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| #318 ABA Expo – ABA Accredited Graduate Training Program |
| Sunday, May 27, 2007 |
| 10:00 PM–12:00 AM |
| Manchester |
| 1. Applied Behavior Analysis Program at St. Cloud State University. |
| KIMBERLY SCHULTZ (St. Cloud State University), Eric Rudrud (St. Cloud State University), John T. Rapp (St. Cloud State University), Chaturi Edrisinha (St. Cloud State University) |
| Abstract: St. Cloud State University provides a M.S. program and BCBA courses in Applied Behavior Analysis in an on-campus and distance format. |
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| 2. Behavior Analysis at California State University, Stanislaus. |
| BRUCE E. HESSE (California State University, Stanislaus), Jane S. Howard (California State University, Stanislaus), Gary D. Novak (California State University, Stanislaus), Gina M. Pallotta (California State University, Stanislaus), William F. Potter (California State University, Stanislaus) |
| Abstract: CSU Stanislaus has a unique program in that it prepares students to be Board Certified Behavior Analysts, as well as Marriage and Family Therapists (MFT). We have four BCBAs on our faculty, as well as two of those BCBAs holding clinical licenses. |
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| 3. Behavior Analysis at Queens College and the Graduate Center, CUNY. |
| ANNE FETHERSTON (Queens College and The Graduate Center, City University of New York), Michelle C. Garruto (Queens College and The Graduate Center, City University of New York), Matthew A. Taylor (Queens College and The Graduate Center, City University of New York) |
| Abstract: An overview of graduate studies in behavior analysis at Queens College and the Graduate Center of CUNY is presented. Opportunities are described for Doctoral study in the Learning Processes Program, for Masters studies at Queens College in the Clinical Behavioral Applications in Mental Health Settings and in the General Psychology program, and for the Advanced Certificate Program in Applied Behavior Analysis (a post-baccalaureate non-degree program offering in- depth training in applied behavior analysis and preparation for New York state or national certification exams). Faculty interests at the Doctoral level in applied behavior analysis research, learning theory, stimulus control, equivalence class formation, language development, contingencies of reinforcement, developmental disabilities, and infant learning offer the student intensive training in a broad range of areas in basic and applied behavior analysis. The Doctoral program offers a specialization in Developmental Disabilities. For students with applied interests, practicum experiences in applied behavior analysis are available at a wide range of public and private institutions. |
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| 4. Behavior Analysis at the University of Nevada, Reno. |
| PATRICK M. GHEZZI (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: The aim of the UNR BA Program is to provide comprehensive training in behavior analysis, out of which more specialized basic, applied, and theoretical interests may be developed. A balance of basic, applied, and theoretical training is sought. |
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| 5. Behavior Analysis at West Virginia University. |
| MIRARI ELCORO (West Virginia University), Chata A. Dickson (West Virginia University), Claire C St. Peter (West Virginia University) |
| Abstract: The behavior analysis program at West Virginia University exists to train students in basic research, theory, and applications of behavior principles. Through research, course work, 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 is qualified to teach a variety of courses in psychology, 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. |
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| 6. Graduate and Undergraduate Training at the University of North Texas. |
| MANISH VAIDYA (University of North Texas) |
| Abstract: The University of North Texas offers training in Behavior Analysis at the graduate and undergraduate levels. The courses and extracurricular opportunities cover a wide range of behavior analytic activity: working with developmentally delayed populations (DD and Autism), at risk children in and out of school, consulting in private sector organizations, applying behavioral principles to animal training and conducting basic research with nonhuman subjects. At the end of their training, students are prepared to pursue board certification or advanced doctoral training. The University is located in Denton, TX less than an hour away from both Dallas and Fort Worth and about three hours from Austin. The close proximity to two major metropolitan areas offers a large array of social and cultural as well as professional opportunities. |
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| 7. Master's and Doctoral Training in Behavior Analysis at Southern Illinois University. |
| PAULA K. DAVIS (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Anthony J. Cuvo (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University), April S. Worsdell (Southern Illinois University), Brandon F. Greene (Southern Illinois University), Taylor Johnson (Southern Illinois University) |
| Abstract: This poster will showcase the growing graduate training opportunities at Southern Illinois University. Currently we now offer undergraduate specialized training, an ABA Accredited Masters Degree, and a newly designed PhD. Faculty will be on hand to answer questions and meet potential student applicants. |
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| 8. Programs in Special Education at the Ohio State University. |
| SHEILA R. ALBER-MORGAN (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Ralph Gardner III (The Ohio State University), Theresa Hessler (The Ohio State University, Newark), Moira Konrad (The Ohio State University), Helen Irene Malone (The Ohio State University), Nancy A. Neef (The Ohio State University), Diane M. Sainato (The Ohio State University) |
| Abstract: The Ohio State University's M.Ed. program in Special Education is a full-time behaviorally oriented master's program that leads to Ohio licensure as a special education teacher in Early Childhood Special Education, Mild/Moderate Educational Needs, or Moderate/Intensive Educational Needs. The M.A. program in Applied Behavior Analysis emphasizes the development, implementation, and evaluation of behavioral interventions for improving socially significant behavior. Full- and part-time M.A. 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: (a) conceptual analysis, (b) research and scholarship, (c) design and application of educational interventions, (d) professional communication, (e) administration and collegial relations, and (f) teaching and advising. The M.A. and Ph.D. programs are accredited by the Association for Behavior Analysis through 2007. Each program includes a course sequence pre-approved by the Behavior Analysis Certification Board as meeting the coursework requirements to sit for the BCBA examination. |
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| 9. University of Kansas. |
| GREGORY J. MADDEN (University of Kansas) |
| Abstract: Describes the graduate program in behavior analysis at the University of Kansas. Faculty and their research interests are highlighted. |
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| 10. University of Maryland Baltimore County ABA MA Track. |
| SIGURDUR OLI SIGURDSSON (University of Maryland, Baltimore County), A. Charles Catania (University of Maryland, Baltimore County), Iser Guillermo DeLeon (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute) |
| Abstract: The UMBC Department of Psychology and the Kennedy Krieger Institute’s Department of Behavioral Psychology offer an Applied Behavior Analysis Master of Arts Psychology track that is accredited by the Behavior Analysis Certification Board and Association for Behavior Analysis. The poster will provide a brief overview of the program, application requirements, and description of faculty interests. |
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| #319 ABA Expo – ABA Board |
| Sunday, May 27, 2007 |
| 10:00 PM–12:00 AM |
| Manchester |
| 1. A Behind-the-Scenes View of the ABA Convention Program System. |
| RAMONA HOUMANFAR (University of Nevada, Reno), William L. Palya (Jacksonville State University) |
| Abstract: 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. |
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| 2. ABA's Education Board: Updates from 2006-2007. |
| PAMELA G. OSNES (Behavior Analysts, Inc.), Jennifer L. Austin (California State University, Fresno), John C. Borrero (University of the Pacific) |
| Abstract: This poster will describe progress on the Education Board's goals for 2006-2007, including activities of the Council of Directors of Graduate Training Programs and the Accreditation Board. Data from selected goal areas will be presented. |
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| 3. Association for Behavior Analysis Membership Board. |
| RACHEL S. F. TARBOX (The Center for Autism and Related Disorders, Inc.), Jay Moore (University of Wisconsin, Milwaukee), M. Jackson Marr (Georgia Institute of Technology), Marianne L. Jackson (University of Nevada, Reno), John L. Michael (Western Michigan University), Sung Woo Kahng (Kennedy Krieger Institute) |
| Abstract: The mission of the Membership Board of the Association for Behavior Analysis is “to recruit and retain membership.” The Membership Board is comprised of the Student Committee, Fellows Committee, Recruitment and Retention, Application Review, and the newly established Organizational Review Committee. Updates from each committee will be included in this poster presentation and opportunities to become involved will be outlined. |
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| #320 ABA Expo – ABA Committee |
| Sunday, May 27, 2007 |
| 10:00 PM–12:00 AM |
| Manchester |
| 1. ABA Professional Affairs Committee. |
| THOMAS L. ZANE (The Evergreen Center and The Center for Applied Behavior Analysis at The Sage Colleges) |
| Abstract: The mission of the Professional Affairs Committee is to identify issues of concern to basic and applied members related to their research or practice as behavior analysts, to provide analysis, advice, or technical assistance on such matters, and to provide recommendations for action on professional issues to the ABA Council when this is warranted. |
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| 2. ABA Student Committee. |
| MARIANNE L. JACKSON (University of Nevada, Reno), Christy A. Alligood (West Virginia University), Corina Jimenez-Gomez (Utah State University) |
| Abstract: This poster summarizes the activites and accomplishments of ABA' s Student Committee over the past year. It will also summarize future goals for the upcoming year. |
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| #321 ABA Expo – Around The World |
| Sunday, May 27, 2007 |
| 10:00 PM–12:00 AM |
| Manchester |
| 1. Affiliated Chapters Information. |
| R. DOUGLAS GREER (Columbia University Teachers College and Graduate School) |
| Abstract: An overview of the ABA chapters around the world and data on membership and trends in membership will be presented. |
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| 2. Canadas First Bachelors Degree in Behavioral Psychology. |
| GARY A. BERNFELD (St. Lawrence College, Behavioral Psychology), Sheelagh Jamieson (St. Lawrence College), Deborah K. Smith (St. Lawrence College), Andrew W. McNamara (St. Lawrence College) |
| Abstract: St. Lawrence College began offering a new Bachelor of Applied Arts (Behavioural Psychology) degree in 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 applied behaviour analysis and cognitive behaviour therapy, as well as behaviourally-orientated courses in Abnormal and Developmental Psychology, Statistics, etc. Classroom based courses combined with three practicum opportunities [totalling over 1100 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 ABA presidents as well as recognized leaders in both research and applied settings across North America. Data from a needs-based survey show a strong demand for a full time degree in the field of behavioural sciences. |
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| 3. European Journal of Behavior Analysis (EJOBA). |
| ERIK ARNTZEN (Akershus University College, Norway), Arne Brekstad (Norwegian Association for Behavior Analysis) |
| Abstract: The European Journal of Behavior Analysis has been published twice a year since 2000. EJOBA now has 1141 subscribers and is published by the Norwegian Association for Behavior Analysis, and is primarily for the original publication of experimental reports and theoretical/conceptual papers relevant to the analysis of the behavior of individual organisms. Review articles will also be considered for publication. In addition, we will print target articles for discussion, to which readers are invited to respond in the journal. Special issues of EJOBA have been published on equivalence, bereavement, precision teaching, non-contingent reinforcement, Skinner Tribute. |
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| 4. Unidades de Jardines de Xalapa. |
| AGUSTIN DANIEL GOMEZ FUENTES (Universidad Veracruzana) |
| Abstract: N/a |
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| #322 ABA Expo – Chapters |
| Sunday, May 27, 2007 |
| 10:00 PM–12:00 AM |
| Manchester |
| 1. ABA of Brazil. |
| MARTHA HÜBNER (University of São Paulo, Brazil) |
| Abstract: Update on the efforts of the ABA of Brazil affiliated chapter. |
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| 2. Alabama ABA Chapter. |
| RYAN M. ZAYAC (Auburn University) |
| Abstract: This poster will provide an overview of the Alabama ABA Chapter, as well as, upcoming events, membership information, and 2006 convention highlights. |
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| 3. Behavior Analysis Association of Michigan (BAAM). |
| JAMES T. TODD (Eastern Michigan University), Heather M. Anson (Eastern Michigan University), Jennifer Bullock (Eastern Michigan University), Amy K Drayton (Eastern Michigan University) |
| Abstract: 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. The Behavior Analysis Association of Michigan 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. |
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| 4. California Association for Behavior Analysis. |
| CHRISTINA WHALEN (TeachTown), Terry J. Tibbetts (Monterey County Special Education Local Plan Area) |
| Abstract: The California Association for Behavior Analysis (Cal-ABA) is dedicated to the science of behavior analysis and is committed to promoting research, education, and practice based on the principles of behavior analysis. We sponsor the top regional conference on behavior analysis in the US and regularly feature well known researchers and clinicians. We are the primary clearinghouse for research and training in behavior analysis in the Western Region of the US. Cal-ABA was formed in 1998 when two organizations joined together: The Northern California Association for Behavior Analysis (NCABA) and the Association for Behavior Analysis and Therapy/Southern California (ABAT/SC). The conference is of special interest to college and university faculty, researchers, administrators, and practitioners in behavior analysis, psychology, regular and special education, rehabilitation, public health, behavioral medicine, speech and language, social work, business, and human services. Undergraduate, graduate students and family members of individuals with special needs are also encouraged to attend. The conference offers information, resources, and professional development opportunities for Board Certified Behavior Analysts, Board Certified Associate Behavior Analysts, psychologists, marriage and family therapists, social workers, speech-language pathologists, regular and special educators, students in those and related fields, and parents and/or consumers of behavior analysis services. |
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| 5. Chicago Association for Behavior Analysis. |
| CHARLES T. MERBITZ (The Chicago School of Professional Psychology), Janet Radcliffe (Molloy Education Center/The Chicago School of Professional Psychology) |
| Abstract: CABA, the Chicago Association for Behavior Analysis, welcomes all to visit us in Chicago. Interested in joining? Sign up here! |
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| 6. Four Corners ABA. |
| JEFF KUPFER (Boulder, Colorado) |
| Abstract: An introduction to the newly established Four Corners Association for Behavior Analysis. |
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| 7. Hawaiian Association for Behavior Analysis. |
| JESSIE MITCHELL (Behavioral Counseling and Research Center), Kimberly A. Smalley (Behavioral Counseling and Research Center), Catherine H. Wilson (Behavioral Counseling and Research Center), Patricia I. Wright (University of Hawaii) |
| Abstract: The Hawaiian Association for behavior Analysis updates and projections. |
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| 8. Heartland Association for Behavior Analysis. |
| STEVEN L. TAYLOR (Glenwood Resource Center), Lloyd Buckner (The Columbus Organization), Connie Christ Taylor (Midland Lutheran College) |
| Abstract: The Heartland Association for Behavior Analysis (HLABA) was formed to promote applied behavior analysis in Nebraska, Iowa and surrounding areas. We sponsored our first conference in November 2006. Stop by and learn more about our new chapter and its activities. |
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| 9. Icelandic Association for Behavior Analysis. |
| ATLI F. MAGNUSSON (Regional Office for the Affairs of Handicapped), Viktoria Sigtryggsdottir (ICEABA), Z. Gabriela Sigurdardottir (University of Iceland), Sigridur L. Jonsdottir (University of Minnesota), Anna-Lind Petursdottir (University of Minnesota), Einar T. Ingvarsson (Johns Hopkins University School of Medicine) |
| Abstract: The Icelandic Association for Behavior Analysis (ICEABA) was founded August 15, 2004. ICEABA is a forum for people interested in the growth and development of behavior analysis in Iceland. ICEABA's 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 to support the establishment of a union of behavior analysts. Currently ICEABA has 36 members, consisting of students, teachers, social facilitators, psychologists, parents, and behavior analysts. The members have access to a discussion board http://groups.yahoo.com/group/isabar/ that has generated 3,660 messages since its foundation in October 1999. ICEABA’s Web site, www.atferli.is, was launched on May 10, 2006. |
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| 10. Kansas Association for Behavior Analysis. |
| EDWARD K. MORRIS (University of Kansas), Kimberly K. Bessette (University of Kansas), Jessica A. Royer (Partners in Behavioral Milestones), Justin B. Leaf (Autism Partnership & University of Kansas), Kathleen M. Hine (Parsons State Hospital) |
| Abstract: A description of the mission and current and proposed activities of the Kansas Associaiton for Behavior Analysis, along with a list of officers and committees. |
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| 11. Manitoba Association for Behaviour Analysis (MABA). |
| KIRSTEN M. WIRTH (University of Manitoba) |
| Abstract: Information about the Manitoba Association for Behaviour Analysis (MABA) will be presented, including mission, membership statistics, 2006 accomplishments, 2007 proposals, and long-term goals. |
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| 12. Mid-American Association for Behavior Analysis. |
| NICHOLAS VANSELOW (University of Wisconsin, Eau Claire), Ruth Anne Rehfeldt (Southern Illinois University), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: The Mid-American Association for Behavior Analysis (MABA) is an affiliated chapter for persons interested in basic and applied behavior analysis. The MABA organization holds an annual convention each fall. Behavior analysts can learn more about the organization at the ABA Expo. |
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| 13. North Carolina Association for Behavior Analysis. |
| R. M. (DUKE) SCHELL (J. Iverson Riddle Developmental Center) |
| Abstract: The North Carolina Association for Behavior Analysis, NCABA, celebrates its 18th annual conference in February, 2007. Come visit our ABA Expo poster to explore our history and meet NCABA officers. Become an actual or virtual member of one of the most active and enduring state chapters of ABA. |
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| 14. Ontario Association for Behaviour Analysis (ONTABA). |
| JAMES C. K. PORTER (Kerry's Place Autism Services), Carobeth Zorzos (Surrey Place Centre), Amy J. Barker Deptuch (ABI Behaviour Services) |
| Abstract: The Ontario Association for Behaviour Analysis (ONTABA) is a professional organization with the goals of promoting and supporting an interest in behaviour analysis through demonstration of leadership, knowledge, training, and research for the ethical and effective application of behaviour analysis in Ontario. ONTABA was founded in 1992 and has nearly 300 members from many fields, including psychology, education, developmental services, and corrections, acquired brain injury, and health care. |
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| 15. PennABA: The Pennsylvania Association for Behavior Analysis. |
| WILLIAM J. HELSEL (AGILE Learners Program, PLEA), Richard M. Foxx (Pennsylvania State University), Bridget G. Gibbons (Pennsylvania State University, Harrisburg) |
| Abstract: PennABA was founded in the late 1990's by Richard M. Foxx and William J. Helsel. Dr. Richard Foxx continues to serve as the Executive Director of this affiliated chapter. The Board Members of PennABA continue to host an annual conference and generate a newsletter to inform and connect Behavior Analysts in Pennsylvania and our neighboring states. We solicit input from our members to refine the services we provide, and our PennABA Conference of 2007 in Pittsburgh, PA reflected their input. Our primary concerns at PennABA are fostering the creation of more behavior analysts within Pennsylvania, clarifying BACB certification issues for our members, and maintaining the scientific integrity of the field in our practice as behavior analysts. For information about PennABA, go to www.pennaba1.org |
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| 16. Polish Association for Behavior Analysis. |
| MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology) |
| Abstract: The poster presents the mission, structure and history of the Polish Association for Behavior Analysis (PABA). Selected events and accomplishments in the years 2000-2007 are listed. The poster also includes a list of topics covered in lectures organized by PABA on behavior analysis. The first specialization in ABA (in Poland) is described. Lastly, future plans are listed. |
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| 17. SEABA - Applied or Basic: It's the Science. |
| DEAN C. WILLIAMS (University of Kansas), Eric A. Jacobs (Southern Illinois University, Carbondale), Cynthia J. Pietras (Western Michigan University), Karen G. Anderson (West Virginia University), P. Scott Lawrence (University of Kansas) |
| Abstract: Presents the history and philosohy of the Southeastern Association for Behavior Analysis. |
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| 18. Taiwan Association of Behavior Analysis. |
| HUA FENG (National Chang-hua University of Education), Jonathan Chien (SEEK Education, Inc.), Sharon Chien Chien (SEEK Education, Inc.), Yachen Terri Peng (SEEK Education, Inc.), Yi-feng Huang (Taichung Autism Education Association), Shu-Hwei Ke (ABA Learning & Development Center), Chia-Yu Chou (National Chang-hua University of Education), Shih-yu Wang (National Chang-hua University of Education) |
| Abstract: The poster will present the development of Taiwan ABA, which include the objetives of the organization, the members, and the way to disseminate information about applied behavior analysis. Also, the certification program, the scholarship and future conference plan and training will be introduced in the poster. |
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| 19. Tennessee Association for Behavior Analysis. |
| CLAYTON R. CEA (Tennessee Association for Behavior Analysis) |
| Abstract: Decscription of the Tennessee Association for Behavior Analysis and Behavior Analysis activities in Tennessee. |
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| 20. The Experimental Analysis of Behaviour Group (EABG) - UK and Europe. |
| J. CARL HUGHES (University of Wales), Charles Fergus Lowe (University of Wales, Bangor) |
| Abstract: The Experimental Analysis of Behaviour Group (EABG) is the UK’s leading behaviour analysis organisation. With over 400 members we have organised international meetings for over 25 years. In the recent past our meetings have been held in the 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. The next meeting of the EABG will be in held in London April, 2nd-4th , 2007. The evidence from the EABG meetings suggests that behaviour analysis in the UK and 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. |
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| 21. The Florida Association for Behavior Analysis: Behavior Can Change, plus More. |
| KAREN R. WAGNER (Behavior Services of Brevard, Inc.), Mary M. Riordan (Behavior Management Consultants, Inc.), Gretchen S. Thwing (AdvoServ), H. Allen Murphy (Florida State University, Panama City) |
| Abstract: This poster will provide a brief overview of some of FABA's activities. These include the new "Behavior Can Change" webpage, legislative issues, local chapters, and the FABA Store. |
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| 22. The New Jersey Association for Behavior Analysis. |
| PATRICK R. PROGAR (Caldwell College), Marlene Cohen (Rutgers University) |
| Abstract: NJABA's Expo poster will summarize the accomplishements of our chapter over the past year. Topics include recent conferences and workshops, government affairs, by-laws revision, our first formal election of officers, newsletter topics, and membership status. |
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| 23. The New Zealand Association for Behavior Analysis. |
| DAVID N. HARPER (Victoria University of Wellington, NZ) |
| Abstract: Despite New Zealand-based researchers having a long standing and successful contribution to the discipline of Behavior Analysis, the New Zealand Association for Behavior Analysis was only formerly established in 2003. This poster presents a brief (and recent) history of Behavior Analysis in New Zealand. In addition, an overview of current research and training programs will be provided as well as an outline of future directions for the organization. |
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| 24. The Swedish Association of Behavior Analysis. |
| NED CARTER (SALAR, Stockholm, Sweden) |
| Abstract: Presentation of the Swedish Association of Behavior Analysis (SWABA) |
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| 25. The Texas Association for Behavior Analysis (TxABA). |
| WILLIAM H. EDWARDS (Behavioral Innovations, Inc.) |
| Abstract: The Texas Association for Behavior Analysis (TxABA) is an ABA Affiliated Chapter with 453 total members and 64 voting members. The primary activities of TxABA involve hosting the annual conference which rotates geographical location between Dallas and Houston and promoting behavior analysis throughout the state of Texas. The average attendance of the annual conferences ranges from 250 to 450 persons, and is comprised of practitioners, academic professionals, students, community participants such as parents, and other professionals such as psychologists, educators, occupational therapists, speech pathologists, and social workers. The conferences bring together behavior analysts from across the state of Texas and the surrounding states, and provide a valuable resource for all attendees to gain information on the latest basic and applied topics from around the country as well as internationally. Recent speakers have included such key figures as Dr. Jack Michael, Dr. Jerry Shook, Dr. Gina Green, Dr. Richard Foxx, and Dr. Jon Bailey. Recent topics have included the current status of the Behavior Analysis Board Certification, Ethics in Behavior Analysis, Skinner’s molecular interpretation of behavior, and many other topics as well. |
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| 26. Vermont Association for Behavior Analysis. |
| DAVID L. POWSNER (Sd Associates, Behavioral Consultants), Shona L. Marston (Sd Associates) |
| Abstract: The Vermont Association for Behavior Analysis (VABA) is a recently formed (2004) chapter of ABA International. Our membership is steadily growing and we are making strong progress towards the statewide certification of behavior analysts. |
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| 27. Virginia Association for Behavior Analysis (VABA). |
| NICOLE A. CAPIK (James Madison University), Elizabeth A. Dalianis (James Madison University), Amy Durgin (James Madison University), Reuel A. Sheldon (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: This poster will describe the activities of the Virginia Association for Behavior Analysis (VABA) and present highlights from the 3rd annual conference to be held in March 2007. |
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| 28. Wisconsin Association for Behavior Analysis. |
| ROGER FRANK BASS (Carthage College) |
| Abstract: The Wisconsin Association for Behavior Analysis is a state-level organization for those interested in any aspect of behavior analysis. Our current activities include collaborating with related organizations, increasing membership, and working to being applied behavior analysis to those seeking it, especially parents and teachers of autistic children. |
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| #323 ABA Expo – Graduate Training Programs |
| Sunday, May 27, 2007 |
| 10:00 PM–12:00 AM |
| Manchester |
| 1. ABA Training Opportunities at the New England Center for Children. |
| DANIEL GOULD (New England Center for Children) |
| Abstract: This poster will present the graduate and undergraduate training programs, post-masters 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). Three on-site masters degree programs, one in applied behavior analysis (Northeastern University), one in special education: severe special needs (Simmons College) and one in counseling psychology/behavior therapy (Framingham State College) and a PhD program in ABA (Western New England College; starting Fall 2007) are offered at NECC. A post-masters 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). |
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| 2. Advanced Training at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine. |
| CATHY SMALL (Johns Hopkins University School of Medicine), Noha Minshawi (Johns Hopkins University School of Medicine), Sung Woo Kahng (Kennedy Krieger Institute), Michael F. Cataldo (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: The Kennedy Krieger Institutes training program in behavioral psychology has been a leader in the field of behavioral and pediatric psychology for nearly three decades. Since its inception in 1977, it has become one of the most prominent training programs in psychology as it relates to developmental disabilities and pediatric problems. Kennedy Kriegers Department of Behavioral Psychology is committed to providing a training environment that facilitates the development of future leaders in the field. The predoctoral internship and postdoctoral fellowship programs provide training in applied behavior analysis, developmental disabilities, and behavioral pediatrics. |
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| 3. Applied Behavior Analysis at the University of Oregon: Doctoral Training in School Psychology and Special Education. |
| AMY KAUFMAN (University of Oregon), Cynthia M. Anderson (University of Oregon), Billie Jo Rodriguez (University of Oregon) |
| Abstract: The University of Oregon School Psychology and Special Education programs offer doctoral level training in the application of behavior analytic principles to enhance the lives of others. The primary goal of the programs is to train leaders and innovators in the field of education. Housed within the nationally recognized College of Education, both programs offer training in applying behavioral principles to individuals, groups, and systems. Current research projects include, but are not limited to: systems-change across schools and school districts, functional assessment and functionally-derived interventions, secondary interventions in classrooms and in non-classroom settings (e.g., on school busses), direct instruction, and assessment and treatment of pediatric feeding disorders. All faculty members have an active research program and encourage student involvement, which results in multiple research opportunities for students. Doctoral training in both the School Psychology program and the Special Education program emphasize active learning through a number of venues including coursework, research experiences, and applied practicum experiences. Regarding courses, students take courses focused on evidence-based assessment and intervention and many of the courses are linked directly to practicum experiences so students have the opportunity to practice what they learn in classes. Students become involved in research in their first year in the program and take on more of a leadership role in research as they progress through the program. |
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| 4. Applied Behavior Analysis Master's Program at the University of South Florida. |
| RAYMOND G. MILTENBERGER (University of South Florida) |
| Abstract: The ABA master's program at the University of South Florida is directed by Dr. Ray Miltenberger and housed in the Department of Child and Family Studies. The 2 year, full time program, certified by the Behavior Analysis Certification Board, has core courses in basic principles, behavior theory, single subject research design, functional assessment and intervention, ABA in complex environments, and ethics. Masters students conduct a data-based thesis and participate in ABA practicum placements in the community under the supervision of Board Certified Behavior Analysts. The core faculty (Drs. Trevor Stokes, Rusty Clark, Lise Fox, Kwang-Sun Blair, and Ray Miltenberger) and affiliated faculty conduct ABA research on a variety of applied topics so students have an opportunity for research in a variety of areas. |
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| 5. Applied Behavior Analysis Training at California State University, Fresno. |
| JENNIFER L. AUSTIN (California State University, Fresno), Criss Wilhite (California State University, Fresno), Amanda N. Adams (California State University, Reno) |
| Abstract: California State University, Fresno offers both undergraduate and Masters level graduate training programs in applied behavior analysis. Both programs curricula are consistent with BACB standards for academic experience. The graduate program also ensures that students meet the Boards supervised experience requirements necessary for certification. The undergraduate program offers students a broad-based education in various applications of behavior analysis that is intended to prepare them for certification at the associate level and/or graduate study in the field. The Masters program is designed to provide students with research and practical experience related specifically to school-based interventions and autism treatment. This presentation will provide an overview of prerequisites for applying to the program, program expectations, descriptions of courses and practicum placements, and an overview of faculty interests. |
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| 6. Behavior Analysis and Behavior Therapy Graduate Training at Eastern Michigan University. |
| JAMES T. TODD (Eastern Michigan University) |
| Abstract: Eastern Michigan University offers graduate education in clinical behavior analysis and behavior therapy at the masters (2 years, thesis optional) and doctoral levels (APA accredited; 5 years with 4 years of tuition and stipend support). 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 is BACB-certified and prepares the graduate for licensure at the masters and doctoral levels. A masters in experimental psychology (thesis required) is available. |
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| 7. Behavior Analysis at Auburn University. |
| JAMES M. JOHNSTON (Auburn University) |
| Abstract: Description of Master's and doctoral graduate training at Auburn University. |
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| 8. Behavior Analysis at California State University, Sacramento. |
| CAIO F. MIGUEL (California State University, Sacramento), Becky Penrod (California State University, Sacramento), Helene Burgess (California State University, Sacramento), Robert G. Jensen (California State University, Sacramento) |
| Abstract: The Behavior Analysis Program at Sacramento State has three goals. The first is to teach students to think critically and scientifically about behavioral processes. The second is to enable students to enter doctoral programs in behavior analysis, and the third is to prepare students for careers in applied behavior analysis by passing the national certification examination (BCABA and BCBA). At Sac State, students can pursue a university sponsored certificate in behavior analysis at the B.A. level or a M.A. degree with a concentration in ABA. The Certificate program consists of 16 units of specialized coursework taken concurrently with established degree requirements. Courses for the Certificate program are applicable toward course requirements for the major. The M.A. program in Psychology/ABA track consists of a minimum of 38 units of specialized coursework taken concurrently with established degree requirements. Students may choose to write an experimental thesis or a project. The Behavior Analysis course sequence at Sac State has been approved by the Behavior Analysis Certification Board. |
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| 9. Behavior Analysis at James Madison University. |
| MARK AARON YOUNG (James Madison University), J. Philip Erb (James Madison University), Daniel J. Hoffman (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: This poster will describe the recently approved Behavior Analysis concentrations in the undergraduate psychology major and in the Psychological Sciences masters program at James Madison University. |
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| 10. Behavior Analysis at Temple University. |
| DEREK WILKINSON (Temple University), Jennifer Wade (Temple University), Philip N. Hineline (Temple University), Saul Axelrod (Temple University), Donald A. Hantula (Temple University), Ralph Spiga (Temple University), Jean Boyer (Temple University) |
| Abstract: Behavior analysts at Temple University work within several programs in the College of Liberal Arts and College of Education. Programs where students can acquire behavior analytic expertise include the programs in Brain, Behavior, and Cognition, Special Education, Social Psychology, and School Psychology. Both Masters and Ph.D. degrees are available; with a specialized Masters degree in Applied Behavior Analysis, and mentorships with behavior analysts in the various Ph.D. programs. Additional behavior analytic research opportunities are available in the Department of Psychiatry and Behavioral Sciences located within the School of Medicine. |
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| 11. Behavior Analysis at the Florida Institute of Technology. |
| JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology and ABA Tech), Elbert Blakely (Florida Institute of Technology), Ada Celeste Harvey (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology), Matthew P. Normand (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology) |
| Abstract: The M.S. programs in Behavior Analysis at the Florida Institute of Technology in Melbourne and Orlando, FL will be described. |
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| 12. Behavior Analysis at Youngstown State University. |
| EINAR T. INGVARSSON (Youngstown State University), Michael C. Clayton (Youngstown State University), Stephen Ray Flora (Youngstown State University) |
| Abstract: This poster describes the accredited undergraduate minor and specialization track in Applied Behavior Analysis at Youngstown State University. In addition, the details regarding forthcoming Master's program in Applied Behavior Analysis will be outlined. |
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| 13. Behavior Analysis in the Low Incidence Disabilities and Autism Program at Sam Houston State University. |
| VALERIE ANDERSON-GRIGG (Sam Houston State University), Barbara A. Metzger (Sam Houston State University), Sharon A. Lynch (Sam Houston State University), Cynthia G. Simpson (Sam Houston State University) |
| Abstract: The Department of Language, Literacy and Special Populations in the College of Education at Sam Houston State University announces a new graduate program in Low Incidence Disabilities and Autism (LIDA). The LIDA program emphasizes Applied Behavior Analysis in the teaching methodology and philosophy. Students can earn a M.A. in Special Education or can only take the 5-course sequence for Board Certification in Behavior Analysis. |
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| 14. Behavioral Intervention in Autism: An On-Line BCBA-Level Curriculum. |
| RICHARD K. FLEMING (University of Massachusetts Medical School), Charlotte Mandell (University of Massachusetts, Lowell), Beth Sulzer-Azaroff (University of Massachusetts, Amherst), Charles Hamad (University of Massachucetts Medical School), Richard Siegel (University of Massachusetts, Lowell) |
| Abstract: Behavioral Intervention in Autism is a 5-course online graduate curriculum that is BACB approved at the BCBA level and offered through UMASS Online. This BIA curriculum comprehensively covers the application behavior analysis principles, procedures and programs with persons with autism and related developmental disabilities. This poster describes the purpose, content and methods of BIA in detail. |
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| 15. Graduate Programs in Applied Behavior Analysis at Caldwell College. |
| PATRICK R. PROGAR (Caldwell College), Sharon A. Reeve (Caldwell College), Kenneth F. Reeve (Caldwell College), Tina Sidener (Caldwell College) |
| Abstract: Caldwell College, a private liberal arts college located in a quiet suburban New Jersey community 20 miles from New york City, is home to two graduate programs in Applied Behavior Analysis (ABA). Both programs prepare students for employment within the fields where there are growing demands for competent professionals with expertise in ABA: Namely, developmental services and special education. The Post-Baccalaureate Certificate program in ABA consists of a BACB-approved six-course curriculum (18 credits). These same six courses also make up the core of the 39-credit Master's program in ABA. Students in the MA program are required to complete a research thesis. New Jersey is home to a variety of successful private agencies and public school programs that work with Caldwell College to support training for students in behavior analysis and to provide practicum experience. Caldwell College offers a student/faculty ratio of 13 to 1, small classes, and individualized attention. |
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| 16. Graduate Programs in Special Education at the University of Nevada, Las Vegas. |
| RENEE KOEHLER VAN NORMAN (University of Nevada, Las Vegas), Deborah Russell (University of Nevada, Las Vegas), Matthew Tincani (University of Nevada, Las Vegas) |
| Abstract: The University of Nevada, Las Vegas offers graduate training in special education at the masters and doctoral levels with coursework, research, and field experience opportunities in applied behavior analysis. UNLV is an urban research university situated in Southern Nevada, the nations fastest growing major metropolitan community. The Department of Special Education has M.Ed., M.S., Ed.D. and Ph.D. programs with the availability of a course sequence pre-approved by the Behavior Analysis Certification Board as meeting the coursework requirements to sit for the BCBA examination. The UNLV campus contains two state-of-the-art research facilities for applied behavior analytic research, and a variety of behavior analytically-focused research and field experience opportunities are available within the Clark County School District and private schools and clinics in Southern Nevada. For students who wish to study full-time, financial assistance in the form of graduate assistantships is available. |
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| 17. Idaho State Universitys Graduate Programs in Special Education and Applied Behavior Analysis. |
| STEPHANIE M. PETERSON (Idaho State University), Lloyd D. Peterson (Idaho State University), Gail Coulter (Idaho State University), Deb Hedeen (Idaho State University), Jessica E. Frieder (Idaho State University), Pete S. Molino (Idaho State University), Holly L. Molino (Idaho State University) |
| Abstract: N/a |
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| 18. Masters Programme in Applied Behaviour Analysis at the University of Wales, Bangor, UK. |
| J. CARL HUGHES (University of Wales), Pauline Horne (University of Wales, Bangor), Stephen Noone (University of Wales), Sandy Toogood (University of Wales), Richard P. Hastings (University of Wales, Bangor), Marguerite L. Hoerger (University of Wales, Bangor), Corinna F. Grindle (University of Wales, Bangor) |
| Abstract: In 2003 we developed the first Masters course in Applied Behaviour Analysis in Europe. The course is designed and taught by Board Certified Behavior Analysts (BCBA) and has been approved by the Behavior Analysis Certification Board (BACB) as providing content eligibility for students to sit the full BCBA exam (3rd Task List). In line with the British University system, the course is offered at three levels: Post-graduate Certificate, Post-graduate Diploma, and Masters. In the design and running of the course we have attempted to use behavioural principles in the instructional materials, learning environments, and in the 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 one year or on a part-time basis (either two or three years in duration). Each year we enrol approximately 30-35 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. |
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| 19. New Master's Program in Applied Disability Study and Applied Behavior Analysis at Brock University. |
| MAURICE FELDMAN (Brock University), Tricia Corinne Vause (Brock University), Rosemary A. Condillac (Brock University), Dorothy Griffiths (Brock University), Frances Owen (Brock University), Maureen Connolly (Brock University) |
| Abstract: Brock University offers a new Masters Program in Applied Disability Study and Applied Behavior Analysis (ABA). Brock is located in the beautiful Niagara Region of Ontario, renowned for its wine, and of course, Niagara Falls. Brock is 1.5 hours from Toronto and 30 minutes from Buffalo, NY. This program is the first of its kind in Ontario. The Masters program allows both full-time study (2-years) and part-time study (3-years). The program offers coursework and practicum credits required by BACB to become a BCBA. Two types of Masters degrees are offered: (a) Masters of Arts (MA) requiring a thesis (in addition to course work and practicum placements) and is geared to students interested in pursuing a Ph.D.; and (b) a Master in Applied Disability Study/ABA (MADS) and is a professional Masters degree with a research project instead of a thesis. The MADS program is for students already working in the ABA and disabilities field. Full-time MA students receive stipends, assistantships and bursaries. Course schedules accommodate working students (e.g., one weekend a month) and are offered in Toronto, Hamilton and St. Catharines. Eligibility requirements for admission to the MA and MADS programs include a 4 year Bachelors degree with a B+ average. |
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| 20. Ph.D. in Health Psychology with Behavioral Medicine Concentration at East Carolina University. |
| JEANNIE A. GOLDEN (East Carolina University) |
| Abstract: East Carolina University offers a new PhD program in health psychology with a concentration in behavioral medicine.The behavioral medicine concentration will train psychologists to become members of primary health care teams in hospitals, health maintenance organizations, community mental health agencies, programs for children who are medically fragile and/or developmentally disabled, and in the private practice of health psychology. The health psychologist will have skills in the assessment of biological, psychological, behavioral, social, and cultural domains as they relate to understanding of the individuals behavioral and physical health status. They will develop skills in psychological interventions to promote wellness, reduce disease risk, and treat behavioral and physical illnesses.The program is designed to meet criteria for accreditation by the American Psychological Association (APA), licensure as a Licensed Psychologist/Health Services Provider in North Carolina, and certification as a Board Certified Behavior Analyst. |
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| 21. The Department of Applied Behavior Analysis at the Chicago School of Professional Psychology. |
| CHARLES T. MERBITZ (The Chicago School of Professional Psychology), David A. Pyles (Behavior Change Systems, Inc.), Grant Gautreaux (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: The Chicago School of Professional Psychology is a not-for-profit graduate school for professional psychology located in Chicagos beautiful downtown. The Department of Applied Behavior Analysis currently enrolls 75 students in our two year full time Masters in ABA. Our aim is to produce graduates with outstanding ABA and clinical skills. The ABA course sequence is BACB approved, so that graduates are eligible for the BCBA Exam and credential. Supervised field placements in a variety of settings locally and out-of-town are available. Potential students who wish to experience a behavioral approach to graduate education, such as the use of the Keller Plan aka the Personalized System of Instruction (PSI), and Precision Teaching methods, are urged to investigate CSOPP. Our faculty members Grant Gautreaux, Ph.D., David Pyles, Ph.D., BCBA, Diana Walker, Ph.D., BCBA and the Department Chair, Charles Merbitz, PhD, BCBA, welcome you to our Poster at the ABA Expo and invite your questions. We are also very pleased to offer courses and/or supervision by Rachel Tarbox, Ph.D., BCBA; Yemonja Smalls, Ph.D., BCBA; John Smagner, Ph.D.; Paul Holmes, Ph.D.; Michael Fabrizio, MA, BCBA; Janice Pellecchia, MA, BCBA; and other talented behavior analysts. Further information is available at www.thechicagoschool.edu. |
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| 22. The Florida State University at Panama City Master's Program in Applied Behavior Analysis. |
| H. ALLEN MURPHY (Florida State University, Panama City), Jon S. Bailey (Florida State University/FABA), Timothy M. Weil (Florida State University, Panama City) |
| Abstract: Florida State University offers a terminal, non-thesis master's degree in applied behavior analysis designed to train individuals to become Board Certified Behavior Analysts. Although housed at the Panama City campus, all courses are offered via interactive TV allowing students to reside in Panama City or Tallahassee. Currently, all students receive an assistantship including a tuition waiver. |
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| 23. May Institute Graduate Training Opportunities. |
| DENNIS C. RUSSO (The May Institute) |
| Abstract: May Institute, the 2007 recipient of SABAs Award for Enduring Programmatic Contributions in Behavior Analysis, is launching a Center for Advanced Studies (CAS), which will offer May Institute employees and students lifelong learning opportunities regardless of their level of experience. CAS supports professional development and provides access to tuition reimbursement, academic degree and other programs, continuing education and training, and the opportunity to work with national experts. Opportunities offered through the CAS include: programs for associates, bachelors, masters, or doctoral degrees eligible for our tuition reimbursement plan; mentoring program; certification programs in ABA and brain injury; pre-doctoral internships in Clinical Psychology; and post-doctoral Fellowships. May Institutes CAS is guided by a faculty of over 45 highly qualified doctoral- and masters-level practitioners with expertise serving individuals of all ages with autism, brain injury, mental retardation, behavioral and other health issues. Founded in 1955, May Institute is one of the largest organizations of its kind in the country, providing behavioral services to over 25,000 individuals and their families annually at nearly 200 service locations in the Northeast, Mid-Atlantic, Midwest, Southeast, and on the West Coast. The Institutes staff of over 2000 includes more than 60 licensed and credentialed doctoral-level professionals, all with significant experience in behavior analysis. The organization maintains active affiliations with more than 40 universities, teaching hospitals, and human service organizations. |
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| 24. The Special Education Program at the Pennsylvania State University. |
| DAVID L. LEE (Pennsylvania State University), Bethany L. Condo (Pennsylvania State University), Emily Hardaway (Pennsylvania State University), Melissa L. Kotarski (Pennsylvania State University) |
| Abstract: The purpose of this poster is to provide information about the graduate program in special education at the Pennsylvania State University. |
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| 25. The University of Houston-Clear Lake. |
| DOROTHEA C. LERMAN (University of Houston, Clear Lake), Alyson N. Hovanetz (University of Houston, Clear Lake), Alice A. Keyl (University of Houston, Clear Lake), Shelley Kay Mullen (University of Houston, Clear Lake), Angela Mahmood (University of Houston, Clear Lake), Margaret J. Strobel (University of Houston, Clear Lake), Allison Serra Tetreault (Texas Young Autism Project), Jennifer Lanier (University of Houston, Clear Lake) |
| Abstract: Applied Behavior Analysis is a specialization area within the General Psychology Master's program at The University of Houston, Clear Lake. The goal of the specialization is to provide 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 individuals with developmental disabilities. Practicum and research experiences are available in home, school, and clinic settings. A limited number of graduate assistantships are available each year. All students complete a major research project prior to graduation, as well as the BACB-approved course sequence. Students completing the coursework and practicum requirements are eligible to sit for the BCBA exam. Furthermore, graduates are prepared to pursue doctoral degrees in psychology or behavior analysis. |
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| 26. Training in Behavior Analysis at Stephen F. Austin State University. |
| CHRIS NINNESS (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin State University), Glen L. McCuller (Stephen F. Austin State University), James Holland (Stephen F. Austin State University) |
| Abstract: SFA offers behavior analysis training in the context of its School and Behavioral Psychology Program and Its Special Education program. |
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| 27. UNC Wilmingtons Applied Behavior Analysis Masters Program. |
| ANNE K. STULL (University of North Carolina, Wilmington), Whitney Grace Hendricks (University of North Carolina, Wilmington), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: The Applied Behavior Analysis (clinical) concentration at UNC Wilmington is a 53 credit hour program that trains students in the theory, science, and practice of behavior analysis. The program focuses especially on evidence-based approaches in behavioral assessment and interventions with individuals with developmental disabilities, such as autism. This concentration prepares students for licensure in North Carolina as a Licensed Psychological Associate (LPA), and for certification as a Board Certified Behavior Analyst (BCBA). This concentration takes approximately 2 1/2 years to complete and includes a six month/1000 hour internship. |
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| 28. University of the Pacific Master's Program in Applied Behavior Analysis. |
| HOLLY AYN WHITE (University of the Pacific), John C. Borrero (University of the Pacific), Cris T. Clay (University of the Pacific) |
| Abstract: The University of the Pacific offers a Master of Arts degree in Psychology with an optional emphasis in Applied Behavior Analysis. The 30-unit MA program typically requires 2 years and includes an empirical thesis. All students are given opportunities to participate in a wide range of clinical settings (e.g., schools, community programs) in order to develop assessment and intervention skills. Five Board Certified Behavior Analysts are members of the Faculty and Staff and can provide the necessary supervision for those interested in sitting for the Behavior Analysis Certification Board examination. Nearly all graduate-students receive substantial tuition and stipend support through university teaching and other assistantships. |
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| 29. University of Wales, Swansea. |
| SIMON DYMOND (University of Wales, Swansea) |
| Abstract: The University of Wales, Swansea was founded in 1920 and is a vibrant, research-led university. Set in parkland overlooking Swansea Bay, the University has nearly 12,000 students and offers over 500 undergraduate and 130 postgraduate courses in a wide range of subject areas. Within the School of Human Sciences, the Department of Psychology recently set up a Masters (MSc) course in Behaviour Analysis. The MSc in Behaviour Analysis, which is approved by the BACB as providing eligbility for it's BCBA examination, is offered on both a part-time and full-time basis. Courses cover the basic principles of behaviour analysis, the assessment and treatment of problem behaviour, early intervention with autism, and other topics related to staff research interests. http://www.swansea.ac.uk |
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| 30. Utah State University Doctoral Program in Disability Disciplines. |
| THOMAS S. HIGBEE (Utah State University), Charles L. Salzberg (Utah State University), Timothy A. Slocum (Utah State University), Benjamin Lignugaris/Kraft (Utah State University), David E. Forbush (Utah State University) |
| Abstract: The Utah State University Disability Disciplines Doctoral program offers doctoral specializations in both special education and applied behavior analysis. Both specializations feature a behavioral approach to research and services for children with disabilities. The program prepares graduates for university faculty positions and other leadership roles. In addition to coursework, the program offers mentored experience in research and publication, college teaching and supervision, and grant writing. Financial aid is available for qualified students. |
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| 31. Utah State University: Behavior Analysis Training in the Department of Psychology. |
| TIMOTHY A. SHAHAN (Utah State University), Amy Odum (Utah State University) |
| Abstract: 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. In addition, opportunities for applied experiences will be discussed. An overview of admissions and funding opportunities will be provided. |
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| 32. Western Michigan University: APA-Accredited Clinical Psychology Program. |
| R. WAYNE FUQUA (Western Michigan University), Scott T. Gaynor (Western Michigan University), Linda A. LeBlanc (Western Michigan University), Amy E. Naugle (Western Michigan University), C. Richard Spates (Western Michigan University) |
| Abstract: This poster describes the APA accredited Doctoral Training Program in Clinical Psychology at Western Michigan University. This program has a pervasive behavior analytic and cognitive behavioral emphasis. |
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| 33. Western Michigan University: Behavior Analysis Graduate Programs. |
| JAMES E. CARR (Western Michigan University), Richard W. Malott (Western Michigan University), Cynthia J. Pietras (Western Michigan University), Ron Van Houten (Western Michigan University) |
| Abstract: This poster describes the masters and the doctoral level gradute training programs in behavior analysis at Western Michigan University. |
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| 34. Western Michigan University: Industrial-Organizational Psychology Program. |
| JOHN AUSTIN (Western Michigan University), Alyce M. Dickinson (Western Michigan University), Eric J. Fox (Western Michigan University) |
| Abstract: This poster describes Western Michigan University's Industrial Organizational Psychology Program. This program emphasizes behavioral systems analysis and behavior analysis approaches to behavioral safety, training and performance management issues in business and industry. |
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| 35. The Center for the School of the Future at Utah State University. |
| CADE T. CHARLTON (Utah State University) |
| Abstract: The Center for the School of the Future (CSF) is a research center dedicated to improving the quality and effectiveness of education by identifying effective educational practices and supporting their dissemination and adoption in local circumstances. To accomplish this, the Center has focused its efforts in the following areas: RESEARCH Research sets the stage for school improvement by identifying the underlying principles that make educational products and programs effective, and through communicating those findings in such a way as to support educational practice. The Center conducts original research and summarizes the research of others. DEVELOPMENT AND DISSEMINATION To assist schools in adopting effective practices, the Center seeks involvement in projects that support the development and delivery of effective educational products and programs that can serve as models for school improvement. POLICY The Center strives to provide policy makers, educators, families, and communities with timely and reliable information to assist them in making well-informed decisions and points toward resources that support systematic improvement in education. AREAS OF FOCUS School Leadership: An effective school leader is an essential ingredient in school improvement. The Center is dedicated to improving school leadership at all levels of education. Assessment and Evaluation: Better data lead to better decisions and better decisions lead to better outcomes. The Center seeks to provide educators with the tools they need to effectively collect, analyze, and respond to data. Safe Schools: Schools should be places where individuals feel physically safe and emotionally secure. The Center supports efforts to create positive school climates free from coercive practices. Technology: Technology is an important tool for facilitating teaching and learning. The Center actively explores how technology can best be employed to accomplish educational objectives. Partnerships: Successful partnerships are vital in efforts to improve and sustain effective educational practices. The Center seeks to establish partnerships with local, state, national, and international agencies to improve outcomes for students everywhere |
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| 36. San Diego State University. |
| LAURA J. HALL (San Diego State University) |
| Abstract: n/a |
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| 37. Nova Southeastern University Mailman Segal Institute. |
| CHRISTINE REEVE (Nova Southeastern University Mailman Segal Institute) |
| Abstract: n/a |
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| 38. University of Minnesota. |
| JENNIFER J. MCCOMAS (University of Minnesota) |
| Abstract: n/a |
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| #324 ABA Expo – Other Organizations |
| Sunday, May 27, 2007 |
| 10:00 PM–12:00 AM |
| Manchester |
| 1. Association for Science in Autism Treatment (ASAT). |
| DAVID A. CELIBERTI (Private Practice), Bobby Newman (Room to Grow) |
| Abstract: The Association for Science in Autism Treatment (ASAT) is committed to science as the most objective, time-tested and reliable approach to discerning between safe, effective autism treatments, and those that are harmful or ineffective. ASAT supports all scientifically sound research on the prevention, treatment and cure of autism, as well as all treatments for autism that are shown to be effective through solid scientific research, regardless of discipline or domain. |
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| 2. Autism Behavioral Research Individualized Treatment & Education (ABRITE). |
| JANICE K. DONEY (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), Lisa Vanbeek (The ABRITE Organization), John Frederick (The ABRITE Organization) |
| Abstract: 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 childs 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. |
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| 3. Center for Autism and Related Disorders, Inc. |
| DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), J. Helen Yoo (Center for Autism and Related Disorders, Inc.), Sienna Greener-Wooten (Center for Autism and Related Disorders, Inc.), Arthur E. Wilke (Center for Autism and Related Disorders, Inc.) |
| Abstract: The Center for Autism and Related Disorders (CARD) is a large-scale behavior-analytic organization committed to the effective treatment of children with autism and related disorders. Following the principles of Applied Behavior Analysis, CARD develops individualized assessment and treatment plans for individuals with autism. CARD was established 15 years ago and currently has 13 US-based offices and 3 international offices, providing services to nearly 1,000 children internationally. CARD also maintains an active Research & Development (R & D) Department. The CARD R & D team is committed to science as the most objective and reliable approach to evaluating effective treatments for autism. Our mission is to conduct empirical research on assessments and treatments for autism and to disseminate our research findings and derived technology through publication and education of professionals and the public. CARD also maintains an Institutional Review Board (IRB) that is approved by the U.S. Department of Health and Human Services Office of Human Research Protection. This poster will provide information about our clinical services, current R & D activities, employment opportunities, employee educational programs, as well as our intern and clerkship programs. |
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| 4. Center for Autism Spectrum Disorders: Southern Illinois University at Carbondale. |
| ANTHONY J. CUVO (Southern Illinois University), Leigh Karole Grannan (Southern Illinois University, Carbondale), Jenny C. Martin (Southern Illinois University), Melanie Allison Rose (Southern Illinois University, Carbondale) |
| Abstract: The Center fo Autism Spectrum Disorders provides empirically supported assessment, intervention, and consultation services for persons with autism spectrum disorders and their familieis. Parent and community provider training and consultation also are offered. The Center provides clinical and research training for graduate students in the Behavior Analysis & Therapy, Communication Disorders & Sciences, and other University programs. |
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| 5. Division 25 Archive Project: Updates and Developments. |
| AMY K DRAYTON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: This poster will report on continued activity in the APA Division 25 (Behavior Analysis) archive project at Eastern Michigan University. The Division 25 archive project has been collecting and cataloging Division 25 materials, and is preparing to convert some of its resources to electronic form. |
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| 6. Division 25 of the American Psychological Association. |
| ERIC A. JACOBS (Southern Illinois University, Carbondale) |
| Abstract: 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 the 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 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. |
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| 7. Graduate Internet Coursework in Behavior Analysis at the University of North Texas. |
| LESLIE S. BURKETT (University of North Texas), Sigrid S. Glenn (University of North Texas), Susan R. Miller (University of North Texas) |
| Abstract: The Department of Behavior Analysis at the University of North Texas offers two distant programs in behavior analysis. 1) The 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, highly interactive, and cover the academic content required by the Behavior Analysis Certification Board (BACB). Students may also earn a 15-SCH academic Certificate in Applied Behavior Analysis for completing the 5-course internet sequence. 2) The department's 42-SCH master's degree program in behavior analysis (accredited by the Association for Behavior Analysis) is also offered to students at a distance by contract with agencies that agree to support their employees' participation in a master's degree program. Distant cohorts include 20 or fewer students, have the same degree requirements as on-campus students, and a faculty composed of UNT full-time faculty and adjunct faculty located near or at the participating agencies. Courses include teleconferencing, in-person classes by local/distant faculty, and web-based activities. |
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| 8. May Institute Center for Advanced Studies. |
| NANCY DEFILIPPIS (The May Institute) |
| Abstract: The Center for Advanced Studies offers lifelong learning opportunities to May Institute employees. We support professional development through a wide array of educational programs designed to meet the needs of our employees at every stage of their education and career. |
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| #325 ABA Expo – Special Interest Groups |
| Sunday, May 27, 2007 |
| 10:00 PM–12:00 AM |
| Manchester |
| 1. Applied Animal Behavior Special Interest Group. |
| JENNIFER L. SOBIE (Western Michigan University), Katherine J. Binder (Western Michigan University) |
| Abstract: The Applied Animal Behavior Special Interest Group (SIG) of the Association for Behavior Analysis (ABA) was created to promote research and application of behavior analytic principles to the field of animal training. Members of the SIG are interested in or involved in animal training with a wide range of animals, both domestic (e.g., dogs, horses) and exotic (e.g., zoo animals). Each year at the ABA convention, members of the Applied Animal Behavior SIG present research-based and theoretical papers and posters. To support such endeavors, the SIG makes available to its members research tools to aid in the design, implementation and dissemination of results of studies assessing the efficacy and/or contribution of behavior analysis in animal behavior, including the annual presentation of the Marion Breland Bailey Award for Student Research and Scholarship. The poster will display SIG member activities, photos of animal facility tours from past conferences, and will include a compellation of animal related as well as Marion Breland Bailey Award for Student Research and Scholarship nominated presentations scheduled for the 2007 conference. Officers from the Applied Animal Behavior SIG will be available during the poster session to discuss the SIG's activities and goals with interested ABA members. |
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| 2. Autism and Parent-Professional Partnership SIGs. |
| SUZANNE M. BUCHANAN (New Jersey Center for Outreach and Services for the Autism Community), Karen L. Lenard (New Jersey Center for Outreach and Services for the Autism Community) |
| Abstract: The Autism and Parent-Professional Partnership SIGs invite all conference attendees to learn more about the SIGs activities and obtain free autism-related publications of interest to the behavioral community. |
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| 3. Behavioral Gerontology Special Interest Group. |
| PAIGE RAETZ (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: This poster describes the purpose and benefits of participation in the Behavioral Gerontology Special Interest Group |
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| 4. Behaviorists for Social Responsibility. |
| RICHARD F. RAKOS (Cleveland State University), Mark A. Mattaini (Jane Addams College of Social Work, University of Illinois, Chicago), John E. Glass (Collin County Community College), Todd A. Ward (Univeristy of Nevada, Reno), Sarah K. Moore (Jane Addams College of Social Work, University of Illinois, Chicago) |
| Abstract: Behaviorists for Social Responsibility is an ABA SIG focused on expanding attention among behavior and cultural analysts to important social issues, particularly those with social justice, human rights, and environmental dimensions. BFSR also encourages expansion of cultural analytic science. |
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| 5. Behaviorists Interested in Gambling Special Interest Group (BIG SIG). |
| CHARLES A. LYONS (Eastern Oregon University), Mark R. Dixon (Southern Illinois University), Patrick M. Ghezzi (University of Nevada, Reno), Ginger R. Wilson (The ABRITE Organization) |
| Abstract: This poster will highlight all activities of BIG SIG members at ABA 2007. |
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| 6. Clinical SIG. |
| ANN BRANSTETTER-ROST (Missouri State University) |
| Abstract: The clinical special interest group is for anyone who has an interest in the application of behavioral principles and theory to various clinical populations. For information on our SIG and how you may become involved in our group please visit our poster. |
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| 7. Experimental Analysis of Human Behavior SIG. |
| CYNTHIA J. PIETRAS (Western Michigan University), Eric A. Jacobs (Southern Illinois University, Carbondale), Jennifer M. O'Donnell (Allegheny College) |
| Abstract: The EAHB-SIG aims to promote the development of the experimental analysis of behavior with human subjects. The SIG maintains an online journal fo the publication of human research, sponsors a yearly student paper competition, and at ABA delivers an EAHB Distinguished Career Award. |
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| 8. Teaching Behavior Analysis Special Interest Group. |
| PATRICK S. WILLIAMS (University of Texas, Clear Lake) |
| Abstract: N/a |
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| 9. Positive Behavior Support Special Interest Group. |
| MATTHEW TINCANI (University of Nevada, Las Vegas) |
| Abstract: The Positive Behavior Support SIG is for members of ABA who are interested in behavior analysis and positive behavior support. Objectives of the SIG include increasing the number and visibility of PBS presentations at the ABA conference; disseminating accurate information about PBS to ABA’s membership; promoting methodologically sound, data-based PBS research; and facilitating open dialogue among behavior analysts and proponents of PBS. We encourage anybody interested in the PBS SIG to stop by our poster at the ABA Expo or to attend the PBS SIG business meeting (see the convention program book). |
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| 10. Sex Therapy and Educational Programming (STEP) SIG. |
| LISA E. MITCHELL (The Cody Center), Peter F. Gerhardt (Organization for Autism Research), Bobby Newman (Room to Grow) |
| Abstract: The Sex Therapy and Educational Programming (STEP) SIG of ABA is dedicated to encouraing research among behavior analysts regarding best practice in sex therapy and sexuality education. This newly formed SIG will include researchers, educators and clinicians working with both typically developing and developmentally disabled individuals. |
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| 11. Speech Pathology Special Interest Group (SPABA). |
| BARBARA E. ESCH (Esch Behavior Consultants, Inc.), Jamie M. Severtson (Western Michigan University) |
| Abstract: This poster will present information on SIG 2006-07 mission-related activities. |
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| 12. The Developmental Behavior Analysis SIG Presents Its Program. |
| JACOB L. GEWIRTZ (Florida International University) |
| Abstract: The activities of the Development SIG are outlined. |
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| 13. The Organizational Behavior Management (OBM) Network. |
| RHIANNON M. FANTE (Western Michigan University) |
| Abstract: The poster will describe OBM Network activities over the past year, and encourage membership in the organization. |
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| 14. The Standard Celeration Society. |
| KENDRA L. RICKARD (University of Nevada, Reno & Center for Advanced Learning, Inc.), Michael Fabrizio (Fabrizio/Moors Consulting), Nicholas M. Berens (University of Nevada, Reno & Center for Advanced Learning, Inc.), Katherine Sandra MacLeod (University of Utah), William J. Helsel (AGILE Learner's Program, PLEA), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: Since 1990 the Standard Celeration Society has comprised a collegial organization for all persons who use Standard Celeration Charts to monitor and change human behavior frequencies.
The Society's members come from a diverse background. They apply the Chart to all levels of education, including pre-school, elementary and middle school, high school, and college, as well as to all types special education. Additionally, members have used the Chart in human services organizations, business and industrial applications, performance management and improvement consulting, parenting and child rearing, self-management projects and general scientific analysis of national and world economic and social problems.
The Society encourages the development and growth of a science of human behavior and learning, and promotes using the Standard Celeration Chart to further that objective. Moreover, the Society seeks research to create data-based functional applications derived from the science of behavior and learning. Ultimately, we have a society to create a more loving, less fearful world.
Mission Statement: The basic mission of the Standard Celeration Society is to promote standard measurement and monitoring of behavior frequencies and their celerations. |
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