis, community collaborations fostering rich and diverse field experiences, and research. We offer a number of programs at the post-baccalaureate, master's, and post-master's levels in the Institute for Autism and Behavioral Studies, including a graduate certificate in autism, a graduate certificate in applied behavior analysis, a new master of science program in autism and applied behavior analysis, a developing doctoral curriculum, and collaborative programs of study in education, special education, social work, and counseling. Graduate students enjoy small classes that provide an intimate co-educational learning environment designed for a diverse group of working professionals, as well as personalized attention from knowledgeable professors who are recognized in their field.

The purpose of this Expo poster is to present information on the special education program at the Pennsylvania State University. The graduate program at Penn State has a rich tradition in training, research, and service in the area of applied behavior analysis.

The PSU Harrisburg ABA master's program aims to instruct graduate level students in the principles, theories, and research methodologies of applied behavior analysis and the experimental analysis of behavior for the systematic application of behavioral technology in natural environments.

Mercyhurst College, in Erie, PA, offers a Behavior Analyst Certification Board (BACB)-approved graduate course sequence in applied behavior analysis. The program has been established to meet both the coursework and experience requirements to sit for the certification exam offered by the BACB. To achieve full BACB certification, a Mercyhurst College candidate must a) complete 225 hours of graduate instruction and b) complete a minimum of 750 intensive practicum hours in our BACB-approved program, as well as c) pass the Board Certified Behavior Analyst (BCBA) examination. Students are individually responsible for meeting the exam requirements. A certificate of completion will be awarded to graduate students who complete the five courses and practicum below in sequence. EDSP 640—Basic Principles of Behavior, EDSP 502—Educational Research: Single Subject Design, EDSP 650—Extended Application: Functional Analysis and Treatment Selection, EDSP 501—Extended Application: Applied Behavior Analysis and Classroom Management, EDSP 660—Advanced Seminar in Applied Behavior Analysis, EDSP 672 (three terms)—Intensive Practicum: Applied Behavior Analysis (BACB: Intensive Practicum) Students may complete these education requirements as either a concentration in the Master of Science in Special Education Program or as a Post-Graduate Course of Study in Applied Behavior Analysis. (All graduate certificate credits may be transferred to the master's degree program.)

Rowan University is a selective medium-sized public university located in Glassboro, New Jersey, approximately 20 miles southeast of Philadelphia. Rowan University currently offers Behavior Analyst Certification Board, Inc. (BACB) approved undergraduate and graduate coursework toward BCaBA and BCBA certification. The new master's degree program in applied behavior analysis is a 36 credit hour program that also fulfills the coursework requirement for the BCBA. The Certificate of Advanced Graduate Study (CAGS) in Applied Behavior Analysis is a 15 credit hour program designed for individuals who already possess a graduate degree and would like to complete the behavior analytic coursework requirements for the BCBA. The undergraduate Specialization in Behavioral Services for Children & Their Families consists of five courses designed to provide psychology majors with the required coursework for the BCaBA as well as some supervised experience in applied behavior analysis. The post-baccalaureate program in ABA is a three course sequence that provides the required coursework for the BCaBA for individuals currently possessing a bachelor's degree. In addition to behavior analytic coursework, further understanding of behavior analysis is fostered by the variety of research and field experience opportunities.

Caldwell College, a private liberal arts college located in a quiet suburban New Jersey community 20 miles from New York City, is home to three graduate programs in applied behavior analysis (ABA). The Post-Master's Program in ABA consists of a BACB-approved eight-course curriculum (24 credits). These same courses make up the core of the 45-credit Master's Program in ABA. Building on the success of these programs, Caldwell College also offers a 45-credit Post-Master's in ABA Ph.D. Program (90 credits total). Students in the MA and Ph.D. programs are required to complete a research thesis and dissertation, respectively. Both graduate programs prepare students to work in a variety of applied and academic settings. In 2011, Caldwell College launched the new state-of-the-art Center for Autism and ABA, which provides a BACB-approved practicum experience (optional for graduate students) and both basic and applied research opportunities, while serving the community. New Jersey also boasts many successful private agencies and public school programs that work with Caldwell College to support training in behavior analysis and to provide additional practicum experience.

Behavior analysts at Temple University work within several programs in the College of Liberal Arts and the College of Education. Students can acquire behavior analytic expertise through programs in special education and psychology. Both master's and Ph.D. degrees are available, including a specialized master's degree in applied behavior analysis. Additional behavior analytic research and training opportunities are available in a variety of settings within Philadelphia and surrounding communities.

In 2003 we developed the first master's course in applied behaviour analysis in Europe. The course is designed and taught by Board Certified Behavior Analysts (BCBAs) and has been approved by the Behavior Analyst Certification Board (BACB) as providing content eligibility for students to sit for the full BCBA exam (third task list). In line with the British university system, the course is offered at three levels: post-graduate certificate, post-graduate diploma, and master's. In the design and running of the course we have attempted to use behavioural principles in the instructional materials, learning environments, and assessment of students' learning. We utilise computer based instructional packages, direct instruction, and Precision Teaching approaches, such as SAFMEDS and Standard Celeration Charting. The course can be taken in 1 year or on a part-time basis (either 2 or 3 years in duration). Each year we enroll approximately 60–70 students from a wide range of backgrounds: early autism intervention projects, challenging behaviour units, social services, special education, and new graduates. Our main aim is to make a significant contribution to training competent behaviour analysts in Europe.

At the University of North Carolina Wilmington, there are two terminal-degree master's concentrations in behavior analysis. One is a general track in which students are prepared for continuing graduate work at the doctorate level; the other is an applied behavior analysis track in which students are prepared to become certified through the BACB and licensed as Psychological Associates within North Carolina. All students take a series of core classes in areas of psychology, a research-methods sequence, and several courses in behavior analysis. Students in the ABA track also take clinical courses, a 10-hour-a-week practicum, and a 6-month internship. An empirical thesis is required of all students. This poster will highlight the faculty and their interests, the curriculum, and thesis titles and current jobs/graduate schools of recent graduates.

The Department of Psychology at the University of Mississippi offers programs of study that lead to the doctor of philosophy in two separate areas: clinical psychology and experimental psychology. The clinical program has been fully accredited by the American Psychological Association since 1974. It is a scientist-practitioner model program that emphasizes an empirical approach to clinical practice. Clinical and research supervision is available from behavioral and cognitive behavioral approaches. The clinical program is designed to provide a sequence of research and practical experiences that require students to function at increasing levels of autonomy and independence. We provide the grounding for these experiences in a rigorous sequence of courses that are taken early in the program. The experimental program includes a behavioral neuroscience program of study. Experimental students in this area of concentration take courses and seminars in neuroscience methods, neurobiology, psychopharmacology, pharmacology, toxicology, and biostatistics. State-of-the-art research experiences are offered in the study of the behavioral effects of psychotherapeutic and abused drugs, neurochemical analysis of monoamines using in vivo dialysis, striatal and hippocampal behavioral function using stereotaxic techniques, and evaluation of neural tissue through histological techniques.

Jacksonville State University, nicknamed "The Friendliest Campus in the South," is nestled in the foothills of the Appalachian Mountains midway between Atlanta, GA, and Birmingham, AL. The master's program in psychology offers a Behavior Analyst Certification Board-approved program of study. Students in the program complete seven required courses in the conceptual, experimental, and applied analysis of behavior, as well as six related elective courses, which include practicum and research opportunities. Our overarching goals are to teach applied behavior analysts to think critically about the conceptual and experimental basis of the field, and to train them in the implementation of scientifically validated behavioral procedures. Students study basic behavioral processes in our sophisticated animal research facility and can practice applying behavioral principles in a variety of local agencies, such as The Little Tree Preschool—Jacksonville and Sirius Education. This poster provides more detail about our faculty and curriculum, including coursework and practicum opportunities.

Behavior analysis began as a subfield of psychology and over time has developed a number of unique assessments and treatment procedures that are not routinely covered in traditional psychology training programs. Behavior analysis has three primary branches: a) behaviorism, which focuses on the worldview or philosophy of behavior analysis; b) the experimental analysis of behavior, which identifies and analyzes basic principles and processes that explain behavior; and c) applied behavior analysis (ABA), which analyzes and solves problems of social importance using the principles and procedures of behavior analysis. Our doctoral program provides instruction and training in all three of these areas, with a primary focus on applied behavior analysis with children, adolescents, and families. The guiding philosophy of the program is that learning is maximized by integrating didactic and experiential instruction such that principles and concepts are introduced in the classroom and immediately applied in coordinated clinical and research practica.

This poster provides an overview of the training program in behavior analysis in the Department of Psychology at Utah State University. Laboratory facilities and the current research interests of faculty will be described. An overview of admissions and funding opportunities will be provided.

The Applied Behavior Analysis Doctoral Specialization at Utah State University prepares graduates to be highly effective university faculty and behavior analytic practitioners who significantly improve children's lives through research, intervention, and teaching. The specialization offers students the opportunity to advance their behavior analytic skills by a) taking advanced coursework in behavior analysis theory, research, and practice; b) practicing applied behavior analysis in clinical and educational settings; and c) collaborating extensively with faculty in the areas of research, teaching, and staff supervision. Faculty and current doctoral students are engaged in research and development projects in autism, stimulus preference assessment, verbal behavior, direct instruction, fluency, functional analysis, function-based interventions, school-wide positive behavior supports, and other areas. Graduate students in the applied behavior analysis specialization have the opportunity to work and conduct research in the ASSERT Program, an early intensive behavioral intervention preschool program for children with autism; in the Severe Behavior Clinic, an outpatient program for the assessment and treatment of severe behavior disorders; in local school districts; or with service providers for adults with disabilities.

Located in the northern Virginia suburbs of Washington, DC, George Mason University is home to two Behavior Analyst Certification Board approved courses of study. The graduate certificate in applied behavior analysis consists of five courses that can be taken after one has earned a graduate degree, or in conjunction with a master's or doctoral degree in special education. While this certificate program satisfies the coursework requirement to sit for the Board Certified Behavior Analyst certification examination, the optional BACB approved practica (and intensive practica) can satisfy the supervised experience requirement. The undergraduate minor in applied behavior analysis can be taken along with a number of undergraduate majors, and provides students with the coursework and supervision needed to sit for the Board Certified Assistant Behavior Analyst examination. This poster informs participants as to the specifics of these programs. Program faculty will be on hand to provide additional information.

Spalding University is a private institution with undergraduate, graduate, and adult accelerated programs, whose academic mission is founded in social justice. Spalding University's Master of Arts in Applied Behavior Analysis is a 43-credit-hour program that will provide students with a thorough understanding of behavior analysis and the application of behavioral principles while also providing them the training necessary for certification as Board Certified Behavior Analysts and behavior analytic licensure. As the flagship and only graduate program in Kentucky devoted to applied behavior analysis with board certification preparation, Spalding University's Applied Behavior Analysis Master's Program is centered on providing a professional environment devoted to empirically based behavioral standards across a range of behavior analytic training areas including behavioral systems analysis, the analysis and treatment of autism and related developmental disabilities, community applications, and performance-management strategies. Graduate students in Spalding University's applied behavior analysis program are offered a variety of student support opportunities, practicum placement through partnerships with multiple service provision agencies locally and throughout the state of Kentucky, and involvement with the Kentucky Association for Behavior Analysis.

The school psychology program at the University of Oregon is an APA-accredited program with a strong behavioral orientation. UO offers a master's and doctoral degree in school psychology. The master's degree requires 2 years of coursework and an internship. Students who earn their master's degree are eligible for school psychologist licensure in Oregon and typically meet requirements for certification and licensure in other states. The doctoral degree includes 4 years of coursework and a 1-year internship. Students earning a doctoral degree are eligible for board licensure as psychologists. We are in the process of having our programs accredited by ABAI and are submitting an application to the BACB for a pre-approved course sequence that will lead to eligibility to obtain certification as a Board Certified Behavior Analyst. Our faculty members have expertise in a variety of areas within the field of behavior analysis, including the assessment and treatment of severe problem behavior, early intervention, instructional design, and curriculum-based measurement. The UO school psychology faculty members include Drs. Cynthia Anderson, Roland Good, Tiffany Kodak, Laura Lee McIntyre, and Angela Whalen.

The program at Sacramento State prepares students to practice as MA level behavior analysts, as well as enter doctoral (Ph.D.) programs in applied behavior analysis or the experimental analysis of behavior. Our program follows a small, boutique, scientist-practitioner model, where students work closely with faculty on research and clinical projects. We accept only six graduate students per year. Our graduates are extremely marketable in California and are typically employed by school districts, private schools, or agencies providing services to individuals with learning, emotional, or developmental disabilities. The ABA program coursework fulfills the requirements to sit for the Board Certified Behavior Analyst (BCBA) exam.

The master's degree in psychology with an emphasis in applied behavior analysis at Fresno State provides a rigorous course sequence approved by the BACB as well as funded student practicum opportunities, an on campus autism center, and numerous community experiences and opportunities. The student ABA club is incredibly active, hosting an annual conference, spring speaker series, and many community events promoting ABA. Fresno State has a large and supportive department of psychology and three dedicated ABA faculty along with three part time ABA lecturers. Our research program is extremely active, and students are highly engaged on the local, regional, and national levels.

Graduate study in the Department of Psychology at the University of Manitoba is offered at both the MA and the Ph.D. levels. The primary purpose of the program is to provide training in several specialized areas of psychology for individuals desiring to advance their level of knowledge, their research skills, and their applied capabilities. The MA program is designed to provide a broad foundation in the scientific approach to psychology, as well as specialized skills. The Ph.D. program provides a higher degree of specialization coupled with more intensive training in research and application. The University of Manitoba offers admission into the areas of behavioural experimental psychology and clinical behavioural psychology, and has recently extended the areas of admission to include the applied behavioural analysis program. The Department of Psychology offers research and applied training at both the MA and Ph.D. levels in applied behavioural analysis. Programs and research opportunities are tailored to meet the interests of individual students. Students receive supervised training in the practice of applied behavioural analysis. The program is also BACB-approved.

The Low Incidence Disabilities and Autism (LIDA) Program at Sam Houston State University is a blend of special education and applied behavior analysis (ABA) coursework. Also, students have a year of supervised fieldwork in ABA with both individual and group supervision provided by faculty. The program is designed for working professionals with courses offered in the evenings and over the summer. We welcome students from a variety of backgrounds; students do not need to have an undergraduate degree in education. Most students take two courses per semester and graduate with an MA or MEd in special education in 2 years. Students who already have a master's degree can take courses for certification only. Both the course sequence and the field experience classes are approved by the Behavior Analyst Certification Board.

The University of Texas at San Antonio's (UTSA) program in applied behavior analysis is designed for a) post-baccalaureate graduates who are not intending to pursue a graduate degree, b) master's or doctoral degree seeking students who want to develop job-specific skills in applied behavior analysis, and c) graduates who are interested in pursuing coursework that would allow them to become Board Certified Assistant Behavior Analysts (BCaBA) or Board Certified Behavior Analysts (BCBA). The ABA program furthers the UTSA mission in providing extended specialized skill development in applied behavior analysis and helping students learn to meet a growing school and community need. Specifically, this certificate targets a) professionals who are interested in a master's degree but want to start with a certificate, b) professionals who are interested in specializing in the application of behavior supports, c) professionals who are pursuing a master's degree in school psychology or special education who would like a behavioral support specialization that in application could lead to their becoming BCBAs, d) professionals who already hold a master's degree but would like to become board certified in behavior analysis, and e) professionals pursuing a doctoral degree in special education who would like to become board certified in behavior analysis.

Texas Tech University's College of Education offers an on-line applied behavior analysis graduate certificate. The Behavior Analyst Certification Board, Inc. has approved the five graduate course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst examination. Coursework is provided entirely online by instructors who are Board Certified Behavior Analysts and who have a wide range of applied experience in behavior analysis. The coursework sequence may be applied toward a master's in education, an Ed.D., or a Ph.D. Additional information can be obtained at www.de.ttu.edu/certificate/behavior-analysis/. In addition to master's level training we offer doctoral level training in special education and school psychology programs under the mentorship of Drs. David Richman, Wesley Dotson, Stacy Carter, or Devender Banda. Doctoral training experiences are research and teaching intensive with the primary goal of preparing future leaders in research and service for individuals with autism and related neurodevelopmental disorders. Doctoral graduate research assistantships and postdoctoral research fellowship funding are available. See www.burkhartcenter.org for additional information about research conducted through the Burkhart Center for Autism.

The School & Behavioral Psychology Program at Stephen F. Austin University offers extensive graduate training in applied behavior analysis at the master's and doctoral levels. The master's and doctoral degrees provide the needed training to become a Board Certified Behavior Analyst. Twelve graduate assistantships are available at the doctoral level at $18,000 per year. Current faculty include five behavior analysts with diverse interests. Internal and external practicum experiences are available, including an autism clinic housed within the department. The department is housed in a new state-of-the-art building with facilities for autism interventions, the study of brain-behavior relationships, an audiology lab, a family systems therapy lab, a counseling clinic, and a speech clinic. Current faculty interests include autism, verbal behavior, behavioral assessment software development, artificial intelligence, relational frame theory, stimulus equivalence, direct instruction, brain-behavior relationships, environmental and social issues, school psychology, organizational behavior management, behavioral systems analysis, response to intervention, school reform, ADHD, learning disabilities, instructional design, computer programming languages, and family systems therapy.

The on-line Master of Education in Special Education degree program with an Inclusion Specialist Certificate at the University of Michigan-Dearborn offers students the convenience of earning a graduate degree from anywhere in the world. Students learn to identify, manage, and teach students with disabilities in the general education classroom via Internet courses that may be completed at any time from home, school, work, or any other place with Internet access. The 30 credit hour degree program requires the completion of 10 courses and has many features, including all coursework offered via the Internet; courses in characteristics, assessment, strategies, collaboration, and classroom management; on-line assignments, discussions, and Internet activities; convenient anytime/anywhere learning; opportunities to interact with other teachers from many different geographic locations; and e-mail or phone advising. The program is fully accredited by the Higher Learning Commission and the Michigan Department of Education. University of Michigan-Dearborn faculty are devoted to teaching and committed to student achievement.

Trinity College Dublin was founded in 1592 and is Ireland's oldest university. Set in Dublin's picturesque city centre, it is amongst the world's top research institutions. The School of Psychology at Trinity College Dublin offers two postgraduate degrees in applied behavior analysis. The Postgraduate Diploma in Applied Behavior Analysis fulfills the coursework requirements for the Board Certified Assistant Behavior Analyst (BCABA) qualification, and the Master's in Applied Behavior Analysis tops up this coursework to Board Certified Behavior Analyst (BCBA) level. With a number of internationally recognized faculty, the ABA courses at Trinity College Dublin combine top quality teaching, comprehensive student support, and innovation in research in a timeless setting.

Obtain a master's or Ph.D. at the University of Auckland as part of the Experimental Analysis of Behaviour Research Unit (EABRU) with Doug Elliffe and Chris Podlesnik. Affiliated staff include Michael Davison and Corina Jimenez-Gomez, and a BCBA-certified applied behaviour analysis program is also available. The EABRU was the Society for the Advancement of Behavior Analysis's 2009 recipient of the Enduring Programmatic Contributions in Behavior Analysis Award and a part of the 27th ranked psychology department in the world, according to the 2011 QS World University Rankings. Research topics include choice, stimulus control, divided attention, stimulus equivalence, behavioral momentum theory, and quantitative analyses.

The program at Westfield State University consists of 48 credit hours and is designed to be completed in 2 years—although an extended, part-time option is available. The core courses in applied behavior analysis have been approved by the Behavior Analyst Certification Board (BACB) as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst certification exam. In addition, students are required to complete a practicum each semester while enrolled in the program. Students are provided with a practicum placement as well as supervision that meet the field experience requirements of the BACB. In order to complete the program, students are given the option to successfully complete either an experimental thesis or a comprehensive exam.

The Behavior Analysis Program at Florida International University leads to a master of science in psychology and eligibility to become a Board Certified Behavior Analyst. The scientist-practitioner teaching model offers students well-rounded training in behavior analysis theory, experimental methods, and applied analysis of behavior across a range of clinical problems and diverse populations. This 2-year program consists of 36 credits, including six credits of supervised practicum. Practicum hours may be completed on campus or at affiliated sites in the community. Students have the option to complete a research thesis or a non-thesis case study project. Students enroll in two to three academic courses each semester. Classes meet once a week for 3 hours during the day. Practicum begins in the third semester, allowing students to concentrate on coursework and practicum preparation in the first two terms.

The Doctoral Program in Behavior Analysis (Dr. Gregory Hanley, chair) at Western New England University (WNEU) prepares future scholars and scientist-practitioners to discover, translate, and apply knowledge of behavior to problems of social importance. Students in the doctoral program complete all coursework, practicum, and dissertation research requirements (54 credits total) within approximately 3 years. Competitive funding opportunities are available to doctoral students in the form of teaching fellowships at WNEU, clinical assistantships at the New England Center for Children (NECC), or federal research grant assistantships.

This poster will present the graduate and undergraduate training programs, post-master's degree program in behavior analysis, graduate assistantships, internships, field placements, research opportunities, and financial support for graduate study available at the New England Center for Children (NECC). Two on-site master's degree programs, one in applied behavior analysis (Western New England University) and one in special education: severe special needs (Simmons College), and a Ph.D. program in ABA (Western New England University) are offered at NECC. A post-master's degree training program in behavior analysis is also offered. An undergraduate training program, modeled after semester abroad programs, provides full academic credit plus extensive practical experience. NECC provides internships for numerous Boston-area graduate training programs in a variety of health-care disciplines. An active research program includes nationally and internationally recognized experts in autism and behavior analysis. In collaboration with senior program staff, the research department provides opportunities for research experience and supervision of theses and dissertations. Financial support for all students who are employees of NECC is provided, and ranges from partial tuition reimbursement to full support (including full tuition, housing, stipend, plus regular employee benefits).

The purpose of this poster is to provide a data-based overview of the ABA Convention Program System, and a behind the scenes view of the associated processes. A step by step depiction of the major processes highlights the activities of the Program Committee members. This presentation also includes data associated with the overall convention growth, expansion of the Program Areas, different types of presentation, and consumer satisfaction.

The mission of the Education Board is to develop, improve, and disseminate best practices in the recruitment, training, and professional development of behavior analysis. This year was again a very busy one for the Education Board and its subsidiary boards and task forces (Graduate Accreditation, Undergraduate Accreditation, Accreditation Recognition, Site Visitor Training, and Student Subcommittees). Our major efforts have included revising ABAI's accreditation standards and pursuing recognition of ABAI's standards by other agencies, among many other changes. Progress to date will be outlined, and any members interested in helping with these efforts are invited to join us. The Education Board also wishes to report that the National Center for Education Statistics of the U.S. Department of Education now recognizes applied behavior analysis (ABA) as a distinct type of academic program with its own numeric Classification of Instructional Program (CIP) code (42.2814). Please note that CIP data rely upon the reports of universities, so we request that faculty members notify their Office of Institutional Research or its equivalent to correctly categorize ABA programs and hence better inform policy-makers of ABA training resource needs.

The poster will review the recent accomplishments of the ABAI Practice Board. Efforts to coordinate the newly adopted Don Baer Lecture Series as well as the initiation of the development of ABAI position papers relative to evidence-based practices in ABA services delivered to individuals diagnosed with autism will be discussed.

The Science Board was constituted in May 2008 to promote behavior science. The specific goals of the Science Board are organized into three broad categories: research support, research dissemination, and scientific education. This poster will discuss the Science Board activities in relation to these three goals.

This poster will present an update of the Membership Board's efforts over the past year.

The ABAI Student Committee provides organizational support for ABAI student members to promote participation in ABAI, enhance professional development, and enable contributions to the science of behavior analysis. The Student Committee Expo poster provides members with the mission statement, information on student representation and activities, current programs represented, and ways to get involved with the Student Committee.

The mission and activities of the ABAI Affiliated Chapters Board will be presented. Information regarding chapter locations, membership, and activities also will be presented. Data will be displayed via charts and graphs.

The Behavior Analysis Association of Michigan (BAAM) has been organized to support and promote scientific research on the basic principles of behavior and the extension of those principles to create demonstrably effective and humane outcome-based therapies with the primary goal of establishing and enhancing functional independent living skills. BAAM conducts an annual convention supporting all aspects of behavior analysis in Michigan and the surrounding region. BAAM's growing website offers a variety of resources for behavior analysts and all those interested in behavior analysis.

The Wisconsin Association for Behavior Analysis (WisABA) was founded in 2004 as a state chapter of ABAI with the mission of promoting an evidence-based understanding of human behavior and helping the people of Wisconsin to improve their lives and the lives of those around them. WisABA is also an affiliate of the Association of Professional Behavior Analysts. WisABA's recurring and ongoing activities include the annual WisABA Conference (focused on behaviorally based solutions in Wisconsin), collaborative road shows with academic and professional organizations around the state, continuing education opportunities for behavior analysts, social networking activities for members and other interested parties, position statements on issues within the state of concern to behavior analysts and their clients, educating interested community groups about applied behavior analysis, and advocating for behavior analysts and behavior analysis through public policy input. Depending on interest, experience, and training, membership in WisABA may take one of three types: full, affiliate, and student. This Expo poster details the activities of WisABA and its members.

The Massachusetts Association for Applied Behavior Analysis (MassABA) has been highly active and effective in shaping public policy to benefit behavior analysts in the Commonwealth of Massachusetts. Through active engagement with policy makers regarding autism insurance legislation and behavior analysis licensure, MassABA has become an important and respected voice in the behavioral community. The association has also drawn hundreds of participants at the MassABA annual conference. MassABA will review the policy initiative process, action steps for policy engagement, and conference planning.

The Connecticut Association of Behavior Analysis (CTABA) will review our growth and progress from our Eighth Annual Conference on March 9, 2012. Data on conference attendance and membership will be shared from our 8 previous years as an affiliated state chapter of ABAI. CTABA will share upcoming news and events affecting behavior analysts in the State of Connecticut, including CTABA's 1, 3, and 5 year projections. CTABA will report on any upcoming legislative issues that might affect the field of behavior analysis. The CTABA Executive Council encourages all members of CTABA, as well as non-members with an interest in the field of behavior analysis, to stop by our poster at the Expo to learn more about how CTABA represents behavior analysts in the State of Connecticut. Additional information can be found at our website: www.ctaba.org.

The New York State Association for Behavior Analysis (NYSABA) represents scientists, scholars, and practitioners in psychology, education, and related fields who reside in and outside of New York State and are interested in the experimental analysis of behavior in all forms. We sponsor local presentations, publish a newsletter, and run an annual conference. NYSABA currently has more than 300 members and keeps them in touch with events that affect those of us here in New York State. NYSABA supports quality education for human services in New York State through the applications of ethical, humane, and effective principles of behavior analysis. NYSABA has active committees in the areas of legislation, education, publicity, finance, students, and membership. NYSABA has been actively working with state legislators to gain recognition for practicing behavior analysts by promoting an exemption for Board Certified Behavior Analysts from the psychology practice laws and by promoting the role of the behavior analyst in effective interventions for autism and other developmental disabilities.

The Virginia Association for Behavior Analysis (VABA) is a state chapter of ABAI. We hold an annual meeting that provides up to six credits of CEUs for practitioners in the area. This poster will describe the conference and identify areas where we hope to grow as a chapter. We will also identify officers of the organization.

The purpose of Heartland ABA (HLABA) is to promote the analytical science of behavior and its associated technologies within the Heartland area (Nebraska, Iowa, and the surrounding area). HLABA's objectives are to serve as a professional reference group for all in the Heartland whose work involves the principles and practices of behavior analysis; promote research that will advance the understanding of human behavior; identify and promote the use of effective treatment procedures in meeting the educational, therapeutic, and habilitative needs of persons in the Heartland within the ethical guidelines set forth by the Behavior Analyst Certification Board; organize and sponsor training events that serve as forums for presentation of technological achievements in behavior analysis; promote the development and expansion of education, training, and employment in the field of behavior analysis; and support efforts of allied organizations in providing behavior analytic services.

The Four Corners Association for Behavior Analysis (4CABA) is an independent, nonprofit, professional organization affiliated with ABAI. Our members reside, teach, conduct research, and practice primarily in Arizona, Colorado, New Mexico, and Utah. 4CABA's mission is to promote the science of behavior and evidence-based technologies derived from the basic science in the Four Corners region. Our regional group has five objectives: 1) to serve as a scientific and professional reference group for states in the Four Corners region; 2) to promote basic and applied research that will advance understanding of human and other animal behavior; 3) to organize and sponsor an annual conference that will serve as a forum for presentation of scientific research and technological achievements, as well as demonstrations of successful transfer of technologies; 4) to promote the development and expansion of education, training, and employment in the field of behavior analysis; and 5) to support efforts of allied organizations in providing evidence-based behavior analytic services. The purpose of this poster will be to serve as an opportunity for ABAI convention attendees to learn about 4CABA and our mission.

The Iowa Association for Behavior Analysis (Iowa ABA) was chartered in June 2008 as a state chapter of ABAI for professional, scientific, and education purposes. Iowa ABA's primary functions include serving as a scientific and professional reference group for all in the State of Iowa who identify themselves as scientists, practitioners, or providers in disciplines that embrace the principles and practices of behavior analysis. Iowa ABA supports the development of professional credentialing for the practice of behavior analysis within the State of Iowa. The chapter also supports and encourages expanding the educational and supervisory resources to aid individuals in meeting current and future credentialing requirements. Iowa ABA also supports the development of ethical and professional standards of practice for behavior analysts within the State of Iowa. Iowa ABA promotes the use of effective and humane behavioral procedures in meeting the educational and habilitative needs of individuals. Iowa ABA provides education and advises political, legislative, and policy-making bodies with respect to all matters pertaining to behavior analysis in the State of Iowa. Iowa ABA promotes and supports the conduct of behavior analytic research within the State of Iowa. Iowa ABA serves as a resource for parents and service providers interested in research based practices in behavior analysis.

The Kansas Association for Behavior Analysis (KansABA) poster describes this affiliated chapter's structure and function. Its structure includes its organization by committees, for instance, its executive committee (e.g., president, secretary, treasurer) and governance committees (e.g., conference, legislative affairs, website, membership committees). Its function includes activities such as its current conferences (e.g., clinical behavior analysis), legislative activities (e.g., passage of an insurance bill for autism treatment), and future plans (e.g., website development).

The Minnesota Northland Association for Behavior Analysis (MNABA) was founded in 2005 to provide 1) a professional network and resource for behavior analysts in the Northland; 2) a forum for members to collaborate, disseminate recent research, share ideas, and discuss needs; 3) a voice to promote the ethical and effective use of behavior analysis; 4) a resource for those seeking ABA services in the Northland; 5) the organization of an annual regional ABA conference; and 6) continuing education for professionals in the Northland.

Please come by to learn about our membership, goals, advocacy, outreach, and other activities. FABA celebrates its 32nd anniversary in 2012 and will have its big annual multi-track conference in Jacksonville from September 19–22. A great lineup of invited speakers and other presenters will provide CE workshops on Wednesday and Saturday plus two full days of symposia, panels, posters, IGNITE, and other presentations on Thursday and Friday. Favorite special events will include Speed Networking, SIG Roundtable Lunches, Poster Bingo, and more. Please visit to learn more about all aspects of FABA, give us feedback, ask questions, and get on our mailing list. Don't forget to add www.FABAworld.org to your list of favorite websites.

The Alabama Association for Behavior Analysis (ALABA) serves as a scientific and professional reference group that embraces the principles and practices of behavior analysis. ALABA's primary goals are to promote the profession of behavior analysis in the community, to disseminate information responsibly to our communities about best practices in the field of behavior analysis, and to provide the best continuing education opportunities to members. We will present on our annual accomplishments and events. In addition, we will announce our keynote speakers for our upcoming annual convention to be held in Birmingham, AL. Our membership draws from neighboring states, and we encourage anyone living in or moving to Alabama or a surrounding state to visit our poster to learn more about ALABA and how to become involved.

The North Carolina Association for Behavior Analysis (NCABA) celebrated its 23rd anniversary in 2012. Our NCABA president, Mark Stafford, coordinated outstanding speakers for our annual conference February 15–17, 2012, in Winston-Salem, including Denny Reid, Mark Sundberg, Dick and Muriel Saunders, Carol Pilgrim, Jim Bodfish, Tim Ludwig, Ray Pitts, and others. The NCABA conference featured more than 15 presentations, a poster session, and six workshops offered for both behavior analyst and psychologist continuing education credits. Attendees received up to 17 additional behavior analyst CEs for $30, making NCABA a great value for BCBAs and BCaBAs in NC and surrounding states. Visit our great NCABA website (www.nc-aba.com) for news and pictures of the conference and to view our NCABA newsletter. "Catch someone doing good!"

The Texas Association for Behavior Analysis (TxABA), founded in 1986, is a state chapter of ABAI. The mission of TxABA is to advance the science and application of behavior analysis to improve the world in which we live. To that end, TxABA strives to disseminate knowledge from the science of behavior analysis to the public and to professional behavior analysts working in Texas and its neighboring states. TxABA holds an annual conference that draws around 400 attendees, and engages in various other activities of relevance to its mission. This poster will present information on the membership of TxABA, current officers, TxABA committees, and recent activities of the organization.

Lone Star ABA (LSABA) serves the greater Houston area. The purpose of LSABA is to promote behavior analysis and its associated technologies in the Houston area. LSABA meets every other month. These meetings provide an opportunity for professional networking, professional discussions, participation on six committees within LSABA, as well as continuing education. Visit us at the Expo to see what we have to offer!

The poster will present information about NABA, its business, its members, and its annual conference.

The California Association for Behavior Analysis (CalABA) is an affiliated chapter of ABAI. The mission of CalABA is to promote the science and theory of behavior analysis through the support of research, education, and practice. To fulfill its mission, CalABA commits to the following activities: 1) supporting a certification process for behavior analysts and assistant behavior analysts, 2) advocating for behavior analysis services and the profession, 3) promoting quality assurance in behavior analysis, 4) providing resources and information related to behavior analysis, and 5) advancing behavior analysis via professional development activities. This poster will present information regarding the organization's history, membership, and activities. Supplemental information will also be provided that details work products, educational activities, and public policy efforts.

The Northwestern Association for Behavior Analysis (NWABA) is excited to announce that it is once again an active chapter of ABAI. The executive board has moved its annual conference from October to March in hopes to increase participation from school personnel and institutions of higher education. Please visit our new website, www.pacificnwaba.com, for more information on specific dates, keynote speakers, and registration/membership. The website also provides information regarding policy issues, current research, and other events taking place in the area. If you will be moving to the area or are interested in more information about NWABA, please visit our website and send us your contact information. We are always looking for new members who are dedicated to the acquisition, evaluation, and dissemination of information regarding behavior analysis.

The Utah Association for Behavior Analysis (UtABA), founded in 2010, seeks to encourage scientific activity, professional training and development, and intellectual activity related to behavior analysis in the state of Utah. UtABA holds its annual meeting in June in cooperation with the Effective Practices for Teachers and Human Service Professionals conference at Utah State University. UtABA participates in that conference by offering presentations and research symposia within the behavior analysis strand, hosting a poster session, and holding its annual business meeting. UtABA is a BACB-approved Type II ACE provider. Current UtABA officers are Sarah Bloom (President), Tom Higbee (President-Elect), Andrew Samaha (Secretary/Treasurer), Amy Odum and Shawnee Collins (Members at Large), and Matthew Brodhead and S. Shanun Kunnavatana (Student Representatives).

The Hawaii Association for Behavior Analysis would like to introduce its new officers and give you an update on ABA in Hawaii.

The Experimental Analysis of Behaviour Group (EABG) is the UK's leading behaviour analysis organisation. With more than 400 members, we have organised international meetings for more than four decades. In the recent past our meetings have been held at University College London and continue to provide an exciting forum for the dissemination and discussion of high quality behaviour analytic research from across Europe. The EABG now works in collaboration with the European Association for Behaviour Analysis (EABA) and holds biennial meetings. A special EABG edition of the European Journal of Behavior Analysis (EJOBA) was published in late 2011. The evidence from the EABG meetings suggests that behaviour analysis in Europe is faring well. The European Association for Behaviour Analysis and its allied journal, the European Journal of Behaviour Analysis, mark exciting endeavours in the continuing development of behaviour analysis across Europe.

ICEABA: The Icelandic Association for Behavior Analysis is in its eighth year. It is a small but growing community of behavior analysts and others studying and working in the field. Its members are strongly committed to promoting behavior analysis in Iceland as a science and profession. Goals: Our goals are to disseminate and promote behavior analysis, support behavior analytic research, communicate with and support students interested in the field, correspond with behavior analytic associations around the world, and support the establishment of a union of behavior analysts. Annual Meeting: Our annual meeting is held each May and is open to all members. This meeting is the highest decision-making body of the chapter. Convention: The ICEABA second convention was held October 21, 2011, at the Geruberg Convention Center. We offered a pre-convention workshop on topics in organizational behavior management and an exciting conference with prominent speakers from Iceland and abroad. Icelandic Lexicon of Behavior Analytic Terms: We are excited to report that work on this large project is progressing well and nearing completion. Journal: Our on-line journal, Atferli, is a peer-reviewed electronic journal that publishes papers on research, practice, and conceptual issues in behavior analysis. It is the only journal in Icelandic devoted to these topics. Coffee House Meetings: Our popular coffee house meetings continue throughout the year where members present their research findings or other interesting topics in behavior analysis. Lively discussions usually ensue in this collegial environment. E-mail List: Since October 1999 members have had access to a very active forum of discussion via our electronic mailing list, http://groups.yahoo.com/group/isabar/. Legislative Issues: The three Icelandic BCBAs/BCBA-D in Iceland continue to monitor the international discussion on legislation and certification in the field with special attention to how it applies in the Icelandic environment. ICEABA Board: President—Ingibjorg Sveinsdottir, Ph.D., BCBA-D; Treasurer—Sigurdur Vidar, Cand. Psych.; Secretary: Hafdis Lilja Gunnarsdottir

Norwegian ABA is a registered nonprofit organization. Membership is open to anyone interested in behavior analysis and its application. At present it has 900 members and is steadily growing. The organization is run by a board of nine members with full executive powers, chaired by a president. There are several regional affiliated chapters and two special interest groups. The board is elected at the annual general assembly. Norwegian ABA is an affiliated chapter of ABAI.

The poster presents the mission, structure, and history of the Polish Society for Behavioral Psychology (PTPB). Selected events and accomplishments in the years 2002–2012 are listed. The poster also includes a list of major events related to behavior analysis in Poland. The first specialization in ABA (in Poland) is described as well as a joint program of studies (with California State University, Stanislaus and Bangor University) focusing on behavior analysis. Lastly, future plans are listed.

MABA's purpose and mission are to develop and disseminate knowledge about behaviour analysis as a science. MABA's interests lie in basic science focusing on principles governing human and nonhuman behaviour (i.e., the experimental analysis of behaviour) as well as applied science focusing on application of those principles for improvement of socially important problems (i.e., applied behaviour analysis), and disseminating this information to stimulate interest in, and correct misunderstandings about, behaviour analysis. To achieve this, MABA is committed to ensuring opportunities to meet certification requirements within our province, providing information to our members and to the public about behaviour analysis, and hosting professional development opportunities including our annual conference. In 2011 MABA published two newsletters and hosted our sixth annual conference with Dr. Brian Iwata as our keynote speaker. MABA continues to focus its efforts on licensing behaviour analysts in the province of Manitoba, increasing membership, and disseminating information about behaviour analysis to members of the behaviour analytic community and to the public through workshops, the development of our new website, and the distribution of our bi-annual newsletter.

The Japanese Association for Behavior Analysis (J-ABA) is dedicated to promoting the experimental, theoretical, and applied analysis of behavior, which B. F. Skinner originated. The purpose of J-ABA is to provide opportunities for research, education, and practices of behavior analysis through its activities such as journal publication and an annual convention. The members of J-ABA come from a wide variety of professions, including researchers, school teachers, counselors, social workers, nurses, and businesspeople, but most of us share the same interest: the integration of basic and applied research to find out how to solve socially important problems. We are an international chapter of ABAI. J-ABA was established as the Society for the Study of Behavior Analysis in 1979 and changed its name to the Japanese Association for Behavior Analysis in 1983, when its first annual convention was held at Keio University. Currently, we have more than 400 members, and the number is increasing. J-ABA organizes an annual convention, holds an open seminar, publishes the Japanese Journal of Behavior Analysis, distributes a newsletter, operates a website, and offers other publications concerning behavior analysis. We have been actively collaborating with other academic societies in Japan and promoting international exchanges.

The New Zealand Association for Behavior Analysis (NZABA) is an affiliated chapter of ABAI. In addition to holding educational events that contribute to BACB certification and providing advice to government agencies concerning the best practices for the treatment of autism, NZABA hosts an annual conference in which papers span experimental and applied topics. The members of NZABA come from a range of organizations, training programmes, and universities around New Zealand, and many are involved in diverse research. Researchers in New Zealand are active in a wide range of topics in both the experimental analysis of behavior and applied behavior analysis, including conditional reinforcement, verbal behavior, temporal discounting, and measurement methods in behavior analysis. Research is also being conducted across a wide range of populations, such as people with intellectual disabilities; people with dementia; caregivers of people with disabilities; children with developmental disorders; and non-human populations such as dogs, chickens, possums, pigeons, and rats. This poster will outline the activities of NZABA, as well as show some of the research currently being conducted in New Zealand.

This poster will describe the origin, development, and current activities of the Swedish Association for Behavior Analysis (SWABA). SWABA is devoted to supporting behavior analysts in Sweden and to promoting the internationalization of behavior analysis. From its creation in 1996, SWABA has grown to nearly 200 members. SWABA has an additional 150 "virtual" members from around the world. These "virtual" members both join and renew their memberships at the ABA Around the World Expo. A Virtual Member of the Year is selected at the Expo, and the winner receives a SWABA t-shirt. SWABA also holds an auction for a unique SWABA t-shirt with the proceeds being donated to the SABA International Endowment Fund. SWABA continues revising its routines and procedures with the goals of improving service and efficiency at the lowest possible cost. Over the years, SWABA has co-sponsored an international conference and arranged numerous seminars and meetings.

ABA India, an affiliated chapter of ABAI formed in 2009, has pioneered the ABA movement in India. Today there are four BCBAs and two BCaBAs in India. This presentation shows the development of behavior analysis in India despite government apathy toward recognition of behavior analysts or support towards introduction of an educational program in India.

IABA was established in 2003 and held its ninth annual conference in January 2012. IABA has about 100 members, all doing their best to support ABA in various academic and clinical fields. There are a few hundred professionals taking part in IABA's programs and activities, and more than 120 students are currently enrolled in two certification programs. Approved programs are offered by the University of Tel Aviv, led by Amos Rolider (Ph.D., BCBA-D), and the Kibbutzim College, led by Eitan Eldar (Ph.D., BCBA-D). IABA is offering opportunities for CE credits to the certified behavior analysts who participate in and present at conferences held at both institutes throughout the year. IABA published the Hebrew version of ABA terms and ethical principles. IABA also publishes a yearly newsletter in Hebrew sharing research projects and theoretical papers. IABA's website is continuously updated with information and links related to our field. Most of the students who have graduated from the above programs have found positions in a variety of educational and clinical agencies. IABA's goals are to: a) promote ABA as a leading science of human behavior, b) achieve recognition of the discipline as a distinct and unique profession by the Ministries of Health and Education, c) have more members and friends join IABA, d) establish an ABA journal in Hebrew, e) establish more approved ABA programs in other universities and graduate programs, f) promote both experimental and applied ABA research in Israel, g) strengthen our ties with the Behavior Analyst Certification Board and ABAI, and h)encourage more Israelis to participate as ABAI members.

The Brazilian Association of Psychology and Behavioral Medicine (ABPMC) was founded on November 4, 1991. Its objective is to congregate psychologists, researchers, professors, and students interested in the scientific and technological development of behavior analysis. ABPMC, the Brazilian ABA chapter, currently has 11,000 names on its mailing list. Each year for the past five years, around 1,800 people have attended each of its national and regional conventions; the national convention typically occurs in September. In 2004, ABPMC had the honor to organize ABAI's second international conference, which 2,420 people attended. Today, ABPMC has 1,740 members. The ABPMC's members come from all over Brazil. Many regional meetings have been held over the past six years, with around 400 people attending each one. If we consider the annual meeting and the regional meeting, we have 3,760 behavior analysts meeting each other every year. Since 1999, ABPMC has also published a regular journal called Revista Brasileira de Terapia Comportamental e Cognitiva (Brazilian Journal of Behavior and Cognitive Therapy), which is nationally recognized and very well received by the academic community; it is now online. Our chapter has worked to represent behavior analysis among government institutions, in order to increase its dissemination and influence in decision making in the area of research development. ABPMC also publishes a book series called Sobre Comportamento e Cognitivo, whose name was changed to Comportamento em Foco (Behavior in Focus), which has already published 28 volumes in applied and basic research areas. Since 2009 the main objective of the collection has been publishing articles that can be used as teaching material. In 2011, 1,580 people came to the XX Annual Meeting, which was held in Salvador, Bahia, during the first week of September, and at the same time we organized the First South American Meeting on Behavior Analysis. ABPMC celebrated its 20th anniversary, and ABAI was represented there by its CEO, Dr. Maria Malott, as well as some ex-presidents. For further information go to www.abpmc.org.br.

The Applied Animal Behavior (AAB) SIG brings together individuals who specialize in or have an interest in the application of behavior analysis to the appreciation, understanding, and management of animal behavior across species. The AAB SIG has three primary purposes: 1) to promote behavior analytic research and the exchange of scientific information in the area of animal behavior, 2) to advocate for and promote high standards in the application of methods and techniques of behavior change with animals in applied settings, and 3) to support and promote excellence in the education and research practices of individuals dedicated to the study and management of animal behavior in applied settings. Membership of the AAB SIG is diverse and includes academicians, researchers, and practitioners from a variety of disciplines dedicated to, affiliated with, or interested in animal behavior in applied settings. We welcome new members who share our interest in animal behavior and applied behavior analysis. The AAB SIG offers an annual student research award in honor of Marian Breland Bailey. This competition is open to all graduate and undergraduate students presenting their research during the annual ABAI convention.

The Behavior Analysis for Sustainable Societies (BASS) Special Interest Group was established to advance applications of behavior analysis to environmental issues that contribute to the development of solutions to climate change, pollution, overconsumption of resources, and imbalances in environmental sustainability. Information on BASS's mission, events, membership, and other pertinent information will be presented in poster format.

The BAO is a collection of journals now in its 12th year of operation, providing open-access, no-fee journals in the areas of the experimental analysis of behavior, applied behavior analysis, and clinical behavior analysis. The BAO SIG was created to disseminate research and theory to behavior analysts worldwide. The BAO SIG poster will update ABAI members on current developments, editorial boards, journals published by the BAO, publication schedules, and website information. Membership in the BAO SIG will also be made available.

Behavioral gerontology is the application of behavior analysis to aging and age-related issues (LeBlanc, Raetz, & Feliciano, 2011). By the year 2030, nearly 20% of the American population will be over the age of 65. Nearly every specialty area within the field of behavior analysis will be affected, as most areas have an older population. As individuals get older, they are forced to deal with the various issues that are unique to this time in life. However, many of the clinicians trained to work with certain populations do not have the additional training to deal with the behavioral issues that occur in aging settings. The mission of the Behavioral Gerontology Special Interest Group is to provide intellectual, clinical, and organizational support to professionals interested in aging and to foster behavior analytic research in aging. Additionally, we provide support to professionals in other areas of behavior analysis to help them effectively deal with aging issues.

Behaviorists For Social Responsibility (BFSR) is a special interest group of ABAI. The mission of BFSR is to act to expand applications of behavior analysis and cultural analysis addressing social issues, particularly those with social justice, human rights, and environmental implications. Activities of BFSR include 1) expanding and strengthening the community of behavior analytic scientists working in areas of social importance, providing mutual stimulation and reinforcement for this work, and supporting and challenging each other in deepening it; 2) encouraging advances in the emerging subdiscipline of cultural analysis, in which many promising approaches to dealing with important social issues are grounded; 3) expanding access to current experimental, applied, and conceptual analyses related to social issues and cultural analysis worldwide, through publication of the scientific journal Behavior and Social Issues; 4) encouraging behavior scientists and practitioners to take practical action challenging oppression, in solidarity with those who are most at risk; 5) expanding public awareness of behavior analytic and cultural analytic principles and practices that can contribute to addressing social issues and challenging oppression; and 6) expanding presentations and programming related to social issues at the annual ABAI convention and other scientific and professional venues.

The Clinical Special Interest Group of ABAI is dedicated to facilitating collaboration among researchers and clinicians in further development and application of applied behavior analysis in clinical populations. We will be distributing the latest issue of our newsletter at the ABAI Expo. Please stop by and get connected with others in this exciting field.

The mission of the Behavior Development Bulletin (BDB) is to provide behavior analysts with peer reviewed scientific information of interest to the behavior community, including research in cognitive development, child emotional development, developmental theory, and socialization. Since its inception, the BDB has published articles of an inter- and multi-disciplinary nature, including areas of socio-biology and behavioral methodology. The BDB is especially relevant to behavior analysts who study the developmental processes responsible for behavior changes and their progressive organization. The BDB hopes to provide answers by looking at the biological and environmental factors that affect behavioral development, while maintaining primary interest in the role of environmental contingencies in behavior change.

To be effective, the instructional process must be efficient and designed to maximize learner engagement. Effective instruction further requires that the educator be knowledgeable and skillful in several critical domains. The successful educator is able to identify the essential skills or learning objectives to be taught and utilizes effective procedures for teaching those skills; these include evaluating, selecting, and modifying instructional programs and materials to meet the unique needs of the learner. The effective instructor utilizes assessment data to appropriately place learners and to regularly monitor their progress. The successful educator utilizes effective lesson presentation techniques including appropriate pacing of instructional tasks, attending to the motivation of learners, and the diagnosis and correction of learner errors. Finally, the effective instructor analyzes assessment data and uses assessment results to guide instructional decision making. The direct instruction philosophy: all students can learn and all teachers can be successful! Please plan to attend the Direct Instruction SIG business meeting and join us in working to promote research-validated instructional practices!

The Dissemination of Behavior Analysis Special Interest Group (DBA SIG) was formed in 2008 and has since had an active membership through its listserv. Since its development as an official special interest group of ABAI, the Dissemination SIG has created the B. F. Skinner Journalism Award, first given in 2011 to recognize excellent reporting of basic or applied behavioral work in the tradition of B. F. Skinner and intended for general readers. The DBA SIG's official website is www.aboutbehavior.com, and the SIG welcomes any behaviorists interested in the dissemination of behavior analysis.

The Evidence-Based Practice Collaborative (EBP SIG), a special interest group of ABAI, was founded in 2007. The purpose of the Evidence-Based Practice SIG is to promote socially important behavior by facilitating evidence-based effective and sustainable practices in real-world settings. The focus of the EBP SIG is the identification of efficacious and effective skill sets that can be implemented and monitored in educational settings; replication and sustainability are emphasized. Come by to learn about past and future activities and find out how you can become involved with the Evidence-Based Practice SIG.

The Experimental Analysis of Human Behavior Special Interest Group's (EAHB SIG) mission is to contribute to the continued growth and development of endeavors related to the experimental analysis of human behavior. The SIG has several initiatives that contribute toward this goal. First, the SIG sponsors and maintains the Experimental Analysis of Human Behavior Bulletin—an on-line journal focused on publication of studies with human subjects. Second, the SIG sponsors a student paper competition to recognize novel and effective strategies and tactics in the experimental analysis of human behavior. Third, the SIG sponsors an annual Distinguished Career Award with which we recognize individuals who have made large and sustained contributions to the literature on the experimental analysis of human behavior. Finally, we sponsor an annual meeting to discuss issues related to the initiatives described above as well as to recognize our student paper-contest winners. The meeting also serves as the context to discuss any other issues of interest to SIG members and attendees of the meeting.

The Health, Sport, and Fitness SIG is open to all ABAI members interested in the research and application of behavior analytic methods, practices, and principles to human challenges in health, sport, and fitness. We will present current SIG activities, membership data, and plans for future growth.

ABAI's History of Behavior Analysis (HoBA) Special Interest Group was formed in 2011. Our vision is to advance the field of behavior analysis by understanding its history. Our mission is to cultivate and nurture, enrich and improve, and communicate and disseminate its history. Our audience includes behavior analysts, scientists and humanists in related disciplines, and the public at large. Our present objectives are to establish a listserv, recruit members, and hold a business meeting at the ABAI convention. In the future, we plan to present symposia at the ABAI conferences, establish an ABAI awards program to recognize and promote the field's historiography, and develop a website (e.g., for links to archives, bibliographies). For all this, we will develop an organizational structure (e.g., a secretary, treasurer, editors) and administrative functions (e.g., electoral), and perhaps have modest dues.

Interbehaviorism and interbehavioral psychology have much in common with the discipline of behavior analysis. Indeed, as the field of behavior analysis registers progress, the relevance of interbehaviorism and interbehavioral psychology is made more and more apparent (e.g., complex behavior, verbal behavior). However, the likelihood of this relevance being acknowledged by workers in behavior analysis seems to depend, at least in part, on the extent to which the interbehavioral position is made known in the first place. The Interbehaviorists Special Interest Group (SIG) aims to emphasize how interbehaviorism is both relevant and fundamental to behavior analysis, and to foster continued work and collaboration related to interbehaviorism. This is accomplished through efforts to maintain and highlight relevant literature, organize symposia at conferences, and coordinate scholarly efforts. More generally, because interbehaviorism is relatively unknown to workers in behavior analysis when compared to other philosophies, a primary aim of the Interbehaviorists SIG is the dissemination of the interbehavioral position.

The Organizational Behavior Management (OBM) Network, founded in 1982, exists in order to develop, enhance, and support the growth and vitality of organizational behavior management through research, education, practice, and collaboration. The OBM Network is a nonprofit organization whose members are consultants, academicians, students, employees, managers, supervisors, and executives. OBM is a science-based approach to improving human performance and execution in organizations. OBM produces significant and measurable outcomes in behavior change, organization and culture change, organizational management systems, and process improvement. OBM practitioners have a bottom-line focus, and their work shows substantial and continuing financial impact on organizations. Individuals interested in applying behavioral principles to the improvement of performance in business and industry are encouraged to visit the OBM Network poster to learn more about OBM, the OBM Network, membership benefits, and the 2013 OBM Network Conference. Informational and promotional materials will be available for all visitors, and OBM Network staff will be on hand to discuss the network and its activities, as well as to answer any questions about the network and the 2013 OBM Network Conference.

The ABAI Positive Behavior Support Special Interest Group (PBS SIG) is dedicated to promoting research-based strategies that combine applied behavior analysis and biomedical science with person-centered values and systems change to increase quality of life and decrease problem behaviors. The goal of the PBS SIG is to promote the use of positive behavior support interventions in schools, communities, agencies, and homes and to support practitioners in their use.

The Rehabilitation and Independent Living Special Interest Group focuses on networking professionals who work in the field of acquired brain injury and related neurological deficits. Areas of interest include neurobehavioral programs, skill acquisition and relearning, community re-entry, military related brain injuries, funding, current trends, research, jobs, and internships.

The Sex Therapy and Educational Programming Special Interest Group (STEP SIG) exists to help disseminate empirically verified information regarding sex education and sex therapy to behavior analysts working in applied settings. STEP SIG also supports basic and applied research on the emergence and maintenance of human sexual behavior in typically developing individuals, individuals with autism and developmental disabilities, and other populations. Members of this special interest group include professionals, teachers, direct service providers, parents, and consumers who are concerned with issues of sex therapy, sex education, and sex research. STEP SIG was founded in 2007 and has been providing a symposium at the annual convention of ABAI since its inception, sharing both conceptual and empirical presentations with conference attendees.

The Speech Pathology (SPABA) Special Interest Group (SIG) poster will provide information about the SIG's mission and the mission-related member activities during the past year. The SIG's mission is to promote the dissemination of behaviorally oriented speech and language research and the application of evidence-based practices relevant to the full range of services provided by speech and language professionals. Expo attendees to our poster will receive information about SIG membership and its benefits, resources that are available on the SIG website, and opportunities for participation on various SIG committees. In addition, a few SIG members will be available at the poster for informal discussions with visitors and to answer questions and to promote interest in the dissemination of behavioral interventions for speech and language disorders.

Since 1990 the Standard Celeration Society (SCS) has been a collegial organization for all persons who use Standard Celeration Charts to monitor and change human behavior frequencies. The society's heritage lies greatly in Precision Teaching and its founder, Ogden R. Lindsley, who in 1972 (p. 9) came up with the term "Precision Teaching" because "what was really new in our procedure was precision, we decided to use that as an adjective in front of whatever it was one was doing: hence in our case, "'precision teaching.'" Lindsley (1971) hoped that the standard recording and charting system would be used throughout the behavioral fields as Precision School Psychology, Precision Social Work (Green & Morrow, 1972), Precision Speech Therapy (Johnson, 1972), and so on. Dr. Lindsley's greatest contribution as written in a tribute by T. V. Joe Layng was his showing "that bringing frequency to the people revealed not only his heart, but the heart that resides in the science of human behavior as well." The SCS encourages the development and growth of a science of human behavior and learning, and promotes using the Standard Celeration Chart to further that objective. Ultimately, we have a society to create a more loving, less fearful world.

The Teaching Behavior Analysis Special Interest Group (SIG) of ABAI is one of the largest SIGs. Come find out why! We have a diverse group of individuals in our group and an active listserv where we discuss everything from basic principles of behavior to autism. See what we are all about!

The Verbal Behavior Special Interest Group (VB SIG) is affiliated with ABAI and is dedicated to the study of language acquisition. The VB SIG is led by a group of professionals within the field of applied behavior analysis, all of whom approach the study of verbal behavior from a Skinnerian perspective as established by B. F. Skinner's (1957) publication of Verbal Behavior. This organization was established to a) support and encourage research efforts to improve our understanding of verbal behavior, b) support practice-based issues in utilizing the analysis of verbal behavior, c) support undergraduate and graduate instruction of Skinner's (1957) Verbal Behavior, d) communicate with other organizations making use of Skinner's Verbal Behavior, and e) disseminate information regarding a behavioral approach to studying language.

The Autism SIG brings together those who specialize in or have an interest in the application of behavior analysis to the education and treatment of individuals with autism throughout the lifespan. The SIG was created to promote behavior analytic research and the exchange of scientific information in the area of autism treatment, to advocate for and promote high standards in the application of behavior analytic treatment, and to support consumers of ABA services. The Autism SIG maintains a website and publishes a quarterly newsletter to provide clinicians, educators, and parents with information regarding scientifically supported interventions for individuals with autism. Other ongoing initiatives include participating in the ABAI Annual Convention and Autism Conference exhibitions, presenting an annual student research award, and maintaining consumer guidelines for identifying, selecting, and evaluating behavior analysts working with individuals with autism.

This SIG provides a voice for practitioner members of ABAI and a forum to discuss issues regarding the practice of behavior analysis, professional training, credentialing, and other matters. This SIG communicates with other related SIGs to promote the practice of behavior analysis. We invite new members to join the SIG as well as sign on to the listserv to discuss matters of importance and relevance to behavior analyst practitioners.

The Parent-Professional Partnership Special Interest Group (PPP SIG) was created in 2001 to help address the needs of parents within the ABAI community. The PPP SIG provides information, networking opportunities, and resources for parents attending the ABAI Annual Convention. Although the bulk of our efforts center around autism spectrum disorders, parents of children with other disorders and disabilities may be interested in learning more about the SIG. Our ongoing initiatives include:

• Helping parents involved in applied behavior analytic (ABA) services become more familiar with ABA through information, resources, and links.
• Providing parents with access to accurate information from other existing resources via links or summaries.
• Sharing information with parent attendees prior to the ABAI convention.
• Hosting an orientation for parent newcomers at the start of the ABAI convention.
• Sponsoring formal conference events that target issues of significance to parents.
• Creating opportunities for networking.
• Providing a forum for discussion of objectives at our annual business meeting.

The vast array of "proposed treatments" for autism can be both overwhelming and confusing for consumers. Sadly, there is not a shared commitment to empirical validation, research, and data-based decision making amongst providers. The Association for Science in Autism Treatment (ASAT) strives to be an important resource for individuals with autism, family members, professionals, and paraprofessionals—in fact, for anyone interested in reliable, science-based, and accurate information about autism and its treatments. Founded in 1998, ASAT's mission is to disseminate accurate, scientifically sound information about treatments for autism and to improve access to effective, science-based treatments for all people with autism, regardless of age, severity of condition, income, or place of residence. For more information please visit ASAT's website at www.asatonline.org.

European ABA (http://www.europeanaba.org/) is an umbrella organization for national organizations of behavior analysts in Europe. Our mission is 1) to provide an international forum within Europe for the study and discussion of matters relevant to behavior analysis, 2) to encourage high quality education and professional certification throughout Europe, 3) to organize congresses/conferences in experimental and applied behavior analysis, 4) to establish and maintain relations among behavior analysis organizations inside and outside Europe, and 5) to maintain web pages/bulletin boards to facilitate communication. For more information about EABA contact us by e-mail at info@europeanaba.org.

This is a new bachelor education programme started up august 2008 and gives a basic competence in behavioral science in the research and practical field. The study will increase the knowledge about how human behaviour influence and changes, and how human behaviour can be analyzed in interaction with the environment. The study will give a substantial introduction to how basic learning principles can applies within different areas in the field. The study is arranged for exchanges of students internationally and internationally. The study will do the students able to participate in processes of changes in the job life from a perspective of the science of behaviour. Learning psychology and behavior analysis can easily be combines with other field as pedagogy, health science, economy, and other social studies. The study is also an excellent stating point for the programmes of master thesis, for example The Master Programme Learning in Complex Systems, and The PhD Programme in Applied Behavior Analysis. The study contains the following modules: PSYK1200 General Themes in Science, Related to the Subject Matter of behaviour (exfac), 10 sp PSYK1100 Philosophy of Science, and Ethics, 10 sp PSYK1410 Introduction to Behavior Analysis, part 1, 5 sp PSYK1310 Introduction to Biological Psychology and Themes in Psychology, Research Methods and Statistics, 15 sp PSYK1410 Introduction to Behavior Analysis, part 2, 5 sp PSYK1510 Selection sciences, 10 sp PSYK2100 - Gathering, Recording, and Analyzing Data Exercise, 10 sp PSYK2200 - Organizing and Programming Learning, 10 sp PSYKPRA1 - Applied Behavior Analysis Exercises, 10 sp PSYK2300 Behavior Analysis, 10 sp PSYK2500 - Learning Principles in Developmental Psychology PSYK2400 - Planning, Evaluating, and Documenting Individual Behavior Change, 10 sp PSYK3200 Social Psychology and relational skills, 10 sp PSYK3300 - Management of Behavior in Organizations, 10 sp PSYK3100- Research Methods and Statistics 2 10 sp PSYKPRA2 - Optional Exercises Related to Bachelor Thesis, 15 sp. PSYK3900 - Bachelor Thesis, 15 sp. The study is a full time study and use different instructional forms like lectures, interteaching, seminars, supervition, practical exercise and skill training. Through the Universitys laboratories will the students get skills in experimental research.

Division 25 was founded in 1964 to promote basic research in the experimental analysis of behavior, to encourage applications of such research to human affairs, and to cooperate with other divisions whose interests overlap with the division. Division 25 is also the voice of behavior analysis within APA. If behavior analysts are not strongly represented in APA, then APA is unlikely to advocate for us when they speak with government officials, funding agencies, and to the general public. The stronger our numbers, the louder our voice. Stop by the poster at this year's Expo to learn more about the division and about how you can help simply by joining. With annual dues as low as $22 the time to join Division 25 is now.

The Department of Behavioral Psychology at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine provides training in behavioral psychology as it applies to individuals with developmental disabilities and pediatric problems. This training program, which has been in existence for more than 30 years, is comprised of an American Psychological Association (APA) accredited predoctoral internship program (APA accredited since 1988) and a postdoctoral fellowship program. Since its inception, this training program has been one of the leading training programs in applied behavior analysis and behavioral psychology. More than 400 individuals have completed a predoctoral internship or a postdoctoral fellowship. The department is committed to providing a training environment that facilitates the development of future leaders in the field of behavioral psychology. We maintain a distinguished faculty who serve as role models for trainees. Our faculty, who hold academic appointments at the Johns Hopkins University School of Medicine, have a highly regarded record of research in the areas of severe behavior disorders, functional assessment and analysis, pediatric feeding problems, behavioral pediatrics, parent training, drug and behavior interactions, and functional MRI.

The Department of Behavior Analysis at the University of North Texas offers a distance program in behavior analysis. This Internet program is a sequence of five self-paced courses, designed by full-time faculty, to meet the needs of individuals who cannot obtain coursework in behavior analysis locally. The courses are multimedia and highly interactive, and they cover the academic content required by the Behavior Analyst Certification Board (BACB). Students may also earn a 15-SCH academic certificate in applied behavior analysis for completing the five-course sequence.

The certificate program in applied behavior analysis (ABA) at the University of Minnesota prepares teachers and related service personnel to design and deliver services to children and youth with developmental and acquired disabilities. This 12-credit program provides specialized training in methods of behavioral assessment, intervention, and treatment evaluation. Coursework addresses ethical issues regarding treatment delivery and the need for supervision by qualified professionals. Professionals with specialized training in applied behavior analysis are in high demand. The behavior analytic mode of service delivery is recognized locally and nationally as an effective and accountable system for consumers with developmental disabilities and autism. This program offers professional development opportunities for public and private social service agency staff, public and private school personnel, treatment facility personnel, and psychology and education professionals. The certificate program will also prepare students for the national professional certification examination sponsored by the Behavior Analyst Certification Board, Inc. However, applicants must meet additional criteria to meet certification requirements. The certificate program is offered jointly by the Department of Educational Psychology in the College of Education and Human Development and the Department of Psychology at the University of Minnesota's College of Liberal Arts.

St. Lawrence College has offered a new bachelor of applied arts (behavioural psychology) degree since September 2004. This program provides the most comprehensive training in the behavioural sciences at the undergraduate level in Canada. Students are trained in the latest behavioural techniques used in a variety of areas such as acquired brain injuries, autism, addictions, developmental disorders, psychiatric disorders, and special education, as well as adult and youth corrections. Graduates may pursue additional post-secondary education (e.g. graduate school in this area, as well as in teaching, social work, etc.). The major areas of study within the program are ABA and cognitive behaviour therapy, as well as behaviourally oriented courses in abnormal and developmental psychology, statistics, etc. Classroom based courses combined with three practicum opportunities (totalling more than 1,100 hours) ensure both knowledge and skill development in assessing behavioural patterns and designing effective programs to achieve behavioural change and skill development. The program has received strong support from past ABAI presidents as well as recognised leaders in both research and applied settings across North America. For more information, see http://www.stlawrencecollege.ca. First go to "Full-time Studies," then select "Degree Programs," and select "Bachelor of Applied Arts Degree in Behavioural Psychology."

Behavior Momentum India (BMI) is the first organization in India to provide ABA services under one roof. Its mantra is quality services based on the latest evidence-based practices in step with the latest in the world. Dr. Bridgette Taylor, Dr. Karola Dillenburger, Dr. Mickey Keenan, and Dr. Rebecca Ward are the four international advisors on its board. Currently BMI has four centers for individuals with autism and developmental disabilities. Because of the absence of behavior analytic education in India, an intensive staff training program is implemented in ABA at BMI lasting 4 weeks. Multiple baseline data on three batches of 20 staff each showed improvements in the staff in understanding and applying behavior principles, verbal operants, and discrete trial teaching. Training involved role play, video reviews, modeling, and hands-on training. This poster demonstrates the results of training, areas of improvement, and challenges faced.

ABRITE provides early intervention services to children with autism and other developmental disabilities throughout Santa Cruz County, California. ABRITE utilizes the principles and methods of applied behavior analysis (ABA) by analyzing a child's specific needs and developing an individualized learning environment and program of instruction. The ABRITE treatment model consists of several instructional strategies based on the principles of behavior analysis, including discrete trial and natural environment teaching, function-based communication training, rate building, and verbal behavior instruction. In addition to intensive home-based services, ABRITE provides children and families with several other forms of assistance, including 1) function-based assessment and treatment of undesirable behaviors, 2) parent training, and 3) classroom assistance. ABRITE is comprised of a compassionate team of individuals who care deeply about children and who believe that autism does not define a child. Instead, we take the position that every child shows strengths and weaknesses and it is our job after years of studying the principles of learning to help each child. ABRITE offers a number of employment and training opportunities to undergraduates, graduates, and postgraduates.

FoxyLearning provides fully on-line, interactive, multimedia tutorials focused on behavior analysis. The tutorials are designed for easy integration into courses and can be completed for Type 2 continuing education units to maintain certification as a BCBA or BCaBA (FoxyLearning is approved by the BACB to offer Type 2 continuing education). Tutorials on verbal behavior and relational frame theory are currently offered. This poster offers further details about the tutorials, guidelines for integrating them into a course or training program, and information for content experts interested in working with FoxyLearning to develop new tutorials.

The Academy for Precision Learning (www.aplschool.org) is an independent K–8 school located in Seattle, Washington. The APL model focuses on creating an environment with academically rigorous content paired with socially conscious approaches to educating all learners regardless of ability. In 2007, APL opened its doors to four students and has since grown to serve more than 60 learners. APL uses high quality, data driven approaches from the field of applied behavior analysis to create individualized learning plans specifically designed for all students regardless of ability. APL's program provides personalized classes that help all students reach their full potential. With a unique combination of teaching methodologies, individualized curricula, staff development, and broad community support, APL strives to develop and disseminate effective strategies for ensuring that no child is left behind.