Association for Behavior Analysis International

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

ABAIsupports issues related to scientist-practitioners through the work of the Practice Board, whichfocuses on matters of interest to agencies and providers of behavior analysis services.

Promoting research in behavior analysis is one of ABAI's central goals and the primary purpose of the Science Board. The long-term development of behavior analysis, its strength and success, depends much on both basic and applied research.ABAI works with several research organizations under the leadership of this Board.

The Membership Board is concerned with recruiting and evaluating candidates for the standing of Associate members, Full ,embers, and of Fellows of ABAI. Members of the evaluating committees will be available to answer questions concerning the criteria for each of these categories of membership, and the processes whereby each are evaluated

ABAI publishes three scholarly journals, The Behavior Analyst, The Analysis of Verbal Behavior, and Behavior Analysis in Practice, the production of which are overseen by the Publication Board.

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

ABAI student members constitute over a third of the association's total membership. Therefore, the mission of the ABAI Student Committee is to provide organizational support for ABAI student members that will promote participation in ABAI and professional growth, and enable student members to contribute to the science of behavior analysis. The ABAI Student Committee is comprised of three elected Student Representatives who serve on ABAI's Executive Council for 3 years. Student Program Representatives from a variety of behavior analytic training programs function as an advisory board to the Student Representatives. Some prominent activities of the ABAI Student Committee include organizing student events, sponsoring Professional Development Series events, electing Outstanding Mentor Awardees, and implementing the Student Poster Initiative.

This poster will present the Board's activities of the past year.

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

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

The mission of the Direct Instruction Special Interest Group (DI SIG) is to promote Direct Instruction as a research-validated instructional practice within the field of behavior analysis. The goals of the DI SIG are as follows: 1) To increase awareness and understanding of Direct Instruction as a research-validated practice; 2) to increase the fidelity of Direct Instruction implementation through education and training; 3) to identify, support and promote Direct Instruction best practices; 4) to contribute to Direct Instruction research; 5) and to increase active membership in the DI Special Interest Group.

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

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

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

We will be presenting information regarding what clinical behavior analysis is and SIG related activities. Please stop by and learn about all of the opportunities in this exciting field.

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

The purpose of the Evidence-Based Practice special interest group (SIG) is to promote socially important behavior by facilitating effective and sustainable practices in real world settings. Our goal is to develop a SIG that reflects member input and focuses on a select number of activities that can be completed within the year. Come by to learn about past and future activities and find out how you can become involved with our SIG.

The mission of the Experimental Analysis of Human Behavior Special Interest Group (EAHB SIG) is to promote basic experimental and translational research with human participants. The EAHB SIG works toward this mission by sponsoring an annual Student Paper Competition. The goal of the paper competition is to encourage basic experimental and translational research by recognizing the best exemplars from the work of students. We also sponsor an annual Distinguished Career Award: The goal of this award is to recognize the contributions of behavioral scientists whose work has helped to define EAHB as an interesting and viable area of study. Prior recipients have included Alan Baron, Murray Sidman, Joe Brady, Joe Spradlin, A. Charles Catania, and Travis Thompson. We also sponsor the Experimental Analysis of Human Behavior Bulletin (ISSN 1938-7237). Finally, we sponsor an annual meeting for interested parties at the annual ABAI convention. The goal of these meetings is to discuss the business of the EAHB SIG, the EAHB Bulletin, and the general state of affairs in EAHB, EAB, Behavior Analysis, and the world.

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

The sex therapy and educational programming special interest group (STEP SIG) exists to help disseminate empirically verified information regarding sex education and sex therapy to behavior analysts working in applied settings. STEP SIG also supports basic and applied research on the emergence and maintenance of sexual behavior in a variety of human populations. Members of this special interest group include professionals, teachers, direct service providers, parents, and consumers who are concerned with issues of sex therapy and sex education. The SIG was founded in 2007 and has been providing an annual symposium at the annual convention of the Association for Behavior Analysis International since its inception.

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

If you teach others to change behavior, this SIG is for you! Teaching Behavior Analysis (TBA) is a special interest group of the Association for Behavior Analysis International. TBA's purpose is simple—to improve the teaching and learning of the principles and applications of behavior analysis in any setting where those activities occur. Our members are not limited to individuals who teach in traditional colleges and universities; we come from a variety of settings. Those settings include formal classrooms; agencies and organizations that design behavioral interventions for children, adults, and animals; business concerns that provide performance management training for their personnel or consultees; and homes where the main concerns are caring and effective child-raising, supportive family relationships, and enjoyable, well-mannered pets. Our activities include an active email listserv (TBA-L) and an interactive website. Collaborations that began on TBA-L have resulted in presentations at ABAI and other professional meetings. Please stop by and check out what we are all about!

The BAO is a collection of journals now in its 11th year of operation as open-access, no-fee journals in the areas of the experimenatal analysis of behavior, applied behavior analysis, and clinical behavior analysis. The BAO SIG was created to disseminate research and theory for Behavior Analysts world wide. The BAO SIG poster will update ABAI members on current developments, editorial boards, journals published by the BAO, publication schedules, and website information. Membership in the BAO SIG will also be made available.

The Organizational Behavior Management (OBM) Network, founded in 1982, exists in order to develop, enhance, and support the growth and vitality of Organizational Behavior Management through research, education, practice, and collaboration. The OBM Network is a non-profit organization, whose members are consultants, academicians, students, employees, managers, supervisors, and executives. OBM is a science-based approach to improving human performance and execution in organizations. OBM produces significant and measurable outcomes in behavior change, organization and culture change, organizational management systems, and process improvement. OBM practitioners have a bottom-line focus and their work shows substantial and continuing financial impact to organizations. Individuals interested in applying behavioral principles to the improvement of performance in business and industry are encouraged to visit the OBM Network poster to learn more about OBM, the OBM Network, membership benefits, and the 2011 OBM Network Conference. Informational and promotional materials will be available for all visitors and OBM Network staff will be on hand to discuss the Network and its activities, as well as to answer any questions about the Network and the 2011 OBM Network Conference.

The Positive Behavior Support Special Interest Group (PBS SIG) of the Association of Behavior AnalysisInternational is dedicated to promoting research-based strategies that combine applied behavior analysis and biomedical science with person-centered values and systems change to increase quality of life and decrease problem behaviors. The overall goal of the PBS SIG to promote the use of positive behavior support interventions in schools, communities, agencies and in homes and support practitioners in its use. The PBS SIG addresses members of ABAI engaged in experimental and applied analyses of behavior who are interested in positive behavior support. Established in 2005, the goals of the SIG are to promote and disseminate positive behavior support within ABAI.

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

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

The Behavior Medicine Special Interest Group seeks behavior analysts interested in behavioral health and medicine. Future SIG events, the role of the home journal (Journal of Behavioral Health and Medicine), opportunities for members, and other relevant information will be presented in poster format during the Expo.

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

The Parent-Professional Partnership Special Interest Group (PPP SIG) was created in 2001 to help address the needs of parents within the ABAI community. The PPP SIG provides information, networking opportunities and resources for parents attending the annual ABAI Convention. Although the bulk of our efforts center around autism spectrum disorders, parents of children with other disorders and disabilities may be interested in learning more about the SIG. Our ongoing initiatives include: 1) helping parents involved in applied behavior analytic (ABA) services become more familiar with ABA through information, resources, and links; 2)providing parents with access to accurate information from other existing resources via links or summaries; 3) sharing information with parent attendees prior to the ABAI convention; 4)hosting an orientation to parent newcomers at the start of the ABAI convention; 5) sponsoring formal conference events that target issues of significance to parents; 6)creating opportunities for networking; and 7) providing a forum for discussion of objectives at our annual business meeting

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

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

Serving Chicago and the Midwest, CABA is one of the oldest ABA organizations in the USA. Started at the University of Chicago in the 1960's, CABA has supported behavior analysis for over 30 years. This year, we report on the Annual CABA Meeting in Spring of 2010. Pictures of the event may be featured! The CABAPresident, Tracy L. Kettering, CABA officers, and CABA members welcome you to ABAI and to the CABA Poster. Stop by the CABA poster and meet others from the Midwest. Get on our mailing list for events and activities. We welcome your input and requests for new activities for the rest of 2011 (another Summer BBQ, perhaps?) and the Spring of 2012.

The Wisconsin Association for Behavior Analysis invites you to join WisABA members to celebrate the year's accomplishments and look ahead. WisABA has been part of major changes in the behavior analytic landscape. Wisconsin now has Behavior Analysis Licenesure, insurance reimbursement for autism services, and state-recognized BCBA and BCaBA certification. WisABA worked with parent groups and service providers to being this about. At the 2010 WisABA Conference, state- and nationally-recognized professionals provided insights at workshops, panel discussions, and social events. Join us to bask in last year's work, plan for the future, and be part of an exciting movement.

The New York State Association for Behavior Analysis represents scientists, scholars, and practitioners in psychology, education, and related fields who reside in (and outside of) New York State and are interested in the experimental analysis of behavior in all forms. We sponsor local presentations, publish a newsletter and mailing list, and run an annual conference. NYSABA currently has over 400 members and keeps them in touch with events that affect those of us here in New York State. NYSABA supports quality education for human services in New York State through the applications of ethical, humane, and effective principles of behavior analysis.

There is a continued need to educate and inform professionals, administrators, educators, and students about the science and application of applied behavior analysis locally. Pennsylvania Association for Behavior Analysis is in its 13th year of service to Pennsylvania. Our primary concerns are fostering the creation of more behavior analysts within our state and beyond, clarifying BACB certification issues for our members, and maintaining the scientific integrity of the field in our practice as behavior analysts. PennABA's annual conference has provided speakers who encourage and foster behavior analysis within the lives of its members. To date, our annual conference has featured a one-track schedule and a remarkable line-up of presenters from across the country. In lock-step with our speakers, our members are diverse as well. Last year's conference brought over 110 individuals from 7 states. We also featured a three day schedule complete with five workshops and six one-hour presentations. PennABA's conference provides BCBA, BCABA, and Act 48 continuing education credits at no additional charge. Opportunities for poster presentations, a book exhibit and signing, and program exhibits will also be available.

This poster will describe the mission of the Virginia Association for Behavior Analysis (VABA) and summarize our activities during this past year. The focus will be on our annual conference scheduled next spring, but also will cover other events and emerging issues for behavior analysts in Virginia.

The purpose of HLABA is to promote the analytical science of behavior and its associated technologies within the Heartland area (Nebraska, Iowa, So. Dakota, etc.) through the following means: Serve as a professional reference group for all in the Heartland whose work involves the principles and practices of behavior analysis. Promote research that will advance the understanding of human behavior. Identify and promote the use of effective treatment procedures in meeting the educational, therapeutic, and habilitative needs of persons in the Heartland within the ethical guidelines set forth by the Behavior Analyst Certification Board, Inc. Organize and sponsor training events that serve as a forum for presentation of technological achievements in behavior analysis. Promote the development and expansion of education, training, and employment in the field of behavior analysis. Support efforts of allied organizations in providing behavior analytic services.

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

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

The Kansas Association for Behavior Analysis (KansABA) poster describes the affiliated chapter's structure and function. Its structure includes its organization by its committees, for instance, its executive committee (e.g., president, secretary, trearsurer) and governance committees (e.g., conference, legislative affairs, website, membership committees). Its function includes its activities, for instance, its current conferences (e.g., developmental disabilities, regular education) and legislative activities (e.g., passage of an insurance bill for autism treatment) and future plans (e.g., membership drive).

Minnesota Northland Association for Behavior Analysis (MNABA) is a regional chapter affiliated with the Association for Behavior Analysis International. Our membership consists of 140 psychologists, educators, professional behavior analysts, and others interested in using behavior analysis to improve lives and our understanding of behavior. We live and work in communities across Minnesota, North Dakota, and South Dakota. MNABA membership is open to all who have interest in behavior analysis including students, parents, advocates, and professionals across disciplines.

The membership and current activities of the Florida Association for Behavior Analysis (FABA) will be described.

North Carolina Association for Behavior Analysis (NCABA) celebrates its 22nd anniversary in 2011. The NCABA board, under the leadership of our president, Dr. Ya-yu Lo of UNC-Charlotte, has already put together an outstanding list of speakers for our annual conference February 16-18, 2011, in Charlotte, including Travis Thompson, Philip Hineline, Dennis Russo, Diane Browder, Denny Reid, Mark Galizio, Michelle Duda, and others. The NCABA conference will feature over 15 presentations, a poster session and at least six workshops offered for both behavior analyst and psychologist continuing education credits. In addition attendees will be able to receive between 10-16 additional behavior analyst CEs for $30 making NCABA a great value for BCBAs and BCaBAs in NC and surrounding states. Please visit our great NCABA website (www.nc-aba.com) for news of the conference and upcoming events and to view our NCABA newsletter. "Catch someone doing good!"

The Southeastern Association for Behavior Analysis (SEABA) is a regional affiliate of the Association for Behavior Analysis International (ABAI). Like its parent organization, SEABA seeks to promote scholarly discourse within and about behavior analysis. SEABA membership and convention registration are open to anyone with a scholarly interest in behavior analysis. Current members include both academic and professional people; psychologists and persons in related disciplines such as education, psychopharmacology, and social work.

The poster will provide information regarding the Texas Association for Behavior Analysis (TxABA), an ABAI affiliated group and the statewide behavior analysis group for the State of Texas. The poster will provide information regarding the membership of TxABA, activities of TxABA (e.g., state conference, distributing newsletter, maintaining a website, maintaining a Facebook fan page, engagement in legislative and regulatory matters, promoting ABAI, providing consumer information, incorporating SIGs, providing professional workshops and presentations), behavior analytic activities of TxABA's members, officers of TxABA, and contact information for the organization. Information will be presented graphically (text and photos) and personally by members of the organization. Samples of materials developed and or distributed by the Texas Association for Behavior Analysis will be available. Persons viewing the poster will be more likely to talk accurately regarding the statewide ABAI affiliated chapter in Texas, behavior analysis activities in Texas and be more likely to have contact information regarding the organization and its officers than they were before viewing it.

This poster will describe the California Association for Behavior Analysis (CalABA), including information about the mission of the organization, benefits of membership and information about the annual CalABA convention.

The mission of the Nevada Association for Behavior Analysis (NABA) is to promote intellectual exchange and professional development in behavior analysis in the State of Nevada. This poster will provide an update on developments in NABA over the past year, as well as describing the structure of NABA, the forms of membership, and the current officers and their roles. Data will be presented on membership and information will be given on upcoming events, such as the 2011 Nevada Association for Behavior Analysis conference.

Aloha Kakou! Come meet HABA members. Me ka `oia`i`o Jessie Mitchell, Ka Pelekikena past O HABA and Todd Addleson, Ka Pelekikena O HABA

The Northwestern Association for Behavior Analysis (NWABA) is excited to announce that it is once again an active chapter of the Association for Behavior Analysis International (ABAI). NWABA recently held a regional conference at Gonzaga University from October 8 - 9, 2010, with over 70 members in attendance. Keynote addresses included Dr. Gina Green and Dr. Peter Gerhardt. The executive board is in the process of organizing the next conference, which will be held in October 2011. Keep a look out later in the year for more information on the specific dates, keynote speakers, and registration/membership information. If you will be moving to the area or are interested in more information about NWABA, please contact Dana Stevens at dstevens@whitworth.edu and send us your contact information or feel free to attend the NWABA business meeting at the 37th annual ABAI convention in Denver, CO. We are always looking for new members who are dedicated to the acquisition, evaluation, and dissemination of information regarding behavior analysis.

The Utah Association for Behavior Analysis (UtABA) is a new affiliated chapter and supports behavior analysis in the state of Utah. We held our first meeting this past June at the UtABA/Effective Practices in Special Education and Related Services conference in Logan, Utah. Dr. Brian Iwata was our keynote speaker and we offered CEUs for BCBAs and BCaBAs.

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 four decades. In the recent past our meetings have been held in the University College London and continue to provide an exciting forum for the dissemination and discussion of high quality behaviour analytic research from across Europe. The EABG now works in collaboration with the European Association for Behaviour Analysis (EABA) and holds biennial meetings. The next meeting of the EABG will be in held in London Easter, 2011. Recently we published the second peer reviewed special edition of the European Journal of Behavior Analysis (EJOBA) that was devoted to the April 2009 meeting of the EABG. The evidence from the EABG meetings suggests that behaviour analysis in Europe is faring well. The European Association for Behaviour Analysis, and its allied journal the European Journal of Behaviour Analysis, mark exciting endeavours in the continuing development of behaviour analysis across Europe.

The Icelandic Association for Behavior Analysis (ICEABA) was founded in 2004 and is a forum for people interested in the growth and development of behavior analysis in Iceland with the mission to disseminate and promote behavior analysis in Iceland. ICEABA's members are students, teachers, social workers, psychologists, parents, and behavior analysts. Behavior analysis is currently being taught at three universities in Iceland and many Icelandic graduate students are working towards, or have completed a degree in behavior analysis outside of Iceland, e.g. in the US, Norway and Britain. ICEABA has an active email discussion board sabar where ideas on behavior analysis are shared and discussed. ICEABA is also involved in the continued development of an electronic lexicon of behavior analytic terms in Icelandic, the publication of a peer reviewed web journal in behavior analysis and dissemination of reliable information about evidence-based behavior interventions in Iceland.

The Norwegian ABA is a registered non-profit organization. Membership is open to anyone interested in behavior analysis and its application. At present it has 900 members and is steadily growing. The organization is run by a board of nine members with full executive powers, chaired by a president. There are several regional affiliated chapters and two special interest groups. The board is elected at the annual General Assembly. The Norwegian Association is an affiliated chapter of the Association for Behavior Analysis international.

The Manitoba Association for Behaviour Analysis (MABA) is an affiliate chapter of ABAI. Our mission is to disseminate information about, correct misunderstandings of, and represent our membership in issues related to behaviour analysis in Manitoba. To this end we have led and attended meetings with various agencies in our province, and have formed new partnerships since the establishment of our organization in 2005. We are currently working with the Psychological Association of Manitoba and the University of Manitoba's Department of Psychology to ensure students will meet the requirements for registering as psychologists. Our chapter produces two newsletters each year and in October 2010, MABA held its 5th annual conference for which the line-up of presenters featured a number of prominent behaviour analysts. During 2010 and 2011 we have been, and will continue working, on the following tasks: (a) increasing our membership and expanding the diversity of our members to include behaviour analysts, parents, teachers, and other clinicians; (b) working with the BACB to develop a process that will facilitate certification in our province in order to increase the number of BCBAs practicing in Manitoba; and (c) working with our local psychology regulatory body to re-establish licensing for behaviour analysts in our province.

The Brazilian Association of Psychotherapy and Behavioral Medicine (ABPMC) was founded on November, 4th, 1991. Its objective is to congregate psychologists, researchers, professors, and students who are interested in scientific and technological developments in behavior analysis. ABPMC, the Brazilian ABA chapter, currently has 4,500 names registered in its mailing list. Each year for the past 6 years, 1,600 people have attended its convention. Today, ABPMC has 1,800 members, coming from all over Brazil. Many regional meetings have been held with around 400 people attending each one. If we consider the annual meeting and the regional meeting, we have 3500 behavior analysts meeting each other every year. For 2010 and 2011 ABPMC headquarter is going to be in So Paulo city and for 2011 we are planning to organize a Latin American meeting in Behavior Analysis. Since 1999, ABPMC also publishes a regular journal called Revista Brasileira de Terapia Comportamental e Cognitiva (Brazilian Journal of Behavior and Cognitive Therapy). ABPMC also publishes a book series, named Sobre Comportamento e Cognio (About Behavior and Cognition), which has already published 24 volumes in applied and basic research areas. In 2009, behavior analysts discussed better ways of political representation for the field within government institutions, so as to increase the power and the inclusion of the field in the mainstream of the decisions that support the development of research and the diffusion of the knowledge produced by behavior analysis. Congruent with this, ABPMC played an important role in the defense of the behavioral analytic approach to autism, which was attacked by psychoanalysis, in reaction against a Rio de Janeiros government decision that institutionalized behavioral treatment to autism. The president of the association is Martha Hubner and the president of the annual meeting is Denis Zamignani. To submit papers to the ABPMC convention or to get more information about it, go to www.abpmc.org.br.

Japanese Association for Behavior Analysis (ABA) was established in 1981 with around 100 members. In 2010, we have almost 900 members and have lots of activities: holding annual convention, publishing journals, publishing newsletters, and so on. In this poster, we will show you the history and current activities of our association, and exhibit books in Japanese about the ABA.

Central China Association for Behavior Analysis (ABA) was founded on January 3, 2011, with the biggest learning center affiliated to Hubei provincial special children association in China. The poster will present the development of Central China ABA and recent events during the past year, including the mission, the history, the learning center and the conference. The expo will also share the growing and spreading of applied behavior analysis knowlege to different professionals, such as doctors, special education teachers, physical therapists, occupational therapists, language pathologists, and clinical psychologists. In addition, this expo will discuss the future plan of Central China ABA. With the continued support and help from SEEK education (USA) and TABA, the chapter is making headway and is welcomed by Chinese professionals and special needs families. It is highly expected that there will be a fast growth in applied behavior analysis in China.

Taiwan Association for Behavior Analysis (ABA) is honored to present the mission and recent accomplishments. The expo will share the mission of Taiwan ABA, for the present and the future. In addition, the following information will be presented in the expo, including:membership growth, approved BCaBA courses sequence, international conference, publication, training courses, and collabaration with China. In order to facilate BCBA certification in Taiwan, translating white book is undergo. The website of Taiwan ABA has been upgraded and more internet interaction is created. Pictures, video, fly, and publication will alsobe displayed in the expo.

This poster outlines the activities of the New Zealand Association for Behaviour Analysis (NZABA), an affiliated chapter of ABAI. It also provides information about the graduate programs at various universities in New Zealand. Further information can be found on our website at www.nzaba.org.

This poster will describe the origin, development and current activities of the Swedish Association for Behavior Analysis (SWABA). SWABA is devoted to supporting behavior analysts in Sweden and to promoting the internationalization of behavior analysis. From it's creation in 1996, SWABA has grown to over 150 members. SWABA has an additional 150 "virtual" members from around the world. These "virtual" members both join and re-new their memberships at the ABA Around the World Expo. A "Virtual Member of the Year" is selected at the Expo and the winner receives a SWABA t-shirt. SWABA also holds an auction for a unique SWABA t-shirt with the proceeds being donated to the ABA International Development Fund. SWABA continues revising it's routines and procedures with the goals of improving service and efficiency at the lowest possible cost Over the years, SWABA has co-sponsored an international conference and arranged numerous seminars and meetings.

India is a country of 1 billion people, 26 states, 33 languages and 2000 dialects. It also has more than a million population of children with Autism and many more children with Developmental Disabilities. ABA India registered in 2009, has been working extensively across India to bring evidence based practice in the country. ABA India pioneered the movement by advocating ABA through workshops, training programs and organizing the first ABA Conference in India. ABA India is a professional body run by ABA educated and Board Certified personnel. There are presently 2 BCBA and 2 BCaBA professionals along with another 7-8 professionals working towards certification. ABA India has an Accreditation committee which is working towards making an accreditation program for non ABA personnel in the absence of an accredited ABA study program. It also has a Core Faculty Team which supports ABA India for faculty training. ABA India seeks the support from all Behavior Analysts willing to work, train and volunteer their time in India to advocate the science of ABA across the country. ABA India has a data base of institutions and parent groups from Ludhiana in the North to Cochin in South who are keen to have cutting edge services to learn and practice Applied Behavior Analysis.

European ABA is an umbrella organization for national organizations of behavior analysis in Europe. http://www.europeanaba.org/ Our mission is 1. To provide an international forum within Europe for the study and discussion of matters relevant to behavior analysis. 2. To encourage high quality education and professional certification throughout Europe. 3. To organize congresses/conferences in experimental and applied behavior analysis. 4. To establish and maintain relations between behavior analysis organizations inside and outside Europe. 5. To publish and disseminate the European Journal of Behavior Analysis. http://www.ejoba.org/ 6. To maintain web pages/bulletin boards to facilitate communication. For more information about EABA contact us by email to info@europeanaba.org.

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

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.

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

AdvoServ has specialized in serving individuals with severe behavior disorders for 40 years. Our residential, educational, and vocational programs promote independence and enhanced quality of life for children and adults with developmental disabilities and acquired brain injury. Behavior analysis serves as the primary method of treatment, both for teaching alternative behaviors and reducing maladaptive responses. AdvoServ currently offers programs in three states, ranging from intensive behavior units to community group homes Delaware programs serve children and adults in mid-Delaware near Maryland. Florida programs serve children and adults near Orlando. New Jersey programs serve adults throughout the state. Applied Behavior Analysis is the primary treatment approach in clinical, residential, educational, and vocational programs. We are seeking Behavior Analysts who will work within our team concept to design behavioral programs that rely on functional analysis and positive, person-centered teaching strategies. Become part of a team that values systematic staff training and development, 24-hour data collection, and intensive instruction in functional skills.

Behavior Momentum India established in 2010 at Bangalore India is the first organization in India which practices the science of ABA. BMI intends to create genuine partnerships with individuals and organizations to provide the highest possible standard of behavioral based intervention, education, and consultation in India and the region. It has created a Learning Academy of International Standards in India to provide best practices to Individuals with specific behavioral & learning difficulties and foster growth in all. It has currently two Centers in Bangalore and Kolkata which provided 1:1 and group programs for children with Autism, Aspergers & other Developmental Disabilities. BMI centers are the only ones in India which has 2 BCBA's under whose guidance staff training and teaching programs are practiced. BMI has 4 International Advisors, who are PhD's in ABA and / or BCBA-D. At BMI centers children are taught in Natural Environment and also during ITT. BMI offers opportunities to students for internship at its present and upcoming centers

The Faison School for Autism is located in Richmond, VA, and is a specialized private school for students with autism spectrum disorders. Faison is dedicated to providing behavior analytic services for individuals ages 2-22, using the comprehensive, CABAS approach developed by Dr. Doug Greer at Teachers College at Columbia University. The Faison School serves students with a wide range of abilities and needs, including those with limited or no communicative skills and severe behavior problems, and accesses consultative services from Dr. Greer as well as Drs. Louis Hagopian (Kennedy Krieger Institute) and Maureen Conroy (University of Florida). Current programs and initiatives include the Day and After School Programs, Self-Management Program, Outpatient and In-home Services, Life Skills & Employment Center, Intensive Intervention Program, Consultative Services, and Community Outreach. In addition, The Faison School provides professional development opportunities to clinicians, parents, educators and other practitioners through BACB course offerings, workshops, volunteer and internship opportunities.

The training program in the Behavioral Psychology Program at the Westchester Institute for Human Development (WIHD) emphasizes the development, implementation, and evaluation of behavioral interventions in home, school and community settings. Pre- and post-doctoral interns, along with master's-level graduate students from local colleges and universities, provide outpatient services under the direction of supervisors who are both licensed psychologists and board certified behavior analysts. In addition, the interns participate in the LEND (Leadership Education in Neurodevelopmental and related Disabilities) training program at WIHD which provides additional training that prepares them for leadership positions in the field of developmental disabilities. The Westchester Institute for Human Development is committed to providing a diverse training experience focused on applying the principles of behavior analysis to socially significant behaviors in both clinical and non-clinical settings.

In 1997 TreeHouse became the first school in the UK to educate children with autism using the comprehensive application of applied behavior analysis (ABA). TreeHouse is now a national charity for evidence based autism education. In addition to running the largest ABA school in the UK, TreeHouse provides training to parents and professionals, commissions research and campaigns for changes to policy. TreeHouse provides personalised educational programmes through the comprehensive application of ABA in a day school setting for 87 young people with autism, intellectual disability and challenging behaviour aged 4-19 years. We work closely with the families of our students to ensure that skill acquisition and behaviour change is functional and meaningful for the individual. We employ ABA Therapists, ABA Supervisors, ABA Consultants and Senior ABA Consultants within our team. We are committed to developing our employees and actively support staff to gain skills, competencies and certification within the field of ABA. Senior staff and external students access the MSc in Applied Behaviour Analysis, Bangor University, Wales, UK via TreeHouse video conferencing facilities and we have a close research and development relationship with Professor Richard Hastings and Dr Carl Hughes from the School of Psychology at Bangor University, UK.

The Bachelor of Arts Degree in Applied Behaviour Analysis - Autism is a unique degree program in British Columbia. At this time, it is the only baccalaureate program in Western Canada that blends rigorous academic training and professional supervised experience. This program has tremendous potential to improve the lives of families who are currently struggling to find competent professionals in the field of behaviour analysis. At present it is estimated that 1 in 150 children meet the criteria for Autism Spectrum Disorder and applied behaviour analysis is the only scientifically validated treatment that has been shown to be effective. Graduates of the program will have the requirements to become Board Certified Assistant Behavior AnalystsTM and work in partnership with Board Certified Behavior AnalystsTM.

The Department of Behavior Analysis at the University of North Texas offers a distance program in behavior analysis. This internet program is a sequence of five self-paced courses, designed by full-time faculty, to meet the needs of individuals who cannot obtain coursework in behavior analysis locally. The courses are multimedia, high 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 sequence.

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

The behavior analysis program at West Virginia University exists to train students in basic research, theory, and applications of behavior principles. Through research, 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 can function effectively in either an academic or an applied setting and who can use the principles and findings of the science of behavior in solving significant problems of human behavior.

There arevastgraduate training opportunities at Southern Illinois Universityfor individuals interested in pursuing Master's or doctoral degrees. We offer a comprehensive program that teaching students basic science, applied technologies, and the conceptual framework of radical behaviorism. Degree programs are available on-campus and off-site in the Chicago land area, while 5 course sequences for BACB certification are offered online.

St. Cloud State University provides a M.S. program as well as BCBA and BCaBA courses in Applied Behavior Analysis in an on-campus and distance format.

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

The Behavior Analysis Program at the University of Nevada, Reno provides training in (1) philosophy, theory, and methodology of behavior analysis, (2) basic and applied research on human behavior, and (3) application of behavior principles and research. Applications relate to organizations, cultural change, rehabilitation and prevention with disabled and disadvantaged children and adults, and educational technology and educational system evaluation.

The poster will describe the Department of Behavior Analysis at the University of North Texas. The poster presents an overview of faculty expertise and interests, campus degrees and courses, and research and service-learning opportunities. Faculty from the Department of Behavior Analysis will be available to talk with attendees.

The department's graduate program trains scientist-practitioners and researchers in the discovery and production, translation and application, and communication of knowledge in the behavioral sciences for understanding and solving problems of societal importance. For this, the department offers a Master of Arts (M.A.) in applied behavioral science and a Doctor of Philosophy (Ph.D.) in behavioral psychology. In both degree programs, the department requires (a) a sequence of courses that integrates the basic principles of behavior, experimental methods and research design, and conceptual foundations with (b) training in basic, applied, and intervention research. Among the areas of application are early childhood, education, developmental disabilities, adolescence, family enhancement, independent living, physical disabilities, and health promotion and community development. Other areas are described in the graduate application materials available from the department and on the web site. Since its inception, the department has received notable grant funding for its research and training. In 2000, it received an award for Enduring Programmatic Contributions by the Society for the Advancement of Behavior Analysis.

Applied behavior analysis includes accountability in its service delivery. The UMBC MA Program is responsive to the increasing call for such services and fills a gap in the availability of such programs in the mid-Atlantic region. The UMBC Department of Psychology together with the Kennedy Krieger Institute's Department of Behavioral Psychology are uniquely suited to developing and maintaining such a program. The program is accredited by the Association for Behavior Analysis and is included in the list of programs approved by the Behavior Analysis Certification Board, so that students who have earned our M.A. degree and have completed their supervision requirements are qualified and well-prepared to sit for the BACB certification examination. Students complete course work in basic and applied analysis of behavior, behavioral treatment design and data evaluation, the ethics of behavioral interventions, and practicum placement for hands-on experience with relevant behavioral procedures.

Simmons's innovative Behavior Analysis programs respond to a national/international need for board-certified behavior analysts, educators and counselors with formal training in behavioral principles, and graduate programs that focus the applications of behavior analysis. This program covers the methods, principles, and procedures of applied behavior analysis, with an emphasis on using behavior analysis and behavioral support in multiple education and human service settings. The master's program is an ABA International Accredited Program. In addition, the master's level course sequence is approved by the Behavior Analyst Certification Board and meets the coursework requirements for the Board Certified Behavior Analyst (BCBA) examination. Coursework includes topics such as behavioral assessment, descriptive analysis, demonstration of functional relations, measurement and intervention tactics, data display and interpretation, selection of target behaviors and goals, family issues, legal and ethical issues, and crisis management. In the Ph.D. program, students take rigorous courses in research, conceptual issues, and advanced applied behavior analysis. Students conduct research with faculty members in a broad range of topics.

An overview of graduate programs in behavior analysis at Queens College and The Graduate Center of CUNY is presented. Opportunities include a Doctoral Program, Masters Programs, and an Advanced Certificate Program. The Doctoral Program offers study in Learning Processes and Behavior Analysis (LPBA) which is accredited in behavior analysis by ABAI and is license-eligible for New York state. Regularly, faculty and students present at national and international conferences, and they publish in peer-reviewed journals. Further, faculty members serve on the editorial boards of these journals and students serve as guest editors. The Master's programs offer study in a General Master's and Applied Behavior Analysis. The Advanced Certificate offers coursework in Applied Behavior Analysis to prepare students for certification as behavior analysts. Faculty interests for all behavior analytic programs include applied behavior analysis, autism, behavior-based safety, behavioral assessment, behavioral community psychology, developmental disabilities, drug addiction, equivalence class formation, human and animal timing, impulsivity, language acquisition, learning theory, motivation and reinforcement, neural mechanisms of learning and motivation, organizational behavior management, pattern recognition, stimulus control, and theories of association.

The Masters degree in psychology at the Panama City Campus is accredited by the Association for Behavior Analysis International (one of only 14 accredited programs in the country). Our graduate curriculum has been pre-approved by the Behavior Analyst Certification Board (BACB), which certifies professionals at the bachelors, masters and doctoral levels. There are numerous settings for behavior analysis practicum experiences in the Panama City and Tallahassee areas that provide students with ample opportunities to practice their behavioral skills. This is a 5- to 6-semester non-thesis program with a comprehensive exam at the end plus a portfolio demonstration of behavioral skills. Courses are taught by resident faculty from the Panama City campus and faculty from the Tallahassee campus. These courses are typically taught via Interactive Television Network, which allows students to live in either Panama City or Tallahassee.

The M.S. and Ph.D. programs in behavior analysis at the Florida Institute of Technology in Melbourne, Florida will be described.

The MS program in Psychology at California State University, Stanislaus is an ABAI Accredited program with a BACB approved course sequence. In addition, completion of the program meets the academic requirements for licensure in California as a Marriage Family Therapist. Four of the faculty who teach in the program are Board Certified Behavior Analysts. The program recognizes the role of basic and conceptual aspects of behavior analysis in preparaing clinicians and practitioners.

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

The Master's program in Behavior Analysis at UHCL provides students with a foundation in psychology and applied behavior analysis through an integrated sequence of coursework, practicum, and research activities. Students obtain competency in the basic principles of learning and the application of these principles with particular emphasis on interventions for children with developmental disabilities. Practicum and research experiences are provided in home, school and clinic settings. All students complete a major research project prior to graduation. The program is accredited by ABAI and includes a course sequence and practicum that have been approved by the Behavior Analyst Certification Board, Inc. as meeting the requirements for eligibility to take the BCBA exam. Graduate assistantships, paid internships, and other forms of financial assistance are available to most students.

This poster describes Western Michigan University's APA-accredited program in clinical psychology.

This poster describes Western Michigan University's Master's Program in Industrial Organizational Psychology, a program that emphasizes behavioral systems analysis, performance management, and behavior-based safety.

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

The purpose of the graduate program in applied behavior analysis (ABA) at Youngstown State University is to train students in the theoretical, experimental, and application of behavior analysis through a balanced combination of coursework and practical experience in community settings. The program employs a scientist-practitioner model of graduate training. The full-time program requires two years of coursework and practicum experience. As a result of this training, students earn a Master of Science degree in ABA and are eligible to sit for the Behavior Analyst Certification Board exam. Students will also be prepared to enter a doctoral program for further training.

Welcome to the Expo! A few things about the Chicago School ABA Department: as always we are seeking to expand the science of behavior to new applications and populations. Our theoretical foundation is radical behaviorism, and faculty interests include autism, precision teaching, instructional design, Goldiamond's constructional approach, verbal behavior, selectionism, and other topics. We now grant an MA and a PhD in ABA, as we successfully converted our previous PsyD to a PhD. We have a course sequence approved by the BACBand a wide variety of field placements. Clients range from young children to older adults, including people with autism and other developmental disabilities and a wide array of diagnoses. Sites include home-based, center-based, schools, residential settings, and emergency behavioral intervention services. Sites include both Special Education and regular public schools. Our training in basic clinical skills gives graduates a strong advantage in dealing with other professionals, parents, and organizations. A joint program with the Counseling Department allows students to qualify for the Licensed Professional Counselor credential as well as the BCBA--a uniquely marketable combination of skills and a real opportunity for ABA theory, measures, and procedures to expand to another population. (Ask about the status of our double MA degree program!).

The Department of Psychology at Auburn University offers a one-year, non-thesis master's program in Applied Behavior Analysis (ABA). Students are trained to provide ABA services to diverse consumers, including individuals with autism spectrum disorder, adults with mental retardation, children with academic and behavioral challenges, and other individuals in need of behavioral services. Behavior-analytic training at the doctoral level is available through programs in either Experimental Psychology or Clinical Psychology. Faculty members and graduate students in each of these programs are active in both basic and applied research.

Caldwell College currently has two degree programs in its Department of Applied Behavior Analysis: a 45-credit Master's program and a 90-credit PhD program in ABA, both BACB-approved for coursework requirements. The programs are designed to prepare students for employment within the fields where there are growing demands for competent ABA professionals and scholars. Students are required to show proficiency in coursework and to complete a research thesis in the MA program and a research dissertation in the PhD program. The curriculum broadly focuses on (a) the principles and procedures of basic and applied behavior analysis practice and research, (b) the application of behavior analysis and behavioral support in complex environments (i.e., home, school, work, other community settings, and institutional settings), (c) conceptual and theoretical underpinnings of advanced topics in behavior analysis, (d) development and completion of independent research in behavior analysis, and (e) supervision and training of others in behavior analysis. Caldwell College is affiliated with a number of sites where students may work to complete their supervised hours for eligibility to sit for BCBA certification. In addition, students have the opportunity for both applied and research practica experiences in the new on-campus Center for Autism and ABA.

Gonzaga University offers graduate training in (a) functional analysis, (b) early childhood special education, 3) general special education content, and 4) a Masters of Initial Teaching (MIT) in special education. The functional analysis program focuses on clinical procedures and training of candidates. Individuals completing this program will complete courses with content required for BCBA certification and many courses are pre-approved through the BACB. The early childhood special education program provides instruction and application in working with young children with disabilities. The general special education program is designed for students who wish to extend their teaching area or are looking to work in non-certified positions. The MIT in special education is designed for candidates who are seeking teacher certification to work with students with disabilities.

Currently, there is a serious shortage of special education teachers and related personnel. This shortage spans from classroom teachers to those faculty who prepare teachers and conduct research. The Special Education Program at Penn State prepares teachers and higher education faculty to meet these ongoing demands. Graduate students at both masters and doctoral levels can design courses of study that emphasize work with students with low incidence (e.g., autism) or high incidence disabilities (e.g., learning disabilities and behavior disorders) all within a behavior analytic framework. Master's-level students work through a research-based curriculum whereby skills learned in university-based settings are applied early and often in k-12 settings during practicum. The focus on generalization of skills is also emphasized in the PhD program where students move through the CONE (Criteria of Next Environment) model, whereby skills required of higher education faculty are explicitly taught and practiced. Funding is often available for qualified students.

The Masters Degree in applied behavior analysis (ABA) at Penn State Harrisburg provides students with BACB approved course content and experience requirements. Students have opportunities to study with leaders in the field for severe behavior, feeding problems, and autism.

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

Behavior analysts at Temple University work within several programs in the College of Liberal Arts and the College of Education. Students can acquire behavior analytic expertise through programs identified as Brain, Behavior, and Cognition; Special Education; Social Psychology; and School Psychology. Both Master's and PhD degrees are available, including a specialized Master's degree in Applied Behavior Analysis. Additional behavior analytic research and training opportunities are available in a variety of settings within Philadelphia and surrounding communities.

The Doctoral Program in Behavior Analysis (Dr. Gregory Hanley, Chair) at Western New England College (WNEC) prepares future scholars and scientist-practitioners to discover, translate, and apply knowledge of behavior to problems of social importance. Students in the Doctoral Program complete all coursework, practicum, and dissertation research requirements (54 credits, total) within approximately 3 years. Competitive funding opportunities are available to doctoral students in the form of teaching fellowships at WNEC, clinical assistantships at the New England Center for Children (NECC), or federal research grant assistantships. The Master of Science (MS) in Applied Behavior Analysis Program (Dr. Rachel H. Thompson, Chair) prepares students to deliver behavior analytic services, sit for the Behavior Analysis Certification Boardexam, and to pursue doctoral training in behavior analysis. The MS in ABA Program is offered on the campus of NECC in Southborough, MA. Financial support is provided for all students who are also employed by NECC and ranges from partial tuition reimbursement to full support (including full tuition, housing, stipend, plus regular employee benefits). Students in the MS Program complete all coursework, practicum, and thesis research requirements (36 credits, total) within approximately 3 years.

This poster will present information on the two MA training programs in behavior analysis available at the University of North Carolina, Wilmington. Information on the applied behavior analysis clinical track and on the general track will be included. Faculty, programs of study, and research opportunities will be described.

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

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

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

George Mason University is home to an undergraduate minor in applied behavior analysis and a graduate certificate program in applied behavior analysis. The former is designed for students completing bachelor's degrees or others who hold bachelor's degrees and who wish to be trained to become a Board Certified Assistant Behavior Analyst. The latter is designed for those holding or earning graduate degrees, and provides the coursework needed to sit for the Board Certified Behavior Analyst Examination. Coursework, internship (at the practicum and intensive practicum level), faculty, and other features of the programs are described.

Spalding University is a private institution with undergraduate, graduate and adult accelerated programs, whose academic mission is founded in social justice. Spalding Universitys Master of Arts in Applied Behavior Analysis is a 36 credit-hour program which will prepare students to apply for certification as a Board Certified Behavior Analyst. As the flagship and only graduate program in Kentucky devoted to applied behavior analysis with board certification preparation, Spalding University's Applied Behavior Analysis Master's program is centered on providing a professional environment devoted to empirically-based behavioral standards across a range of behavior-analytic training areas including behavioral systems analysis, the analysis and treatment of autism and related developmental disabilities, and performance-management strategies. Graduate students in Spalding University's Applied Behavior Analysis Program are offered a variety of student support opportunities, practicum placement through partnerships with multiple service provision agencies locally and throughout the state of Kentucky, and involvement with the Kentucky Association for Behavior Analysis.

Norway has more behavior analysts per capita than any other country. However, the link to academia has been rather weak. Since 2008 we have offered a bachelor program in behaviour analysisthat givesbasic competence in behavioral science in the research and practical field. The study will increase the knowledge about how human behaviour influence and changes, and how human behaviour can be analyzed in interaction with the environment. The program will give a substantial introduction to how basic learning principles applies within different areas in the field. The bachelor program will allowyouto study behavior analyses more extended through our master program in Learning in Complex System and PhD in Behaviour Analysis. The study is arranged for exchanges of students internationally and internationally. We'll welcome international students.

This poster will describe the Behavior Analysis Concentration within the undergraduate Psychology major as well as the Behaivor Analysis and Clinical Research concentrations within the Psychological Sciences master's program.

The program at Sacramento State prepares students to practice as M.A. level behavior analysts, as well as enter doctoral (Ph.D.) programs in applied bhavior analysis or experimental analysis of behavior. Our program follows a small, boutique, scientist-practitioner model, where students work closely with faculty on research and clinical projects. We only accept 6 graduate students per year. Our graduates are extremely marketable in California and are typically employed by school districts, private schools or agencies providing services to individuals with learning, emotional or developmental disabilities. The ABA program coursework fulfills the requirements to sit for the national certification exam in Behavior Analysis (BCBA).

The Center for Autism Spectrum Disorders provides empirically supported assessment, intervention, and consultation services for persons with autism spectrum disorders (ASD) and their families. Parent and community provider training and consultation also are offered. The Center provides clinical and research training for graduate students in the Behavior Analysis & Therapy, Communication Disorders & Sciences, and other university programs. Supervisors and graduate students from multiple disciplines work together to design and implement treatments for individual and group therapy sessions. This model allows for more comprehensive service and provides graduate students direct experience with professionals in other fields. Clientele served at the center includes children diagnosed with autism spectrum disorder and their families, children with severe deficits in language and social behaviors, as well as school and community providers. The Center for Autism Spectrum Disorders is a partner in The Autism Program (TAP). TAP is a systems initiative, a network of resources forASD in the state of Illinois. TAP provides the strategy and framework for the state of Illinois to address the complex issues involved in diagnosis, treatment and research for the thousands of children in Illinois with ASDs.

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

The Department of Behavioral Science at Akershus University College (AUC), Norway, is proud to announce the start of a Ph D program in behavior analysis. Applications are accepted from prospective candidates for the program, which starts in the fall semester 2010. The program has an educational component of 30 study points (ECTS) and two mandatory courses, Research methods and statistics and Ethics and professional standards. Elective courses are The philosophical and conceptual basis of radical behaviorism and behavior analysis, Learning and complex behavior: Advanced concepts - research and application, Complexity, science and society, Pervasive Developmental Disorders- diagnosis, etiology, prevalence and intervention, Complex stimulus control- research and application and Empirically Supported Treatments - research, control and validation. Since 2004 have offered a master program in behavior analysis; Master in Learning in Complex Systems.

The School Psychology Ph.D. program at Louisiana State University is accredited by NASP, APA, and includes a course sequence that is approved by the Behavior Analyst Certification Board (BACB). The department is small and collegial with a student to faculty ratio of about 6:1, which provides students with frequent and high quality contact with their major professor. The orientation of the program is strongly rooted in behavior analysis. In addition to coursework, this program emphasizes a "hands on" approach to practicum work and research in homes, schools, clinics, hospitals, and institutions. Graduates of our program are well trained to pursue careers in academics, research, or as practitioners. All of the School Psychology faculty have obtained external funding to support their research and training programs. The School Psychology program has been identified as among the top 3 in School Psychology programs nationally in scholarly productivity (Caper & Williams, 2004) and as one of the top 6 most prolific institutions for publishing in behavior-analytic journals (Shabani, Carr, Petursdottir, Esch, & Gillett, 2004).

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

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

The University of Pittsburgh offers different ways to achieve Board Certification in Behavior Analysis while receiving your degree. For example, students accepted into either the doctoral or general masters in Special Education program can embed the five course BCBA sequence and eight supervised practicum hours as part of their degree allowing students to sit for the test at the conclusion of their studies. Additionally, non-education majors and employed students can enroll in the course sequence working toward certification. The Applied Behavior Analysis program at the University of Pittsburgh includes instructors from the University of Pittsburgh Special Education Program, University of Pittsburgh Medical Center, Children's Hospital, and Western Psychiatric Institute and Clinic.

Saint Joseph's University is the leading provider of education in behavior analysis. As the only Behavior Analyst Board Certified (BACB) approved curriculum with a forensic specialization, the department serves the needs of behavior specialists, mobile therapists, educational consultants, speech-language pathologists, school counselors, social workers, criminal justice professionals, and human services professionals. Though the application of behavior analysis is broad and versatile, it is now recognized as a best practice in the field of autism, behavioral health, addiction, and corrections. Students who complete the designated course of study meet the requirements to taking the Board Certified Behavior Analyst (BCBA) Examination. Coursework is offered as a concentration in the M.S. in Criminal Justice or as a Post-Masters Certificate. Through this program students will develop the skills to transfer basic principles of behavior analysis into effective comprehensive functional behavioral assessments, behavioral interventions, and program evaluation. Program flexibility allows a student to qualify for the BCBA Examination, through the completion of required courses, or to continue studies to obtain a M.S. in Criminal Justice.

The Masters program at the University of South Florida is a two year full time program that looks to train master's level clinicians as scientist-practitioners. Both the didactic training and practical experience components are BACB approved and students are eligible to sit for the BACB exam upon completion of the degree.

The University of the Pacific offers a master of arts degree in psychology with an optional emphasis in applied behavior analysis. The 30-unit curriculum and the supervised experience students receive are both approved by the Behavior Analysis Certification Boards (BACB). The course sequence is typically completed in 2 years and includes an empirical thesis. Typically, all students receive substantial tuition and stipend support. Our program has practicum placements available in a wide variety of settings (e.g., schools, community programs). Practicum placements provide students the opportunity to participate in developing, conducting and implementing assessments and interventions in applied settings. Two faculty and three staff are board certified behavior analysts and can provide the supervision necessary for those interested in sitting for the Behavior Analysis Certification Board examination. Alumni have been extremely successful in passing the BACB certification exam, and in obtaining acceptance into doctoral programs or employment as a behavior analyst.

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

St. Lawrence College has offered a new Bachelor of Applied Arts (Behavioural Psychology) degree since September 2004. This program provides the most comprehensive training in the behavioural sciences at the undergraduate level in Canada. Students are trained in the latest behavioural techniques used in a variety of areas such as acquired brain injuries, autism, addictions, developmental disorders, psychiatric disorders, and special education, as well as adult and youth corrections. Graduates may pursue additional post-secondary education (e.g. graduate school in this area, as well as in teaching, social work, etc). The major areas of study within the program are ABA and cognitive behaviour therapy, as well as behaviourally-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.