Association for Behavior Analysis International

State the most important issues to consider

Define and provide examples of "behavioral cusps"

Describe the importance of considering future environments

Discuss the importance of independence, work, and community participation for adults

Develop a fundraising plan for initiating programs

Measure the capacity of a leadership team in a developing country to provide sustainable services for children with autism

Conduct a needs assessment to determine training needed

Evaluate volunteers' applications to match specified needs

Develop a training program with materials and data collection systems to ensure sustainability of services to children with autism

Develop strategies and contacts for meeting with political leaders in developing countries

Identify the differences between functional and basic/conceptual skills

Identify four broad skill clusters of functional skills

Identify and assess 31 specific skill groupings of functional skills

Choose initial instructional skills for teaching functional skills

Identify methods to teach functional skills in various settings

Identify methods to measure and track progress of functional skills from initial assessment and throughout the teaching process

Use a variety of technological applications to assist learners with ASD

Use technology to teach both in a classroom setting and portably

Use technology with adolescents to promote independence

Identify specific needs of the learner with ASD and design the appropriate intervention using any of a variety of technology-based interventions

Identify research-based instructional strategies used to promote physical fitness safety, sports performance, and leisure skills for individuals with ASDs in community settings

Identify measurement procedures to promote accountability in fitness programs, including measures of social validity in a school-based running program and a community fitness center

List the necessary components of an effective leisure and fitness programs for individuals with autism spectrum disorders

Modify their consulting techniques and interventions based on a goodness of fit survey to enhance contextual fit

Describe three ways in which technology could enhance service to their clients and discuss the ethical considerations for each use

Define subtractive bilingualism, additive bilingualism, and semilingualism and provide one example of each

Describe at least five key elements of a functional common ground between behaviour analysis and applied linguistics

Develop an example of a play-based scenario to enhance social communication in the form of reciprocity, joint attention, and relatedness

Identify and respond to ethical questions pertaining to cross-cultural treatment settings and practices in accordance with BACB ethics guidelines

Use ABA methods such as extinction and differential reinforcement of alternative behaviors (DRA) to decrease problem behaviors in children with autism and other special needs

Describe the effective use of additional reductive techniques, such as DRO, DRI, DRL, NRC, behavioral momentum, time out, and response cost, as demonstrated by their ability to answer questions regarding these methods

Identify various curricula targeting learning to learn skills

Implement procedures to teach learning to learn skills

Identify how learning to learn skills can help improve other behaviors (e.g., language, social skills, decrease in aberrant behaviors)

Define evidence-based practice for individuals with an ASD

Identify specific interventions and/or treatments found to have quality empirical support in the treatment literature

Describe several sources of evidence-based intervention reviews including target populations and key review standards

Identify steps necessary to systematically build capacity within a human service agency or school setting

Utilize tools provided in the workshop to initiate capacity building

List developmental concepts that relate to early behavioral intervention

Characterize skills that are present or absent in young children with autism and that are behavioral cusps for autistic development

List major therapeutic goals for the first 3 months of intervention as they relate to the precursors of autism

Describe teaching strategies to accomplish the major therapeutic goals for the first 3 months of intervention

Plan the following months of therapy

Combine the technology of ABA and the technology of an iPad to create behavior change in individuals with autism

Identify how different apps on the iPad can help learners using shaping, modeling, and imitation

Use the iPad to maximize incidental teaching opportunities via making curriculum adaptations on the iPad

Use the iPad to teach students self-management

Use the Pad as a behavior change procedure to promote stimulus and response generalization

Design and implement programs on the iPad that will help monitor treatment integrity and treatment adherence to protocols

State the behavioral and theoretical foundations on which the study of inner behavior rests

Define thoughts, feelings, and urges and name specific ones in each category

State the behavioral theory and fundamental points and their familiarity with the research on observing and changing inner behavior

Practice writing positive thoughts, feelings, and/or urges at 30–35 per minute and saying them at 50–75 per minute

Count and record some specific inner behaviors for the duration of the workshop

Discuss and develop a plan to change inner behaviors of self or clients

Identify at lease two aspects of fluency training for classroom interventions

Identify at lease two antecedent training methods to address recall deficits

Identify three behavior management techniques useful in the classroom and community

Identify contingencies (antecedents, consequences, functions, replacement skills, and reinforcers) for parent/caregiver behavior

Identify intervention strategies (preventative and reactive) to use to achieve effective implementation by parents/caregivers

Identify ethical issues in the field and their importance to the general public as well as to behavior analysts

Describe primary ethical principles that underlie the content of the Guidelines for Responsible Conduct

Identify and analyze ethical dilemmas that are often encountered by behavior analysts and other service providers

Assess and realize the usefulness of the Guidelines for Responsible Conduct as a tool in making ethical decisions

Use the six steps delineated in the ethical decision making model to resolve ethical dilemmas that are likely to occur in the service delivery process

Identify what ethical guidelines are and why they are important

Identify the BACB's 10 Guidelines for Responsible Conduct (www.bacb.com)

Identify the BACB ethics application

Accurately identify ethical dilemmas presented in video role plays

Accurately identify which guideline is addressed

Accurately identify appropriate responses to ethical dilemmas

Visual supports, including token economies and schedules, can be used with a wide variety of students to increase target skills and decrease maladaptive behaviors. Schedules can range from simple icons boards representing one to two activities, to full day written schedules and monthly planners. The use of schedules can help students better plan and predict within their environment, as well as increase independence. Token economies are used to increase target behaviors, and can be used in combination with a response cost to decrease maladaptive behaviors. The primary focus of this workshop is to teach therapists and caregivers how to create and implement visual supports for individuals with developmental disabilities, and to serve as a platform to problem solve real life challenges facing field based clinicians and parents. After a general explanation of the theories behind these visual supports, participants will break into small groups to practice creating their own visual supports and receive feedback from presenters. Materials provided will include printouts of various visual supports and their descriptions, a sample behavior support plan, a sample of a self-monitoring data sheet, and a bi-fold communication folder that can be used to create a schedule and token board.

• Describe the reasoning behind using visual supports with students with disabilities
• Identify which visual support should be used given a target behavior or skill
• Create visual schedules, ranging from basic to complex
• Create visual token boards, with and without a response cost component
• Implement a wide variety of schedule and token boards
• Discuss how to incorporate and adapt parts of the BSP development process into their current practice

Design a multiple baseline experimental design and an ABA experimental design using Excel

Move the zero off the X-axis

Eliminate lines that cross condition lines

Modify graph features

Select or create appropriate data collection tools

Interpret one data set with the support of another data set

Use multiple data sets to provide feedback to team members

Create and maintain unique databases for their schools

Define "learning efficiency"

Measure and evaluate current learning efficiencies

Describe the benefits of improving learning efficiencies

Summarize the research on learning efficiency and its application to the design of more efficient learning activities and teaching procedures

Apply functional assessment strategies to the selection and implementation of effective classroom-wide practices

Employ evidence-based methods used to train teachers in classroom-wide behavior support practices

Employ a data-based decision process used with teachers to modify classroom behavior support practices

Use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior

Conduct and apply research-based innovations in assessment and consultation in order to identify functionally relevant interventions to address clients' academic and/or behavioral difficulties

Collectively integrate stimulus preference assessments, performance deficit analyses, brief experimental analyses, and functional assessment information in the consultation process

Utilize the data through strategic and structured decision making protocols in order to maximize productivity of consultation interviews within the school setting

Apply research-based strategies that have been shown to enhance and sustain treatment integrity

Utilize performance feedback and evaluate treatment effectiveness based on fidelity and outcome data

Shape sensitivity to the learner

Train necessary teacher repertoires for high-quality instruction

Develop programs for new learners

Transform current programming/curriculum to a PT-friendly curriculum

Test for emergent repertoires

Sequence component/composite repertoires

Employ various interventions The objectives will be discussed and explained by data and key representatives from Morningside Academy and Precision Teaching Learning Center.

Demonstrate accurate implementation of the group working skills assessment(i.e., correctly complete the data sheet and understand three specific dimensions of the assessment—student learning profile, behavioral profile, andage)

Based on the results of each student's assessment, determine the appropriate tier within the six level system

Assign students with similar profiles across the three dimensions into classroom groupings

Determine classroom learning objectives (scope and sequence) for an academic year

Identify objective criteria for determining the amount and type of staff support that a student requires across curriculum content areas and settings (1:1 vs. small group formats) and group types (academic, classroom routine, nonacademic)

Develop, implement, and evaluate strategies to transition students through the levels of support

Write individualized educational program objectives based on levels of support

Promote the use of best practices and ethical standards in levels of support

Describe the importance of analyzing and managing your organization as a system

Describe three tools for identifying and assessing the host of contextual variables operating inside and outside of your organization

Describe Optimal's approach to organizational management and how it can significantly improve the quality of services delivered by your agency

Describe, in behavioral terms, common forensic activities including assessment of competence to stand trial and criminal responsibility

Assess for malingering

Functionally analyze a number of behaviors including murder, chronic fire setting, shoplifting, obscene phone calls, and repetitive return to an abusive partner

Identify skills that will help them better cope with cross-examination

State theoretical constructs of MDT

Use functional analysis of complex adolescent behavior

Describe ways in which MDT implements a complete functional analysis

Identify the steps in MDT

Define and implement key components of behavioral coaching methods

Categorize treatments related to functions for positive and negative reinforcement, and positive and negative punishment; for social, tangible, and automatic contingencies; and for when the most salient stimulus is outside or inside the body

Identify the difference between behavior reduction that occurs from presenting a larger punisher (something bigger to worry about), replacement behavior (something better to do), or extinction (absence of the historic reinforcer)

Identify the biological precedence aversive control takes over positive control

Describe covert contingencies—that is, although not completely worked out, consider the utility of covert (internal) control for the organization of information (i.e., derived behavior such as stimulus equivalence and relational framing) and the maintenance of behavior occurring in prescribed programs (typically with positive control) and without any prescribed program (typically with aversive control)

Take data—without a count of the behavior you have nothing to consider

Describe and always consider multiple control as the potential explanation for a response

Describe the importance of holding information lightly and supporting an appreciation for how much more there is to know about influencing behavior with a constant (inductive) readiness to change our understanding of past data when new information suggests what we believe is incorrect

Describe the considerations that go into knowing when to refer by understanding potential controls, the danger of the behavior, and one's own skills

Use a table to help relate form and function of a target response to determine treatment.

Participate in discussions of recognized events (e.g., melt-down, "going postal," assimilation/accommodation, self-concept, pride, depression, etc.) to offer behavior analytic explanations for these potential functions.

Rank order a list of positive and aversive experiences for their potential relevance in a program, and practice how the list changes when one of the upper items is removed.

Read a scenario that offers a condition such as showing a problem behavior occurring whenever a caretaker walks by and asking for a potential behavior analysis (i.e., social attention). Add information that the participant has had a bowel accident to see if the assessment changes (i.e., social need).

Complete a brief outline to place a response within a function, level of danger, and your own skills to determine if referral is required.

State significant events in the history of the error prevention movement and root cause analysis

Identify three methods used for conducting root cause analyses

Define sentinel events and behavioral sentinel events

Apply root cause analysis methods to a real life case study.

Demonstrate the use of the BCIRA tool

Assess current health and fitness related behaviors using industry standard metrics and functional behavioral assessment

Identify personalized health and wellness goals and break these down into achievable benchmarks via task analysis

Through preference assessments, identify preferred activities, possible reinforcers, and incentives for and environmental barriers to participating in healthy behaviors

Employ specific behavioral strategies such as self-monitoring, behavioral contracting, performance management, and public posting to achieve health and fitness goals

Use unique methods of data collection, charting, and graphing (including Internet gaming, mobile phone applications, and social media) to improve health and fitness related behaviors

Build a collaborative network of health and wellness practitioners and disseminate behavior analytic health and fitness programming through targeted marketing and public relations strategies

Identify a situation in which an individual has violated the BACB code of ethics and discuss various situations in dealing with that violation

Outline a simple ethics supervisory system to apply to their organization

Identify the six steps of behavioral systems analysis and how they can be applied to developing an ethics management system

Describe the three steps of performance-based instruction and how they can be applied to teaching ethical behavior

Develop strategies for dealing with ethical concerns when they arise during consultation or clinical services, such as addressing concerns with non-empirically based practices and procedure

Set up specific spreadsheets and input and manipulate data within an Excel 2003 and 2007 spreadsheet

Create graphs for alternating treatment, reversal, multiple-baseline designs, standard celeration, and cumulative records

Use the chart wizard, construct graphs of all data or select data sets within a spreadsheet, and update databases and graphs as data collection continues

Manipulate graph components (e.g., axes, data points, data paths, secondary axis) and use drawing tools to insert additional components (e.g., arrows, data labels, phase change lines, boxes)

Access the applications and available resources to successfully and independently use them for practice

Use iBAA for qualitative assessment, cumulative behavioral frequencies, interval recording with and without peer referencing, functional behavioral assessment, and assessment of the learning environment

Generate and export reports of behavioral data

Use Keep In Mind to develop and deliver fully customizable prompts as part of a behavior intervention plan and access feedback data to assess treatment compliance and/or fidelity of implementation

Demonstrate beginning knowledge of the complex medical, behavioral, and cognitive sequelae associated with survivors of TBI with co-occurring issues

Describe the phases of post acute TBI programming, from stabilization, evaluation, and treatment to discharge planning, preparation, and transition

Identify the ways in which the role of the behavior analyst can impact interdisciplinary treatment at all phases of planning and implementation

Describe how key behavior analytic concepts and principles can be incorporated into each phase of neurobehavioral programming

Demonstrate a beginning knowledge of the behavior analytic model established by the co-presenters to guide interdisciplinary team efforts to integrate, prioritize, and program for this challenging population

Operationalize objective, observable, measurable actions for the ongoing evaluation of interventions as outcomes for the purpose of measurement

Describe at least three single-case designs for systematically analyzing variables, and for demonstrating functional relationships, which include the basic essentials of establishing baselines and increasing inter-observer agreement in data-taking in community settings with nonprofessional observers

Identify behavioural and environmental contexts in which each type of data collection methodology would be appropriate, and identify how to ethically report the data

Identify the conceptual basis of interteaching

Identify the literature demonstrating the effectiveness of interteaching

Demonstrate a solid foundation in each interteaching component (i.e., preparation guides, teaching records)

Write effective study guide questions and follow-up lectures

Implement interteaching in their own classrooms

Connect their own current research to the origins of operant research, whether it be basic experimental work or higher level work on, for example, verbal behavior

Examine and explain the exact historical beginnings of B. F. Skinner's work (it is well known that this work is experimental, but it is also interpretative, in the sense that Skinner was all along also interested in complex human—verbal—behavior)