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| #262 ABA Expo - ABA Accredited Graduate Training Programs |
| Sunday, May 28, 2006 |
| 10:00 PM–12:00 AM |
| Grand Hall West |
| 1. Applied Behavior Analysis at St. Cloud State University. |
| ERIC RUDRUD (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), John T. Rapp (St. Cloud State University) |
| Abstract: The masters in ABA at St. Cloud State University offers an accredited program both in an on-campus and distance format. |
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| 2. Behavior Analysis and Therapy On-Line at Southern Illinois University. |
| STACEY L. SMALL (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: The continuing growth in computer technology has made possible for nontraditional and unconventional means of delivering behavior analysis course material to interested students. One such method of course delivery is via the Internet. Web-based courses however, are often criticized for not being as rigorous or challenging as traditional on-campus courses delivered by traditional means. Furthermore, it is a common belief that web-based courses fail to provide students with effective learning experiences because of the lack of personal interaction with a faculty member. This poster will discuss the emerging trend of web-based training in behavior analysis, present a program description of such training at Southern Illinois University, and show comparative data between on-campus and off-campus students suggesting that quality control is possible in cyberspace. Strategies for developing web-based training beyond the traditional college course will be presented and include topics such as in-services, job training, and brief staff enhancement lectures. |
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| 3. Behavior Analysis and Therapy Program at Southern Illinois University. |
| MARK R. DIXON (Southern Illinois University), Anthony J. Cuvo (Southern Illinois University), April S. Worsdell (Southern Illinois University), Paula K. Davis (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University), Brandon F. Greene (Southern Illinois University), Stacey L. Small (Southern Illinois University) |
| Abstract: This poster will present an overview of the Behavior Analysis and Therapy Program at Southern Illinois University. We will provide interested students with information regarding admissions procedures, funding opportunities, current research, and graduate job placements. This poster will also contain a description of our graduate curriculum, distance learning opportunities, and information on the southern Illinois region. |
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| 4. Behavior Analysis at California State University, Stanislaus. |
| WILLIAM F. POTTER (California State University, Stanislaus), Bruce E. Hesse (California State University, Stanislaus), Jane S. Howard (California State University, Stanislaus), Gina M. Pallotta (California State University, Stanislaus), Gary D. Novak (California State University, Stanislaus) |
| Abstract: The Master's program at CSUS offers a unique combination of behavior analytic training, while also preparing students to be a licensed Marriage and Family Therapist (MFT). We have four BCBA faculty on staff and licensed psychologists. Visit our website at psyc.csustan.edu for more information. |
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| 5. 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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| 6. Behavior Analysis at West Virginia University. |
| VENNESSA L. WALKER (West Virginia University), Christy A. Alligood (West Virginia University), Karen G. Anderson (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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| 7. Behavior Analysis Graduate Programs at Western Michigan University. |
| 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 Western Michigan University's ABA accredited graduate training programs in Behavior Analysis. |
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| 8. Behavior Analysis Programs at the University of Nevada, Reno. |
| PATRICK M. GHEZZI (University of Nevada, Reno), Mark P. Alavosius (Western Michigan University), Jared A. Chase (University of Nevada, Reno), Steven C. Hayes (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Jeremy E. Rafacz (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: Behavior Analysis training at the University of Nevada-Reno is conducted via a junior-colleague model and includes supervised experience and instruction in: the philosophies of behaviorism the theory and methodology of behavior analysis basic and applied research in human behavior basic research in animal behavior application of behavioral principles to organizational administration and consultation, instructional design and technology, parent and teacher training, and clinical populations participatory governance and fiscal management The aim of the 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. The 5 year Doctoral Program trains graduates to teach, do research, and work as consultants or administrators in the public and private sectors. The 2.5 Year Professional Masters Program trains graduates for employment as senior service providers in such fields as developmental disabilities, education, mental health, or business and industry. The Satellite Degree Programs train full-time employees at their work sites across the country under contractual agreement with sponsoring human service agencies. |
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| 9. The Department of Applied Behavioral Science (formerly known a HDFL) at the University of Kansas. |
| GREGORY J. MADDEN (University of Kansas), Gregory P. Hanley (University of Kansas), Edward K. Morris (University of Kansas) |
| Abstract: In 2004, the Department of Human Development and Family Life at the University of Kansas became the Department of Applied Behavioral Science. The departments and the faculty are largely the same, but now more focused on behavior-analytic research and scholarship for improving the human condition. The poster will describe the department and the ABA-accredited doctoral programs, the faculty, and graduate student research and placement. |
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| 10. Graduate and Undergraduate Training at the University of North Texas. |
| MANISH VAIDYA (University of North Texas) |
| Abstract: The poster describes the undergraduate and graduate programs leading to Bachelor's and Master's degrees in Behavior Analysis, respectively. In addition, the poster provides a description of the non-classroom based curricular and extracurricular activities that enhance the training experience at the University of North Texas. Examples include projects in nonhuman laboratories, area zoos and humane societies and many opportunities to work with individuals with developmental delays of all varieties. |
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| 11. Graduate Programs in Special Education at The Ohio State University. |
| SHEILA R. ALBER-MORGAN (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Ralph Gardner III (The Ohio State University), Theresa Hessler (The Ohio State University), Moira Konrad (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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| 12. Simmons College. |
| MICHAEL J. CAMERON (Simmons College), Susan Ainsleigh (Simmons College), Katherine A. Johnson (Simmons College and Advances Learning Center), Michael F. Dorsey (Simmons College) |
| Abstract: Simmons College offers a Ph.D. in Applied Behavior Analysis. as well as an ABA Accredited M.Ed. and Ed.S. Graduate program in Behavioral Education. The Behavioral Education program prepares educators and behavior specialists to assess and support learners with special needs in diverse educational settings. The program was designed to address a nationwide shortage of educators with formal training in behavioral education; a shortage of graduate programs that focus on behavioral education in public school settings; and a shortage of Board Certified Behavior Analysts™. This program covers the methods, principles, and procedures of applied behavior analysis, with an emphasis on using behavior analysis and behavioral support in both specialized and inclusive general education settings. The course sequence is approved by the Behavior Analyst Certification Board™ and meets the coursework requirements for the Board Certified Behavior Analyst™ (BCBA) examination. In fact, Simmons students boast a significant 91 percent pass rate on their BCBA exams. |
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| 13. University of Maryland Baltimore County ABA MA Track. |
| DAVID M. RICHMAN (University of Maryland, Baltimore County), A. Charles Catania (University of Maryland, Baltimore County), Iser Guillermo DeLeon (Johns Hopkins University), 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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| #263 ABA Expo - Graduate Training Programs |
| Sunday, May 28, 2006 |
| 10:00 PM–12:00 AM |
| Grand Hall West |
| 14. The ABA Program at the Chicago School of Professional Psychology. |
| CHARLES T. MERBITZ (The Chicago School of Professional Psychology) |
| Abstract: This Expo Poster presents the exciting new ABA Masters Program at the Chicago School of Professional Psychology (CSOPP). The Chicago School is a not-for-profit graduate school for professional psychology at which approximately 1000 students are currently studying. This 48 credit-hour aims to produce graduates with outstanding ABA and clinical skills. The CSOPP ABA courses are BACB approved, so that Program graduates are eligible for the BCBA Exam and credential, and field placements in a variety of settings are available. Our campus is located downtown in the heart of Chicago. Note that 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 Chris Leonhard, Ph.D., ABPP, David Pyles, Ph.D., BCBA, John Smagner, Ph.D., Diana Walker, Ph.D. and the Program Director, Charles Merbitz, PhD, BCBA, welcome you to the CSOPP Poster at the ABA Expo and invite your questions. |
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| 15. ABA Training Opportunities at the New England Center for Children. |
| DANIEL GOULD (New England Center for Children) |
| Abstract: This poster wil 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 master's degree programs, one in applied behavior analysis (Northeastern University), one in special education: severe special needs (Simmons College) and one in counseling psychology/behavioral therapy (Framingham State College) are offered at NECC. A two-year post-masters degree training program in behavoir analysis is also offered. An innovative undergraduate training program, modeled after "semester abroad" programs, provides full academic credit plus extensive practical experience. NECC serves as an internship site for numerous other Boston-area graduate training programs in a variety of health-care disciplines. An active research program includes nationally and internationally recognized experts in the field of autism and behavior analysis. In collaboration with senior program staff, the research department provides opportunities for research and 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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| 16. Advanced Training in Developmental Disabilities and Applied Behavior Analysis at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine. |
| KATHERINE D. FALWELL (Johns Hopkins University School of Medicine), Danielle N. Dolezal (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 Institute and the Johns Hopkins University School of Medicine provides predoctoral and postdoctoral training in developmental disabilities, pediatric psychology, and applied behavior analysis. |
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| 17. Applied Behavior Analysis at The University of Houston, Clear Lake. |
| DOROTHEA C. LERMAN (University of Houston, Clear Lake), Alyson N. Hovanetz (University of Houston, Clear Lake), Margaret J. Strobel (University of Houston, Clear Lake), Allison Serra Tetreault (University of Houston, Clear Lake), Alice A. Keyl (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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| 18. Applied Behavior Analysis Concentration at Nova Southeastern University. |
| CHRISTINE REEVE (Mailman Segal Institute), Melissa N. Hale (Mailman Segal Institute, Nova Southeastern University), Anibal Gutierrez Jr. (Nova Southeastern University) |
| Abstract: The Mailman Segal Institute offers a masters concentration in applied behavior analysis(ABA) in collaboration with the Counseling Studies Institute at NSU. The academic coursework is provided in an online format to provide access to students across the country. The online instruction offers accessibility and flexibility along with a quality educational opportunity for the mature, independent student. |
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| 19. Applied Behavior Analysis in Special Education at the University of Utah. |
| ROBERT E. O'NEILL (University of Utah) |
| Abstract: Information will be provided on opportunities for the study of ABA in the Department of Special Education at the University of Utah. The poster will include faculty research interests and activities, information on coursework, and information on department programs, application processes, and student financial support. |
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| 20. Behavior Analysis at the Florida Institute of Technology. |
| JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology & ABA Tech), Elbert Blakely (Florida Institute of Technology), Nikki L. Keefer (Florida Institute of Technology), Matthew P. Normand (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology) |
| Abstract: The Applied Behavior Analysis program at Florida Tech will be described. |
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| 21. Behavior Analysis Training at California State University, Fresno. |
| JENNIFER L. AUSTIN (California State University, Fresno), Criss Wilhite (California State University, Fresno) |
| 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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| 22. Behavioral Intervention in Autism: An Online BCBA-Level Curriculum. |
| RICHARD K. FLEMING (University of Massachusetts Medical School), Charlotte Mandell (University Of Massachusetts), Richard Seigel (University of Massachusetts, Lowell), Beth Sulzer-Azaroff (Browns Group, Naples), Charles Hamad (University of Massachusetts Medical School) |
| 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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| 23. Educational Psychology/ABA Program at the Marcus Institute and Georgia State University. |
| ASHLEY C. GLOVER (Marcus Autism Center), Robert-Ryan S. Pabico (Marcus Autism Center), Joanna Lomas (Marcus Autism Center), Henry S. Roane (Marcus Autism Center and Emory University), Michael E. Kelley (Marcus Autism Center and Emory University) |
| Abstract: The Educational Psychology/ABA Program at the Marcus Institute is offered through Georgia State University. This program provides students with a wide range of opportunities and skills to pursue an academic or professional career in Applied Behavior Analysis. In collaboration with the educational psychology program at Georgia State, students will have the opportunity to work at the Marcus Institute and apply the techniques taught from the required ABA classes. Specifically, the Masters program will provide graduate students with the experience to work or consult in schools, early intervention programs, day programs, residential settings, and home-based programs. Approximately 87% of students at the Marcus Institute program are presenters at the 2006 ABA convention. Additionally, the educational psychology program at the Masters level prepares students to pursue a variety of career paths, including research, evaluation, and the applied practice of a number of disciplines, including K-12 instruction. The pre-approved masters program curriculum allows students to be eligible to take the Board Certified Behavior Analysis examination (BCBA). |
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| 24. Florida State University at Panama City Master's Program in Behavior Analysis. |
| JON S. BAILEY (BMC, FSU, FABA), H. Allen Murphy (Florida State University, Panama City), Timothy M. Weil (University of Nevada, Reno) |
| Abstract: The poster will describe FSU, Panama City's master's program in behavior analysis. Representatives from the program will be available to meet and talk with interested students. |
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| 25. Graduate Programs in Applied Behavior Analysis at Caldwell College. |
| PATRICK R. PROGAR (Caldwell College), Sharon A. Reeve (Caldwell College), Kenneth F. Reeve (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 6 courses also make up the core of the 39-credit Masters 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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| 26. Graduate Training in Behavior Analysis and Behavior Therapy at Eastern Michigan University. |
| JAMES T. TODD (Eastern Michigan University) |
| Abstract: This poster describes graduate training opportunities in behavior analysis and behavior therapy in the Psychology Department at Eastern Michigan University. Eastern Michigan offers an M.S. in Clinical Behavioral Psychology and a new Ph.D. in Clinical Psychology (with a behavior analysis/behavior therapy concentration). The department features upgraded facilities including a new freestanding psychology clinic. Seven tenure-track faculty members have training and experience in behavior analysis and behavior therapy. Research opportunities are available in human and non-human behavior. Both programs include courses, practica, and internships appropriate for licensure in Michigan. Competitive graduate assistantship support is available at the M.S. level. Ph.D. students receive a fellowship with full tuition support and a stipend. (APA accreditation for the Ph.D. program is pending.) |
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| 27. Graduate Training in Behavior Analysis at North Dakota State University. |
| ASHLEY RANDALL (North Dakota State University), Amanda Bosch (North Dakota State University), Peter J. Knudson (North Dakota State University), Amy C. Mackner (North Dakota State University), Raymond G. Miltenberger (North Dakota State University), Carrie M. Brower-Breitwieser (North Dakota State University), Marie R. Schaff (North Dakota State University) |
| Abstract: The Department of Psychology at North Dakota State University offers a masters degree in clinical psychology with an emphasis in behavior analysis. Masters students get behavior analysis training through course work, practicum experiences, and applied research projects. Five graduate courses have a behavioral or behavior analysis emphasis. Graduate students can conduct behavioral and functional assessments and functional treatments with children and individuals with developmental disabilities in a variety of practicum settings in the community. Graduate students can design, conduct, and write manuscripts of applied behavior analysis research projects conducted with Dr. Ray Miltenberger. Most graduate students with ABA interests are authors on a number of ABA conference presentations and journal publications based on their research. Students who graduate with their masters have been successful in achieving behavior analysis certification. |
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| 28. Graduate Training in School Psychology at Louisiana State University. |
| MICHAEL J. VANCE (Louisiana State University), Nathan Call (Louisiana State University), Chisato Komatsu (Louisiana State University), Karen Rader (Louisiana State University), Nicole M. Trosclair-Lasserre (Louisiana State University), Valerie M. Volkert (Louisiana State University) |
| Abstract: This poster will describe the APA-Accredited School Psychology Program at Louisiana State University and introduce the faculty to prospective doctoral students. The conceptual philosophy of the LSU School Psychology program is broadly empirical with an emphasis in behavior analysis. The program focuses on children as they function within family, school, and community systems. Using a close mentorship approach, the program prepares students to develop interventions for behavior and academic problems. Each student has intensive and frequent contact with faculty members, particularly his or her major professor. Current research projects focus on functional assessment, intervention, and parent/teacher training. Hands-on training in schools, clinics, hospitals, and institutions is emphasized. The program offers a sequence of courses that has been approved by the Behavior Analysis Certification Board. Faculty and students will be available to answer questions. |
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| 29. 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 Friedner (Idaho State University) |
| Abstract: This poster will describe various graduate programs offered in the College of Education at Idaho State University. These programs are consistent with the philosophies and principles of behavior analysis as it applies to developing programs for individuals with disabilities. The poster will describe faculty interests, student achievements, admission criteria, exit criteria, and requirements of each of the individual programs. |
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| 30. Masters Program in Clinical Psychology/Applied Behavior Analysis at East Carolina University. |
| JEANNIE A. GOLDEN (East Carolina University) |
| Abstract: East Carolina University has a clinical psychology program of study that leads to a Master of Artsdegree in psychology and eligibility for licensure in North Carolina as a Licensed Psychological Associate. Students are admitted to one of two tracks within the program: Child Clinical Psychology or Adult Clinical Psychology. Students can elect to specialize in Applied Behavior Analysis and take a series of courses that will make them eligible for certification as a nationally Board Certified Behavior Analyst. The program requires a minimum of 51 hours of instruction and is generally completed in two years. The program provides classroom training in ethics, behavioral assessment and psychological diagnosis, applied behavior analysis, behavioral research, and behavior therapy. In addition to classroom learning, students will engage in a supervised practicum experience in a behaviorally-oriented setting in their first year. During their second year, students will spend 1000 hours in on-site internship placements under the supervision of a Licensed Psychologist and Board Certified Behavior Analyst. Finally, students will gain research experience through the completion of a behaviorally-oriented masters thesis project. |
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| 31. Masters Programme in Applied Behaviour Analysis at the University of Wales, Bangor, UK. |
| J. CARL HUGHES (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor), Stephen J Noone (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor), Alexander Toogood (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor), Richard P. Hastings (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor), Marguerite L. Hoerger (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor), Pauline Horne (Wales Centre for Behaviour Analysis, School of Psychology, 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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| 32. May Institute Graduate Training Opportunities. |
| JANE I. CARLSON (The May Institute), Gary M. Pace (The May Institute), Alan E. Harchik (The May Institute), Robert F. Putnam (The May Institute), Dennis C. Russo (The May Institute) |
| Abstract: May Institute Graduate Training Opportunities. |
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| 33. Middle Tennessee State University Graduate Training in Behavior Analysis. |
| BELINDA TRAUGHBER (Middle Tennessee State University), Kim J. Ujcich Ward (Middle Tennessee State University) |
| Abstract: Middle Tennessee State University offers a Master's in Clinical Psychology with a specialization in Behavior Analysis. All classroom instruction required for the BCBA exam is incorporated into the training program. |
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| 34. MSc/Postgraduate Diploma in Applied Behavior Analysis. |
| DENIS P. O'HORA (University of Ulster, Coleraine), Julian C. Leslie (University of Ulster, Coleraine), Michael Keenan (University of Ulster, Coleraine) |
| Abstract: Within the island of Ireland and in the U.K. as a whole there has been an increasing demand for science-based solutions to social problems. The discipline of Applied Behavior Analysis (ABA) has an established pedigree that can help meet these aims. The postgraduate Diploma/MSc course, taken part-time over two years (or a shorter period for the Diploma), will lead students, who may be graduates from a range of backgrounds, towards becoming professionals in ABA. While on the course, they will complete a period of supervised work experience in an appropriate location. The Masters provides students with the opportunity to maximise their theoretical and conceptual knowledge in behaviour analysis, to develop their skills in behavioural assessment and to ensure that they acquire the ability to work in partnership with clients as they plan and implement programmes that are aimed to establish, strengthen and/or weaken targeted behaviours. |
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| 35. Programs in Special Education at the University of Nevada, Las Vegas. |
| RENEE KOEHLER VAN NORMAN (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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| 36. The School Psychology Program at Syracuse University: Focus on Research-Based Practice. |
| FLORENCE D. DIGENNARO REED (Syracuse University), Derek D. Reed (Syracuse University), Caron Inglis (Syracuse University), Tanya L. Eckert (Syracuse University), Brian K. Martens (Syracuse University), Laura Lee McIntyre (Syracuse University) |
| Abstract: This poster at the ABA Expo will overview the doctoral training program in School Psychology at Syracuse University including training philosophy, specialized skill tracks, faculty, and opportunities for graduate students. The program is fully accredited by the American Psychological Association and holds licensure-qualifying status in New York State. Four full-time and one half-time faculty members have primary responsibility for training the programs 22 doctoral students. Based on a scientist-practitioner model, training includes specialized tracks in: (a) applied behavior analysis, (b) school-based consultation and intervention, (c) academic assessment and instructional intervention, (d) preschool and family, and (e) neuropsychology. All students previously admitted to the program have received 100% funding throughout their graduate career. Opportunities for practicum placements include area schools, hospitals, community mental health agencies, and on-campus clinics. Students have applied for and been awarded APA-accredited pre-doctoral internships at sites such as The Crestwood Childrens Center, The Devereaux Institute, The Kennedy Krieger Institute, The Marcus Institute, The May Institute, and The Monroe-Meyer Institute. Graduates of the program are eligible for BCBA and NCSP certification as well as psychology licensure upon completion of required post-doctoral hours. |
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| 37. Special Education Graduate Program at Penn State. |
| BETH SPICER (Pennsylvania State University) |
| Abstract: The purpose of the poster is to present various program options for the Special Education Graduate Program at Penn State. |
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| 38. Temple University Behavior Analysis. |
| MICHAEL J. TOBIA (Temple University), Philip N. Hineline (Temple University), Saul Axelrod (Temple University), Betsy Wurstner (Temple University), Michelle Ennis Soreth (Temple University), E. Terry Mueller (Temple University) |
| Abstract: This poster details the Applied Masters Program in Behavior Analysis and the Doctoral Program in Behavior Analysis available at Temple University. |
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| 39. University of North Carolina Wilmington (UNCW) Applied Behavior Analysis Master's Degree Program. |
| MAUREEN THERESA ARO (University of North Carolina, Wilmington), Anne K. Stull (University of North Carolina, Wilmington), Ruth M. Hurst (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington) |
| Abstract: The Applied Behavior Analysis (clinical) concentration is a 50 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 disability, 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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| 40. University of the Pacific Masters Program in Applied Behavior Analysis. |
| JOHN C. BORRERO (University of the Pacific), Holly Ayn White (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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| 41. Utah State University Doctoral Programs in Applied Behavior Analysis. |
| CHARLES L. SALZBERG (Utah State University), Thomas S. Higbee (Utah State University), Robert L. Morgan (Utah State University), Benjamin Lignugaris/Kraft (Utah State University), Timothy A. Slocum (Utah State University), David E. Forbush (Utah State University) |
| Abstract: The Department of Special Education at Utah State University offers doctoral specializations in (1) Special Education, (2) Applied Behavior Analysis, (3) Rehabilitation, and (4) Disabilities Studies. These programs have a common core of coursework and specialization courses in each area. The doctoral program features extensive mentoring and individualization of the program based on student background and interests. In the program, students gain experience in (1) college teaching, (2) supervision, (3) research, (4) professional writing for publication, (5) making professional presentations, and (6) grant writing. Financial support is available for qualified students. |
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| 42. 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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| 43. 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) |
| Abstract: Western Michigan University: APA-Accredited Clinical Psychology Program. |
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| 44. Western Michigan University: Industrial Organizational Psychology Program. |
| JOHN AUSTIN (Western Michigan University), Eric J. Fox (Western Michigan University) |
| Abstract: This poster describes Western Michigan University's Industrial Organizational Psychology Masters |
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| #264 ABA Expo - ABA Board |
| Sunday, May 28, 2006 |
| 10:00 PM–12:00 AM |
| Grand Hall West |
| 45. ABA's Education Board. |
| PAMELA G. OSNES (Behavior Analysts, Inc.), Gwen Dwiggins (The Ohio State University), Jennifer L. Austin (California State University, Fresno), Janet S. Twyman (Headsprout) |
| Abstract: This poster will detail the mission, goals, and objectives of ABA's Education Board and its committees, the Council of Directors of Graduate Training Programs in Behavior Analysis and the Accreditation Board. To be described will be the year's goals and progress toward meeting them, as well as goals for 2006-2007. |
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| #265 ABA Expo - ABA Committee |
| Sunday, May 28, 2006 |
| 10:00 PM–12:00 AM |
| Grand Hall West |
| 46. ABA Student Committee. |
| CHRISTY A. ALLIGOOD (West Virginia University), Shawn R. Charlton (University of California, San Diego), Marianne L. Jackson (University of Nevada, Reno) |
| Abstract: This poster summarizes the ABA Student Committee's activities over the past year and goals for the future. |
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| #266 ABA Expo - Special Interest Groups |
| Sunday, May 28, 2006 |
| 10:00 PM–12:00 AM |
| Grand Hall West |
| 46. Applied Animal Behavior Special Interest Group. |
| EDUARDO J. FERNANDEZ (Indiana University), Jennifer L. Sobie (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 presentations scheduled for the 2006 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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| 47. Behavioral Gerontology Special Interest Group. |
| JONATHAN C. BAKER (Western Michigan University), Paige Raetz (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: The Behavioral Gerontology SIG is comprised of a group of ABA professionals interested in aging topics ranging from basic research to applied issues related to clinical and organizational interventions. The SIG meets every year at the ABA convention and would love to have you join them. The SIG sponsors a student presenter award every year for a student symposium or poster presentation in aging. The SIG collaborates to coordinate symposia and invited events for each year's convention. Finally, the SIG publishes an electronic newsletter twice a year to keep the membership informed of happenings in the field and upcoming events. |
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| 48. Behaviorists for Social Responsibility. |
| MARK A. MATTAINI (Jane Addams College of Social Work, University of Illinois, Chicago), Elizabeth T. Merbitz (Jane Addams College of Social Work, University of Illinois, Chicago) |
| Abstract: Behaviorists for Social Responsibility is an ABA SIG. This poster will describe our activities, including the journal Behavior and Social Issues, and will encourage membership and active involvement in the SIG. |
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| 49. Behaviorists Interested in Gambling Special Interest Group (BIG SIG). |
| GINGER R. WILSON (Nyansa Learning Corporation), Patrick M. Ghezzi (University of Nevada, Reno), Mark R. Dixon (Southern Illinois University), Charles A. Lyons (Eastern Oregon University) |
| Abstract: This poster will highlight all BIG SIG members and their affiliation. In addition, this poster will highlight all BIG SIG related activities at ABA 2006. |
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| 50. Clinical Special Interest Group. |
| ANN BRANSTETTER-ROST (Southwest Missouri State University) |
| Abstract: The clinical special interest group is a group of ABA members who specialize in clinical applications of behavior analysis. Our members work in various setting with varied populations. The mission of the SIG is to promote clinical behavior analysis, and to share our work with each other, as well as the public at large. If you are interested in clinical applications of behavior analysis, this poster will provide information on mission, membership, and meetings. |
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| 51. Development and Behavior Analysis Special Interest Group. |
| JACOB L. GEWIRTZ (Florida International University) |
| Abstract: The Development and Behavior Analysis SIG will present the current activities of and future plans for the organization. |
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| 52. Experimental Analysis of Human Behavior SIG. |
| CYNTHIA J. PIETRAS (Western Michigan University), Eric A. Jacobs (Southern Illinois University, Carbondale), Jennifer M. O'Donnell (Mountain States Employers Council) |
| 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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| 53. The Health, Sport & Fitness Special Interest Group. |
| MICHAEL A. KIRKPATRICK (Wesley College, Dover, Delaware) |
| Abstract: The Health, Sport & Fitness (HSF) Special Interest Group (SIG) at ABA: International consists of behavior analysts, students, athletes, and health buffs with an interest in applying behavioral principles to promote health-positive behavior. At the annual ABA conference, we organize symposia and paper sessions, hold a business meeting, and sponsor work-out sessions. We promote research and interdisciplinary collaboration, sponsor a student research award, and offer a forum for new ideas. Our newsletter is free to members and published 1-4 times per year. A Yahoo-group permits open online discussion on any relevant topic. Anyone sharing our interests is welcome to join. |
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| 54. Instructional Design SIG Anyone? |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Abstract: Instructional design is a tool for solving "know-how" problems. It can be used to design more efficient teaching and training programs for staff and clients, so that organizations and individuals achieve desired results. For example, an effective behavior management plan should include an efficient training program for those language, social, work, and daily living skills that persons with learning difficulties need to achieve their personal goals. In the same way, staff need efficient training programs so that they will quickly learn the skills they need to help clients achieve their goals. Teachers and trainers at any level can use instructional design to help their students rapidly acquire the skills they need to be effective in their careers, whether these careers are in behavior analysis or in other fields.Those interested in learning more about instructional design are invited to attend a SIG meeting at this conference. Attendees will be asked to talk about their current instructional design projects and to plan SIG activities for the coming year. |
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| 55. Interbehaviorists SIG. |
| THOMAS L. SHARPE, JR. (University of Nevada, Las Vegas) |
| Abstract: Interbehaviorists SIG. |
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| 56. 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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| 57. Parent-Professional Partnership. |
| SUZANNE M. BUCHANAN (COSAC) |
| Abstract: The number of consumers who attend the ABA Convention has increased in recent years. The PPP SIG enhances the conference experience for these consumers, particularly parents of children with autism. Through this venue, the SIG will provide materials of interest to parents and professionals alike. Materials will include the Autism SIG Guidelines and specific information on effective parent and professional collaboration. This venue will also provide networking opportunities for parents and professionals. |
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| 58. Positive Behavior Support Special Interest Group. |
| MATTHEW TINCANI (University of Nevada, Las Vegas), Cynthia M. Anderson (University of Oregon), Patricia Egan (State University of New York, Plattsburgh) |
| 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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| 59. Speech Pathology and Applied Behavior Analysis Special Interest Group (SPABA SIG). |
| JAMIE M. SEVERTSON (Western Michigan University), Barbara E. Esch (Esch Behavior Consultants, Inc.), Christine M. Louisignau (Western Michigan University) |
| Abstract: The mission of the Speech Pathology and Applied Behavior Analysis (SPABA) Special Interest Group is to promote communication and collaboration between speech/language pathologists (SLPs) and behavior analysts in the dissemination of behaviorally oriented speech and language research and in the application of evidence-based practices. Members are speech pathologists, behavior analysts, and students in these two fields who advocate a behavioral approach to address speech/language problems both clinically and through empirical research. During this first year of organization, activities focused on promoting interest in the group to increase membership. These activities included creating a brochure, publishing several newsletter articles to introduce SPABA to speech pathologists and behavior analysts, and identifying universities that have both speech pathology and behavior analysis programs. Future goals include re-designing the website to include tutorials on ABA and autism and to provide links to SLP and ABA publications and organizations. SPABA is also interested in creating regional groups of speech pathologists and behavior analysts who can meet throughout the year and collaborate on projects of mutual professional interest. |
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| 60. Standard Celeration Society (SCS) Special Interest Group: Charting the Course for the Future. |
| MICHAEL FABRIZIO (Fabrizio/Moors Consulting), Abigail B. Calkin (Calkin Consulting Center), Nicholas M. Berens (University of Nevada, Reno), William J. Helsel (AGILE Learners Program at PLEA), Katherine Sandra MacLeod (University of Utah), 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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| #267 ABA Expo - Chapters |
| Sunday, May 28, 2006 |
| 10:00 PM–12:00 AM |
| Grand Hall West |
| 1. A Behavior Analysis Group for the Northland. |
| GERALD C. MERTENS (St. Cloud State University) |
| Abstract: An informational recruiting display for a forming affiliate chapter. |
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| 2. ABA Espana: Opportunities for Behavior Analysis Practice and Training. |
| JAVIER VIRUES ORTEGA (Instituto de Salud Carlos III), Tomas Jesus Carrasco-Gimenez (Universidad de Granada), Gloria Fernandez (Gabinete de Psicologia Altair) |
| Abstract: This poster will briefly review the history of behavior analysis in Spain. We will introduce ABA Espana, Asociacion para el Avance de la Ciencia de la Conducta (ABA-AACC). The training and clinical activities developed by ABA-AACC will be described in some detail. In addition, we will mention job options, expansion plans and visit for international students offered by ABA-AACC. |
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| 3. Alabama ABA. |
| RYAN M. ZAYAC (Auburn University), Amy S. Polick (Auburn University) |
| Abstract: The Alabama Association for Behavior Analysis (ALABA) was founded in 1992 as an affiliate chapter of ABA. Its membership is largely from the human services community in Alabama. ALABA operates with an executive director and board and sponsors an annual convention in the fall and publishes a newsletter. |
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| 4. Behavior Analysis Association of Michigan. |
| JAMES T. TODD (Eastern Michigan University), Heather M. Anson (Eastern Michigan University), Joseph K. Golson (Eastern Michigan University), Erin Lynch (Eastern Michigan University), Jennifer Bullock (Eastern Michigan University) |
| Abstract: This poster will announce the 21st annual convention of the Behavior Analysis Association of Michigan and give updates on other BAAM events and activities in 2006 and 2007. The Behavior Analysis Association of Michigan 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. |
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| 5. Behavior Analysis in Iceland. |
| RAGNAR S. RAGNARSSON (ICEABA), Iris Arnadottir (ICEABA), Einar T. Ingvarsson (Johns Hopkins University School of Medicine), Z. Gabriela Sigurdardottir (University of Iceland), Ingibjorg Sveinsdottir (University of Maryland, Baltimore County), Anna I. Petursdottir (University of Akureyri), Valdimar Sigurdsson (Cardiff University) |
| Abstract: Icelanders are a nation of 290,000 people. On August 15th 2004, 35 of them founded the Icelandic Association for Behavior Analysis (ICEABA). ICEABA´s purpose is to increase the influence of behavior analysis in Iceland and it is open to everyone willing to work towards its goals. Among the goals of ICEABA is to increase the number of students who get graduate degrees in behavior analysis; offer workshops and lectures; increase research; design a website about ICEABA and behavior analysis and create and maintain an Icelandic lexicon of behavior analytic terms. Today, more than a dozen Icelanders have a graduate degree in behavior analysis and 10 are currently studying in the field, abroad. Three Icelandic Universities have offered courses with behavior analytic content since 1974. Icelandic behavior analysts work in the private and public sectors; mainly in educational services, universities and for people with disabilites. ICEABA members share information on a Yahoo listserve they founded in 1999. So far this list has generated more than 2000 letters. |
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| 6. Behavior Analysis Society of Illinois |
| SELMA J. MARTINEZ (ABA Chicago & The RACE School) |
| Abstract: Behavior Analysis Society of Illinois |
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| 7. California Association for Behavior Analysis. |
| LEEANN CHRISTIAN (Regional Center of Orange County), H. Keith Massel (Vista Psychological Center) |
| Abstract: CalABA's presentation at the ABA Expo will report the year's activities and achievements and facilitate recruitment. It will also include an announcement of the 25th Western Regional Conference to be held in February 2007. |
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| 8. Chicago Association for Behavior Analysis. |
| CHARLES T. MERBITZ (The Chicago School of Professional Psychology) |
| Abstract: This Expo Poster marks another year for the Chicago Association for Behavior Analysis (CABA). Serving Chicago and northern Illinois, CABA is one of the oldest organizations in the USA. The CABA President, Charles Merbitz, PhD, BCBA, and the CABA members welcome you to the CABA Poster at the ABA Expo and invite your questions. |
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| 9. Connecticut Association for Behavior Analysis. |
| ERICA Q. SMITH (Institute of Professional Practice, Inc.) |
| Abstract: The Connecticut Association for Behavior Analysis (CTABA) was formed in 2003 to assist in the development and advancement of the field of behavior analysis within the state of CT through research, education, and dissemination of information. CTABA is dedicated to promoting the theoretical, experimental, and applied analysis of behavior across a wide array of applications and audiences. This poster will present an overview of the Chapters membership and activities including the annual convention, fundraising efforts, and the newsletter. |
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| 10. The Experimental Analysis of Behaviour Group (EABG) - UK and Europe. |
| CHARLES FERGUS (School of Psychology, University of Wales, Bangor), J. Carl Hughes (School of Psychology, 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 recent years our meetings have been held at 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 and further a field. The next biennial meeting of the EABG will be in held in London Easter, 2007. The EABG now works in collaboration with the European Association for Behaviour Analysis (EABA). The next meeting of the EABA is in Milan, Italy, July 18th -21st 2006. The evidence from both the EABG and the EABA 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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| 11. The Florida Association for Behavior Analysis at 25. |
| GRETCHEN S. THWING (AdvoServ), James F. McGimsey (AdvoServ), Kevin Murdock (Hillsborough County Public Schools, Florida), H. Allen Murphy (Florida State University, Panama City) |
| Abstract: FABA, the first statewide association for behavior analysis with a current membership of 1,021, celebrated its 25th anniversary in Sarasota on September 21-23, 2005 with historical sessions and a gala banquet. This presentation will include highlights from the 2005 conference, current and past legislative efforts, FABA Local Chapter activities, and an update on the September 2006 conference. Representatives from the Association will be available to elaborate and answer questions. |
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| 12. Georgia Association for Behavior Analysis. |
| COBY JOHN LUND (IBS, Inc.), Bradley S. Bezilla (May South, Inc.), Michele Wixson (May South, Inc.), Sandra Black (May South, Inc.), Kim Small (May South, Inc.) |
| Abstract: Georgia Association for Behavior Analysis. |
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| 13. Greater Boston ABA. |
| JOHN STOKES (Charles River ARC), Joseph N. Ricciardi (The National Autism Center) |
| Abstract: A common issues that many behavior analyst experience once out of graduate school is the feeling of professional isolation and the lack of continuing education opportunities. The Greater Boston Association for Behavior Analysis (GBABA) is an organization dedicated to furthering the role of applied behavior analysis with-in the greater Boston region of Massachusetts. The organization strives to accomplish this goal by providing a monthly speaker series on subjects of interest to its members. Each month a behavior analyst presents, for approximately two hours, on a subject of interest to the field. The goal of having a monthly presentation is two fold, to bring behavior analysts together on a monthly basis to provide a forum to share ideas and experiences and secondly to provide an outlet for ongoing development for applied practitioners. |
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| 14. HABA: Behavior Analysis in the Islands. |
| KIMBERLY A. SMALLEY (BCRC), Patricia I. Wright (Honolulu, Hawaii), Catherine H. Wilson (BCRC) |
| Abstract: Behavior Analysts in Hawaii continue to build best practice. Come see how we have grown. |
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| 15. Japanese Association for Behavior Analysis. |
| NAOKO SUGIYAMA (Yamawaki Gakuen College) |
| Abstract: Japanese Association for Behavior Analysis. |
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| 16. Israel Association for Behavior Analysis. |
| AMOS E. ROLIDER (Emek Yezreel College, Israel) |
| Abstract: Israel Association for Behavior Analysis. |
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| 17. Kansas Association for Behavior Analysis. |
| LINDA S. HEITZMAN-POWELL (University of Kansas and Juniper Gardens Children's Project), Kimberly K. Bessette (University of Kansas), Jessica A. Royer (Partners in Behavioral Milestones), Catherine Cote (University of Kansas), Edward K. Morris (University of Kansas) |
| Abstract: The Kansas Association for Behavior Analysis (KansABA) was founded in 2002 and has since held two scientist-practitioner state conferences and hosted a national science conference. In the future, though, KansABA will become more service and practitioner based, serving especially the needs of persons with developmental disabilities. The poster will describe the chapter governance and committees, and its new directions. |
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| 18. Maryland Association for Behavior Analysis. |
| JENNIFER L. CROCKETT (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Lisa M. Toole (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute) |
| Abstract: The Maryland Association for Behavior Analysis (MABA) was founded in 1998 to serve as a scientific and professional reference group for those in Maryland who identify themselves as scientists or practitioners that embrace the principles and practices of behavior analysis. MABA evolved out of this core at Maryland’s universities, who’s members included A. Charles Catania, Richard Foxx, Don Hake, and Michael Cataldo. Although the interest in, and personnel for, a more formal organization had been present for many years, it was not until several years later that specific circumstances arose to provide sufficient interest and motivation to get organized. The driving forces behind this organization were Wayne Fisher (MABA’s first president), Michael Cataldo, and Lynn Bowman (MABA’s first secretary and treasurer, known throughout the organization as Madam MABA). Since its inception, one of the primary activities of the organization has been to organize and sponsor an annual meeting to serve as a forum for the presentation of scientific and technological achievements as well as for discussion of the affairs of the organization. When MABA was originally founded, it consisted primarily of individuals from the State of Maryland. Since its inception, MABA has grown to over 250 members and has brought together behavior analysts from the Mid-Atlantic region (e.g., Maryland, Delaware, Virginia, Pennsylvania, West Virginia, and New Jersey). MABA has provided behavior analysts in this region an opportunity to learn from distinguished speakers such as Joseph Brady, A. Charles Catania, Michael F. Cataldo, Wayne Fisher, Gina Green, Brian Iwata, Gerald Shook, Judith Favell, Michael Perone, Patrick Friman, Kennon A. Lattal, Philip Hineline, Bridget Taylor, Brian K. Martens, M. Jackson Marr, Carol Pilgrim, Jack Michael, Timothy Vollmer, and Mark Lewis. MABA continues to be a strong and growing organization that serves as the voice of behavior analysis within the Mid-Atlantic region. |
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| 19. Mexican Society of Behavior Analysis. |
| CARLOS A. BRUNER (National University of Mexico) |
| Abstract: With 30 years of age, the Mexican Society of Behavior Analysis is the second oldest psychological society in Mexico. Its main mission is to disseminate our discipline across the country. To accomplish its mission the society relies on the Mexican Journal of Behavior Analysis and on its Biannual Conventions. The journal has published uninterruptedly three issues per year since 1975, belongs to the most prestigious indexes in our field, publishes papers in either Spanish or English, prints 500 copies of each issue and is distributed globally. In addition to our journal the society also organizes biannual conventions. Since 1975, the society has held 17 conventions in different Mexican cities, each with an average attendance of about 500 participants. Its is interesting to note that although our group is considered small, it is also considered the most prestigious within Mexican psychology. Our Seventeen Biannual Convention of Behavior Analysis, held in the city of San Luis Potosi on September 2005 was very successful, showing that our discipline is alive and well in Mexico. |
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| 20. Mid-American Association for Behavior Analysis. |
| SARAH TILLMAN (University of Wisconsin, Eau Claire), Jeffrey N. Weatherly (University of North Dakota), Ruth Anne Rehfeldt (Southern Illinois University), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| 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 conference each fall. Behavior analyts can learn more about the organization and establish membership at the ABA Expo. |
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| 21. New Jersey ABA. |
| MARLENE COHEN (Rutgers University), Patrick R. Progar (Caldwell College) |
| Abstract: NJABA's presentation at the ABA Expo will provide an overview of last year's accomplishments. Some of the highlights include feedback from our first Annual Conference, plans for a winter 2006 Current Dimensions Workshop featuring Bill Heward and a winter 2007 Current Dimensions workshop featuring Jon Bailey, and plans for our second Annual Conference in August 2006, which has been expanded to two days and will include a keynote presentation by Carl Binder. We will also provide an overview of the progress of our new Government Affairs Committee, which is focusing efforts on formal recognition of certification by the BACB in New Jersey. |
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| 22. North Carolina Association for Behavior Analysis. |
| R. M. (DUKE) SCHELL (J. Iverson Riddle Developmental Center), Jamie Clary (J. Iverson Riddle Developmental Center), Barbara Metzger (Winston-Salem/Forsyth County School), Ruth M. Hurst (University of North Carolina, Wilmington), Maureen M. Schepis (J. Iverson Riddle Developmental Center), Beth Schmitt (Caswell Center), Jody Deacon (J. Iverson Riddle Developmental Center), Ya-yu Lo (University of North Carolina, Charlotte), Katrina Ann Johnson (East Carolina University) |
| Abstract: The North Carolina state chapter of the Association for Behavior Analysis, founded in 1988, celebrates the accomplishments of behavior analysis for her citizens. North Carolina has a long and proud history of behavior analysis and continues to champion the benefits of behavior analysis through an annual conference highlighting those accomplishments. |
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| 23. Ontario Association for Behaviour Analysis (ONTABA) |
| ROSEMARY A. CONDILLAC (RACK Consulting & Training), Carobeth Zorzos (Toronto Preschool Autism Service), Amy J. Barker Deptuch (ABI Behaviour Services), James C. K. Porter (Kerry's Place Autism 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 public education, student and professional development, networking, and consultation. ONTABA is an affiliate chapter of the Association for Behavior Analysis, International. ONTABA was founded in 1993 and has almost 300 members from many fields, including psychology, education, developmental services, corrections, acquired brain injury services, nursing, health care, and organizational behaviour. |
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| 24. Our Journey to reach MEAABA. |
| NOUR AL-QASSAB (Middle East Arab ABA), Laila A. Alkadhem (Middle East Arab ABA) |
| Abstract: The process of establishing the first Middle East ABA regional chapter reveals unyielding effort by its founders.Lack of behavior technology has left negative impact on children with autism and their families in the region. SABA award was the catalyst to begin the dissemination of behavior analysis in the area. The individualize effort funneled into group effort where parents, professionals and paraprofessionals have worked together toward their noble mission. The commitment of the regional chapter toward promoting behavior science regionally carries along with it many hopes toward an overall processional growth of ABA in a very dynamic part of the world. |
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| 25. Penn ABA: Pennsylvania Association for Behavior Analysis. |
| KIMBERLY A. SCHRECK (Pennsylvania State University, Harrisburg), Richard M. Foxx (Pennsylvania State University) |
| Abstract: This poster will illustrate Penn ABA's most recent activities and its dedication to the commonwealth and ABA students. |
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| 26. Polish Association for Behavior Analysis. |
| MONIKA M. SUCHOWIERSKA (Warsaw, Poland) |
| Abstract: To update the ABA membership on Polish ABA. Since its founding in 2000, Polish ABA (PABA) has been fulfilling its goals of developing and disseminating knowledge about behavior analysis as a science of behavior and about radical behaviorism of B.F. Skinner as a philosophy of this science. In five years, PABA has grown to approximately 50 members, disseminated knowledge about conceptual, experimental and applied behavior analysis to students and professionals interested in behavioral approaches in Poland, became affiliated with ABA, hosted the second European ABA conference, was chosen as the next site for the ABA delegation, and participated in creating the first specialization in the country devoted to applied behavior analysis. PABA Executive Council plans to maintain and strengthen ties between PABA and ABA International and to become a true member of the international community of behavior analysts. |
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| 27. Polish Association for Behavioral Therapy. |
| ANNA BUDZINSKA (Institute for Child Development in Gdansk) |
| Abstract: The Polish Association for Behavioral Therapy (PSTB, Polskie Stowarzyszenie Terapii Behawioralnej) is a national non-profit organization for individuals actively pursuing behavioral therapy. In the most general terms, the mission of the Association is to provide comprehensive professional assistance to persons affected with emotional, intellectual and social dysfunctions and their families. In addition, the Association extends assistance to professionals involved with applied behavioral analysis.HistoryThe Polish Association for Behavioral Therapy (PSTB) was registered on July 17, 2002 as a national non-profit organization with the National Court Registry by the Administrative Court. Since October 2002, the office of the Association has been at Osiedle Zielone 28 in Kraków. In December 2004, the Polish Association for Behavioral Therapy (PSTB) was granted the status of an affiliated chapter of the Association for Behavior Analysis International.MembershipCurrently, there are over 110 members of the Polish Association for Behavioral Therapy (PSTB) throughout Poland. There are PSTB members in each facility implementing behavioral therapy in Poland, and over 85% are professionals.Organizational UnitsAs a result of the dynamic growth of the Polish Association for Behavioral Therapy (PSTB), in 2004 (only two years since its creation) the organization was faced with the necessity of broadening its activities by providing intensive support for the initiatives of local members in various cities in Poland. Consequently, and in keeping with the by-laws, new branch offices of PSTB have been established.CooperationPSTB works closely with the following organizations international: Association for Behavior Analysis International, Princeton Child Development Institute in the USA and domestic (within Poland): Instytut Wspomagania Rozwoju Dziecka (Institute for Child Development) in Gdansk, Polskie Stowarzyszenie Psychologii Behawioralnej (Polish Association for Behavioral Psychology), AUTYZM – POLSKA (Autism – Poland), Krajowe Towarzystwo Autyzmu (National Autism Society) |
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| 28. The Swedish Association of Behavior Analysis. |
| NED CARTER (SALAR, Stockholm, Sweden), Kenneth Nilsson (Behavior Analysis Group, Sweden) |
| Abstract: The poster is intended for the ABA Expo and will describe the Swedish Association for Behavior Analysis. |
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| 29. TABA: An Organization Comes of Age. |
| MICHAEL S. TONOS (TEAM Evaluation Center, Inc.), Timothy D. Cripps (The Habilitation Corporation), Clayton R. Cea (Behavioral Services of Tennessee) |
| Abstract: After ten years of completely volunteer-run administration, TABA began to negotiate a relationship with a Tennessee University. TABA’s history differs from many other affiliate chapters in that it began with practitioners and has developed relationships with university faculty. Many other organizations began, if not within an academic institution, with the commitment and support of a university. This poster frames TABA’s future with regards to its history and plans for the discipline in Tennessee. |
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| 30. Taiwan ABA. |
| HUA FENG (National Chang-hua University of Education), Yi-feng Huang (Taichung Autism Education Association), Sharon Chien Chien (SEEK Education, Inc.), Yachen Terri Peng (SEEK Education, Inc.), Shu-Hwei Ke (ABA Educational Center, Taichung), Chia-Yu Chou (ABA Member), Chih-liang Chen (ABA Member) |
| Abstract: The poster will present the development of ABA in Taiwan through the chapter, graduate study opportunities, and the national conference of Taiwan ABA. |
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| 31. The Texas Association for Behavior Analysis (TxABA). |
| JEFFREY C. ENZINNA (Texana MHMR Center, Rosenberg, TX), William H. Edwards (Behavioral Innovations, Inc.) |
| Abstract: The Texas Association for Behavior Analysis (TxABA) is an ABA Affiliated Chapter with 450 total members and 50 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. Ray Miltenberger, Dr. Dorothea Lerman, Dr. Jeff Sigafoos, and Dr. Jerry Shook. Recent topics have included the current status of the Behavior Analysis Certification Board, preference, choice making, and self-determinism, training and generalization of safety skills to prevent gun play in children, further research on procedural refinements to and extensions of functional analysis methodologies, and Skinner's molecular interpretation of behavior. |
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| 32. Venezuelan Association for Behavior Analysis |
| GUILLERMO E. YABER (AVACO), Gustavo Peña (AVACO) |
| Abstract: The mission of AVACO (Venezuelan Association for behavior analysis, a chapter of ABA) is to promote the study and application of the principles of behavior to human beings and other organisms, in Venezuela. It includes the conceptual, experimental, and applied behavior analysis as well as service delivery. AVACO serves students, professionals and the general public interested in behavior analysis. AVACO offers continuing education and is planning to certify individuals and develop an accreditation system for behavior analysis teaching programs. Through its web site and electronic list offers a month bulletin that includes information regarding courses, seminars and diverse materials for education, research and service delivery in behavior analysis. AVACO´s office is located at the experimental psychology lab. of the Andrés Bello Catholic University in Caracas Venezuela. Every year, At the school of psychology of this university, AVACO offers workshops in topics related with behavior analysis. |
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| 33. Vermont Association for Behavior Analysis. |
| SHONA L. MARSTON (Sd Associates, Behavioral Consultants), David L. Powsner (Sd Associates, Behavioral Consultants) |
| Abstract: The poster will articulate our mission and describe the range of VABA activities, current and intended. |
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| 34. WABA: Wisconsin's Association for Behavior Analysis. |
| ROGER FRANK BASS (Carthage College), Kevin P. Klatt (University of Wisconsin, Eau Claire), Matthew E. Andrzejewski (University of Wisconsin, Madison) |
| Abstract: A brief history of the brief history of WABA, the organization's initiatives, and invitation to participate will be offered. Current interests of members and plans for advancing ABA at the state level will be covered. Work with the Wisconsin Early Autism Project and parent groups will be put into the context of efforts to locate and train behavior analysts to work with these groups. Concerns regarding funding and certifying behavior analysts will be addressed. Suggestions for future initiatives will be solicited. |
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| #268 ABA Expo - Around the World |
| Sunday, May 28, 2006 |
| 10:00 PM–12:00 AM |
| Grand Hall West |
| 91. Canadas First Bachelors Degree In Behavioral Psychology. |
| GARY A. BERNFELD (St. Lawrence College), Sheelagh Jamieson (St. Lawrence College), Deborah K. Smith (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 recognised 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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| 92. EJOBA (European Journal of Behavior Analysis) |
| ERIK ARNTZEN (Akershus University College), Per Holth (The Behavioral Center, Oslo), Arne Brekstad (Norwegian Association for Behavior Analysis) |
| Abstract: The European Journal of Behavior Analysis has been published since 2000. We have today 1100 subscribers. EJOBA 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 next issue of the journal. We have also published special issues on equivalence, bereavement and precision teaching. |
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| 93. Nakayoshi Kids Station: Young Autism Project and Peer Support Project. |
| TAKAHIRO YAMAMOTO (Sophia University), Yoshiaki Nakano (Sophia University), Masami Makino (Nakayoshi Kids Station), Maiko Miyazaki (Nakayoshi Kids Station), Yuki Ito (Nakayoshi Kids Station), Akiko Kato (Nakayoshi Kids Station) |
| Abstract: Nakayoshi Kids Station (NKS) have two projects, the Young Autism Project and the Peer Support Project. NKS Young Autism Project embarked on an early intensive behavioral intervention (EIBI) in young children with autism in Tokyo, Japan. The project is one of the replication sites for UCLA Young Autism Project. NKS Peer Support Project is an innovative prevention effort helping schools promote mental health and positive school climate by teaching social skills to students as part of a guidance curriculum. Our mission is to promote all childrens mental health from a preventive, interventional, and educational point of view. |
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| #269 ABA Expo - Other Organizations |
| Sunday, May 28, 2006 |
| 10:00 PM–12:00 AM |
| Grand Hall West |
| 1. The Center for Autism and Related Disorders. |
| DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Jiyeon H. Yoo (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (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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| 2. Center for Autism Spectrum Disorders Southern Illinois University. |
| ANTHONY J. CUVO (Southern Illinois University) |
| Abstract: This poster will present information about the Center for Autism Spectrum Disorders at Southern Illinois University. The Center serves as a practicum, internship, and research site for graduate students in the Behavior Analysis and Therapy Program, an ABA accredited graduate training program. The Center is a regional center for autism in southern Illinois and performs assessment of children, individual and group interventions, parent and community provider training, as well as a comprehensive program evaluation and research. |
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| 3. 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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| 4. The Faison School for Autism. |
| DANIEL J. IRWIN (The Faison School for Autism), Kimberly Oertel (The Faison School for Autism), Tiffanie N. Ellis (The Faison School for Autism), Vicki Lo (The Faison School for Autism), Jennifer Wade (The Faison School for Autism), Jason Detzel (The Faison School for Autism), Katherine M. Matthews (The Faison School for Autism) |
| Abstract: The Faison School is a state licensed, not-for-profit program, which is a key component to the Autism Center of Virginia at Virginia Commonwealth University. The Faison School is dedicated to providing services for students who are diagnosed within the autism spectrum. The school uses only evidence-based methodologies when treating individuals with autism. We employ techniques of applied behavior analysis, the proven method for long-term outcomes. The school based program offers an early intervention program beginning at 18 months and provides both academic and life skills programs for the school age program through the age of 22. It operates year round, providing students with 30 hours per week of intensive treatment in a 1:1 to 1:3 staff to student ratio. A team of professional staff, who have undergone intensive training, collaborates to assess the needs of each child, coordinate programs, implement goals, and evaluate progress. The Faison School currently serves 28 students on site, as well as provides off-site services and consultation. |
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| 5. 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), Ana Barbara Neves (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 suppport 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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| 6. May South, Inc. Excellence in Research, Service, and Training. |
| BRADLEY S. BEZILLA (May South, Inc.), Michele Wixson (May South, Inc.), Sandra Black (May South, Inc.), R. Jade Fraiser (May South, Inc.), Bridgette A. Amo (May South, Inc.), Oscar Ellis, III (May South, Inc.) |
| Abstract: May South, Inc. Excellence in Research, Service, and Training. |
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| 7. National Autism Center. |
| MICHELLE H. BRASIER (National Autism Center) |
| Abstract: National Autism Center. |
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| 8. Nyansa Learning Corporation. |
| TESA T. DAHL (Nyansa Learning Corporation), Ginger R. Wilson (Nyansa Learning Corporation), Beth A. Porter (Nyansa Learning Corporation) |
| Abstract: Nyansa Learning Corporation provides early intervention services to young children diagnosed with or at risk of having autism or related developmental disabilities. We are vendored as an Early Start Service Provider with Regional Center of Orange County and we are a licensed non-public agency in Orange County, California.This poster will provide a description of the services provided by Nyansa Learning Corporation, including teaching techniques, staffing ratios, staff qualifications and training opportunites. |
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| 9. St Amant Preschool ABA Program. |
| ANGELA CORNICK (St. Amant Research Centre), Daniela Fazzio (St. Amant Research Centre), Amy Elizabeth Sigurros Marks (St. Amant Research Centre), Carole S. M. Marion (St. Amant Research Centre), Kristin Kebernik (St. Amant Research Centre), Corley D. Magnusson (St. Amant Research Centre), Kirsten M. Wirth (St. Amant, University of Manitoba) |
| Abstract: The St. Amant ABA Preschool Program is a publicly funded program offering 36 hours of individual ABA training weekly to preschool children diagnosed with Autism Spectrum Disorder. The program aims at designing highly intensive and structured home-based teaching environments, targeting skill acquisition as well as elimination of challenging behaviour. The ABA program is expanded from the child's home to other environments (e.g., nursery school, daycare, play groups), according the child's readiness and individual skill acquisition goals. Key features of the program are described, including curriculum, evaluation methods, staffing ratios, staff qualifications, in-house training, and undergraduate and graduate practicum courses offered in partnership with the Psychology Department at the University of Manitoba. |
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| 10. To the Internet and Beyond: Converting Past Division 25 Recorders to Electronic Form. |
| AMY K DRAYTON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: This poster depicts the transition of the Division 25 Recorder from print to digital format. Over the coming months we will convert the Division 25 Recorders to digital format for electronic distribution. |
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| 11. The Wales Centre for Behaviour Analysis. |
| STEPHEN NOONE (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor), J. Carl Hughes (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor), Alexander Toogood (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor), Richard P. Hastings (Wales Centre for Behaviour Analysis, School of Psychology, University of Wales, Bangor) |
| Abstract: The Wales Centre for Behaviour Analysis (WCBA) was granted formal approved as a University of Wales Centre in September 2004. The aim of the WCBA is to contribute, through the application of behaviour analysis theory and methods, to the understanding of basic human learning processes and to establish positive behaviour change in children and adults using individual and larger-scale interventions. The rationale for creating a formal centre based at the University was to unite a number of existing applied and basic research streams with two significant developments in training and applied provisions in ABA at Bangor. The first of these is the newly established Masters level training in Applied Behaviour Analysis: the course was started in 2003 and is the first European BCBA approved Masters in ABA. The second development is the establishment of the Bangor Centre for Developmental Disabilities; this is a new school and residential provision that exists to provide a service to children with developmental disabilities and severe behaviour disorders through ABA. The WCBA holds regular open research and planning meetings designed to encourage collaboration between researchers and applied providers and dissemination of research and best practice. The WCBA aims to contribute significantly to the training of the next generation of basic and applied researchers through the Masters training course and other research, consultation, and training initiatives. |
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