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| Applied Behavior Analysis International Accredited Graduate Training Program |
| Saturday, May 29, 2010 |
| 8:30 PM–11:00 PM |
| Exhibit Hall A (CC) |
| 1. Western Michigan University: Behavior Analysis Masters and Doctoral Programs |
| ALAN D. POLING (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Cynthia J. Pietras (Western Michigan University), Ron Van Houten (Western Michigan University) |
| Abstract: This poster describes the ABA-Accredited Masters and Doctoral Programs in Behavior Analysis at Western Michigan University. |
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| 2. Behavior Analysis Ph.D. Program at West Virginia University |
| KAREN G. ANDERSON (West Virginia University), Sally Huskinson (West Virginia University), David P. Jarmolowicz (West Virginia University) |
| Abstract: The behavior analysis program at West Virginia University exists to train students in basic research, theory, and applications of behavior principles. Through research, course work, and practica, students develop skills in the experimental analysis of animal and human behavior, as well as a strong methodological and conceptual background for developing and applying behavioral technologies. The basic, conceptual, and applied areas are integrated in the curriculum; however a student may emphasize either basic or applied research. The goal of the program is to produce a psychologist who 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. The behavior analysis program is fully accredited by the Association for Behavior Analysis. Over the years, our faculty members have been recognized for their teaching, research, and professional service through their receipt of external research grants, major teaching and research awards given by both the university and by professional societies, service on boards of national and international organizations and journals, and editorships and associate editorships of major behavior analytic journals. |
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| 3. Masters and Doctoral Training in Behavior Analysis at Southern Illinois University |
| NICOLE HEAL (Southern Illinois University), Jonathan C. Baker (Southern Illinois University), Anthony J. Cuvo (Southern Illinois University), Paula K. Davis (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Brandon F. Greene (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The graduate training opportunities at Southern Illinois University are vast for individuals interested in pursuing masters or doctoral degrees. We offer a comprehensive program that teaches students basic science, applied technologies, and the conceptual framework of radical behaviorism. Degree programs are available on-campus and off-site in the Chicago land area, while 5 course sequences for BACB certification are offered online. |
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| 4. Applied Behavior Analysis at St. Cloud State University |
| ERIC RUDRUD (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), John T. Rapp (St. Cloud State University), Chaturi Edrisinha (St. Cloud State University) |
| Abstract: 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. |
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| 5. Graduate Programs in Applied Behavior Analysis and Special Education at The Ohio State University |
| SHEILA R. ALBER-MORGAN (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Ralph Gardner III (The Ohio State University), Terri Hessler (The Ohio State University at Newark), Moira Konrad (The Ohio State University), Nancy A. Neef (The Ohio State University), Diane M. Sainato (The Ohio State University) |
| Abstract: The M.A. and Ph.D. programs at The Ohio State University are accredited by the Association for Behavior Analysis International through 2012. Each program includes a course sequence pre-approved by the Behavior Analysis Certification Board as meeting the coursework requirements to sit for the BCBA examination. The M.A. program in Applied Behavior Analysis emphasizes the development, implementation, and evaluation of behavioral interventions for improving socially significant behavior. Full- and part-time M.A. students fulfill their practicum and research program requirements in a wide variety of school, residential, employment, and other community settings. The Ph.D. program prepares full-time students for leadership positions in special education whose research and teaching are guided by the philosophical, scientific, and technological principles of applied behavior analysis. The curriculum develops each student's knowledge and skills in six competency areas: (a) conceptual analysis, (b) research and scholarship, (c) design and application of educational interventions, (d) professional communication, (e) administration and collegial relations, and (f) teaching and advising. |
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| 6. The University of Cincinnati School Psychology Program |
| RENEE HAWKINS (University of Cincinnati), Janet L. Graden (University of Cincinnati), David W. Barnett (University of Cincinnati), Julie Morrison (University of Cincinnati), Francis E. Lentz (University of Cincinnati) |
| Abstract: 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. |
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| 7. University of Nevada, Reno Behavior Analysis Program |
| W. LARRY WILLIAMS (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada), Linda J. Parrott Hayes (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Steven C. Hayes (University of Nevada, Reno) |
| Abstract: This Poster describes the history, achievements and current status of the ABAI accredited Behavior Analysis Program at the University of Nevada, Reno. This year is the 20th anniversary of our program which has graduated 72 Masters on-campus students, 43 PhD students and several hundred off-campus Masters students. This year our program has been honored by ABAI in being awarded the enduring contribution to the field award. Indeed many of our graduates are widely recognised leaders in research, clinical and educational areas of our field. Current faculty interests and application information are provided. Come catch the wave! |
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| 8. Department of Applied Behavioral Science at the University of Kansas |
| GREGORY J. MADDEN (University of Kansas) |
| Abstract: This poster will describe the graduate training program in Applied Behavioral Science at the University of Kansas. Program requirements, faculty research interests, etc. will be presented. |
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| 9. Applied Behavior Analysis Master of Arts Program at University of Maryland, Baltimore County in Collaboration with the Kennedy Krieger Institute |
| JOHN C. BORRERO (University of Maryland, Baltimore County), SungWoo Kahng (Kennedy Krieger Institute) |
| Abstract: Applied behavior analysis includes accountability in its service delivery. The UMBC M.A. 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. |
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| 10. Department of Behavior Analysis at Simmons College |
| MICHAEL J. CAMERON (Simmons College) |
| Abstract: The mission of the Department of Behavior Analysis at Simmons College is to: (1) make the philosophy and science of behavior analysis understandable and accessible to individuals in an optimal position to affect meaningful educational, social, and behavioral changes, (2) to generate and publish innovative research by fusing behavior analysis with relevant findings from other scientific disciplines, and (3) to demonstrate how behavior analysis can impact a broad range of social issues. We offer a masters of science, CAGS, and PhD in behavior analysis. |
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| 11. Learning Processes and Behavior Analysis at Queens College and the Graduate Center, City University of New York |
| KRISTEN ROST (The Graduate Center, Queens College, City University of New York), Joseph D. Jacobs (Binghamton University, State University of New York), Amanda S. Mentzer (The Graduate Center, Queens College, City University of New York) |
| Abstract: An overview of graduate studies in behavior analysis at Queens College and the Graduate Center of CUNY is presented. Opportunities are described for Doctoral study in the Learning Processes and Behavior Analysis Program, for Masters studies at Queens College in the Clinical Behavioral Applications in Mental Health Settings and in the General Psychology Program, and for the Advanced Certificate Program in Applied Behavior Analysis (a post-baccalaureate non-degree program offering in-depth training in applied behavior analysis and preparation for New York state or national certification exams). Faculty interests at the Doctoral level in applied behavior analysis research, learning theory, stimulus control, equivalence class formation, organizational behavior management, contingencies of reinforcement, developmental disabilities, and neural mechanisms of learning offers the student intensive training in a broad range of areas in basic and applied behavior analysis. The Doctoral program offers a specialization in Developmental Disabilities. For students with applied interests, practica experiences in applied behavior analysis are available at a wide range of public and private institutions. |
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| 12. Applied Behavior Analysis at Florida State University |
| Jon S. Bailey (Florida State University), Sarah A. Lechago (Florida State University), H. ALLEN MURPHY (Florida State University at Panama City) |
| Abstract: The Florida State University master's program in Applied Behavior Analysis faculty will be available to inform potential students about the coursework, practica, and assistantship opportunities. In addition, research and practical experiences for undergraduates will be described. |
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| 13. Graduate Degree Programs in Behavior Analysis at the Florida Institute of Technology |
| JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology), Elbert Blakely (Florida Institute of Technology), Guy S. Bruce (Florida Institute of Technology), Ivy M. Chong (Florida Institute of Technology), Ada C. Harvey (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology), Patrick E. McGreevy (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology) |
| Abstract: The graduate degree programs in Behavior Analysis at the Florida Institute of Technology in Melbourne and Orlando, FL will be described. |
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| 14. Behavior Analysis at California State University, Stanislaus |
| WILLIAM F. POTTER (California State University, Stanislaus), Jane S. Howard (California State University, Stanislaus) |
| Abstract: The M.S. Psychology degree in Behavior Analysis at California State University, Stanislaus is structured to provide a continuum of learning experiences to ensure that students acquire beginning professional competencies.
We practice what we preach. Student mastery is enhanced by the systematic use of study guides, frequent assessment and feedback, behavioral rehearsals, etc.
As students master content, they are then provided with opportunities to demonstrate these competencies in closely supervised settings and other practicum classes. |
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| 15. Program in Applied Behavior Analysis at California State University, Los Angeles |
| HENRY D. SCHLINGER (California State University, Los Angeles), Randy V. Campbell (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Daniel B. Shabani (California State University, Los Angeles) |
| Abstract: 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, 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). |
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| Graduate Training Program |
| Saturday, May 29, 2010 |
| 8:30 PM–11:00 PM |
| Exhibit Hall A (CC) |
| 2. Western Michigan University: American Psychological Association Accredited Doctoral Program in Clinical Psychology |
| SCOTT T. GAYNOR (Western Michigan University), Amy E. Naugle (Western Michigan University), C. Richard Spates (Western Michigan University) |
| Abstract: This poster describes the APA-accredited Doctoral Program in Clinical Psychology at Western Michigan University. |
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| 3. Western Michigan University: Industrial Organizational Psychology Master's Program |
| ALYCE M. DICKINSON (Western Michigan University), John Austin (Western Michigan University), Douglas A. Johnson (Western Michicagn University), Heather M. McGee (Western Michigan University) |
| Abstract: This poster describes the masters program in Industrial Organizational Psychology at Western Michigan University. |
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| 4. Behavior Analysis and Behavior Therapy Graduate Training at Eastern Michigan University |
| JAMES T. TODD (Eastern Michigan University), Jennifer Delaney Kowalkowski (Eastern Michigan University), Tamara L. Pawich (Eastern Michigan University), Zina A. Eluri (Eastern Michigan University) |
| Abstract: Eastern Michigan University offers graduate education in clinical behavior analysis and behavior therapy at the masters (2 years, thesis optional) and doctoral levels (APA accredited; 5 years with 4 years of tuition and stipend support). The program is supported by seven behavioral faculty members with specialties in anxiety disorders, autism, basic behavior analysis, child and family therapy, sexual deviance treatment, and developmental disabilities. An on-campus psychology clinic and various laboratory facilities are available. The graduate course of study is BACB-certified and prepares the graduate for licensure at the masters and doctoral levels. A masters in experimental psychology (thesis required) is available |
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| 5. Behavior Analysis At Youngstown State University |
| ROCIO ROSALES (Youngstown State University), Michael C. Clayton (Youngstown State University), Stephen Ray Flora (Youngstown State University) |
| Abstract: The Department of Psychology at Youngstown State University initiated a graduate program focusing on Applied Behavior Analysis in 2009. Graduates of this program will earn a Master
of Science degree in Applied Behavior Analysis and be qualified to sit for the certification exam to become a Board Certified Behavior Analyst ®. Students are trained in the theoretical and philosophical foundations of behavior analysis, research on basic and applied problems, and applied techniques in such areas as the treatment of individuals with developmental disabilities, geriatric populations, typically developing children, and organizational behavior management. Students will also be prepared to enter a doctoral program for further training. The full-time program requires two years of coursework and practicum experience. |
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| 6. The Chicago School of Professional Psychology: Chicago Campus |
| CHARLES T. MERBITZ (Chicago School of Professional Psychology) |
| Abstract: Abstract: The Chicago School of Professional Psychology is a not-for-profit graduate school with its original campus located in Chicago's beautiful downtown and a new campus in Los Angeles. The Department of Applied Behavior Analysis (Chicago) currently enrolls 100 students in our two-year full time Masters in Clinical Psychology with a Specialization in ABA, and 24 students in our inaugural ABA PsyD class. Our aim is to produce graduates with outstanding ABA and clinical skills. The MA and PsyD. have BACB approved course sequences, so that graduates are eligible for the BCBA Exam and credential. Supervised field placements in local and out-of-town settings are available. We use behavioral approaches to education, such as the "Keller Plan" aka the Personalized System of Instruction (PSI), and Precision Teaching. This year we are particularly pleased to report on our expansion to Chicago public schools. Our Chicago faculty members John Eshleman, Ed.D., BCBA; Scott Herbst, Ph.D; Tracy Kettering, Ph.D., BCBA; Susan Malmquist Ph.D., BCBA; Denise Ross, Ph.D.; Diana Walker, Ph.D., BCBA; and the Department Chair, Charles Merbitz, Ph.D., BCBA-D, welcome you to ABAI and invite your questions. We are also very pleased to offer courses and/or supervision by other talented behavior analysts, and academic work at our other campus in Los Angeles (Rachel Findel-Pyles, Ph.D., BCBA, Chair, with Eric Carlson, PhD, and David Pyles, PhD, BCBA.). Further information is available at www.thechicagoschool.edu. |
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| 7. Behavior Analysis at Auburn University |
| JAMES E. CARR (Auburn University) |
| Abstract: 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. |
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| 8. Advanced Certificate Program in Applied Behavior Analysis
At C. W. Post Campus of Long Island University |
| JOHN C. NEILL (Long Island University), David L. Roll (Long Island University), Gerald D. Lachter (Long Island University) |
| Abstract: This certificate program is designed for individuals who wish to receive a formal background in the theory and practice of Applied Behavior Analysis. Behavior analysis is used most widely with clinical populations in the area of developmental disabilities, including but not limited to clients diagnosed with mental retardation or autism spectrum disorders. The program requires the completion of 18 graduate credits, and is designed so that all requirements can be met within one calendar year (fall semester, spring semester, and summer session). The curriculum consists of 9 credits in basic courses in behavior analysis, 6 credits in advanced courses and 3 practicum credits. Applications are accepted until August 1. “The Behavior Analyst Certification Board, Inc. has approved the course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination. Applicants will have to meet additional requirements to qualify.” For more information please contact: Dr. John C. Neill, BACB-D, Associate Professor, Department of Psychology, C. W. Post Campus of Long Island University, John.Neill@liu.edu, 516-299-3431, or, Dr. Gerald D. Lachter, Chairperson, Department of Psychology, Gerald.Lachter@liu.edu ,516-299-2377. |
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| 9. Doctoral and Master’s Level Training in Applied Behavior Analysis at Caldwell College |
| TINA SIDENER (Caldwell College), Ruth M. DeBar (Caldwell College), Sharon A. Reeve (Caldwell College), Patrick R. Progar (Caldwell College), Kenneth F. Reeve (Caldwell College) |
| Abstract: Caldwell College, a private liberal arts college located in a quiet suburban New Jersey community 20 miles from New York City, is home to three graduate programs in Applied Behavior Analysis (ABA). The Post-Master’s Program in ABA consists of a BACB-approved seven-course curriculum (21 credits). These same courses also make up the core of the 45-credit Master's program in ABA. Building on the success of these programs, Caldwell College began a new 45-credit post-Master’s Ph.D. program in ABA in Fall 2009. Students in the MA program and Ph.D program are required to complete a research thesis and dissertation, respectively. Both graduate programs prepare students to work in a variety of applied and academic settings. In Fall 2010, Caldwell College plans to unveil a new state-of-the-art ABA and developmental disabilities center which will provide intensive hands-on training and both basic and applied research opportunities for graduate students, while providing service to the community. New Jersey is also home to many successful private agencies and public school programs that work with Caldwell College to support training for students in behavior analysis and to provide additional practicum experience. |
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| 10. Graduate and Certificate Programs in Applied Behavior Analysis at Cambridge College and the University of Massachusetts-Dartmouth Campus |
| BARRY R. HAIMSON (University of Massachusetts Dartmouth), Robert F. Littleton Jr. (Evergreen Center/BEACON Services), Robert K. Ross (BEACON Services), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The poster will describe 2 graduate programs located in Massachusetts at Cambridge College and the University of Massachusetts-Dartmouth campus.
The Cambridge College program offers a Masters in Education with specialization in Autism Spectrum Disorders incorporating an approved BCBA course sequence and a Behavior Analyst Post-Master's Certificate Program.
The University of Massachusetts offers a Master of Arts in Psychology with an Applied Behavior Analysis option and a Behavior Analyst Post-Master's Certificate Program. All courses are offered under the direction of the Psychology Department at an APA approved research university.
Both programs offer a fieldwork practicum supervised by board certified behavior analysts at approved placements or through alternative arrangements for students not currently employed in the field. In addition both programs satisfy the academic requirements to sit for the BCBA® exam
Cambridge College and the University of Massachusetts-Dartmouth offer these programs in collaboration with the Evergreen Center and Beacon Services. |
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| 12. Gonzaga University Graduate Programs in Special Education |
| KIMBERLY P. WEBER (Gonzaga University), Thomas Ford McLaughlin (Gonzaga University), Anjali Barretto (Gonzaga University), K. Mark Derby (Gonzaga University), Randy L. Williams (Gonzaga University) |
| Abstract: Gonzaga University offers graduate training in 1) Functional Analysis, 2) 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 have taken content required for BCBA certification. 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. |
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| 13. Behavioral Intervention in Autism: An On-Line BCBA-Level Curriculum |
| RICHARD K. FLEMING (Shriver/UMass Medical School), Charles Hamad (University of Massachusetts Medical School), Richard Siegel (University of Massachusetts Lowell), Charlotte Mandell (University of Massachusetts Lowell) |
| Abstract: Behavioral Intervention in Autism is a 5-course online graduate curriculum that is BACB approved at the BCBA level and offered through UMASS Online. This BIA curriculum comprehensively covers the application behavior analysis principles, procedures and programs with persons with autism and related developmental disabilities. This poster describes the purpose, content and methods of BIA in detail. |
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| 14. ABA Training Opportunities at the New England Center for Children |
| SUSAN N. LANGER (The New England Center for Children) |
| Abstract: This poster will present the graduate and undergraduate training programs, post-masters degree program in behavior analysis, graduate assistantships, internships, field placements, research opportunities, and financial support for graduate study available at the New England Center for Children (NECC). Two on-site master’s degree programs, one in applied behavior analysis (Western New England College), and one in special education: severe special needs (Simmons College) and a PhD program in ABA (Western New England College) are offered at NECC. A post-masters degree training program in behavior analysis is also offered. An undergraduate training program, modeled after “semester abroad” programs, provides full academic credit plus extensive practical experience. NECC provides internships for numerous Boston-area graduate training programs in a variety of health-care disciplines. An active research program includes nationally and internationally recognized experts in autism and behavior analysis. In collaboration with senior program staff, the research department provides opportunities for research experience and supervision of theses and dissertations. Financial support for all students who are employees of NECC is provided, and ranges from partial tuition reimbursement to full support (including full tuition, housing, stipend, plus regular employee benefits). |
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| 15. The Applied Behavior Analysis Program at Penn State --- University Park |
| DAVID L. LEE (The Pennsylvania State University), Ginny Witcoski (The Pennsylvania State University), Shawn Datchuck (Penn State University), Amanda Nimick (The Pennsylvania State University) |
| Abstract: Meet faculty and students of the Applied Behavior Analysis Program at Penn State. |
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| 16. Penn State University - Harrisburg Master's in Applied Behavior Analysis |
| KIMBERLY A. SCHRECK (The Pennsylvania State University, Harrisburg), Richard M. Foxx (The Pennsylvania State University) |
| Abstract: The Penn State University - Harrisburg Master's in Applied Behavior Analysis offers a BACB approved university course sequence and a BACB approved university experience requirement. The program prepares students to work in a variety of settings and with a variety of populations. |
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| 17. The Center for Behavioral Research and Services at Rowan University |
| MICHELLE ENNIS SORETH (Rowan University), Mary Louise E. Kerwin (Rowan University) |
| Abstract: 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 new Master’s degree program in Applied Behavior Analysis is a 36 credit hour program that also fulfills the coursework requirement for the BCBA. The certificate of Graduate Study (COGS) 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. In addition to behavior analytic coursework, further understanding of behavior analysis is fostered by the variety of behavior analytic research and field experience opportunities available to both undergraduate and graduate students. |
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| 18. Behavior Analysis at Temple University |
| ELIZABETH R. LORAH (Temple University), Philip N. Hineline (Temple University), Saul Axelrod (Temple University), Donald A. Hantula (Temple University), James E. Connell (Temple University), Matthew Tincani (Temple University), Jean Boyer (Temple University), Donald E. Eisenhart (Temple University) |
| Abstract: 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; Educational Psychology; Social Psychology; and School Psychology. Both Masters and Ph.D. degrees are available, including a specialized Masters degree in Applied Behavior Analysis. Additional behavior analytic research and training opportunities are available in a variety of settings within Philadelphia and surrounding communities. |
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| 19. Masters Programme in Applied Behaviour Analysis at the University of Wales, Bangor |
| J. CARL HUGHES (Bangor University), Sandy Toogood (Wales Centre for Behaviour Analysis, University of Wales), Marguerite L. Hoerger (University of Wales Bangor), Richard P. Hastings (University of Wales Bangor), Stephen Noone (University of Wales Bangor), Corinna F. Grindle (University of Wales) |
| Abstract: In 2003 we developed the first Masters course in Applied Behaviour Analysis in Europe. The course is designed and taught by Board Certified Behavior Analysts (BCBA) and has been approved by the Behavior Analysis Certification Board (BACB) as providing content eligibility for students to sit the full BCBA exam (3rd Task List). In line with the British University system, the course is offered at three levels: Post-graduate Certificate, Post-graduate Diploma, and Masters. In the design and running of the course we have attempted to use behavioural principles in the instructional materials, learning environments, and in the assessment of students learning. We utilise computer based instructional packages, direct instruction, and, Precision Teaching approaches, such as SAFMEDS and Standard Celeration Charting. The course can be taken in one year or on a part-time basis (either two or three years in duration). Each year we enrol approximately 30 students from a wide range of backgrounds: early autism intervention projects, challenging behaviour units, social services, special education, and new graduates. Our main aim is to make a significant contribution to training competent behaviour analysts in Europe. |
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| 20. Doctoral Program in Behavior Analysis at Western New England College |
| AMANDA KARSTEN (Western New England College), Gregory P. Hanley (Western New England College), Rachel H. Thompson (Western New England College), Dennis J. Kolodziejski (Western New England College) |
| Abstract: The Doctoral Program in Behavior Analysis (Chair, Dr. Gregory Hanley) at Western New England College was designed to train future researchers and scientist-practitioners in the discovery, translation, and application of knowledge toward solving problems of social importance. The curriculum includes a combination of coursework and supervised practical and research experiences. Competitive funding opportunities are also available. |
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| 21. Behavior Analysis Master of Arts Program at West Virginia University |
| AIMEE GILES (West Virginia University), Kristen Hard (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Lisa Kemmerer (West Virginia University) |
| Abstract: The Master of Arts degree in Applied Behavior Analysis is offered by the Behavior Analysis Training Program of the Department of Psychology at West Virginia University. This terminal Master’s track consists of a two-year-plus-one-summer non-thesis curriculum designed to train students to apply behavior principles and concepts in situations of daily life. Through both classroom experiences and practica in applied settings, students acquire a broad foundation in behavioral psychology that will guide and inform their decisions as applied behavior analytic practitioners. The goal of the track is to produce behavior analysts who are capable of working with a range of consumers across a variety of applied settings. Students completing the M.A. degree in Applied Behavior Analysis will have met all of the requirements necessary to sit for the BCBA examination. |
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| 22. Clinical Health Psychology Doctoral Program with Specialty in Applied Behavior Analysis at East
Carolina University |
| JEANNIE GOLDEN (East Carolina University), Bryan Crisp (Private Practice) |
| Abstract: East Carolina University has a clinical psychology program of study that leads to a Ph.D. in health psychology and eligibility for licensure in North Carolina as a Licensed Psychologist. Students are admitted to one of two concentrations within the program: Behavior Medicine or Pediatric School Psychology. Students can elect to specialize in Applied Behavior Analysis and take a series of courses that will make them eligible for certification as a nationally Board Certified Behavior Analyst. The program is a five-year, full-time, post-baccalaureate program. The 105 semester hour curriculum includes the following components: a core curriculum focusing on the biological, social, and cognitive-affective bases of behavior, health psychology and behavioral medicine, and research (statistics and research design);
courses specific to the student’s chosen concentration, including courses on health assessment and intervention and applied behavior analysis; a series of research experiences culminating in an empirical dissertation and completion of a one-year pre-doctoral internship meeting the requirements of the APA and/or the Association of Psychology Pre-doctoral and Internship Centers. |
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| 23. Graduate Training Opportunities in Behavior Analysis
at University of North Carolina Wilmington |
| SOPHIA KEY (University of North Carolina, Wilmington), Emily L. Baxter (University of North Carolina, Wilmington), Whitney Luffman (University of North Carolina, Wilmington), Tracy Taylor (University of North Carolina, Wilmington), Amanda G. Rickard (University of North Carolina, Wilmington), Amber Thacker (University of North Carolina, Wilmington), Morgan Throckmorton (University of North Carolina, Wilmington), Kristin W. Yonkers (University of North Carolina, Wilmington) |
| Abstract: This poster will describe the opportunities for graduate training in behavior analysis in the Department of Psychology at UNC Wilmintgon. Program options, courses, faculty and research opportunites will be described. |
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| 24. Doctoral Programs in Psychology at The University of Mississippi |
| KELLY G. WILSON (University of Mississippi), Kate Kellum (University of Mississippi), John Young (University of Mississippi) |
| Abstract: 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. |
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| 25. Behavior Analysis at Jacksonville State University |
| PAIGE M. MCKERCHAR (Jacksonville State University), Todd L. McKerchar (Jacksonville State University), William L. Palya (Jacksonville State University), Steven C. Stout (Jacksonville State University), Heidi L. Dempsey (Jacksonville State University) |
| Abstract: Jacksonville State University, nicknamed “The Friendliest Campus in the South,” is nestled in the foothills of the Appalachian Mountains midway between Atlanta, GA and Birmingham, AL. The master’s program in psychology offers a Behavior Analyst Certification Board®-approved program of study. Students in the program complete six required courses in the conceptual, experimental, and applied analysis of behavior as well as six related elective courses, which include practicum and research opportunities. Our overarching goals are to teach applied behavior analysts to think critically about the conceptual and experimental basis of the field, and to train them in the implementation of scientifically validated behavioral procedures. Students study basic behavioral processes in our sophisticated animal research facility and can practice applying behavioral principles in a variety of local agencies, such as The Little Tree Preschool-Jacksonville and Anniston Middle School. This poster provides more detail about our faculty and curriculum, including coursework and practicum opportunities. |
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| 26. Behavior Analysis at the University of Houston-Clear Lake |
| DANIEL LESAGE (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake) |
| Abstract: The Behavior Analysis program at UHCL provides students with a well-rounded foundation in psychology and applied behavior analysis through an integrated sequence of coursework, practicum, and research activities. Students obtain competency in the basic principles of learning and the application of these principles with particular emphasis on interventions for children with developmental disabilities. Practicum and research experiences are provided in home, school and clinic settings. All students complete a major research project prior to graduation. The program 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 all students. |
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| 27. The Low Incidence Disabilities and Autism Program at Sam Houston State University |
| BARBARA A. METZGER (Sam Houston State University), Cynthia G. Simpson (Sam Houston State University) |
| Abstract: The Department of Language, Literacy and Special Populations in the College of Education at Sam Houston State University offers a master’s degree in Special Education with a focus in Low Incidence Disabilities and Autism (LIDA). The LIDA program emphasizes Applied Behavior Analysis in the teaching methodology and philosophy. Upon completion of the program, students will be qualified to take the examination for Board Certification in Behavior Analysis. The two-year program is designed for working professionals across a variety of fields, including psychology and special education. Courses are offered in the evenings and during the summer. |
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| 28. Stephen F. Austin State University: Graduate Training in Applied Behavior Analysis |
| ROBIN RUMPH (Stephen F. Austin State University), Ginger Kelso (Stepen F. Austin State University), Glen L. McCuller (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Michael Walker (Stephen F. Austin State University), Rhiannon M. Fante (Stephen F. Austin State University), Stevie Malnar (Stephen F. Austin State University), Laura Cooper (Stephen F. Austin State University) |
| Abstract: The School & Behavioral Psychology Program at Stephen F. Austin offers extensive graduate training in applied behavior analysis at the masters 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 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. |
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| 29. University of North Texas Department of Behavior Analysis
Graduate Training Programs |
| SHAHLA S. ALA'I-ROSALES (University of North Texas), Traci M. Cihon (University of North Texas), Janet Ellis (University of North Texas), Sigrid S. Glenn (University of North Texas), Einar T. Ingvarsson (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Richard G. Smith (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: This poster provides an overview of the graduate training programs in behavior analysis at UNT. This includes faculty profiles, course descriptions, lab and practicum experience, and student outcomes. |
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| 30. Utah State University: Behavior Analysis Training in the Department of Psychology |
| TIMOTHY A. SHAHAN (Utah State University), Amy Odum (Utah State University), Andrew Samaha (Utah State University) |
| Abstract: This poster provides an overview of the training program in behavior analysis in the department of psychology at Utah State University. Laboratory facilities and the current research interests of faculty will be described. An overview of admissions and funding opportunities will be provided. |
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| 31. Utah State University: Behavior Analysis Training in the Department of Special Education and Rehabilitation |
| SARAH E. BLOOM (Utah State University), Thomas S. Higbee (Utah State University), Benjamin Lignugaris/Kraft (Utah State University), Robert L. Morgan (Utah State University), Scott Warren Ross (Utah State University), Charles L. Salzberg (Utah State University), Andrew Samaha (Utah State University), Timothy A. Slocum (Utah State University) |
| Abstract: The Applied Behavior Analysis masters and doctoral specialization at Utah State University prepares graduates to be highly effective university faculty and behavior analytic practitioners who significantly improve individuals’ lives through research, intervention, and teaching.
The specialization offers students the opportunity to advance their behavior analytic skills by:
(A) Taking advanced coursework in behavior analysis theory, research and practice;
(B) Practicing applied behavior analysis in clinical and educational settings; and
(C) Collaborating extensively with faculty in the areas of research, teaching, and staff supervision.
Opportunities:
Graduate students in the Applied Behavior Analysis specialization have the opportunity to work and conduct research in several settings including:
1. The ASSERT Program, an early intensive behavioral intervention preschool program for children with autism.
2. The Severe Behavior Clinic and associated intervention program, a collaboration with the USU Psychology Department and the Center for Persons with Disabilities.
3. Public school sites and group homes in and around the Cache Valley.
Through coursework and supervised clinical experience, doctoral students can meet the requirements to sit for the Behavior Analysis Certification Board exam to become Board Certified Behavior Analysts. Master's students can enroll in courses in the BACB-approved course sequence and associated supervised practicum.
Faculty and current graduate students are engaged in research and development projects in a variety of topics, including, but not limited to preference and reinforcer assessment, direct instruction, fluency, functional analysis, and assessment and treatment of problem behavior, parent training, verbal behavior and school-wide Positive Behavior Supports. |
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| 32. Behavior Analysis at Central Washington University |
| RYAN M. ZAYAC (Central Washington University), Wendy A. Williams (Central Washington University), Libby M. Street (Central Washington University), Dan Fennerty (Central Washington University) |
| Abstract: The Department of Psychology at Central Washington University is excited to now offer a master’s program in applied behavior analysis. Graduates in this program will earn a Master of Science degree and be eligible to sit for the examination to become a Board Certified Behavior Analyst (BCBA).
Students are trained to provide applied behavior analysis services to diverse consumers, including individuals with autism spectrum disorders (ASD) and other developmental disabilities; school children with academic and behavioral challenges; aging adults with developmental disorders; and families facing varied challenges.
Located in Ellensburg, WA in the beautiful Kittitas Valley, Central Washington University is a comprehensive, four-year public university that is dedicated to developing students’ intellectual inquiry, exploration, and application of knowledge. Beyond outstanding education and research, Central offers small classes taught by first-rate professors who value learning above all else. Central is home to a vibrant student community that supports diversity and nurtures interaction and involvement. |
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| 33. Applied Behavior Analysis Master's Program at California State University, Fresno |
| AMANDA N. ADAMS (California State University, Fresno), Marianne L. Jackson (California State University, Fresno), Criss Wilhite (California State University, Fresno) |
| Abstract: The Psychology Masters ABA Emphasis Program at Fresno State has been designed to meet the growing need for practitioners and researchers both in the state of California and nationally.
It is housed in the Psychology Department within the College of Science and Mathematics. The department is located in a new building, which includes state-of-the-art training facilities for both clinical practice and research.
In addition to providing a solid foundation of behavioral coursework, the program of studies has been designed to provide exposure to a breadth of topics and issues relevant to behavior analysis. We strive to prepare students for doctoral level work or for a career in various areas. |
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| 34. The Chicago School, Los Angeles |
| RACHEL FINDEL-PYLES (The Chicago School, Los Angeles), Mitch Fryling (The Chicago School, Los Angeles), Eric Carlson (The Chicago School, Los Angeles), Dave A. Pyles (The Chicago School, Los Angeles), Megan Kirby (The Chicago School, Los Angeles) |
| Abstract: The Chicago School, Los Angeles (TCS LA) MA and Doctoral programs in ABA were launched in Fall 2008 at the newly opened Southern California campus. The program is designed to meet the needs of working professionals wanting to obtain comprehensive graduate training in Behavior Analysis. Faculty members include Rachel Findel-Pyles (f. Rachel Tarbox), Eric Carlson, PhD, Mitch Fryling, PhD & David Pyles, PhD and Megan Kirby, MA. The program also has nationally and internationally recognized adjunct faculty including Caio Miguel, PhD, Amanda Adams, PhD, Jonathan Tarbox, PhD, Mike Mozzoni, PhD, Hank Schlinger, PhD, and Dennis Dixon, PhD. The Advisory Board includes Pat Ghezzi, PhD, Jane Howard, PhD, Michele Wallace, PhD, and Pat Friman, PhD.
The TCS LA ABA program is designed to prepare students in a wide variety of specialization areas including working with individuals with autism, severe behavior problems, instructional design, organizational behavior management, and applications with gerontology, people with traumatic brain injury, and regular and special education. Coursework covers all domains of Behavior Analysis including ABA, EAB, Service Delivery and Theory and Philosophy. Program requirements include: thesis, dissertation, comprehensive examinations, practicum, internship and active participation in a research lab. Please stop by to meet the faculty and students. |
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| 35. Behavior Analysis at California State University, Sacramento |
| Caio F. Miguel (California State University, Sacramento), BECKY PENROD (California State University, Sacramento) |
| Abstract: The Behavior Analysis Program at Sacramento State has three goals. The first is to teach students to think critically and scientifically about behavioral processes. The second is to enable students to enter doctoral programs in behavior analysis, and the third is to prepare students for careers in applied behavior analysis by passing the national certification examination (BCABA and BCBA). At Sacramento State, students can pursue a university sponsored certificate in behavior analysis at the B.A. level or a M.A. degree with a concentration in ABA. The Certificate program consists of 16 units of specialized coursework taken concurrently with established degree requirements. Courses for the Certificate program are applicable toward course requirements for the major. The M.A. program in Psychology /ABA track consists of a minimum of 38 units of specialized coursework taken concurrently with established degree requirements. Students are required to write an experimental thesis. The Behavior Analysis course sequence at Sacramento State has been approved by the Behavior Analysis Certification Board. |
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| 36. Centre for Applied Disability Studies at Brock University, St. Catharines, Ontario |
| ROSEMARY A. CONDILLAC (Brock University), Keeley White (Centre for Applied Disability Studies, Brock University), Maurice Feldman (Centre for Applied Disability Studies, Brock University), Rebecca A. Ward (Centre for Applied Disability Studies, Brock University), Tricia Corinne Vause (Brock University), Dorothy Griffiths (Brock University), Frances Owen (Brock University), Maureen Connolly (Brock University) |
| Abstract: Brock University in St. Catharines, Ontario offers two Master’s Degrees in Applied Disability Studies with or without specialization in ABA. These programs allow both full-time (2-years) and part-time study (3-years). For those choosing the ABA specialty, the program offers the coursework necessary to apply for certification as a Board Certified Behavior Analyst (BCBA) by the Behavior Analysis Certification Board (BACB) in the U.S. We offer the only BACB approved graduate-level course sequence in Eastern Canada. Students have the option of choosing between two types of Masters degrees: (a) a Masters of Arts (MA) which requires an MA thesis and is geared towards students interested in research careers pursuing a Ph.D.; and (b) a Master in Applied Disability Studies (MADS), which is geared towards current professionals. For students who take the MA degree, stipends and bursaries are typically awarded. Courses are offered on Campus in Hamilton and St. Catharines, in the Greater Toronto Area (GTA), as well as other Ontario cities. Many courses are geared towards students who work full-time and are conducted one weekend per month. Eligibility requirements for admission to the Masters programs include a 4 year Bachelors degree in a related area of study and relevant field experience. |
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| 37. Graduate Program in Behavior Analysis |
| Erik Arntzen (Akershus University College), INGUNN SANDAKER (Akershus University College) |
| Abstract: Norway has more behavior analysts per capita than any other country. However, the link to academia has been rather weak. Since 2004, we have offered a masters program in behavior analysis and hopefully from 2010 we will offer a Ph.D. in behavior analysis. The program will be unique in combining the selectionist perspective with a complex systems perspective. We'll welcome international students. |
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| ABAI Boards and Committees |
| Saturday, May 29, 2010 |
| 8:30 PM–11:00 PM |
| Exhibit Hall A (CC) |
| 50. The ABAI Education Board |
| CHARLES T. MERBITZ (Chicago School of Professional Psychology) |
| Abstract: 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.) The major effort has been to accommodate the Model Licensing Act that would allow licensure for graduates of accredited programs. This goal also impacts ABAI’s accreditation standards, acceptance of ABAI’s Standards by other agencies, and 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 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. |
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| 51. The ABAI Practice Board—Meeting the Needs of Practitioners |
| MICHAEL WEINBERG (Orlando Behavior Health Services, LLC), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges), Jennifer R. Zarcone (University of Rochester Medical Center), Travis Thompson (University of Minnesota), R. Douglas Greer (Teachers College, Columbia University), Michael J. Dougher (University of New Mexico), Jon S. Bailey (Florida State University), Josh Pritchard (University of Nevada, Reno) |
| Abstract: The Practice Board was formed in response to the charge from the ABAI Executive Council “To meet
the needs of ABAI members and members of its affiliated chapters providing behavior analytic services
to various constituencies consistent with the scientific foundations of behavior analysis.” At the core of
this mission is the Board’s responsibility to promote the professional provision of evidence-based,
applied behavior analysis services and protect the public. |
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| 52. ABAI Practice Board: Licensure Committee–Current Status and Developments |
| MICHAEL F. DORSEY (Endicott College) |
| Abstract: This poster will communicate to ABAI members current status and developments regarding the Practice Board's licensure support initiatives. Several state have now passed licensure laws for applied behavior analysts. As we see this effort growing rapidly and behavior analysis being more widely recognized as an effective intervention for various behavior problems and conditions, such as autism, it is critical that we are organized as a field, and that the practitioner members of ABAI receive supports. Current initiatives in the past year are included in the poster to provide this support, as well as up to date information practitioners should know regarding establishing licening boards for behavior analysts in states that have passed such legislation. Information regarding requirements for becoming licensed and the status of the ABAI model act as well as future directions for the licensing iniative and types of supports available for practitioners in the field will be provided. Resources for applied behavior analyst practitioners and contact information to receive support will also be provided. |
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| 53. The Practice Board Governmental Affairs Committee |
| Eric Billington (United Health Group), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Megan Guidi (Vinfen Corporation), Amy Kenzer (Center for Autism and Related Disorders, Inc.), R. WAYNE FUQUA (Western Michigan University) |
| Abstract: The mission of the Governmental Affairs Committee is to represent the interests of practicing Applied Behavior Analysts in governmental matters at both the federal and state level. The Committee is composed of members of ABAI who recommend annual legislative priorities and review statutes and regulations on a federal and state level related to the practice of Applied Behavior Analysis. The Committee is vested in arranging public testimony at legislative hearings, communicating with stake holders and affiliated organizations, and planning an annual public Committee meeting. Through its advocacy efforts, the Committee will help to achieve significant legislation, funding, and programs on the state and federal levels in the support of practicing Applied Behavior Analysts. |
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| 54. ABAI Membership Board |
| PHILIP N. HINELINE (Temple University), Jay Moore (University of Wisconsin-Madison), Edward K. Morris (University of Kansas) |
| Abstract: The Membership Board is concerned with recruiting and evaluating candidates for the standing of Associate Members, of Full Members, 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 |
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| 55. ABAI Program Board: An Overview of the Program Convention System |
| RAMONA HOUMANFAR (University of Nevada, Reno), Raymond C. Pitts (University of North Carolina, Wilmington) |
| Abstract: The purpose of this poster is to provide a data-based overview of the ABA Convention Program System, and a ‘behind the scenes” view of the associated processes. A step by step depiction of the major processes highlights the activities of the Program Committee members. This presentation also includes data associated with the overall convention growth, expansion of the Program Areas, different types of presentation, and consumer satisfaction. |
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| 56. ABAI Student Committee |
| Erick M. Dubuque (University of Nevada, Reno), Sarah M. Dunkel-Jackson (Southern Illinois University), JOSH PRITCHARD (University of Nevada, Reno) |
| Abstract: This poster summarizes the activities and accomplishments of the ABA Student Committee over the past year and future goals for the upcoming year. We also will provide information for ABA student members to become involved. |
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| 57. ABAI's Board of Affiliated Chapters |
| GORDON BOURLAND (Trinity Behavioral Associates) |
| Abstract: This poster will present the Board's activities of the Board from the past year. Included will be outcomes of the pre-conference meeting held before the 4th Annual Autism Conference. |
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|
| Affiliated Chapters |
| Saturday, May 29, 2010 |
| 8:30 PM–11:00 PM |
| Exhibit Hall A (CC) |
| 1. Behavior Analysis Association of Michigan |
| JAMES T. TODD (Eastern Michigan University), Jennifer Delaney Kowalkowski (Eastern Michigan University), Tamara L. Pawich (Eastern Michigan University), Zina A. Eluri (Eastern Michigan University) |
| Abstract: The Behavior Analysis Association of Michigan (BAAM) has been organized to support and promote scientific research on the basic principles of behavior and the extension of those principles to create demonstrably effective and humane outcome-based therapies with the primary goal of establishing and enhancing functional independent living skills. The Behavior Analysis Association of Michigan conducts an annual convention supporting all aspects of behavior analysis in Michigan and the surrounding region. BAAM's growing website offers a variety of resources for behavior analysts and all those interested in behavior analysis. |
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| 2. CABA, The Charter (formerly Chicago) Association for Behavior Analysis |
| CHARLES T. MERBITZ (Chicago School of Professional Psychology) |
| Abstract: This Expo Poster marks another year for CABA. 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 CABA President, Charles Merbitz, PhD, BCBA-D, CABA officers, and CABA members welcome you to ABAI and to the CABA Poster. We invite your questions and comments, and especially your opinion (and vote) about changing the name from “Chicago” Association to “Charter” Association. 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 2010 (another Summer BBQ, perhaps?) and the Spring of 2011. |
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| 3. Mid-American Association for Behavior Analysis |
| JONATHAN C. BAKER (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: The Mid-American Association for Behavior Analysis (MABA), a regional affiliate of the Association for Behavior Analysis International, is a membership organization devoted to promoting scholarly interchange in behavior analysis through its annual convention. The annual convention follows a single-track format with invited talks by prominent researchers from across the United States. Talks focus on recent developments in the experimental analysis of behavior or applied behavior analysis. The 10th annual MABA convention was held October 9th-10th, 2009, in Davenport, Iowa. More than 150 people attended the convention, with graduate and undergraduate students comprising the majority of attendees. This poster will describe the organization’s goals, the most recent conference, and tentative plans for the 11th annual meeting to be held in October 2010. The poster will also describe how interested persons can become involved in MABA. The current president of MABA is Dr. Mark Dixon (Southern Illinois University), President-Elect is Dr. Cynthia Pietras (Western Michigan University), and the Operations Coordinator is Dr. Jonathan Baker (Southern Illinois University). |
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| 4. Missouri Association for Behavior Analysis |
| Todd M. Streff (Great Strides Behavioral Consulting, Inc), TAMI GALENSKY PENTZ (St. Louis University), Jenny Frisbee (Special School District) |
| Abstract: The Missouri Association for Behavior Analysis recently elected a new board of directors, with Todd Streff being elected President, Tami Galensky Vice President, John M. Guercio, Treasurer, Jeanne Marshall, Secretary, and members at large Jenie Nowak and Jenny Frisbee. The general purpose of the organization is to advance the science of applied behavior analysis throughout the state. The organization also targets statewide policy or procedures that impact the behavior analysts within the state. The intention being to further best practice guidelines and to insure the application of evidence based procedures in the field of applied behavior analysis in the state of Missouri. MOABA presents a yearly conference in the St. Louis area to offer continuing education for its members and behavior analysts across the state. Recent conferences have offered a wide variety of topics within behavior analysis presented by some of the leaders in the field. Our efforts continue to be strengthening awareness of our services and helping Missouri to be a national leader in the science of applied behavior analysis. |
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| 5. OH ABA, the Ohio Chapter of ABAI |
| TERRI HESSLER (The Ohio State University at Newark), Quinn Vickers Montgomery (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: OH ABA is an emerging state chapter of the Association for Behavior Analysis International. We are seeking to grow our membership base, and there are exciting opportunities to be involved in education and advocacy activities. Stop by our poster for information about (a) how you can participate in establishing this organization (including suggestions for workshop topics), (b) updates on our progress, and (c) applying for membership. |
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| 6. Wisconsin Association for Behavior Analysis |
| MATTHEW E. ANDRZEJEWSKI (University of Wisconsin-Madison), Roger Frank Bass (Carthage College) |
| Abstract: The Wisconsin Association for Behavior Analysis (WisABA) is an affiliated chapter of the Association for Behavior Analysis International. WisABA has an active membership that coordinates symposia, conducts a state conference, and lobbies for the interests of behavior analysts including presentations before state legislative committees dealing with issues of reimbursement and availability of autism services. Recent collaborative efforts include joint presentations with the Midwestern Association for Behavior Analysis (MABA) and offering continuing education credits for practicing BCBAs and BCaBAs. Plans for 2010 are being made and include conference development, working with the membership to develop BCBA and BCaBA training and support in Wisconsin (WisABA is especially interested in increasing the number of Board Certified individuals), and advocating for recognition of Board Certification as a criterion for providing services--especially in the areas of autism, long-term care, and education consulting. WisABA invites all interested parties to join and participate in shaping the future of Behavior Analysis in Wisconsin. |
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| 7. The Connecticut Association for Behavior Analysis |
| JOHN D. MOLTENI (Saint Joseph College), Elizabeth C. Nulty (Rehabilitation Associates of Connecticut), Solandy Meza (The Center for Children with Special Needs) |
| Abstract: The Connecticut Association for Behavior Analysis's mission is to develop and advance the field of behavior analysis within the state of Connecticut through research, education, and dissemination of information. CTABA is dedicated to promoting the theoretical, experimental, and applied analysis of behavior across a wide array of applications and audiences.
In 2008 - 2009, the Chapter continued to focus on increasing active membership and development. To meet these goals, CTABA held its 5th Annual Conference in April, 2009. We had our most successful conference to date with over 130 attendees, an almost 100% increase from the previous year’s attendance.
In 2009 - 2010, CTABA will continue to focus on increasing active membership and expanding the annual conference. We also will begin to develop our efforts to support and promote opportunities for behavior analysts provided via legislation within the state. |
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| 8. New York State Association for Behavior Analysis |
| VICKI MADAUS KNAPP (Summit Educational Resources) |
| Abstract: The New York State Association for Behavior Analysis (NYSABA) represents scientists, scholars, and practitioners in psychology, education, and related fields who reside in (and outside of) New York State and are interested in the experimental analysis of behavior in all forms. We sponsor local presentations, publish a newsletter and 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. NYSABA has active committees in the areas of Legislation, Education, Publicity, Finance, Student, and Membership. NYSABA has been actively working with State Legislators to gain recognition for practicing Behavior Analysts by promoting an exemption for Board Certified Behavior Analysts from the Psychology Practice Laws and by promoting the role of the Behavior Analyst in effective interventions for autism and other developmental disabilities. |
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| 9. Vermont Association for Behavior Analysis |
| KIMBERLY J. TRAVIS (South Burlington School District) |
| Abstract: An affiliate chapter of ABAI since 2004, the Vermont Association for Behavior Analysis has been working diligently to establish themselves as the resource for information on applied behavior analysis within the state. During 2009, efforts in legislation, membership, technology and conference preparation have commanded the energy and commitment of the board and general membership alike and will continue to do so heading into 2010. |
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| 10. Virginia Association for Behavior Analysis |
| SHERRY L. SERDIKOFF (James Madison University) |
| Abstract: This poster will summarize the activities of the Virginia Association for Behavior Analysis. |
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| 11. Heartland Association for Behavior Analysis |
| VALERIE M. VOLKERT (Munroe-Meyer Institute), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Tami L. McDowell (Columbus Organization), Anney Weiland (Heartland Association for Behavior Analysis), Andrea Clements (Munroe-Meyer Institute) |
| Abstract: To promote the analytical science of behavior and its associated technologies within the Heartland area by: Serving as a professional reference group for all in the Heartland whose work involves the principles and practices of behavior analysis.
Promoting research that will advance the understanding of human behavior. Identifying and promoting 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. (BACB®). Organizing and sponsoring training events that serve as a forum for the presentation of technological achievements in behavior analysis. Promoting the development and expansion of education, training, and employment in the field of behavior analysis. Supporting efforts of allied organizations in providing behavior analytic services. |
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| 12. Four Corners Association for Behavior Analysis |
| ERIN B. RASMUSSEN (Idaho State University), Nicole L. Bank (The PartnerShip), Travis Blevins (Behavior Services of the Rockies), Pamela M. Martien (Developmental Disabilities Research Center), Peter Killeen (Arizona State University) |
| Abstract: Come see what behavior analysts are doing in the Four Corners region. The Four Corners Association for Behavior Analysis includes Colorado, Utah, Arizona and New Mexico. We also have a large group of members from Idaho. Four Corners ABA provides an excellent way to network with other professionals in the area and to learn about continuing education opportunities. Our annual conference is in April of each year in beautiful locations, offering approximately 9 BCBA CEUs each year for free! This year’s conference will be in Park City, Utah. |
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| 13. Iowa Association for Behavior Analysis |
| JOHN POKRZYWINSKI (Woodward Resource Center), James R. Prickett (Woodward Resource Center), Maria G. Valdovinos (Drake University), Evelyn Jo Horton (The Homestead), Lindsay Ward (The Homestead), Jeffrey R. Luke (University of Iowa) |
| Abstract: 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 both normal and intellectually disabled persons. 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. |
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| 14. Kansas Association for Behavior Analysis |
| EDWARD K. MORRIS (University of Kansas), Linda S. Heitzman-Powell (University of Kansas Medical Center), Jessica A. Royer (Partners in Behavioral Milestones), Nanette L. Perrin (Early Childhood Autism Program), Brooke Ashley Jones (University of Kansas), Adam T. Brewer (University of Kansas) |
| Abstract: The Kansas Association for Behavior Analysis (KansABA) provides a forum for (a) disseminating information about the science and practice of behavior analysis, and about education and training therein; (b) addressing issues relevant to the science and practice of behavior analysis; (c) maintaining disciplinary, professional, and ethical standards in the science and practice of behavior analysis; and (d) recruiting and enhancing interest in behavior analysis throughout the State of Kansas and in the Kansas City metropolitan area (i.e., Clay, Jackson, and Platte Counties in Missouri). The Association expressly serves the citizens of Kansas and the Kansas City Metropolitan area through advocacy and support of means and forums for advancing and disseminating information about behavior analysis, whether for individual and local needs (e.g., assessment, intervention) or systemic and statewide interests (e.g., conferences, legislation, education, training). To these ends, KansABA maintains a webiste and a listsrev, and holds an annual meeting. |
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| 15. Minnesota Northland Association for Behavior Analysis |
| JENNIFER A. WOSMEK (Bethany Lutheran College), Timothy R. Moore (University of Minnesota) |
| Abstract: 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. |
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| 16. Northwestern Association for Behavior Analysis |
| DANA J. STEVENS (Whitworth University), Ryan M. Zayac (Central Washington University), Kimberly P. Weber (Gonzaga University), Kathleen S. Laino (West Coast Behavioral Consultants), Season Almason (Western Michigan University) |
| Abstract: 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). The chapter had been largely dormant over the past 5 years, but became active again in the fall of 2008 due in large part to the efforts of Drs. Kim Weber and Betty Williams. NWABA recently held a regional conference at Gonzaga University from March 20-21, 2009, with over 100 members in attendance. The executive board is in the process of organizing the next conference, which will be held in Spokane, WA in October 2010. Please visit our new website www.cwu.edu/~zayacr/nwaba 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 visit our website and send us your contact information or feel free to attend the NWABA business meeting at the 36th annual ABAI convention in San Antonio. We are always looking for new members who are dedicated to the acquisition, evaluation, and dissemination of information regarding behavior analysis. |
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| 17. Alabama Association for Behavior Analysis—Current and Future Directions |
| VIRGINIA L TOTHEROW (Auburn University), Jennifer M. Gillis Mattson (Auburn University) |
| Abstract: The Alabama Association for Behavior Analysis (ALABA) serves as a scientific and professional reference group that embraces the principles and practices of behavior analysis. Our goal is to promote research that will advance the understanding of behavior and to identify and promote the use of effective and humane behavioral procedures that meet the educational and habilitative needs of individuals. In addition, ALABA strives to serve as a resource for political, legislative, and policy-making bodies in Alabama in ways that support the scientific and professional interests of behavior analysis. ALABA’s primary goals are to promote the profession of Behavior Analysis in the community, to disseminate responsibly to our communities about best practices in the field of behavior analysis, and to provide the best continuing education opportunities to members.
We will present on our annual accomplishments and events as well as announce our keynote speaker and related highlights for our annual Fall 2010 conference in Birmingham, AL. Our membership reaches out to neighboring states and we encourage anyone living in or moving to Alabama or a surrounding state to visit our poster to learn more about ALABA. |
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| 19. Florida Association for Behavior Analysis |
| JANET L. MONTGOMERY (Florida Institute of Technology), Mary M. Riordan (Boston Medical Center), Gretchen S. Thwing (AdvoServ), David A. Wilder (Florida Institute of Technology), H. Allen Murphy (Florida State University at Panama City) |
| Abstract: The 2008-2009 activities of the Florida Association for Behavior Analysis will be presented along with details for the 2010 conference. |
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| 20. North Carolina Association for Behavior Analysis |
| R. M. (DUKE) SCHELL (J. Iverson Riddle Developmental Center), Jennifer Deacon (North Carolina Association for Behavior Analysis), Ya-Yu Lo (University of North Carolina at Charlotte), Mark Stafford (Murdoch Developmental Center), Beth Schmitt (Murdoch Developmental Center), Kelly Sutton (J. Iverson Riddle Developmental Center), Nancy Poteet (J. Iverson Riddle Developmental Center), Jason Boye (University of North Carolina at Greensboro) |
| Abstract: NCABA celebrates its 21st anniversary in 2010. The NCABA board has already put together an outstanding list of speakers for our annual conference February 17-19, in Winston-Salem, including Ray Miltenberger, ABAI President from the University of South Florida, Tim Vollmer, ABAI Applied Representative from the University of Florida, Jerry Shook, Chief Executive Officer for the Behavior Analysis Certification Board, Denny Reid, Executive Director of Carolina Behavior Analysis & Support Center, Tim Ludwig, Editor, Journal of Organizational Behavior Management from Appalachian State University, Jeannie Golden from East Carolina University, Jim Bodfish from the University of North Carolina at Chapel Hill, and others.
The NCABA conference will feature 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 about $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!” |
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| 21. Southeastern Association for Behavior Analysis |
| KAREN G. ANDERSON (West Virginia University), Dean C. Williams (University of Kansas), Kathryn Saunders (University of Kansas), Claire St. Peter Pipkin (West Virginia University) |
| Abstract: 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. |
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| 22. Texas Association for Behavior Analysis |
| Anna I. Petursdottir (Texas Christian University), Lori Ann Russo (Behavioral Innovations, Inc.), Duy Dang Le (Child Study Center), Manish Vaidya (University of North Texas), GORDON BOURLAND (Trinity Behavioral Associates) |
| Abstract: 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. |
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| 24. California Association for Behavior Analysis |
| LEEANN CHRISTIAN (Regional Center of Orange County), Ethan S. Long (The Bay School), Michele D. Wallace (California State University, Los Angeles), Henry D. Schlinger (California State University, Los Angeles) |
| Abstract: The California Association for Behavior Analysis (CalABA) is one of the largest affiliated chapters in the Association for Behavior Analysis International, with over 1000 members from a variety of disciplines including psychology, education, social work, speech and language pathology, biology, ethology, and related medical fields interested in using behavior analysis to better our understanding of behavior and to improve lives.
CalABA is dedicated to the science of behavior analysis and committed to promoting research, education, and practice based on the principles of behavior analysis. The mission of CalABA is the advancement of the profession and practice of behavior analysis.
CalABA hosts the top regional conference on behavior analysis in the U.S. and regularly features well-known researchers and clinicians from all over the country. CalABA is the primary clearinghouse for research and training in behavior analysis in the Western region of the United States. |
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| 25. The Nevada Association for Behavior Analysis |
| JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), Kenneth MacAleese (Advanced Child Behavior Solutions, LLC), Nicholas M. Berens (University of Nevada, Reno), Molly Day (University of Nevada, Reno), Melissa Nosik (University of Nevada, Reno), Ainsley McPherson (University of Nevada, Reno) |
| Abstract: 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 2010 Nevada Association for Behavior Analysis conference. |
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| 26. Hawai'i Association for Behavior Analysis |
| JESSIE MITCHELL (Behavioral Counseling and Research Center) |
| Abstract: Aloha Kakou! Come meet HABA members. We are accepting abstracts for our up-coming 2010 HABA conference. Date TBA sometime in September 2010. Me ka `oia`i`o Jessie Mitchell, Ka Pelekikena past O HABA and Todd Addleson, Ka Pelekikena O HABA |
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| 27. The Experimental Analysis of Behaviour Group—United Kingdom and Europe |
| MICHAEL BEVERLEY (Wales Centre for Behaviour Analysis, University of Wales) |
| Abstract: The Experimental Analysis of Behaviour Group (EABG) is the UK’s leading behaviour analysis organisation. With over 400 members we have organised international meetings for over 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. |
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| 28. Icelandic Association for Behavior Analysis |
| KRISTIN GUDMUNDSDOTTIR (University of Akureyri), Atli F. Magnússon (State Diagnostic and Counseling Centre, Iceland), Thorhalla Gudmundsdottir (Service Centre of Miðborg and Hl&íacute;ðar, Reykjav&íacute;k, Iceland), Z. Gabriela Sigurdardottir (University of Iceland), Anna L. Petursdottir (School of Education, University of Iceland), Ingibjorg Sveinsdottir (Primary Health Care of the Capital Area), Jon Gretar Sigurjonsson (National University of Ireland, Galway), B�ra Kolbr�n Gylfadottir (Center for Child Development and Behavior) |
| Abstract: The Icelandic Association for Behavior Analysis (ICEABA) 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 education 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. Last year, ICEABA celebrated its 5th anniversary and the 10th anniversary of the e-mail discussion board ísabar. Furthermore, ICEABA’s first convention was held last November where its members presented their research and discussed the past and future of behavior analysis in Iceland. Other projects include 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. |
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| 29. Norwegian Association for Behavior Analysis |
| TERJE GUNDHUS (Norwegian Association for Behavior Analysis), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: 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 its 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 ABA international. |
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| 31. Manitoba Association for Behaviour Analysis |
| KIRSTEN M. WIRTH (St. Amant Research Centre, the University of Manitoba), Kerri L. Walters (University of Manitoba) |
| Abstract: The Manitoba Association for Behaviour Analysis (MABA) is an affiliated chapter of ABAI. Our mission is to disseminate information about behaviour analysis to Manitobans, to correct misunderstandings of behaviour analysis, and represent our membership in issues related to behaviour analysis in Manitoba. To this end we have lead meetings with other agencies and formed new partnerships. We are currently working with the University of Manitoba’s ABA program faculty to ensure students will have the necessary requirements to register as Psychologists. We also have advocated for increased ABA faculty at the U of M, and have volunteered to host faculty candidates. We have produced 2 newsletters a year and advertise key articles with non-behaviour analytic educators. We are holding our 4th annual conference this October very well-known behavioural speakers, and working towards increasing our non-behaviour analytic attendance. We are also considering various ways to provide behaviour analytic services to the general public. |
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| 32. Ontario Association for Behavior Analysis |
| DARRYL R. NURSE (ONTABA), Carobeth Zorzos (ONTABA), Lisa A Israel (ONTABA) |
| Abstract: ONTABA, the Ontario Association for Behavior Analysis, is an Affiliate Chapter of the Association for Behavior Analysis International. ONTABA currently has members from professions such as education, nursing, health care and psychology.
Our Vision:
Fostering a culture of excellence, integrity, and expertise for the advancement and promotion of the science of behavior analysis.
Our Mission:
To demonstrate leadership, knowledge, and innovation in education, training, and research for the ethical and effective application of behavior analysis. |
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| 33. ABA of Brazil |
| MARTHA HÜBNER (University of Sao Paulo) |
| Abstract: 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 six 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 São 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 Cognição (About Behavior and Cognition), which has already published 24 volumes in applied and basic research areas. In 2009 Behavior Analysts have been discussing 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 Janeiro´s government decision that institutionalized behavioral treatment to autism. In 2009 the annual meeting is going to take place in Campos de Jordão, a mountain city near the capital of the state – São Paulo, the largest city in South America. The president of the association is Martha HÜbner and the president of the annual meeting is Denis Zamignani. To submit papers to the convention or to get more information about it, go to www.abpmc.org.br |
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| 34. Japanese Association for Behavior Analysis |
| SHIGEKI SONOYAMA (University of Tsukuba) |
| Abstract: Japanese ABA was established in 1981 with around 100 members. In 2010, we have almost 850 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. |
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| 35. Taiwan Association for Behavior Analysis Expo |
| YI-FENG HUANG (Taichung Autism Education Association), Sharon W. Chien (SEEK Education, Inc. - Taiwan), Shu-Hwei Ke (SEEK Education, Inc. - Taiwan), Charlie Chen (SEEK Education, Inc. - Taiwan) |
| Abstract: The poster will present the development of Taiwan ABA and recent events during the past year. The overview section will include the objetives of the organization, the members, and the way to disseminate information about applied behavior analysis. Secondly, the BCBA and BCaBA certification program will be described to the audience. Thirdly, international conference and training program provided for the past year will be introduced in detail. Future plan, such as promoting BCBA exam to Chinese, and the collobration of China and Taiwan's association, etc will also be discussed at the Expo. |
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| 36. New Zealand Association for Behavious Analysis (NZABA) |
| REBECCA SHARP (University of Auckland) |
| Abstract: This poster outlines the activities of the New Zealand Association for Behaviour Analysis, 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. |
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| Special Interest Groups |
| Saturday, May 29, 2010 |
| 8:30 PM–11:00 PM |
| Exhibit Hall A (CC) |
| 1. ABAI Health, Sport, and Fitness Special Interest Group: Current Activities and Future Directions |
| MARIANNE L. JACKSON (California State University, Fresno), Amanda N. Adams (California State University, Fresno) |
| Abstract: Presentation of the current SIG activities, membership data, and plans for future growth. |
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| 2. ABAI Verbal Behavior Special Interest Group |
| ASHLIE LINDER GRILL (Florida State University), Season Almason (Western Michigan University), Judah Axe (Simmons College), Traci M. Cihon (University of North Texas), Kerry A. Conde (Florida State University), Danielle Lise LaFrance (Therapeutic Pathways, Inc.), Sarah A. Lechago (Florida State University), Caio F. Miguel (California State University, Sacramento) |
| Abstract: The VB SIG is a part of the Association for Behavior Analysis and is dedicated to the study of "language" from a behavior analytic point of view. Students and professionals involved in this SIG are dedicated to the advancement of verbal behavior research and treatment approaches. |
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| 3. All Students Can Learn and All Teachers Can Be Successful!
Direct Instruction Special Interest Group |
| PATTY L. POLSTER (St. Louis University), Wendy L. Kozma (BEACON Services) |
| Abstract: To be effective, the instructional process must be efficient and designed to maximize learner engagement. However, effective instruction further requires that the educator be knowledgeable and skillful in several critical domains. The successful educator is able to identify the essential skills or learning objectives to be taught and utilizes effective procedures for teaching those skills; this includes evaluating, selecting, and modifying instructional programs and materials to meet the unique needs of the learner. The effective instructor utilizes assessment data to appropriately place learners and to regularly monitor their progress. The successful educator utilizes effective lesson presentation techniques including appropriate pacing of instructional tasks, attending to the motivation of learners, and the diagnosis and correction of learner errors. Finally, the effective instructor analyzes assessment data and uses assessment results to guide instructional decision making. Please attend the Direct Instruction SIG business meeting and join us in promoting research-validated instructional practices! |
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| 4. Applied Animal Behavior Special Interest Group |
| CHRISTY A. ALLIGOOD (Disney's Animal Kingdom, Education and Science), Indya N. Watts (Chicago School of Professional Psychology), Jennifer L. Sobie (The Creature Teacher), Terri Bright (Simmons College) |
| Abstract: 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. |
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| 5. Behavioral Gerontology Special Interest Group |
| ALLISON A. JAY (University of Colorado at Colorado Springs), Jonathan C. Baker (Western Michigan University), Linda A. LeBlanc (Auburn University), Stacey M. Cherup (University of Nevada, Reno), Nicholas Mui Ker Lik (Southern Illinois University) |
| Abstract: 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. |
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| 6. Behaviorists for Social Responsibility |
| JOHN E. GLASS (Collin County Community College), Stephen E. Wong (Florida International University), Patrick S. Williams (University of Houston-Downtown) |
| Abstract: 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. |
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| 7. Clinical Behavior Analysis Special Interest Group |
| THOMAS J. WALTZ (University of Nevada, Reno) |
| Abstract: The Clinical SIG will be presenting information on opportunities and developments in clinical behavior analysis. Please stop by and learn more about this exciting area of behavior analysis. |
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| 8. Developmental Behavior Analysis Special Interest Group |
| GARY D. NOVAK (California State University, Stanislaus) |
| Abstract: The mission of the Behavior Development Bulletin 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. |
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| 9. Evidence-Based Practices Special Interest Group |
| TERI LEWIS (Oregon State University) |
| Abstract: The Evidence-based Practice Collaborative, a Special Interest Group of the Association for Behavior Analysis, was founded in 2007. The purpose of the Evidence-based Practice 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. 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. It is important that we focus our efforts on those activities that are meaningful and achievable. |
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| 10. Experimental Analysis of Human Behavior Special Interest Group |
| MANISH VAIDYA (University of North Texas), Eric A. Jacobs (Southern Illinois University Carbondale) |
| Abstract: The EAHB-SIG aims to promote the development of the experimental analysis of behavior with human subjects. The SIG maintains The Experimental Analysis of Human Behavior Bulletin, an online journal for the publication of human research, and sponsors a yearly student paper competition. The EAHB SIG also presents a Distinguished Career Award at the annual ABAI conference. |
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| 11. Rehabilitation and Independent Living Special Interest Group |
| CHRIS PERSEL (Centre for Neuro Skills) |
| Abstract: The Rehabilitation and Independent Living Special Interest Group focuses on networking 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. |
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| 12. Sex Therapy and Educational Programming Special Interest Group |
| FAWNA STOCKWELL (The Chicago School of Professional Psychology) |
| Abstract: The area of sex therapy and education is one that makes many people personally uncomfortable. As such, it has often been ignored, with most unfortunate implications. In addition, only a limited amount of sexual
research has been published to date by the behavior-analytic community. The Sex Therapy and Educational Programming SIG is a Special Interest Group of ABA International with the mission of advancing the use of behavior analysis in the study and treatment of human sexual behavior. This SIG brings together clinicians, researchers, educators, consumers, and families who are concerned with issues of sexuality education and sex therapy. This Special Interest Group will help to promote the use of empirically verified sex education and therapy techniques and materials, and will also promote basic and applied research on the topic of human sexual behavior. |
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| 13. Speech Pathology Special Interest Group |
| BARBARA E. ESCH (Esch Behavior Consultants, Inc.), Tracie L. Lindblad (Four Points), Jamie M. Severtson (Western Michigan University) |
| Abstract: The Speech Pathology (SPABA) 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. Take away materials will include a hand-out of the poster, the SIG brochure, a description of a behavioral approach to speech pathology, and a SIG business card. 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. |
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| 14. Spreading the Word: Dissemination of Behavior Analysis |
| JOSH PRITCHARD (University of Nevada, Reno), Sorah Stein (Outreach Services of Indiana), Thomas G. Szabo (University of Nevada, Reno), Enedelia A. Sanner (Independent Behavior Analyst), Jennifer A. Potterfield (Independent Behavior Analyst), Michelle Turan (University of Windsor), Amanda Kelly (SEEM Collaborative), W. Joseph Wyatt (Marshall University) |
| Abstract: A review of the past year of this SIG whose mission is to disseminate the science of
behavior to the public at large through the promulgation of easy to understand explanations of what exactly this science is, and help society realize the potential of this science as well as
dispel myths which detract from its positive image. |
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| 15. Teaching Behavior Analysis: A Special Interest Group of ABAI |
| CHRISTINE HOFFNER BARTHOLD (University of Delaware), Patrick S. Williams (University of Houston-Downtown) |
| Abstract: 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 a social networking site.
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! |
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| 16. The Behavior Analysis Online Special Interest Group: Current Status of the Special Interest Group and Journals |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners) |
| Abstract: This ABAI EXPO Poster is a presentation of the BAO SIG which oversees the management and publication of online journals within the field of behavior analysis. In the past year, we have experienced many significant changes in the operation and staffing of the journals and have also begun a new journal. A new website for the journals was necessary and we are slowly directing our readership to the new site and continue to publish the journals as free, open-access online journals. The journals have high readership in the U.S. and around the world and are listed in the DOAJ, as well as EBSCO, J-GATE, and now with PSCYINFO, and other online lists. The journals operate with a predominantly volunteer staff with significant contributors and leaders in the field from universities as well as behavioral practitioners serving on the editorial boards. Current statistics and listing of journals and links, as well as contacts for submissions, will be included in this poster. We wish to dedicate the poster to the memory of Craig Thomas, Ph.D., BCBA, a significant innovator, website developer, contributor, behavior analyst and great friend. |
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| 17. The Organizational Behavior Management (OBM) Network |
| SARAH VANSTELLE (Western Michigan University), Jeana L. Koerber (Western Michigan University), Heather M. McGee (Western Michigan University) |
| Abstract: 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. |
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| 18. The Positive Behavior Support Special Interest Group (PBS-SIG) |
| ROBERT F. PUTNAM (The May Institute) |
| Abstract: The Positive Behavior Support Special Interest Group (PBS-SIG) of the Association of Behavior Analysis 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 ABA 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 ABA. |
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| 19. The Standard Celeration Society |
| Kelly J. Ferris (Organization for Research and Learning), WILLIAM J. HELSEL (AGILE@PLEA), Regina G. Claypool-Frey (California Association for Behavior Analysis), Charles T. Merbitz (Chicago School of Professional Psychology), Michael Fabrizio (FEAT of Washington), Richard M. Kubina Jr. (Penn State University) |
| Abstract: 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. |
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| 20. Autism Special Interest Group |
| RUTH M. DONLIN (Private Practice) |
| Abstract: The Autism SIG has three primary purposes:
1) To promote behavior analytic research and the exchange of scientific information in the area of autism treatment; 2) To advocate for and promote high standards in the application of behavior analytic treatments; and 3) To support consumers of ABA services. |
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| 21. Parent Professional Partnership Special Interest Group |
| DAVID A. CELIBERTI (Association for Science in Autism Treatment) |
| Abstract: 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:
• Helping parents involved in applied behavior analytic (ABA) services become more familiar with ABA through information, resources and links
• Providing parents with access to accurate information from other existing resources via links or summaries
• Sharing information with parent attendees prior to the ABAI convention
• Hosting an orientation to parent newcomers at the start of the ABAI convention
• Sponsoring formal conference events that target issues of significance to parents
• Creating opportunities for networking
• Providing a forum for discussion of objectives at our annual business meeting |
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| 22. Association for Science in Autism Treatment |
| DAVID A. CELIBERTI (Association for Science in Autism Treatment) |
| Abstract: 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. |
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| Other Organization |
| Saturday, May 29, 2010 |
| 8:30 PM–11:00 PM |
| Exhibit Hall A (CC) |
| 1. The European Association for Behaviour Analysis |
| ERIK ARNTZEN (Akershus University College), Giovambattista Presti (Libera Universita di Lingue e Comunicazion), Javier Virues-Ortega (CIBERNED, Carlos III Institute of Health), Ricardo Pellón (Universidad Nacional de Educación a Distancia), Neil T. Martin (European Association for Behaviour Analysis) |
| Abstract: The European Association for Behaviour Analysis (EABA) is an international organisation that aims to promote Behaviour Analysis in Europe and to provide an international forum within Europe for the study and discussion of matters relevant to behavior analysis. One of the main functions of EABA is to organize congresses in experimental and applied behaviour analysis. The next conference will be held in Crete in September 2010. |
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| 2. Division 25 of the American Psychological Association |
| ERIC A. JACOBS |
| Abstract: Division 25 was founded in 1964 to promote basic research in the experimental analysis of behavior, to encourage applications of such research to human affairs, and to cooperate with other divisions whose interests overlap with the Division. Division 25 is also the voice of behavior analysis within the APA. If behavior analysts are not strongly represented in APA, then APA is unlikely to advocate for us when they speak with government officials, funding agencies, and to the general public. The stronger our numbers, the louder our voice. Stop by the poster at this year's expo to learn more about Division and about how you can help simply by joining. With annual dues as low as $22 the time to join Division 25 is now. |
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| 3. Cambridge Center for Behavior Analysis |
| PHILIP N. CHASE (Cambridge Center for Behavioral Studies) |
| Abstract: Founded in 1981 by Robert Epstein, the mission of the Cambridge Center for Behavioral Studies is to advance the scientific study of behavior and its humane application to the solution of practical problems, including the prevention and relief of human suffering. CCBS delivers trustworthy information about behavioral services and science primarily through its website. CCBS sponsors a variety of small select conferences on topics most important to our community. CCBS also accredits organizations for workplace safety and is developing similar accreditation of effective human service practices using empirically tested and demonstrably effective practices in their programs. CCBS offers streaming videos presented by prominent behavior analysts for continuing education credit and other educational objectives of our audience. CCBS's newest initiative is for preserving and presenting a variety of videos over the Internet. CCBS also offers a wide selection of carefully screened books, videos, journals, and monographs of behavioral theory and applied programs. CCBS is committed to global dissemination of evidence-based solutions to behavioral problems in homes, schools, and at work. |
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| 4. Advanced Training at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine |
| Tessa Taylor Rivet (Kennedy Krieger Institute), EBONY HOLLIDAY (Kennedy Krieger Institute), Jennifer L. Crockett (Kennedy Krieger Institute), Michael F. Cataldo (Kennedy Krieger Institute) |
| Abstract: 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 350 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 MRI. |
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| 5. AdvoServ Programs |
| JUDITH E. FAVELL (AdvoServ), James F. McGimsey (AdvoServ), Terry J. Page (AdvoServ), Cheryl L. Ecott (AdvoServ), Kelly A. Dancho (AdvoServ) |
| Abstract: AdvoServ
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. |
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| 6. Autism Behavioral Research Individualized Treatment and Education |
| GINGER R. WILSON (The ABRITE Organization), Janice Doney Frederick (The ABRITE Organization), Rebecca S. Raas (The ABRITE Organization) |
| Abstract: ABRITE provides early intervention services to children with autism and other developmental disabilities throughout Santa Cruz County, California. ABRITE utilizes the principles and methods of Applied Behavior Analysis (ABA) in order to analyze a child’s specific needs and develop an individualized learning environment and program of instruction. The ABRITE treatment model consists of several instructional strategies based on the principles of behavior analysis including: discrete trial and natural environment teaching, function-based communication training, rate building, and verbal behavior instruction. In addition to intensive home-based services, ABRITE provides children and families with several other forms of assistance including: (1) function based assessment and treatment of undesirable behaviors, (2) parent training, and (3) classroom assistance.
ABRITE is comprised of a compassionate team of individuals who care deeply about children and who believe that autism does not define a child. ABRITE emphasizes the importance of a team approach to intervention and views parent involvement and training as essential components of intervention. We believe that further development and dissemination of validated practices will be the way by which families and science can unite to improve the lives of children with autism and other developmental delays. ABRITE offers a number of employment and training opportunities to undergraduates, graduates, and postgraduates. |
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| 7. Clinic 4 Kidz: Intensive Home-Based Pediatric Feeding Disorders Program |
| MEETA R. PATEL (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Clinic 4 Kidz is a home-based pediatric feeding disorders program and a small percentage of our practice also provides intensive treatment to children with autism. We provide services for children birth to 12 years of age. We treat children with a variety of feeding problems such as tube dependence, food refusal, texture and type selectivity, bottle dependence, ritualistic eating patterns etc. Diagnoses include (but are not limited to) failure to thrive, developmental disabilities (e.g., autism, down syndrome etc.), prematurity, gastroesophageal reflux, and other gastrointestinal problems. Treatment is provided in the child’s natural environment (e.g., home, school, restaurants etc.). Our clinicians travel all over the country to provide state of the art feeding therapy to children with a variety of difficulties. Clinic 4 Kidz strives to provide quality clinical services as well as conduct clinically significant research. The clinical research that is conducted focus on the assessment and treatment of feeding problems in children. We also have a long-term outcome measures research project that all clinicians are involved in. We are always looking to hire behavior analysts who have both clinical and research interest in the area of pediatric feeding disorders and/or autism. |
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| 8. Behavioral Services of Tennessee:
"Creating Real Opportunities for People to Live Successfully in the Community" |
| CYNTHIA MARGARET ZELLER-GONZALEZ (BSTN), Carrie G. Peacock (Behavioral Services of Tennessee) |
| Abstract: Since 2001, BSTN has offered specialized community based residential services for individuals with a history of severe behavior challenges. When first referred to our program, these individuals present major health and safety risks to themselves and others that made it impossible for them to live in traditional residential settings. Today, they enjoy life in the community with all of the environmental accommodations needed to improve their quality of life. Using the science of behavior analysis, human factors and organizational behavioral management, BSTN offers customized person centered programs to assist each individual in acquiring and maintaining independence, quality of life, physical and mental health in their residence and in the community.
We provide residential, day and behavior therapy services to individuals diagnosed with autism, mental retardation, mental illness and traumatic brain injury in need of support. BSTN promotes a high involvement of parents, conservators and other natural supports available within the community to maximize the service recipients benefit of this comprehensive plan |
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| 9. Association of Professional Behavior Analysts |
| GINA GREEN (Association of Professional Behavior Analysts) |
| Abstract: The Association of Professional Behavior Analysts (APBA) is dedicated exclusively to serving the needs of professional practitioners of applied behavior analysis (ABA). Its primary mission is to support practitioners who are credentialed by the Behavior Analyst Certification Board (BACB), but APBA also serves others who are interested in the practice of ABA, such as other professionals, consumers, and policymakers. This poster will describe APBA's mission, accomplishments, membership categories and benefits, sponsorship and affiliation opportunities, and plans. |
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| 10. FoxyLearning: Online Tutorials for Higher and Continuing Education |
| ERIC J. FOX (FoxyLearning), Daniel J. Moran (FoxyLearning) |
| Abstract: 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. |
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| Around The World |
| Saturday, May 29, 2010 |
| 8:30 PM–11:00 PM |
| Exhibit Hall A (CC) |
| 122. Behavior Analysis at James Madison University |
| STEPHEN H. ROBERTSON (James Madison University), P. Andrew Halsey (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: This poster will summarize the Behavior Analysis Concentrations in the James Madison University Department of Psychology undergraduate major and the Psychological Sciences MA Program in the Department of Graduate Psychology. We will describe the curriculum, student activities, research interests of our faculty, and admissions criteria. |
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| 123. Canada’s First Bachelor’s Degree In Behavioural Psychology |
| GARY A. BERNFELD (St. Lawrence College, Behavioral Psychology), Sheelagh Jamieson (St. Lawrence College, Behavioral Psychology), Marie Line Jobin (St. Lawrence College, Behavioral Psychology), Andrew W. McNamara (St. Lawrence College), Deborah Smith (St. Lawrence College, Behavioral Psychology) |
| Abstract: 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.
For more information, see http://www.stlawrencecollege.ca. First go to ‘Full-time Studies’, then select ‘Degree Programs’ and select ‘Bachelor of Applied Arts Degree in Behavioural Psychology’. |
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