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| Improving Organizational Systems |
| Friday, May 27, 2011 |
| 8:00 AM–11:00 AM |
| 405 (Convention Center) |
| Area: OBM; Domain: Applied Behavior Analysis |
| CE Instructor: Heather McGee, Ph.D. |
| LORI H. DIENER (Performance Blueprints, Inc.), HEATHER M. MCGEE (Western Michigan University) |
| Description: This workshop will teach you how to analyze the critical variables of an organization in order to gain a comprehensive understanding of where to focus improvement efforts. This level of analysis helps to understand what variables impact the organization and how information should flow throughout in order to readily respond to these variables. The visual models created at this level of analysis help to identify missing, unnecessary, confusing, or misdirected input and outputs and develop cross-functional relationships. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe the value of applying a behavioral systems analysis approach to improve organizational performance
- Analyze any organization in context of a Total Performance System
- Create organizational Total Performance System diagrams and Relationship Maps to pinpoint areas for improvement
- Develop action plans that establish accountability for making organizational level improvements
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| Activities: Participants will first complete a series of exercises to build a systems-thinking foundation for analyzing an organization. Then, using the Organization Level Question set of the Behavioral Systems Analysis Questionnaire (BSAQ) (Diener, McGee & Miguel, 2009; McGee & Diener, 2010) participants will create a Total Performance System diagram and Relationship Map to identify areas for improvement and learn how to develop action plans for ensuring that improvements are implemented. Participants should bring a strategic plan and organizational chart, if possible. We recommend that a team oftwo or more from your organization attends together to enhance problem-solving and idea generation. |
| Audience: Leaders, supervisors, managers, directors, OBM practitioners, OBM students |
| Content Area: Methodology |
| Instruction Level: Basic |
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| Developing Social Skills in Learners With Autism Spectrum Disorder: From Assessment to Intervention |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Capitol Ballroom 7 (Hyatt Regency) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Mary McDonald, Ph.D. |
| MARY ELLEN MCDONALD (Hofstra University), ERIN SPARACIO (Eden II Programs), JOYANN TRAMUTA (Eden II Programs) |
| Description: Children with autism exhibit many deficits in the area of socialization. It is difficult for children with autism to respond to peers in social situations as well as to initiate to others. There are many other areas of socialization that children with autism have great difficulty with, such as ending a conversation, listening to another conversation to obtain information, and knowing how to join in a conversation. This workshop will discuss a variety of innovative strategies that have been successful for improving social skills in children with autism. Specific strategies to be discussed will include topics such as the use of behavioral rehearsal, role playing, using video modeling and video rehearsal, along with other technology based interventions, and conducting ABC analyses of social situations. Carol Grays social stories will also be reviewed. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify a minimum of three new methods for increasing social skills in children with autism
- Operationalize advanced concepts such as friendship when teaching a child with autism
- Applybehavioral rehearsal with children with autism to improve social skills
- Use self-monitoring for children with autism to help them to monitor their social skills
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| Activities: Participants will watch video clips of a variety of strategies that can be used to increase social skills in individuals with autism. Specific activities will include writing a story about a social situation or a student, conducting an ABC analysis on a social situation, and operationalizing a variety of advanced social concepts. |
| Audience: Psychologists, special educators, social workers, speech pathologists, and parents. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Applied Behavior Analysis and Speech Language Pathology: An Integrated Approach to Promoting Language in Learners With Autism |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Capitol Ballroom 4 (Hyatt Regency) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Joanne Gerenser, Ph.D. |
| JOANNE GERENSER (Eden II Programs), BONNIE M. FORMAN (Eden II Programs) |
| Description: Deficits in speech and language are consistent problems in children with autism spectrum disorder (ASD). Although there have been significant strides made in the development of effective programs, many children continue to demonstrate on-going and persistent speech-language challenges. The use of applied behavior analysis is often recommended for young children with autism. Due to conflicts in treatment ideology, it may be the case that treatment programs for children with ASD may lack input from a speech language pathologist. Therefore, traditional behavioral programming may lack critical input in areas such as neuro-anatomy of speech production, lexical development and organization as well as issues of speech perception and processing. This workshop will provide a model for integrating research in the areas of psycholinguistic development, early social development, as well as lexical development within behavioral programming for children with autism. Specifically, areas such as joint attention, the development of speech as well as word learning and language processing will be addressed. The research underlying these areas will be presented along with strategies for intervention. Videotapes will be presented highlighting these interventions. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify the specific language learning challenges associated with autism
- Describe joint attention as well as recognize the challenges in development of these behaviors in learners with autism
- Identify a number of strategies to promote joint attention behaviors in young children with autism
- Discuss early speech development as well as the challenges to speech development in young children with autism
- Develop a program to address verbal and vocal development in young children with autism
- Discuss concepts such as lexical development and organization, fast and slow mapping and how these concepts apply to children with autism
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| Activities: 10:00-10:30: Introduction and overview of issues in ABA-SLP collaboration 10:30-11:00 Overview of core deficits in ASD as they relate to speech and language 11:00-12:00: Overview of joint attention and strategies to address the development of joint attention behaviors in learners with ASD 12:00-1:00: Overview of speech development and implications for treatment 1:00-2:00 Lunch 2:00-2:30 Reviewof language development in typical children and children with ASD. 2:30-3:45 Overview of strategies to enhance language development and processing in children with ASD 3:45-4:30: Overview of abstract language and strategies to enhance abstract language in learners with ASD 4:30-5:00 Q & A |
| Audience: Behavior analysts, speech pathologists, teachers, clinicians |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Programming From the Verbal Behavior-Milestone Assessment and Placement Program: Procedures Derived From a Public School Support System |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Centennial Ballroom F (Hyatt Regency) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Miklos, M.S. |
| MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network), AMIRIS DIPUGLIA (PaTTAN/ PA Verbal Behavior Project), LINDA T. FRANCHOCK (PA Verbal Behavior Project) |
| Description: The Verbal Behavior-Milestones Assessment and Placement Program (VP-MAPP; Sundberg, 2008) provides a useful tool for school programs providing language instruction guided by B. F. Skinner's (1957) analysis of verbal behavior. Through the Pennsylvania Training and Technical Assistance Program's (PaTTAN) applied behavior analysis and verbal behavior supports program (formerly The PA VB Project), more than 100 schools across the Commonwealth have been guided in using the VB-MAPP as an assessment tool and guide to programming. This session will review strategies for the selection and design of teaching programs for individual students based on VB-MAPP assessments. The relationship between domains in regards to issues such as response form selection, density of training and format of training protocols will be provided. The workshop will review specific data-based case studies of students. Representative teaching protocols across the verbal operants and methods for applying data based decisions will be presented. Participants will have the opportunity to practice certain instructional procedures and to analyze multiple VB-MAPP protocols. Issues related to staff training and classroom organization will be addressed in relation to VB-MAPP profiles. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify a balanced instructional program for students based on VB-MAPP Milestones profile
- Review basic concepts of instructional design relevant to teaching verbal behavior with a variety of learner profiles
- Select specific teaching programs for students based on VB-MAPP including establishing a sufficient number of exemplars as well as sufficient density of training opportunities
- Determine instructional strategies to be used across a variety of settings for students to promote skill generalization based on skill performance levels identified through VB-MAPP assessments
- Balance selection of programs from the various domains dependent upon student functional levels
- Develop classroom organization procedures that allow delivery of effective programming derived from VB-MAPP assessments
- Identify staff training needs necessary to implement an effective and balanced instructional program for individual students
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| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, and discussion. Core content will be taught through group responses and brief individual competency checks. Video demonstrations of various procedures will be provided. Supplemental materials for guiding program development based on the VB-MAPP will be provided in order to support participant learning. |
| Audience: This presentation will be valuable to anyone who uses the VB-MAPP as a tool to guide instructional programs for students with autism. The session wil not focus on issues related to VB-MAPP administration, but rather on interpretation and application issues. It is appropriate for BCBAs involved in consultation regarding instruction of the verbal operations, special education teachers and administrators, as well as other professions involved in the delivery of special education services for students with autism and other disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Augmentative and Alternative Communication: Proloquo2Go and Considerations When Using Technology With Those Diagnosed With Autism |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Centennial Ballroom H (Hyatt Regency) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Rebecca Godfrey, Ph.D. |
| REBECCA GODFREY (Central East Autism Program), KATELYN FERGUSON (York Behaviour Management Services), MARIO NOTARIANNI (York Behaviour Management Services) |
| Description: Augmentative and alternative communication (AAC) augments or replaces vocal speech when spoken language does not develop or is not sufficient to communicate effectively. One of the core deficits for persons with autism spectrum disorders (ASDs) is delay, difficulty with, or lack of development of spoken (vocal) language (e.g., Lord, Risi, & Pickles, 2004). The workshop begins with an introduction to why and when AAC should be considered. While it would be interesting to discuss the research evidence surrounding AAC, the workshop instead focuses on using technology in applied settings. The workshop then covers AAC strategies and types of devices available. This discussion centers on the advantages and disadvantages of these devices for individuals with ASDs. The third section provides a detailed case study of the communicative history of a teenager with autism and how the use of an iPhone application has been used to facilitate his communicative needs. The fourth section covers the basic usage of Proloquo2Go, the advantages and disadvantages of the application, and systematic programming suggestions regarding communication for individuals with ASDs based on their strengths and deficits. The remainder of the workshop discusses how technology can be incorporated into applied behavioral analytic treatment programs. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Summarize all types of AAC approaches such as manual signs, picture exchange systems, and speech-generating devices
- State the potential benefits of AAC intervention on the development of natural speech and functional communication in children with ASD
- Describe the advantages and disadvantages of some available devices
- Utilize the application Proloquo2Go (e.g., how to change the settings, what accommodations can be made based of the skills of the individual using it)
- Create a task analysis to teach an individual how to use Proloquo2Go and to design further treatment programs based on the skill set of the individual
- Identifypotential advantages and disadvantages of this technology.
This workshop leads the participant to the conclusion that moving from one form of communication (e.g., picture exchange) to another form (e.g., electronic augmentative device) needs to be a planned process that involves on-going and systematic interventions; that there needs to be a 'back-up' plan; and, that availability of communication system always needs to be present. It will also lead to some innovative ways in which to teach new skills. |
| Activities: Lecturing will provide an initial overview of AAC interventions and the wh-questions surrounding them (e.g., Which device should I buy?). Practical exercises will be given in group format that address individual programming needs (e.g., How should I teach a non-vocal child with poor fine motor imitation skills to communication?). Video clips will be used to present a case study of the systematic interventions used to teach a youth to move on from his picture exchange system to an iPhone application. Participants will be able to practice using the Proloquo2Go application (e.g., adding a new picture to Familiar People; moving items from one category to another; changing the voice). Group discussion will focus on the pre-requisite or co-requisite skills needed to learn to use Proloquo2Go and the ways in which this technology can be used to program beyond learning to express basic needs and wants and will provide programming plans that target other skill areas (e.g., I'm lost; social questions; independent activity schedules; fine motor skills). Resources will be provided so that participants can further their skills on using Proloquo2Go. Participants will be provided with handouts of the information covered in the workshop. |
| Audience: This workshop is intended for professionals and teachers. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Developing the Social Skills of Students With Autism Spectrum Disorder Served in Inclusive Settings |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| 303 (Convention Center) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Robert Putnam, Ph.D. |
| ROBERT F. PUTNAM (The May Institute), MARISA PETRUCCELLI (May Institute) |
| Description: The purpose of this workshop is to enhance the competencies of participants to design and improve social skills of students with autism spectrum disorders (ASD). This workshop will review the research on assessment and intervention with social skills of students with ASD. The workshop will focus on the development of effective social skill interventions based on a variety of assessments. The participants will learn how to empirically assess social skills of students with ASD through a variety of measures. Using this information the participants will learn how to design (a) effective direct instructional interventions to improve social skills, (b) interventions within general education classrooms to teach and generalize social skills of these students and (c) interventions to generalize these skills to home and community settings. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify assessment instruments and methods to inform the development of social skill development in students with ASD
- Design function based interventions to teach social skills that compete with problem behavior
- Design strategies to support social skills development in inclusionary settings
- Adapt curriculum and activities for students with ASD to increase social interactions
- Design strategies to encourage social interactions between students with ASD and their typical peers
- Increase opportunities for students with ASD to practice social skills in different environments (e.g., other school settings, home, community)
- Increase success of students with ASD in a variety of settings
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| Activities: Participants will follow a process of case based assessment of social skills with students with ASD. Participants will then use this assessment process to gather information on students that they working with. Based on this assessment the participants will learn the process of designing a comprehensive social skills intervention plan to increase social skills. Participants will use this process to design interventions with students with whom theyare currently working. |
| Audience: Behavior analysts, educational consultants, technical assistance providers |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Building Cooperation and Motivation to Learn |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Mineral Hall D (Hyatt Regency) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Anna Matchneva, M.Ed. |
| ANNA MATCHNEVA (1 Step Ahead Services Inc.), ALEXIA STACK (Private Practice) |
| Description: Building learner cooperation and motivation in intensive behavior intervention programs is critical for the acquisition of new skills and concepts. Having an in-depth understanding of the components required to teach learner cooperation and motivation, how to problem solve when motivation decreases, how to train staff effectively, and how to design measurement systems is imperative for the implementation of effective intervention programs. This workshop is designed to examine six core concepts for effectively establishing cooperative learning skills. Participants will partake in group discussions and video analysis in order to develop an understanding of the six core concepts: motivation, reinforcement and schedules of reinforcement, preference assessment, token economies, and refusals to cooperate. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Define motivation and identify motivated and unmotivated learners
- Define preference assessment
- Discuss advantages and disadvantages of various types of preference assessment
- Describe schedules of reinforcement
- Identify different schedules of reinforcement
- Define token economy
- Discuss advantages and disadvantages of token economies
- Identify refusals to cooperate
- Identify strategies to increase student cooperation
The overall objective is for participants to identify components of a motivated learner and what environmental changes to make in order to achieve this therapeutic goal. |
| Activities: Over the course of the workshop, participants will engage in a variety of activities aimed at identifying the components needed to create a motivating learning environment: 1) Participants will view and analyze videos to identify components of motivated and unmotivated learners. 2) Participants will view videos and identify schedules of reinforcement. 3) Participants will listen to case studies and identify schedules of reinforcement. 4) Participants will practice problem solving refusals to cooperate. 5) Participants will view videos and complete two case analysis of two different learners. |
| Audience: Individuals working with learners from infancy through to the early elementary years, behavior analysts, staff serving individuals with autism and related disorders, parents and caregivers, and teachers. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Obtaining Insurance Reimbursement for Early Intensive Behavior Intervention for Autism: How We Do It. Medical Necessity Determinations, Billing, and Management of Recovery-Oriented Treatment |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Centennial Ballroom C (Hyatt Regency) |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Eric Larsson, Ph.D. |
| ERIC V. LARSSON (Lovaas Institute Midwest), KARA L. RIEDESEL (Lovaas Institute Midwest), CHARRYSE M. FOUQUETTE (Lovaas Institute Midwest) |
| Description: This workshop will provide a detailed description of our real world experience in establishing the medical necessity of treatment and billing for and obtaining reimbursement for our recovery-oriented treatment. There are several possible sources of financial support for early intensive behavior intervention (EIBI). Over the past 20 years, the Lovaas Institute Midwest has developed a system for obtaining support from Medicaid and private insurance. This workshop will cover the background of this effort, the essential systems and concrete details of the work, and provide two thorough start-to-finish case studies. While many perceive this process in terms of adversarial advocacy, both consumers and funders, as well as behavior analysts, share a common goal: To provide the optimal treatment service for each child, and in so doing, avoid unnecessary treatment. Therefore this workshop will focus on the delivery of accountable, cost-effective treatment. Many also perceive this process in terms of an up-or-down referendum on the value of ABA for autism. However, the determination of the most appropriate treatment for an individual child is multi-layered. Accountable treatment entails: 1) evidence based research, 2) optimal service delivery, 3) appropriate providers, 4) individualized prescriptive assessment, and 5) ongoing evaluation of individualized responsiveness to treatment. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe the purpose and intent of comprehensive prescriptive and ongoing assessment
- Identify a comprehensive set of multi-modal assessments
- Use assessment data to prescribe daily, weekly, and 6-month treatment modifications to enhance progress
- Present treatment intake and outcome data to support funding requests
- Use a system of daily and weekly assessment to ensure treatment integrity
- Identify critical behavioral objectives for recovery from the symptoms of autism
- Submit effective billing statements and obtain reimbursement
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| Activities: Participants will receive actual assessment and submission models, participate in didactic presentations, view videotapes of sample assessments, and discuss individual challenges. |
| Audience: Administrators, consultants, lead therapists, line therapists, parents, and graduate students. Participants should have a basic understanding of behavioral terms used in EIBI. At least one-month's experience with EIBI is preferable. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| First Three Months of Early Intensive Behavioral Intervention for a Child With Autism: Major Goals and Challenges |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| 304 (Convention Center) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Monika Suchowierska, Ph.D. |
| MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology), LINDA S. HEITZMAN-POWELL (University of Kansas Medical Center) |
| Description: The first three months of early intensive behavioral intervention are a crucial period for a young learner with autism. This workshop will show how this period can be planned so that: 1) therapeutic goals are chosen and arranged in the order of importance, 2) relation between the child and the therapist is developed, 3) instructional control is established, 4) pivotal behaviors are taught, 5) communication is established, and 6) collaboration with parents is built. Apart from goals for this period, major challenges will also be discussed. Video material will be used. The workshop will conclude with some suggestions for the next months of therapy. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Recognize methods of choosing and prioritizing therapeutic goals for the first three months of therapy
- State methods of establishing a mutually reinforcing relation between the child and the therapist
- Identify methods of establishing instructional control
- Choose and teach pivotal behaviors
- Describe methods of establishing communication
- Cite strategies for establishing a truly collaborative model of working with the parents
- Outline challenges facing therapists and parents in the first three months of therapy
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| Activities: Didactic instruction, videotaped presentations, demonstrations |
| Audience: Beginners |
| Content Area: Practice |
| Instruction Level: Basic |
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| Preparing for Adulthood: Vocational and Life Skills Training for Teenage Students With Autism |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Granite A (Hyatt Regency) |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Elizabeth Martineau, Ed.D. |
| ELIZABETH MARTINEAU (Nashoba Learning Group), CRYSTAL SEAGLE (Nashoba Learning Group), HEATHER M. REGO (Nashoba Learning Group) |
| Description: Teenagers with moderate to severe autism who have received quality applied behavior analysis (ABA) school programming generally develop a strong repertoire of skills. As those students reach 14-years-old and above it is critical that programming be geared towards building those skills into repertoires that will allow the student to obtain employment and live as independently as possible as an adult. Although there is a substantial body of research to assist in teaching early learners, there is significantly less documented work to assist practitioners in designing vocational and life skills programming for older students who still require individualized ABA instruction. At Nashoba Learning Group, we have developed a curriculum for teaching vocation and life skills that has allowed our students to significantly increase their employability and independence. Our curriculum utilizes well researched ABA teaching techniques, such as task analyzed teaching, incidental teaching, discrete trial teaching, and stimulus fading to build linked repertoires of skills essential to success in adulthood. Workshop will review: prerequisites; an overview of program structure; skills taught; teaching methods; task analyses; and data on skill acquisition. We will demonstrate how programming is modified to account for student skill level, including 3 longitudinal case studies of students at different levels. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to:
- Design integrated vocational and life skills programming for teenagers with autism
- Create learning objectives for students for both prerequisite skills and vocation and life skills
- Teach specific skills using task analyses
- Adapt teaching of skills to student ability level
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| Activities: Participants will engage in a series of activities throughout the day. The morning will be devoted to vocational training and the afternoon to life skills, including money management, shopping and community navigation skills. Each hour of the day will consist of an overview presentation, a structured activity, such as completing a task analyzed activity in the role of a student or adapting a task analysis to account for differing student ability level, and an activity summary and question/answer session. |
| Audience: Session will be designed for BCBA level teachers and clinical directors, and program coordinators. Presenters will assume that participant is familiar with a variety ofapplied behavior analysisteaching techniques and with individualized curriculum design for students up through the teenage years. Participants should have a strong interest in developing individualized programs for teenagers and young adults with autism that result in students achieving job readiness and as high a degree of independence as possible. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| CANCELLED: Refining Teaching Through Technology: Using PowerPoint to Create Highly Individualized Behavior Analytic Teaching Programs for Children With Autism |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Quartz B (Hyatt Regency) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Jessica Slaton, M.Ed. |
| JESSICA SLATON (Nashoba Learning Group) |
| Description: Children with autism often require very specialized prompting, prompt fading, error correction, or stimulus arrangement to effectively learn new skills. For some children with autism, the level of precision necessary in executing these teaching strategies is so great that it cannot be reliably performed by a human. Examples of such precision include the difference between a 1 second and 1.5 second time delay prompt, presenting a verbal SD with the same volume and intonation every trial, or exaggerating the size of a stimulus by exactly 5% versus 8%. Children with autism who require that prompts be broken down so minutely and faded so gradually can benefit from computerized teaching programs that are capable of providing such precision. There are many educational software programs available on the market, but they lack the individualization necessary and may in fact reinforce incorrect answers by providing auditory or visual stimuli after each answer. Using Microsoft PowerPoint is an excellent (and free) alternative way to create highly individualized and precise teaching programs for the most challenged learners with autism. Examples of skills successfully taught using individualized PowerPoint programs are object identification, sight words, phonics, answering social questions, and addition/subtraction on a number line. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Use PowerPoint to create behavior analytic teaching programs using time delay prompts, stimulus superimposition and fading, echoic prompts, prompts that are faded within session, and within-stimulus prompts that manipulate size, position, color and movement
- Use PowerPoint to import, modify, and animate pictures, shapes, and text boxes, including making stimuli appear, disappear, or change position contingent upon clicking a target stimulus or in sequence with other stimuli
- Use PowerPoint to incorporate individualized multi-media reinforcement (music, videos, etc) into teaching programs, on both fixed and variable ratio schedules
- Use PowerPoint to create multiple types of error correction procedures within teaching programs. Use PowerPoint to record and deliver verbal SDs.
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| Activities: Please note that you must bring a Windows laptop to participate in workshop activities. Some of th-critical PowerPoint features we will be using arenot available on a Mac. Participants will review teaching programs created with PowerPoint to become familiar with the capabilities of the program, and complete hands-on activities with PowerPoint. Laptops must use Windows and have a working version of Microsoft PowerPoint. Colleagues attending the workshop together may share a laptop if they desire. Participants will be led through a series of task analyzed activities using individual components of PowerPoint to create behavior analytic teaching programs, including but not limited to: inserting and modifying stimuli, recording and using auditory stimuli, animating stimuli, making stimuli appear and disappear, specifying when stimuli animate (automatically or on a time delay or contingent upon clicking other stimuli), and inserting and using multi-media reinforcement. Detailed written instructions for each task will be provided for all participants. There will be time for participants to begin designing their own individualized PowerPoint teaching programs, with guidance from the instructor. |
| Audience: This workshop is appropriate for behavior analysts who are responsible for designing individualized teaching programs for children with autism, and who have easy access to PowerPoint in their work setting but may not be familiar with using it. An in-depth knowledge of behavior analytic teaching strategies is necessary. No experience with PowerPoint is necessary, though a basic understanding of how to use a computer is assumed (browsing the internet, using word processing software, cutting and pasting, making selections from drop-down menus, etc.) The strategies covered in this workshop are applicable to many types of learners, but are particularly relevant to learners who demonstrate slow progress and require a very high level of consistency and precision in their teaching. Please remember a Windows laptop is necessary to participate in workshop activities, and Macs cannot run some of the critical features needed. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Strategies for Increasing Parent Fidelity of Implementation and Decreasing Child Challenging Behavior During Problematic Routines |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Capitol Ballroom 3 (Hyatt Regency) |
| Area: AUT/PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Amanda Little, Ph.D. |
| AMANDA L. LITTLE (University of Texas at Austin), JENNIFER SHUBERT (University of Texas at Austin), NANETTE L. PERRIN (Early Childhood Autism Program) |
| Description: Applied behavior analysis has become an established treatment for children with autism (National Autism Center, 2009). The use of functional analysis, for example, allows us to assess and intervene on challenging behavior in a variety of settings (Iwata, Dorsey, Slifer, Bauman, & Richman, 1994). Recent research has intervened on challenging behavior during problematic family routines, for example during mealtime or going to the grocery store (e.g., Buschbacher, Fox, & Clarke, 2004; Lucyshyn, Albin, Horner, Mann, Mann, & Wadsworth, 2007). However, parents use of the strategies in the behavior intervention plan (i.e., parent fidelity of implementation) is often not reported (Conroy et al., 2005). This workshop will provide participants with strategies for how to teach parents to assess the function of behavior and develop function-based intervention strategies. The function of behavior and corresponding behavior intervention plans will be developed based on videotaped footage of actual childrens routines. As well, participants will learn how to task analyze intervention strategies and increase parent fidelity of implementation. We will provide tools for collaborating with families throughout the process of functional behavior assessment (FBA) and intervention planning during home and community routines. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Operationally define a family routine that involves child challenging behavior
- List the functions that maintain behavior
- Label the function of children's challenging behavior as shown during several videotaped segments
- Identify setting event, antecedent, and consequence interventions based on the results of the functional behavior assessment
- Identify functionally equivalent replacement behaviors to teach the child
- Task analyze interventions to create a fidelity of implementation checklist of the parents' behavior
- Describe strategies that are used to promote higher fidelity of implementation
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| Activities: Participants will engage in conducting FBA with children with autism who engage in challenging behavior (e.g., operational definitions of target behaviors, choosing appropriate data collection measures, etc.) by observing videotaped segments during their home and community routines, develop an individualized behavior intervention plan for these children based on the results of the FBA that includes setting event, antecedent, and consequence interventions, as well as teaching new skills (i.e., functionally equivalent replacement behaviors), practice creating a task analysis of interventions that parents will be implementing, and collect data on parent fidelity of implementation of the strategies included in the intervention plan by watching videotaped routines. |
| Audience: Behavior analysts, including Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, service providers and other professionals in the field of behavior analysis and special education, teachers, and others who support individuals at home and in the community who exhibit challenging behavior and who have autism and/or other developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Motivating Learner Participation Without the Use of Escape Blocking, Forced Physical Prompts, or Nagging |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Capitol Ballroom 6 (Hyatt Regency) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Robert Schramm, M.A. |
| ROBERT SCHRAMM (Knospe-ABA) |
| Description: Robert Schramm, author of Educate Toward Recovery: Turning the Tables on Autism, will be presenting a full-day workshop teaching participants how to address challenging learning behaviors and motivate positive teaching interactions without the need for escape blocking, forced physical prompts, and nagging. The process of earning instructional control with an unmotivated learner is both difficult and extremely important. Many children with autism do not learn up to their potential due to a lack of motivation rather than a lack of ability. Traditional ways of looking at compliance training often do not motivate learner participation without damaging the relationship between child and teacher. Even strong verbal behavior techniques meant to pair the teaching setting and teacher with reinforcement are often not enough to overcome the negative effects of procedures common in escape extinction. This workshop offers participants a new way to look at escape extinction and an opportunity to earn instructional control with even their most difficult behavioral cases without having to resort to escape blocking, forced physical prompts or nagging procedures. Participants will learn theseven steps to earning instructional control that when applied comprehensively throughout a child's day, can make these traditional escape extinction procedures unnecessary. This workshop will be filled with examples and video demonstration of the procedures discussed and will offer time for questions and discussion. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify the procedures normally used on escape extinction
- Recognizethe value and techniques involved in comprehensive restriction of reinforcement
- Describethe best ways to develop a paired teaching relationship with their students
- Recognizethe importance and problems surrounding, "Say what you mean and mean what you say," when earning instructional control
- Analyzethe value of easy instructions, fading-in learning goals and the importance of using positive reinforcement over negative reinforcement in earning instructional control
- Determinethe value of an ever-increasing variable ratio of reinforcement in earning instructional control with their students
- Recognizethe importance of differentiated reinforcement in earning instructional control
- Be able to describe the values and pitfalls of extinction and why negative punishment is more valuable than positive punishment in earning instructional control
- Be able to explain what ateaching arc is and demonstratehow touse onein teaching
|
| Activities: Participants will be exposed to explanations of the seven steps to instructional control while seeing video demonstration of each step and sharing their questions regarding the procedures involved. |
| Audience: This workshop is of value to anyone working with difficult learners or learners with autism spectrum disorder that have made earning instructional control difficult, including BCBAs, teachers, tutors, or parents. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| CANCELLED: From Diagnosis to Indistinguishable: Developing Individualised Early Intensive Intervention Programmes for Young Learners With Autism |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| 302 (Convention Center) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Kimberly Wroblewski, M.S. |
| KIMBERLY WROBLEWSKI (CEAT), MARY HOPTON-SMITH (CEAT) |
| Description: Implementing an early, intensive behavioural intervention programme for a young learner with autism requires us to make multiple decisions. What assessment procedure should be used? What should our initial teaching targets be? What teaching strategy will be most effective? How do we know when our learner is ready for the next step? How do we help our learner develop new skills and develop fluent responding? When do we integrate into a more natural learning environment? This workshop is designed to help the participant make sound, evidenced-based decisions, based on years of research and case-study examples. This workshop takes participants through the journey of several young learners with autism, from diagnosis to indistinguishable. Through reviewing the process via video, data analysis and discussion, participants will get a first-hand account of how the current research on early intensive intervention for young learners with autism can be implemented in the applied setting. This workshop will address (a) the process of assessment, (b) target setting and programme development, (c) intervention models and strategies, (d) the progression from one-to-one teaching to the peer-enriched environment and (e) supported school and community integration. This workshop will provide evidence of the accelerated development that can create life-changing gains for some young learners with autism. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify the available assessment tools that can be used at the start of and throughout intervention to guide curriculum development
- Recognisethe importance of developing rapport and instructional control with early learners, of teaching early learning readiness skills and working systematically through a hierarchy of skills
- Describe the process by which intensive intervention programmes are designed to accelerate learning in multiple skill domains whilst ensuring a least restrictive learning environment
- Identify and use a variety of evidenced-based teaching approaches and understand the process by which we decide which approach is most appropriate to individual learners in individual skill areas, including but not limited to discrete trial teaching, the verbal behaviour approach and natural environment teaching
- Design written programme summaries to ensure effective implementation by intervention teams
|
| Activities: The participants will access lecture and group discussion facilitated by the presenters. Participants will also benefit from information provided by video example. Participants will be engaged in data collection, data analysis, and the development of programme sheets used in early intensive intervention programmes. Participants will have access to handouts summarising the lectures as well as programming and data templates that can be used in developing intervention programmes. |
| Audience: Those who will benefit from this workshop include behaviour analysts, and assistant behaviour analysts, consultants and supervisors of early intervention programmes and parents. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Behavioral Activation and the Meaning of Life |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| 404 (Convention Center) |
| Area: CBM/CSE; Domain: Service Delivery |
| CE Instructor: Jonathan Kanter, Ph.D. |
| JONATHAN W. KANTER (University of Wisconsin, Milwaukee) |
| Description: No matter what your area of specialty or with whom you work, you will encounter depression. Behavioral activation (BA), which has been shown to be as effective in treating depression as anti-depressant medications, represents a behavior analytic approach to treating depression that you can learn to implement with confidence in this workshop. BA can function as a stand-alone, front-line approach to treating depression or as a set of supplemental techniques that you can add to your ongoing work in a variety of clinical settings. While many clinicians understand activity scheduling, or pleasant events scheduling, BA actually is much more than pleasant events scheduling. It is about bringing the full power of behavioral analysis and behavioral techniques to bear to help change your client's behavior to extract deep meaning from life. It is about empowerment and persistence in the face of seemingly overwhelming obstacles to create a life of meaning, purpose, and joy. Best of all, it achieves this with a thoroughly behavior analytic approach that is consistent with both applied and clinical behavior analytic work, is easy to learn, and easy to implement for diverse, multi-ethnic groups in our global community. This workshop will provide detailed training in BA. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Recognize abehavioral and functional model of depression
- Provide a rationale for behavioral activation to clients
- Define five tips for maximizing the success of your behavioral activation efforts
- Develop additional strategies to try when your first attempts to activate your client do not succeed
- Implement BA with other approaches such as acceptance and commitment therapy (ACT)
|
| Activities: Workshop attendees will participate in didactic learning as well as observe videotaped clinical interactions demonstrating techniques and participate in role-playing activities and group discussions. The workshop will be very hands-on with opportunities to practice and apply the material. |
| Audience: Anyone with an interest in clinical behavior analysis, a behavioral conceptualization of depression, or behavioral treatment of depression. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Running Effective Behavior Analytic Social Skills Groups |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Mineral Hall B (Hyatt Regency) |
| Area: CSE; Domain: Applied Behavior Analysis |
| CE Instructor: Jennifer Blankenship, M.Ed. |
| JENNIFER BLANKENSHIP (Advances Learning Center), ELIZABETH PAIGE ADAMS (Advances Learning Center), KATHERINE FRANCES CAREY (Advances Learning Center) |
| Description: Teaching social skills in a group setting requires a multitude of skills: grouping students in effective clusters, using group contingencies, taking data on multiple students at once, and individualizing prompt levels and reinforcement schedules while running effective activities that provide students with frequent opportunities to respond to social stimuli. This workshop will teach specific learning activities that target skills in the domains of body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking. It will also provide training on how, when, and why to use group contingencies and give strategies for individualizing social instruction in a group setting. |
Learning Objectives:
At the conclusion of this workshop, participants should be able to:
- Use a variety of activities designed to provide students with frequent opportunities to respond to social cues.
- Facilitate activities that teach body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking.
- Group students into effective learning clusters.
- Use several different group contingencies and identify the reasons behind using each type of contingency.
- Collect data on multiple students.
- Individualize prompt levels and reinforcement schedules while running an instructional activity with several students.
- Take procedural integrity and reliability measures on social skills group leaders.
|
| Activities: Alternating between lecture and hands-on activities, participants will work in groups to complete guided notes and case studies and participate in video-modeled activities and role-plays. |
| Audience: The intended audience includes Board Certified Behavior Analysts who train staff to run social skills groups; teachers, SLPs, behavioral instructors, or therapists who run social skills groups; school staff intending to implement social skills instruction as a part of their curriculum; and anyone currently running social skills groups or wishing to run them in the future. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Supervision Ethics: Strategic Oversite and Guidance in an Ever-Changing World |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Capitol Ballroom 2 (Hyatt Regency) |
| Area: CSE/TBA; Domain: Service Delivery |
| CE Instructor: Karen Wagner, Ph.D. |
| KAREN R. WAGNER (Behavior Services of Brevard, Inc.), MARTA T. FIOL (Behavior Services of Brevard, Inc.), BETHANY DOWDING (Behavior Services of Brevard, Inc.) |
| Description: In behavior analysis, supervision has two definitions: pre-certification and post-certification. Both are similar, but neither is well-defined. This leaves room for ambiguity in the supervisor's role in the clinical enhancement and performance of the supervisee, and thus, the services provided to recipients. Clinical supervision is a responsibility many BCBAs assume regardless of professional experience. Some perform it as a practical method of filling in the gaps in their schedule while imparting some of their training and experience. Others have it thrust upon them by employers because of clinical policy or practice. Many do not understand their clinical and ethical responsibilities as a supervisor. This workshop will give detailed information regarding the distribution of responsibilities between the supervisor and the supervisee, best practice guidelines, and strategies to assist both new and experienced supervisors in maximizing their efforts. Suggested documentation, in addition to the requirements for the BACB, will be provided on a USB flash drive, as well as tips on the use of technology during their participation in the supervisory experience. Participants will be divided into triads where multiple opportunities to practice brief supervisory scenarios, as supervisor, supervisee and observer, will be given. Participant laptops are suggested, but not required. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe their role, and that of their supervisee, in the supervisory experience
- Recognizemultiple ethical considerations through discussion and role play
- Demonstrate supervision skills and strategies, with feedback, through discussion and role play
- Assess their potential responsibilities in regards to third party funding
- Define the technical and ethical considerations of distance supervision for both parties, and the recipient of services
- Identify the BACB documentation requirements for both types of supervision
|
| Activities: 1. Didactic lecture 2. Review of supervision contracts 3. Critique of video scenarios 4. Participation in multiple scenario triads, taking the role of supervisor, supervisee and observer 5. Question and answer period |
| Audience: This workshop is for intermediate and advanced BCBAs who are currently providing supervision or who are considering it. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Special Education Law and the Practicing Behavior Analyst: Legal and Ethical Considerations |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Centennial Ballroom A (Hyatt Regency) |
| Area: CSE/EDC; Domain: Service Delivery |
| CE Instructor: Melissa Olive, Ph.D. |
| MELISSA L. OLIVE (Walden University), REBECCA RYAN (Law Offices of Rebecca Ryan), PAMELA M. MARTIEN (Developmental Disabilities Resource Center) |
| Description: This day-long workshop will focus on the Individuals with Disabilities Education Improvement Act (IDEIA) and the issues that practicing behavior analysts should be apprised of. Participants will learn about federal requirements for conducting functional behavioral assessments (FBAs), writing behavior intervention plans, understanding the term positive behavior supports as used in the IDEIA, and the requirements for independent educational evaluations including FBAs. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer. Detailed handouts will be provided. |
Learning Objectives:
At the conclusion of this workshop, participants should be able to:
- Identify the major components of the IDEIA
- Identify the areas of IDEIA that impact the practicing behavior analyst
- Recognizethe types of disabilities that behavior analysts may serve under IDEIA
- Identify the legal requirements of an Independent Educational Evaluation
- Identify when an FBA must be completed under the IDEIA
- Describewhen a BIP must be developed under the IDEIA
- Definehow often data must be collected under the IDEIA
|
Activities:
- Lecture
- Case study examples
- Q & A
- Extensive handout
|
Audience:
- Practicing behavior analysts
- Special education administrators
- Supervisors
|
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| CANCELLED: Academic Assessment Tools for Behavior Analysts: Incorporating Fluency-Based Academic Performance Data Within a Comprehensive Multi-Method Functional Behavioral Assessment |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Granite BC (Hyatt Regency) |
| Area: EDC/PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Michelle Ennis Soreth, Ph.D. |
| PHILIP L. CONCORS (ABC Consultants, LLC), KAREN M. ZELTMAN (ABC Consultants, LLC), MICHELLE ENNIS SORETH (Rowan University), TARA FREDERICK (ABC Consultants, LLC) |
| Description: Curriculum-based measurement (CBM) and assessment (CBA) practices are based on over 25 years of scientific research. CBM utilizes behavior analytic principles and evidence-based technology for monitoring student progress using time efficient, accurate, and frequent assessment of basic skills. CBM is used to assess skills such as general reading achievement, reading comprehension, spelling, mathematics, written expression, early literacy skills (phonics and phonological awareness) and early numeracy (number sense) skills (Aimsweb, 2010). CBM is a direct assessment of academic performance and can be used to supplement or refine the functional behavioral assessment (FBA) process. This course will train students in how to conduct a curriculum-based assessment for core academic skills, develop progress monitoring procedures utilizing Single-Subject Research methodology, and incorporate evidence-based academic interventions into a comprehensive multi-component behavior support plan. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify the circumstances under which it would be beneficial to conduct a direct assessment of academic behavior to supplement an FBA
- Collect information through various indirect measures (e.g. rating scale, interviews) related to academic performance
- Utilize direct observation recording techniques to assess on- and off-task behavior during specific academic periods or activities
- Select, administer, and score academic probes to obtain benchmark levels for early numeracy and literacy skills, oral reading fluency, and math calculation fluency
- Incorporate the academic assessment data within functional hypothesis related to problem behavior and make evidence-based intervention recommendations that compliment a multi-component behavior support plan.
|
| Activities: Didactic instruction, demonstration, guided practice, data review, and case presentation. |
| Audience: Behavior analysts, school psychologists, and special/general education teachers with prior training and experience in conducting functional behavioral assessment including direct observation data collection. Educators who have interest in or familiarity with response to intervention (RTI) methodology. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Thinking Big, Playing Nice: Implementing a Behavioral Framework District-wide With a Multi-disciplinary Team |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Mineral Hall A (Hyatt Regency) |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Jody Silva, M.A. |
| JODY M. SILVA (Washoe County School District), KAYCEE BENNETT (University of Nevada, Reno), ELIZABETH SEXTON (Washoe County School District), JAIME GARDNER (University of Nevada School of Medicine, Child), BENJAMIN N WITTS (University of Nevada, Reno), THOURAYA AL-NASSER (University of Nevada, Reno), ERIKA RYST (Director, Child/Adolescent Psychiatry Fellowship, University of Nevada/Reno, School of Medicine) |
| Description: Over the past10 years, Washoe County School District (WCSD) in Nevada has been working to develop a legally defensible program for students with emotional and behavioral disorders. The program started small, with a single school participating, and has recently grown, encompassing several schools at all age levels. The Social Intervention Program (SIP) is designed to help students acquire and develop effective, pro-social behaviors so they can be successful in the regular classroom and in the community. Secondly, the SIP program targets behaviors that impede the students ability to be successful in the regular classroom and community. Finally, this program supports students in their academic pursuits. This workshop will allow participants to become intimately acquainted with our program and how we work with a multi-disciplinary team to make the program part of an effective treatment plan for the students we serve. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Determine the necessary components for a successful program, and identify these in their own setting
- Interact with school administrators and other support staff to effectively implement this kind of program
- Train classroom staff to implement a classroom-wide behavior plan Implement a data collection system under this kind of framework
- Manage a data collection system during the school day for students in the self-contained classroom and in the general population of the school
- Use data to make decisions related to students and classroom personnel Use data to measure treatment integrity from site to site
- Provide coaching and performance feedback to personnel
|
| Activities: Workshop participants will be immersed in a simulated WCSD SIP classroom. Participants will have the opportunity to act as the teacher, the student, classroom support staff, and school administration. Participants will also see a brief data presentation related to student and staff outcomes at a variety of sites in the WCSD. |
| Audience: This workshop has been designed primarily for educators, school administrators, school psychologists and counselors, and behavior analysts working in school districts. However, it provides a unique look at implementing a systems-wide behavioral framework, and any interested participant is encouraged to attend. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Traveling the Yellow Brick Road From Functional BehaviorAnalysis to Behavior Intervention Plans and Avoiding the Flying Monkeys |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Centennial Ballroom B (Hyatt Regency) |
| Area: EDC/PRA; Domain: Service Delivery |
| CE Instructor: Laura Riffel, Ph.D. |
| LAURA A. RIFFEL (Behavioral Intervention Program) |
| Description: There is a saying, "Observation Cures." So often when a behavior specialist is called in to observe a student, the behavior is non-existent. Partly this is due to the Hawthorne Effect and partly due to students being aware of observations in progress. After running a statewide program to provide behavioral assistance to any student whose behavior was impeding their learning, we quickly developed tools that would help the novice teacher collect the necessary data to gather baseline hypotheses. We have developed a free toolthat graphs antecedent, behavior, consequence data and shows patterns for context, time of day, day of the week, response to consequence and frequency and duration data. The program also configures the baseline based on minutes engaged in behavior divided by minutes observed. Participants will go through a data sample and learn how to determine the function from data analysis by hand and then how to plug that same data into a tool that does the calculations and graphs once they have access to their computers. Once the data are calculated, the participants will be able to take the hypothesis and plug into a competing pathway chart using antecedent manipulations, replacement behavior teaching, and consequence modifications. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Recognize the relationship of antecedents to behavior and consequence to behavior
- Employ a simple tool to teach classroom teachers what function of behavior is and what data are necessary to make an assessment
|
| Activities: Analysis of a student's data using a simple format that is easily taught to classroom staff with limited behavioral training. Learning how to bring others to understand the importance of appropriate data. Selling teacherson the idea of collecting useful data in a simple format. |
| Audience: school psychologists, behavior specialists, and special education administrators/coordinators |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Precision Teachingand Standard Celeration Charting |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Mineral Hall C (Hyatt Regency) |
| Area: EDC/TBA; Domain: Service Delivery |
| CE Instructor: John Eshleman, Ed.D. |
| ABIGAIL B. CALKIN (Calkin Consulting Center), JOHN W. ESHLEMAN (The Chicago School of Professional Psychology), MICHAEL FABRIZIO (FEAT of Washington), KERRI L. MILYKO (University of Nevada, Reno), HENRY S. PENNYPACKER (University of Florida), JESUS ROSALES-RUIZ (University of North Texas) |
| Description: This workshop will teach participants the steps of precision teaching with particular emphasis on reading and charting human performance on the standard celeration chart (SCC). Participants will learn (a) to write precise performance statements (pinpointing), (b) the three important dimensions of behavior to monitor, (c) the features of the SCC, (d) standard charting conventions, and (e) how to analyze performance on the chart to assist in making data-based decisions. The instructors will draw from long and varied histories of success using the SCC in a range of setting to illustrate key concept taught in the workshop. The presenters will use examples from: university teaching, educational intervention with special needs and regular education students, and the monitoring of private events. Participants will receive a copy of the Handbook of the Standard Celeration Chart, all materials used in the workshop, and a CD containing selected articles and an electronic version of the SCC. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Write precise performance statements (pinpointing)
- Read performance data charted on the SCC
- Chart performance data charted on the SCC
- Describe the frequency, celeration, and bounce of the data on the SCC
- Describe change in performance using SCC change terminology
- Describe appropriate data-based change decisions
|
| Activities: Applying principles derived from behavior analysis of well-designed instruction, our world-class group of workshop instructors will use a range of activities to ensure participants learn the skills targeted in the objectives. Participants will engage in choral responding and paced practice; timed practice on key concepts and skills; and both small and large group discussions. |
| Audience: Anyone seeking an introduction (or refresher) to precision teaching & standard celeration charting, including persons interested in using the SCC to improve their teaching or clinical practice and individuals planning to take the BACB examination. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Data-Based Process to Improve Outcomes for Children With Autism |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Quartz A (Hyatt Regency) |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy Bruce, Ed.D. |
| GUY S. BRUCE (Florida Institute of Technology), JORDAN P. BOUDREAU (Florida Institute of Technology) |
| Description: Organizations that serve children with autism require valid measures of: how efficiently their clients are acquiring language and social skills; the accuracy and speed with which their teachers are implementing client programs; and an efficient process for using those data to change teacher performance and programs. Children are not acquiring the skills they need because the number of service delivery hours that such organizations can provide is limited by both funding and a small time window for the delivery of effective interventions. Organizational Performance Engineering is the application of behavior analysis to solve organizational performance problems so that individuals and organizations can achieve desired results. The process is called PARSE, an acronymthat stands for: Pinpoint performance problems worth solving, Analyze their causes, Recommend the best solutions, Solve the problems by designing and implementing the best solutions, and Evaluate the effectiveness, efficiency and return on investment of the solutions that you implemented. The skills you acquire in this workshop will allow you to implement an efficient data-based process to improve outcomes for children with autism. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Collect information about a client's desired results and the performance necessary to achieve those results
- Pinpoint the client's performance problems by a) defining the client's desired results and performance and b) evaluating current results and performance to decide whether the problem is worth solving
- Be equipped to analyze those problems, classifying them as "can-do," "know-how," and/or "want-to" problems and identifying their causes as defective resources, training programs, and management practices
- Given an evaluation of current performance problems and an analysis of their causes, the designer will list possible solutions, considering the estimated value, cost and compliance of each solution with ethical standards, and recommend those solutions with the best return on investment
- Given a list of recommended solutions to a performance problem which may include resources, training, and performance management, the designer will solve the problem by designing and implementing the solutions which may include more efficient resources, training, or performance management practices
- After collecting measures of improvement in performance and results, the time and costs to produce that improvement, the designer will evaluate solution effectiveness, efficiency, and return on investment, and recommend design changes needed to produce further improvements.
|
| Activities: 1) Fluency practice. Participants will gain fluency in component skills of organizational performance engineering by practicing with flashcards, measuring and graphing their own learning efficiencies. 2) Practice solving organizational performance problems. Participants will practice solving organizational performance problems with case studies provided by the instructor. 3) Discuss performance engineering projects. Participants will discuss their organizational performance engineering projects, present their work to the instructor and fellow students and help their fellow students solve project-related problems. |
| Audience: This workshop will be of interest to anyone responsible for solving human performance problems, whether these exist at the organizational, process, or individual levels. It can help agency directors change the flow of resources and feedback to and within their organizations so that their agencies can achieve their missions of helping clients achieve their goals. It can help agency managers redesign work processes so that staff are able to work together more efficiently to help clients achieve their goals. And it can help agency supervisors and trainers provide more efficient resources, training, and management practices so that individual staff will be more effective in helping clients achieve their goals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| CANCELLED: Using Microsoft Excel to Create a Comprehensive Consultant Tracking Template: Creating Consult Notes, Billing, Hour Tracking, Payment Tracking, and Tracking Other Information |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Mineral Hall E (Hyatt Regency) |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Paul Heering, M.A. |
| PAUL W. HEERING (no affiliation), WILLIAM A. FLOOD (May South, Inc), NATASHA HIDEN BURNS (Dog's Best Friend Training & Walking Service) |
| Description: Workshop attendees will be walked through the entire process of creating comprehensive consulting tracking and billing templates. The template will allow attendees to set up a simple spreadsheet to enter all consulting activity including dates, times, clients, description, and any other needed information for all work completed. Subsequent sheets in this template will allow the user to: 1) answer simple questions (e.g., client name, start date, & end date) and have an automatically created billing invoice for the specific client and date range, 2) track the hours used for each client and graphically compare this to targeted hours used, 3) track payment for services and create automatic lists of all outstanding payments, and 4) automatically create case notes describing each individual consulting activity. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Set up a spreadsheet to enter all consulting activity for all billable and non-billable activity (date, time spent, activity, consumer, case notes, billing rate, etc.)
- Set up sheets to automatically create billing invoices for specific clients and specific time ranges. User simply chooses client name, start date, and end date and the template will automatically filter results and create a billing invoice using the information in the original spreadsheet that fits the criteria chosen (i.e., that specific client in that specific time range)
- Set up sheets to allow for printing of individual case notes for record keeping
- Set up sheets to automatically calculate the number of hours billed for a specific client in a specific range of time. Also will be able to set target billing hours for each client in any time range and see graphical representation of time used
- Create templates to automatically enter client addresses and any other billing information when a specific client is chosen from a list
- Create clickable buttons that will navigate throughout the template
- Use multiple Excel formulas and tools (e.g., If, Count, CountIf, VLookup, HLookup, Sum, Max, Min, Drop Down Menus, etc.) that will be used to complete this template and can be used in subsequent projects workshop attendees need to complete
|
Activities: Workshop attendees will:
- Start with a blank excel file and create the entire template during the presentation
- Exit the workshop with a working template that they can use once they walk out of the workshop
- Be walked through every step of creating this template
- View screen shots of how to complete all tasks and also view real time demonstrations of how to complete each step
- Have instructors on hand to offer one-on-oneassistance during the workshop (in addition to the instructor teaching the course)
- Be shown how to individualize their template, including using company logos and company stationary
- Beprovided detailed handouts on how to complete each task
- Beprovided pre-populated templates for each individual task
- Beprovided the opportunity to practice each task.
|
| Audience: This workshop is for anyone looking to simplify their billing and time tracking procedures. No behavior analysis background is required. The ability to complete simple Excel tasks (typing in a cell, opening a document, navigating through sheets) is preferred. Although this workshop specific teaches how to create billing and time tracking templates, many users will find the basic skills taught will generalize to other areas of their job. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| "Why Won't They Listen to Me?" Improving Interactions With Consumers, Treatment Providers, and Other Professionals |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Centennial Ballroom G (Hyatt Regency) |
| Area: PRA/CBM; Domain: Service Delivery |
| CE Instructor: W. Larry Williams, Ph.D. |
| WILLIAM C. FOLLETTE (University of Nevada, Reno), JORDAN T. BONOW (University of Nevada, Reno), SABRINA DARROW (University of Nevada, Reno), CLAUDIA DROSSEL (University of Nevada, Reno), W. LARRY WILLIAMS (University of Nevada, Reno) |
| Description: Behavior analysts work in a variety of settings requiring regular interactions with treatment and care providers unfamiliar with behavior analysis (e.g., teachers, parents). Because even the most brilliant behavioral plans are futile when not implemented, overcoming barriers to implementation often takes center stage when working with these providers. Techniques developed in clinical research to address client "resistance" are aplenty but not widely known within the broad behavior analytic community. The primary goal of this workshop is the dissemination of clinical behavior analysis to improve behavior analysts' effectiveness in bridging the language and interpersonal barriers experienced with many providers. This workshop will teach participants to apply behavioral principles to their own behavior and to their relationships with providers. While there is no research directly testing the efficacy of the approach used in this workshop, the materials rely upon the theoretical extension of core behavioral principles with extensive empirical foundations. Moreover, the presented materials are in part adapted from a clinical behavior analytic modality with empirical support (Functional Analytic Psychotherapy; FAP). Thus, the content has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying or applying the findings, procedures, practices, and theoretical concepts. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Relatea behavior analytic account of "resistance"
- Describea behavior analytic account of interpersonal relationships
- Analyze specific interpersonal interactions using behavior analytic terms and concepts
- Preliminarily identify how their own stimulus properties may affect others in professional settings
- Preliminarily identify the strengths and weaknesses in their interpersonal repertoires
- Present a functional analytic account of private events in relation to their interactions with others
- Begin to generate and test informal interventions aimed at improving their interactions in real professional settings
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| Activities: This workshop will consist of a number of different instructional methods including didactic presentation, small and large group discussion, and experiential application exercises. During the didactic portions, participants will listen to brief presentations of theoretical material and watch videos of illustrative examples. Active participation (e.g., asking questions) will be encouraged throughout the didactic portions of the workshop. Small group discussion will involve groups of approximately 5 participants engaging in personally relevant discussion (e.g., identification of interpersonal strengths and weaknesses, identification of interpersonal stimulus properties). Large group discussion among all participants and presenters will be used to summarize small group discussions and encourage contemplation of broad issues (e.g., types of interactions commonly difficult for behavior analysts, attributions behavior analysts often make regarding lay persons). Finally, experiential application exercises will encourage participants to practice the strategies encouraged during didactic instruction. This will allow participants to receive direct feedback regarding their interpersonal repertoires, shaping them to exert more effective social influence. Experiential application exercises will commonly begin with video vignettes of interpersonal situations regularly encountered by professional behavior analysts. Participants will identify how they would respond to the situation and their rationale for their stated response. |
| Audience: While any behavior analyst could potentially benefit from an improved repertoire for interpersonal interactions, the primary target audience of this workshop consists of behavior analysts who work in applied settings and have direct contact with persons unfamiliar with behavior analysis. In particular, this workshop is designed for those professional behavior analysts who often find themselves asking questions such as "Why won't they listen to me?" when their expert advice is not followed by those without formal behavior analytic training. Ideally, audience members will be BCBAs, though this workshop is also appropriate for BCaBAs, as they will have adequate knowledge of the foundational behavioral principles used to analyze interpersonal interactions. Although some of the material presented in the workshop is adapted from clinical behavior analytic applications, no preexisting knowledge of psychotherapy is assumed or required. As a whole, nonprofessionals (e.g., undergraduate students, parents) and those without a basic understanding of behavioral principles are discouraged from attending this workshop. |
| Content Area: Practice |
| Instruction Level: Basic |
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|
| CANCELLED: Instructional Design for Students With Special Needs: Identifying Critical and Variable Attributes for Effective Programming |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Mineral Hall FG (Hyatt Regency) |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Jamie Feddock, M.A. |
| KRISTIN WILKINSON SMITH (Organization for Research and Learning), ELIZABETH GRACE LEFEBRE (Organization for Research and Learning), JAMIE ROSE FEDDOCK (FEAT of Washington), REBECCA PHILLIPS (Organization for Research and Learning) |
| Description: When teaching any new skill to any learner, instruction must be planned and designed to (1) target socially relevant behaviors, (2) break terminal skills into teachable units and (3) ensure appropriate stimulus control by teaching across a full range of examples and contexts. To do this, program planners must identify behaviors of social significance to both the learner and his or her caregivers, identify how the learners current skills relate to the terminal behavior, identify the full range of attributes necessary to ensure appropriate stimulus control, plan for cumulative programming within instruction, and plan for generalization, application and retention. This workshop will teach participants to identify critical and variable features of terminal skills to better design appropriate instructional sequences, program for terminal skills using multiple teaching arrangements, and plan systematically for ongoing review necessary to facilitate student learning, application in the natural environment, and retention. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify critical and variable attributes of skills in multiple teaching arrangements (fluency-based instruction, discrete trial training, naturalistic environment training)
- Identify socially valid target skills to immediately impact student life
- Develop systems to monitor impact of target skill acquisition on student and family life
- Design instructional sequences based on identified critical features
- Plan for cumulative programming within instruction
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| Activities: Group and individual practice discriminating critical from variable attributes; Individual practice outlining critical attributes of a skill; Practice writing instructional sequences; Writing instructional sequences with cumulative programming; Practice developing systems to target skills to immediately impact family life; Practice writing instructional sequences for terminal skills which involve instruction utilizing multiple teaching arrangements |
| Audience: Professionals whose job descriptions include program and instructional design for students with special needs. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Everything You Wanted to Know About Verbal Behavior but Were Afraid to Ask: What Are the Functional Parts of Verbal Behavior, What Are They Good for, and How Are They Shaped? |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| 403 (Convention Center) |
| Area: VBC; Domain: Applied Behavior Analysis |
| CE Instructor: A. Charles Catania, Ph.D. |
| A. CHARLES CATANIA (University of Maryland, Baltimore County), CHRISTINE HOFFNER BARTHOLD (University of Delaware) |
| Description: This workshop will review the basic verbal classes (e.g., manding, tacting, intraverbals, autoclitics) and the relations among them. It will consider the background research on verbal processes that enter into a variety of human settings and that are fundamental to a variety of applications. Topics will include multiple causation in verbal behavior, the shaping of verbal behavior, correspondences between saying and doing, verbal governance, naming, and other higher order classes, the role of verbal behavior in judgments of one's own behavior, and the implications of these areas for treatment and for educational and other settings. |
Learning Objectives: By the conclusion of the workshop, participants should be able to:
- Interpret instances of verbal behavior in terms of the different verbal classes that may have entered into them
- Recognize higher-order verbal classes and their nesting (as when individual tacts are members of a higher-order class called naming) and understand the problems that may arise when different contingencies operate on classes at different hierarchical levels
- Distinguish accounts of verbal behavior that emphasize function (e.g., the stimulus control of verbal behavior and the contingencies that shape and maintain it) from more common everyday accounts in terms of form (e.g., topographies, grammatical, and linguistic categories)
- Recognize functional verbal processes (including verbal shaping and verbal governance) as they occur in natural settings and as they may be incorporated into behavior analytic applications.
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| Activities: The workshop will consist of brief lectures outlining the classes and functions of verbal behavior, interspersed with presentations of research data, demonstrations, visual aids, discussions, and other participatory activities. |
| Audience: Those who may find this workshop useful include (1) those who have read Skinner's book, Verbal Behavior, and would like a contemporary updating of the issues treated there; (2) those familiar with the concepts of verbal behavior mainly as used in applied settings who would like a more systematic overview; and (3) those with a general background in behavior analysis who would like to extend such basic concepts as reinforcement and stimulus control to important aspects of human behavior. A reading of Skinner's book is recommended to participants but is not required. |
| Content Area: Theory |
| Instruction Level: Intermediate |
| |
|
| Practical Applications of Relational Frame Theory to Early Intensive Behavior Intervention Programs: Training Generative Verbal Behavior |
| Friday, May 27, 2011 |
| 8:00 AM–3:00 PM |
| Capitol Ballroom 5 (Hyatt Regency) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Siri Ming, M.A. |
| IAN T. STEWART (National University of Ireland, Galway), JOHN D. MCELWEE (Pennsylvania VB3), SIRI MORRIS MING (VB3) |
| Description: Generative verbal behavior (GVB)-the ability to understand and produce novel verbal behavior in the absence of direct instruction-is key to the flexibility and complexity of language and should, therefore, be a core goal of any language training program. However, achieving GVB has been extremely difficult for many children with autism spectrum disorder. Relational frame theory (RFT), which conceptualizes generalized or derived relational responding as the core process underlying language and cognition, may constitute an important resource for the training of GVB when designing early intensive behavior intervention (EIBI) instructional programs. This theoretical approach also allows an important expansion of Skinner's influential analysis of verbal behavior. This workshop will demonstrate how RFT concepts can be incorporated into EIBI programs with the design of instructional program sequences for early to advanced learners. This workshop will discuss RFT as a behavior analytic account of GVB, and provide demonstration and discussion of specific instructional programs and their sequencing to facilitate GVB, including analysis of the correspondence between Skinnerian verbal behavior programs (specifically those using the VB-MAPP) and core RFT skills, and an introduction to the TARPA (Training and Assessment of Relational Precursors and Abilities), a computer-based protocol for systematic assessment and training of relational framing skills. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Define and describe examples of generative language
- Identify the core concepts of Relational Frame Theory's approach to language: (a) define and describe arbitrarily applicable relational responding; (b) describe the key theoretical concepts of (i) Mutual Entailment (ii) Combinatorial Entailment (iii) Transformation of Stimulus Function
- Describe the relationship between the Skinnerian and relational frame theory approaches to language: (a) distinguish between Skinnerian and RFT definitions of language; (b) describe a potential synthesis of the Skinnerian classification of verbal operants and RFT concepts of derived relational responding
- Assess students' relational framing abilities using the TARPA or tabletop activities
- Use and develop instructional programs to teach higher order operants: (a) Describe several aspects of basic RFT research and the implications for EIBI instructional design; (b) Design instructional programs to teach non-arbitrary derived relational responding; (c) Design instructional programs to teach early relational frames (e.g., derived naming); (d) Design instructional programs to teach intermediate to advanced relational frames (e.g., comparative, spatial, hierarchical, and perspective-taking relations)
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| Activities: Didactic presentation and video examples; whole-group active responding exercises; dyadic role-play. |
| Audience: BCBAs, teachers, psychologists, speech pathologists and other professionals with experience developing EIBI programming for children with autism based on an analysis of verbal behavior. |
| Content Area: Methodology |
| Instruction Level: Advanced |
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| Successful Inclusion for Students With Autism: Creating a Complete, Effective, ASD Inclusion Program |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Centennial Ballroom B (Hyatt Regency) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Sonja DeBoer, Ph.D. |
| SONJA R. DEBOER (de Boer Consulting & Training, LLC) |
| Description: While more and more children with autism spectrum disorder (ASD) are being included in the general education classroom, many students with ASD are not reaching the level of success to which they are capable due to the lack of preparation of the educators responsible for their education. This has been the focus of the presenter's work with children with ASD and she has published the book Successful Inclusion for Students With Autism: Creating a Complete, Effective ASD Inclusion Program. This workshop will cover a section of this book and discuss the key components contributing to the success of inclusion of children with ASD and the applied behavioral analysis (ABA) instruction and behavior intervention methods which need to be utilized with children with ASD within general education classrooms. The presenter will also review methods for evaluating the progress of a student throughout the school year, as well as evaluating the overall inclusion program. The presentation contains detailed, valuable, research-based strategies and techniques for improving behaviors, teaching and evaluating progress of students with ASD in preschool through fifth grade. Ready-to-use forms, checklists and handouts are discussed and provided for each participant to use immediately within their own classroom, student, or practice. |
Learning Objectives: As it pertains to inclusion of students with autism spectrum disorders in the general education classroom, each participant will depart from this workshop with the ability to:
- Implement specific teaching and prompting techniques to facilitate the students' learning
- Employ specific behavior intervention strategies to improve students' participation and functioningand
- Utilize methods for analyzing a student's progress and the effectiveness of instructional methods being utilized with the student.
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| Activities: During this workshop, participants will: (a) view video clips to analyze and discuss use of specific strategies; (b) engage in small and large group discussions; and (c) practice filling out various checklists and forms for use with students with ASD in the general education classroom. |
| Audience: This workshop is specifically designed for special education teachers, behavior analysts/consultants, general education teachers, and school administrators. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
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| Group Learning: How to Systematically Teach Children With Autism to Become Group Learners |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 301 (Convention Center) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Jill McGrale Maher, M.Ed. |
| JILL E. MCGRALE MAHER (Crossroads School for Children), MICHELE D. BROCK (Crossroads School for Children) |
| Description: Research has shown that students with autism acquire skills most rapidly in a behavior analytic one-to-one teaching strategy referred to as discrete-trial teaching (DTT). While DTT is an essential instructional model for students with autism, it does not provide students with the skills necessary to learn in less structured or group situations. As a result, methods and strategies for teaching group learning skills are essential for students as inclusion opportunities and small group instructional opportunities become available and essential for educational growth. Similarly to other skills, group-working skills need to be broken down into clear steps and taught in a systematic, empirically based manner. While many programs teach staff to be skilled one-to-one instructors, very few teach the skills necessary to provide students with rapid skills development in group situations. This workshop will provide participants with a comprehensive model intended to teach a systematic method of designing, implementing, and evaluating programs to teach group learning skills to students as well as teach groups of students. Skills acquired will be generalizable across all age groups as participants will review the process from development of the grouping students, writing lesson plans, running groups, designing data collections systems, trainings staff, and evaluating progress. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify skills required to work in a group
- Create guidelines for constructing homogeneous groups
- Identify key components of a staff-training program
- Write a lesson plan for a group to include selection of appropriate activities for teaching skills
- Create a format for teaching groups with empirically based group management techniques and interventions for addressing challenging behaviors
- Determine empirically based teaching techniques including prompting strategies and reinforcement systems
- Develop data collection systems that target up to three behaviors for individual students
- Develop a plan to teach strategies for generalization to general education groups
- Promote the use of best practices and ethical standards into groups.
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| Activities: Didactic instruction, role-play, development of lesson plans, development of staff training program, development of data collection procedures |
| Audience: Directors, supervisors and instructors of social skills for children with autism and related disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Public School Consultation: Creating Infrastructure and Evaluating Results |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Mineral Hall FG (Hyatt Regency) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Barbara Cannon, Ph.D. |
| BARBARA O'MALLEY CANNON (Melmark New England), JESSICA R. EVERETT (Melmark New England), RENEE M. DEAN (Melmark New England), MARY KAMINSKI (Melmark New England), JAMES T. ELLIS (Melmark New England) |
| Description: The most recent guidelines of the National Academy of Sciences, National Academy of Engineering, Institute of Medicine, and the National Research Council serve as resources in guiding the development of services for children with autism spectrum disorders. To effectively serve these children, it is necessary to provide a continuum of services that incorporate both current research, best practices, and that meet currently accepted standards in the treatment and education of children with autism spectrum disorders. These services include: 1.Intensive instructional program for the equivalent of a full school day (twenty-five hours per week) 2.Year-round educational programming 3.Family component including parent training 4.Low student to teacher ratio 5.Mechanisms for measuring effective progress 6.Opportunities for interaction with age-appropriate peers 7.Teaching opportunities that incorporate developmentally appropriate practice coupled with applied behavioral analytic methodology throughout the entire day. Developing and maintaining these standards within a public school setting is sometimes a daunting task. This workshop will focus on the collaborative process of system-wide consultation with the goal of embedding an infrastructure within a public school setting that remains as consultation hours decrease. A behavioral framework will be enlisted to outline the steps necessary such as defining goals and objectives, developing interventions to include professional development for staff skills, as well as student skills, a plan to fade prompts and support from consultant, and data collection to measure success of interventions. Tools used such as the Autism Program Quality Indicator (APQI), a tool designed to provide schools with the ability to self-evaluate educational services for students on the autism spectrum as a whole rather than an evaluation of services provided to any specific child will be presented. Additionally, use of competency-based checklists and direct data measures will be reviewed. Data from ongoing consultation cases will be used to illustrate concepts and provide models of intervention strategies. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify tools used to assess public school services for children on the autism spectrum and how to design intervention based on results
- Identify measurement systems to evaluate success of consultation services
- Identify best practices in providing consultation services and working collaboratively with public school settings
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| Activities: Workshop activities include didactic instruction, discussion, and collaborative problem solving. Participants will have the opportunity to engage in small group activities that focus on reviewing case information, designing system wide intervention plans, role playing described techniques, and evaluating case data to inform decision making. |
| Audience: Individuals working with individuals with autism or other developmental delays in public school settings such as psychologists, special education teachers, or behavioral consultants. |
| Content Area: Practice |
| Instruction Level: Basic |
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|
| Asperger's and Prompt Dependency: Effective Strategies for Helping Those With Asperger's to Help Themselves |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 302 (Convention Center) |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: C. Baker Wright, Ph.D. |
| C. BAKER WRIGHT (Behavior Management Consultants, Inc.) |
| Description: Individuals with Asperger's disorder display a variety of maladaptive behaviors at home, at school, and in community settings. These individuals often respond differently to common social reinforcers and punishers. Successful treatment extends from an understanding of this specific disability, the powerful role the environment plays and how social and academic behaviors are commonly reinforced or punished. Additionally, these individuals are commonly dependent on others for a variety of daily needs associated with daily living skills, social interactions and academic work. Parents and teachers often find themselves repeating instructions, reminders or rules without any apparent learning of these routines or guidelines. Participants will learn how to best transfer prompts from people to self-managed prompts such as lists, electronic reminders, etc. This workshop includes informative and energetic presentation materials, group activities, and learning-by-doing activities so information learned can be easily applied in a variety of settings. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Recognize key diagnostic behaviors symptomatic of Asperger's syndrome
- Recognize certain environmental components that are common triggers for challenging behaviors exhibited by individuals with Asperger's syndrome
- Describe strategies and accommodations for reducing prompt dependency in school settings
- Cite strategies and accommodations for reducing prompt dependency in community and home settings
|
| Activities: 1. Identification of common behavioral symptoms of Aspergers through a variety of vignettes provided. 2. Identification of preventative strategies and reinforcement strategies in school and community settings to identify function of maladaptive behaviors, reduce the occurrence of prompt dependency and increase independent academic performance and daily living skills. 3. Development of programming to fade prompts from individuals to textual and picture prompts. |
| Audience: Teachers, behavior analysts, and speech/language pathologists |
| Content Area: Practice |
| Instruction Level: Basic |
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|
| Evidence-Based Practices in Error Correction |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 401/402 (Convention Center) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Michelle Turan, Ph.D. |
| LIANNE M. MOROZ (Surrey Place Centre), NATALIE P. CROTEAU (Surrey Place Centre), MICHELLE TURAN (University of Windsor) |
| Description: This workshop will give participants an overview of the literature surrounding error correction strategies in discrete trial training and "applied verbal behaviour" programs. Specific strategies will be recommended regarding the selection of error correction strategies for the individual learner. Participants will view video examples of different strategies, practice particular strategies and receive data collection materials to track error correction data. It is expected that participants will have some knowledge and practice of discrete trial training. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describedthe literature base on error correction
- Demonstrate at least two error correction procedures
- State the conceptual foundation between different error correction strategies
- Measure effectiveness of error correction strategies via data collection templates
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| Activities: Video viewing, role plays, data collection, discussion, etc. |
| Audience: Instructor therapists ABA Supervisors Behavior Analysts Psychologists |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Utilizing Technology to Improve Treatment and Safety in School and Residential Programs |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Centennial Ballroom C (Hyatt Regency) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Kimberly Mayer, M.Ed. |
| KIMBERLY L. MAYER (Melmark New England), ANDREW SHLESINGER (Melmark New England), FRANK L. BIRD (Melmark New England) |
| Description: The use of technology in human service agencies not only enables us to better view and analyze the data we spend countless hours collecting, but also ensures the integrity of the services and care we provide is consistently maintained. Over6 years ago, Melmark New England designed, developed, and implemented the first Bi-weekly Automation System-a comprehensive ABA data-tracking, graphing, analysis, and reporting program. Within both residential and classroom settings, BI Capture has been introduced-a video monitoring system designed to help clinicians better determine antecedents to behaviors. At the five community residences, BedChecker software combined with the iBR-9000 electronic key system ensures that staff provide two layers of security in checking on the students during the overnight hours. Additionally, an automated version of a monthly supervision tool evaluates employees on core competencies. A Worker's Compensation Tracking Program provides an organization reporting and analysis capabilities integral to reducing workplace injuries and improving overall safety. This workshop will teach participants about the various ways technology within the workplace can be used to develop better systems, improving overall accuracy and decreasing the time spent on various tasks, ultimately improving the services each student receives. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify how current technology within their own programs can be utilized in a novel way to improve service delivery
- Recognizea variety of different programs that can be replicated within their own settings
- Developcore tools necessary to improve the service delivery within their programs
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| Activities: Participants will identify areas of need within their own organizations that would benefit from the use of technology. Participants will identify which current technologies are appropriate to their needs based on group discussion. Participants will work with presenters to develop a plan to use the identified technologies to accomplish their goals. Participants will develop a plan for implementation, oversight, and to monitor employee acceptance. |
| Audience: The target audience is paraprofessionals, professionals, and administrators working within both residential and day programs for students with disabilities. Individuals looking to obtain information on how technology can be utilized to maximize service delivery within their settings. Additionally, individuals seeking guidance on utilizing the technology they have to further service delivery. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| The Conversation Box: A Strategy for Increasing Social Interactions in Children With Autism |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Mineral Hall C (Hyatt Regency) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Robert Ross, Ed.D. |
| LAURA J. DANTONA (BEACON Services), ERICA M. ANDRESEN (BEACON Services), AMIE HAHN (BEACON Services), ROBERT K. ROSS (BEACON Services) |
| Description: The purpose of this intermediate workshop is to train participants in the use and implementation of a conversation box to facilitate a conversation between children who do not yet initiate conversations. The conversation box will be described, explained, and the implementation will be demonstrated. Exploratory research suggests that the use of a conversation box, consisting of visually depicted conversation-starters has been effective in increasing question-asking and question-answering, in children diagnosed with PDD-NOS. This workshop will also describe how the conversation box can be implemented at home and in classrooms as well as during center based activities. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe and set up conversation boxes
- Identify settings and occasions to use them as well as learners with whom they can be used
- Describe methods for fading the conversation box once students are proficient in conversation when using the box
- Implement conversation boxes
- Troubleshoot and describe modifications that would extend and enhance the usefulness of conversation boxes
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| Activities: 1. Review of conversation box instructional methodology and research. 2. Review video-taped exemplars of the use of conversation boxes. 3. Construction of conversation boxes. 4. Small group practice in the implementation of conversation boxes to establish various question answering and question asking skills. |
| Audience: Behavior analysts who currently work with children with autism who are verbal and yet do not have well established interactive social skills. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
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| Sexuality and Individuals on the Autism Spectrum: Designing Effective Curricula and Teaching Strategies |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 605 (Convention Center) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Frank Cicero, Ph.D. |
| FRANK R. CICERO (Eden II Programs), EILEEN HOPKINS (Eden II Programs) |
| Description: Sexuality is a topic that is often difficult to discuss and therefore avoided. However, it is a highly important topic when it comes to increasing quality of life for individuals on the autism spectrum. The current workshop will discuss issues related to sexuality including sexual development, issues regarding consent, behaviorally-based teaching approaches, designing effective sexuality curricula for individuals on the spectrum and treating problem behavior related to sexuality. Some strategies that will be discussed in detail include social stories, video modeling, differential reinforcement, creating task analyses, scripts and script fading, didactic instruction, and incidental teaching. Time will be left for audience questions and participation. Materials will be presented that can enhance sexuality teaching programs. The audience will also be presented with a review of the literature in the field over the past 30 years. This workshop will be discussing a wide range of sexuality issues that address the needs of individuals at all ends of the autism spectrum. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:\
- Review the research literature in the field of sexuality and individuals on the autism spectrum
- Design an effective sexuality curriculum for individuals on the spectrum
- Choose appropriate teaching strategies for introducing issues of sexuality to individuals on the autism spectrum
- Design an effective behavior reduction program for problem behaviors related to sexuality
|
| Activities: 1. Audience members will design effective teaching strategies for teaching sexuality to individuals on the spectrum. 2. Audience questions and participation will be encouraged throughout 3. The audience will become aware of how to design effective visual strategies for teahcing sexuality including making social stories, task analyses and visual scripts. |
| Audience: The workshop content will be appropriate for parents of individuals on the spectrum, however the content and the way it is presented will be geared towards enhancing the skills of certified behavior analysts already working in the field. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
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| Fitness and Autism: Evidence-Based Practices to Promote Healthy Lifestyles and Inclusion Opportunities |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 403 (Convention Center) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Linda Meyer, Ed.D. |
| LINDA S. MEYER (Autism New Jersey), RANDY I. HOROWITZ (Eden II Programs), BARBARA WELLS (Autism New Jersey) |
| Description: Individuals with autism spectrum disorders (ASD) may be at risk for being physically inactive. The characteristics of the disorder may interfere with successful participation in traditional forms of physical activity. The goal of a fitness program is to maximize the health, fitness, and appearance of each individual. For individuals with ASD, acquiring appropriate fitness levels and skills promotes the productive use of leisure time in less restrictive settings, inclusion in family recreational activities, expansion of employment opportunities and increased independence. Access to community health/fitness clubs and programs has not been an option for many individuals with ASD. Effective fitness and exercise programs for individuals with ASD require strategic collaboration. Certified personal fitness trainers are experts in physiology and function. Parents are experts in their own children with ASD. Applied behavior analysts objectively define and improve socially significant behavior. Individuals with ASDs and their families seeking to participate in an inclusive fitness program benefit from a collaborative approach. Extensive research supports the effectiveness of a behavioral approach for individuals with ASD and their families. This workshop, presented by three professionals, one of whom is also a parent of an adolescent with autism, will address the application of behavioral principles to promote the physical fitness of individuals with ASD as well as inclusion in family and community health and fitness programs and activities. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify research-based instructional strategies used to promote physical fitness safety, sports performance, and leisure skills for individuals with ASD in community settings
- Identify measurement procedures to promote accountability in fitness programs, including measures of social validity in a school-based running program and community fitness center
- List the necessary components of an effective leisure and fitness programs for individuals with autism spectrum disorders (e.g., running, gym)
|
| Activities: Participants will view a PowerPoint presentation, receive handouts and view videos. They will have opportunities to respond to the information presented in didactic presentation and participate in problem solving discussions. |
| Audience: The workshop is appropriate for behavior analysts and who are interested in starting, expanding, or enhancing health and fitness programs for individuals with autism spectrum disorders to promote inclusion in families and communities. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
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| Behavior Analytic Training for Health, Life, Fitness and Peak Personal Performances |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 404 (Convention Center) |
| Area: CBM/DEV; Domain: Applied Behavior Analysis |
| CE Instructor: Stephen Flora, Ph.D. |
| STEPHEN RAY FLORA (Youngstown State University) |
| Description: As obesity, high blood pressure, diabetes, and other health problems are at epidemic proportions for many populations-including populations served by behavior analysts-it is vital that behavior analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles as effectively as possible. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness and healthy living are covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, and optimally improve their own, or their clients' physical fitness, health related lifestyles, and, if desired, athletic performances. Emphasis will be placed on behavior analytic "gradual change techniques" optimal goal setting parameters; objective, data based analysis and decision making; and on how behavioral analytic experimental designs-such as Multiple Baselines Across Situations and Bounded Changing Criterion Designs-may be used not just to measure change, but actually facilitate effective behavioral change. Participants will learn how improved health and physical fitness allow individuals to live a valued life and aid in the pursuit of chosen life directions. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- State many of the behavioral, psychological, and medical benefits of physical fitness, athletic participation, and living a healthy lifestyle
- Perform functional assessment of current health and fitness related behaviors
- Perform task analyses of healthy eating behaviors; safe, effective exercise; and skilled athletic performances
- Identify personalized reinforcers, motivations, incentives, and values for healthy lifestyles, physical fitness and athleticism
- Recognizethe importance of, and how to effectively use, goal setting, task analysis, and pinpointing
- Identify skill gaps; how to set realistically achievable goals; and how to effectively use publicly posted goals to achieve fitness and optimal athletic performance
- Use Behavior Analytic Experimental Designs to not only measure and access behavioral change but to facilitate health, fitness and athletic behavioral changes
- Use the concepts of optimal physiological arousal, periodization, and super compensation in designing a personalized training program
- Use data collection, charting, and graphing to optimize fitness and improve eating related behaviors
|
| Activities: Participants will be guided though presented information with PowerPoint slides, worksheets, demonstrations and lecture handouts that will provide participants with the information necessary to develop effective programs for improving health, physical fitness, diet behaviors, and healthy lifestyles; develop effective programs to optimize athletic performance; and to use Behavior Analytic Experimental Designs to access and facilitate desired behavioral change. |
| Audience: The target audience isboard certified behavior analysts, BCaBAs, psychologists, personal trainers, and others interested in learning to use behavior analytic procedures to promote healthy lifestyles, fitness, or to optimize elite performance. Professionals with a strong interest in behavioral medicine, or health and fitness will also benefit. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Enrich Your Supervisory Process Using Principles of Functional Analytic Psychotherapy (FAP) and Acceptance and Commitment Therapy (ACT) |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Granite A (Hyatt Regency) |
| Area: CBM/PRA; Domain: Service Delivery |
| CE Instructor: Mavis Tsai, Ph.D. |
| MAVIS TSAI (University of Washington), JOANNE STEINWACHS (Private Practice) |
| Description: Challenge yourself and your supervisees by creating a supervisory process that encourages openness, vulnerability, honesty, and presence, where both participants can be their most alive and extraordinary selves. Based on behavior analytic principles as implemented in functional analytic therapy (FAP) and acceptance and commitment (ACT), this model of supervision develops therapist repertoires by using experiential methods to augment didactics. FAP is a system of therapy that uses behavioral principles to account for the central role that intimacy plays in the therapist-client relationship in producing change; ACT focuses on the importance of contacting the present moment more fully and on living a life based on what one truly values. Based on the "in-vivo learning is best" (immediate reinforcement) principle, this type of supervisory process centers on how the supervisor-therapist relationship provides special opportunities for improving the therapist-client relationship. Through videotapes, experiential exercises, clinical worksheets and handouts, and a brief explanation of both FAP and ACT theory, the presenters will outline how supervision can be enhanced when the parallel process is addressed between supervisor/therapist and therapist/client. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Use concrete ways to bring more intensity and thus, more learning into their supervisory relationships
- Describe the underpinnings of functional analytic psychotherapy (FAP) and acceptance and commitment therapy (ACT)
- Enhance supervision by addressing clinically relevant behavior between therapist and client in the therapist-supervisor relationship from both the FAP and ACT models
|
| Activities: Brief didactic introduction to FAP and ACT supervision including empirical evidence, videotapes, experiential exercises in pairs and small groups, audience discussion. |
| Audience: Supervisors of therapists and anyone who is interested in the therapy supervisory process. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Seeking Change With Purpose: Values Work in Behavior Analysis |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 407 (Convention Center) |
| Area: CBM/BPH; Domain: Applied Behavior Analysis |
| CE Instructor: Kate Kellum, Ph.D. |
| EMILY KENNISON SANDOZ (University of Lousiana at Lafayette), KATE KELLUM (University of Mississippi) |
| Description: Behavior change is hard for humans. From discrete trial training to individual psychotherapy, we see humans trying to change their own behavior in such a way as to foster behavior change in another. From discrete trials to individual psychotherapy, we see humans struggling with changing and with being changed. Recently values work has been described as a way to direct and dignify the hard work of behavioral interventions. This workshop will explore the conceptual and practical implications of this idea. In this workshop, we will: (a) examine the challenges to successful behavioral intervention , (b) define values and related concepts in behavioral terms, and (c) explore conceptually and experientially the impact of making values an explicit part of any behavioral intervention. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe in behavioral terms potential obstacles to successful intervention with respect to therapist behavior, client behavior, and behavior of others in the support system
- Define values in behavioral terms and give examples of valued activities
- Describe the theoretical justification for values work in behavior analysis
- Describe three ways that values work might be applied to their own work in behavior analysis
|
| Activities: (a) Twenty minute introduction to analysis of the behavior of all individuals involved in a behavior analytic intervention, (b) 30 minute discussion of challenges to successful intervention, shaping audience's responses into terms of stimulus control,(c) 10 minute introduction to concept of values, (d)20 minute experiential exercise fostering contact with values, and debriefing, (e) 20 minute discussion of values and discriminating valued activities from those under aversive control, (f) 30 minute experiential exercise practicing discrimination of valued activities with those under aversive control, and debriefing, (g) 20 minute presentation on examples of values work in behavior analysis, (h) 20 minute small group exercise generating examples of explicit values work that might fit own work in behavior analysis, (i) 10 minute closing |
| Audience: This workshop is appropriate for anyone working in the area of behavior analysis who is interested in ways to make their work more meaningful for themselves, their clients, and the system supporting their clients. Participation will require a basic understanding of behavior analysis, and a willingness to engage in values-based experiential exercises. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Resolving Ethical Issues |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Mineral Hall A (Hyatt Regency) |
| Area: CSE/PRA; Domain: Service Delivery |
| CE Instructor: R. Schell, Ph.D. |
| R. M. (DUKE) SCHELL (J. Iverson Riddle Developmental Center) |
| Description: The workshop will use direct presentation and small group interactions to review the Professional Disciplinary and Ethical Standards and the Guidelines of Responsible Conduct for certified behavior analysts by the Behavior Analyst Certification Board. Recent changes to the professional standards and the Ethical Guidelines will be reviewed and discussed. In addition, case studies of ethical issues from the ABAI hotline and workshop participants will be discussed along with their possible resolution. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe differences between the BACB Professional and Ethical Standards and the Guidelines of Responsible Conduct
- Review and discuss recent changes in the BACB Professional Standards and ethical Guidelines
- Work with colleagues, ethics materials, and other sources to discuss and attempt to resolve ethical issues
|
| Activities: The participants will be involved with the workshop materials via a visual presentation and questions from the presenter. They will also be involved with discussions about ethics in behavior analysis and discussions of ethical dilemmas they face in their own practice. |
| Audience: Professional behavior analysts and behavioral psychologists currently working with varied populations in varied settings. This would also include people supervising the work of professional behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| For Living-Communication, Behavior, and Functional Skills: An Assessment, Curriculum, and Skill-Tracking Instrument Based on B. F. Skinner's Analysis of Verbal Behavior |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Centennial Ballroom A (Hyatt Regency) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Patrick McGreevy, Ph.D. |
| PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A.), TROY A. FRY (Patrick McGreevy and Associates), COLLEEN CORNWALL (Applied Behavioral Learning) |
| Description: At the 2010 ABAI convention, Dr. Patrick McGreevy described the development of a functional language assessment, curriculum, and skill-tracking instrument scheduled for publication in the fall of 2010. Tentatively entitled 'Language for Living,' this instrument was designed for children and adults with moderate and severe developmental disabilities, including autism, and limited communication repertoires. Like the Assessment of Basic Language and Learning Skills (ABLLS), the ABLLS-Revised (ABBLS-R), and the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), this instrument was based on B. F. Skinner's analysis of verbal behavior. Unlike these instruments, 'Language for Living' did not include a developmental sequence of skills leading to academic progress. Instead, this instrument included functional communication skills leading to effective and independent functioning as an adult. During the summer of 2010, feedback from many individuals and experience with the Florida Alternative Assessment, suggested the inclusion of functional skills in many other skill domains. As a result, publication was delayed. The instrument is now entitled 'For Living: Communication, Behavior, and Functional Skills' and includes the following skill domains: Speaking, Listening, Doing, Core, Responding to Instruction, Tolerating, Academic, Compliance, Eggshells, and Proble Behavior. This instrument, which will be published in March, 2011, also includes a section on 'Selecting an Effective Speaker Response Form.' Each participant will receive a complimentary copy. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe a rationale for the inclusion of specific skills within this instrument
- Select an appropriate communication response form for three sample students
- Conduct an assessment and write IEP goals
- Describe teaching procedures appropriate for specific skills
|
| Activities: This workshop will include a presentation along with hands-on activities designed to help participants achieve the workshop objectives. |
| Audience: This workshop is designed for behavior analysts, teachers, and speech-language pathologists, especially those who provide communication and language training to children and adults with severe developmental disabilities, including autism. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Using the Vineland-II to Measure Adaptive Skill Development |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 601 (Convention Center) |
| Area: DEV/DDA; Domain: Service Delivery |
| CE Instructor: James Chok, Ph.D. |
| JAMES CHOK (Melmark New England) |
| Description: The Vineland-II (Sparrow, Cicchetti, & Balla, 2005) is a widely used normative rating scale of adaptive behavior that measures functioning across the areas of communication, daily living skills, and socialization. The individual behaviors that constitute these broader domains are often targets for intervention in school, residential, and other service delivery settings that serve individuals with developmental disabilities. Adaptive skills identified using the Vineland-II can be integrated into the development of individualized education plans and the scale can serve as a measurement of adaptive skill development over time. The use of the Vineland-II can also play an important role in establishing the appropriateness of the need for guardianship and eligibility for state-funded services. This workshop will provide an overview of the various rating forms of the Vineland-II (e.g., Parent/Caregiver, Teacher), review rating procedures, and highlight the ways in which the scale can be used (e.g., research, goal selection, tracking progress over time, etc.). The emphasis of the workshop will be on learning how to make accurate ratings and derive normative scores. |
Learning Objectives: At the conclusion of this workshop, the participant should be able to:
- Accurately provide ratings for the Vineland-II
- Derive normative scores and select target behaviors for intervention using items from the Vineland-II
- Recognize the role the Vineland-II can serve in measuring progress over time and determining the appropriateness of the need for guardianship and eligibility for state-funded services
|
Activities: Using de-identified descriptions of actual students, participants will practice:
- Making ratings using the Vineland-II
- Deriving normative scores (standard scores, v-scale scores, percentile scores, age-equivalents)
- Determining relative and absolute strengths and limitations
- Selecting behaviors to target for intervention
|
| Audience: Individuals who are enrolled in, or have completed a graduate program in applied behavior analysis, education, psychology, or a related field. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Adolescent Literacy Instruction and Read to Achieve: Comprehending Content Area and Narrative Text |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 610/612 (Convention Center) |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Nancy Marchand-Martella, Ph.D. |
| NANCY E. MARCHAND-MARTELLA (Eastern Washington University), RONALD C. MARTELLA (Eastern Washington University), GREGORY J. BENNER (University of Washington Tacoma) |
| Description: This workshop will highlight the important elements of adolescent literacy instruction. Specifically, participants will learn about word study, fluency, vocabulary, text comprehension, and motivation. Data on adolescent reading performance will be shared. Further, session participants will be trained on the SRA/McGraw-Hill program Read to Achieve. This program includes two courses of study: comprehending narrative text and comprehending content-area text. Placement testing, format practice, and problem solving scenarios for both courses will be a key component of this workshop. Adolescent literacy covers instruction for students in grades 4-12. Read to Achieve was selected as the comprehension program for Washington State's Striving Readers Grant. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe adolescent literacy
- Identify the five elements of an effective adolescent literacy program
- Cite the SRA/McGraw-Hill Read to Achieve program;
- Practice using the placement tests
- Practice formats in both courses of study solve problem scenarios
- Describe how to implement this program in the classroom for students in grades 4-12
|
| Activities: Activities include listening to lecture, practicing placement testing, conducting format practice using samples of the program, solving problems related to adolescent literacy, and participating in discussion. |
| Audience: Teachers, behavior analysts, and special education teachers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Using TAGteach to Deliver Instructions and Positive Reinforcement in Various Applications including Precision Teaching |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 304 (Convention Center) |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Kevin Cauley, M.Ed. |
| THERESA MCKEON (TAGteach International), KEVIN S. CAULEY (Step by Step Learning Group, Inc.), ELIZABETH BENEDETTO-NASHO (Step By Step Learning Group, Inc.) |
| Description: TAGteach is a user-friendly formula for the delivery of clear instructions, immediate assessment, and positive reinforcement. TAG stands for Teaching with Acoustical Guidance. Teaching with acoustical guidance was initially explored and used in professional sport coaching and is grounded in operant conditioning procedures. The TAGteach approach can be used in almost any type of teaching or training context because of the acoustic marker and unique phrasing provides: an explicit link between the desired behavior and reinforcement, decreased stimuli to improve processing, clarity of criteria for leader and learner, and feedback that does not invoke a social response. TAGteach is cited by Dr. Julie Vargas in her 2009 text book, Behavioral Analysis for Effective Teaching, in which she wrote that "It's amazing that it took until the turn of the twenty-first century for someone to use a specialized conditioned reinforcer for gymnastics, speech therapy and academic skills." More recent applications of TAGteach have also been explored in teaching children with autism spectrum disorders within a Precision Teaching framework. The workshop will incorporate video, demonstrations, and practical exercises to introduce the technology, define the principles, and review current applications and research. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Show confidence and skill using an audible marker.
- Identify and create clear achievable goals called tag points.
- Use the tag as a marker, information, and as a specialized conditioned reinforcer.
- Deliver tag points using TAGteach phrasing to reduce verbal stimuli.
- Identify specific areas to implement tagging into current curriculum or training.
- Identify the benefits of using TAG language and a specialized conditioned reinforcer.
Identify strategies for incorporating TAGteaching into a Precision Teaching paradigm. |
| Activities: An introduction to the fundamentals of TAGteach will be enhanced with videos of various disciplines and populations currently implementing TAGteach techniques. Attendees will participate in interactive exercises that provide the opportunity to experience: "being tagged," "tagging," creating specialized conditioned reinforcers and developing TAGteach phrasing for their unique applications. There will also be time set aside for discussion. |
| Audience: This workshop is designed for behavior analysts, clinicians, therapists, and those who wish to gain working knowledge of using a specialized conditioned reinforcer |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Using a Team Approach to Conduct School-Based Functional Behavioral Assessment |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Mineral Hall E (Hyatt Regency) |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Elizabeth Sellinger, Ph.D. |
| ELIZABETH L. SELLINGER (Institute of Professional Practice, Inc.), NICHOLE D. COLLINS (Institute of Professional Practice, Inc.) |
| Description: Behavior analysts and other consultants are frequently called upon to conduct functional behavioral assessment (FBA) in public school settings. Functional behavioral assessment is a process by which information is gathered to determine environmental variables that may be maintaining problem behaviors. These professionals often rely on the members of the student's school team to assist in gathering this information and to help formulate hypotheses. It is often the case that teams require guidance in selecting appropriate assessment tools and utilizing such tools effectively. Additionally, school teams often require support using the FBA results when developing behavior intervention plans. Including team members in the FBA process may be a helpful strategy in designing interventions that are not only functionally appropriate, but also can be effectively implemented by the team. |
Learning Objectives: At the conclusion of this workshop, participants should be able to: - Identify the process for conducting FBA in schools
- Utilize a variety of interview forms to administer with school teams or individuals
- Utilize a variety of data collections procedures to use during direct observations
- Present information which should assist teams in selecting appropriate tools to collect useful data as part of the assessment process
- Lead the team through the decision making process to formulate function based hypotheses
- Develop a written behavior support plan that is appropriate for the given environment
- Identify strategies to evaluate the effectiveness of the behavior support plan, including collecting procedural integrity data and obtaining interobserver agreement
|
| Activities: Workshop activities will include lecture, discussion, and small group activities. |
| Audience: BCBAs, BCaBAs, consultants, school psychologists, educators, and social workers who are likely to conduct school-based functional behavioral assessment using the IEP team. This workshop is best suited for those who are familiar with conducting FBAs, but would like to improve team collaboration in the process. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Improving Workplace Performance Support |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Granite BC (Hyatt Regency) |
| Area: OBM; Domain: Applied Behavior Analysis |
| CE Instructor: Heather McGee, Ph.D. |
| LORI H. DIENER (Performance Blueprints, Inc.), HEATHER M. MCGEE (Western Michigan University) |
| Description: This workshop will teach participants how to analyze and design effective performance support within any organization for any individual, group, or technology. It is inherently overwhelming to keep up with what all of the people, teams, and technology should DO in line with all of the other moving pieces of the organization. This lack of clarity frustrates leaders, managers, employees, vendors, and ultimately customers. However, when you can view a performer in context of the larger systems that he/she is a part of, you can readily identify where change or assistance is needed. This behavioral systems analysis approach to performance analysis helps ensure that critical performance support (e.g., goals, resources, contingencies, feedback, etc.) is in place so performers can achieve goals efficiently. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe the value of applying a behavioral systems analysis approach to improve workplace performance support
- Diagnose human and technology performance support needs
- Develop comprehensive action plans that establish accountability for addressing performance support gaps
|
| Activities: Participants will first complete a series of exercises to build a systems-thinking foundation for analyzing performer support. Then, using the Performer Level Question set of the Behavioral Systems Analysis Questionnaire (BSAQ) (Diener, McGee & Miguel, 2009; McGee & Diener, 2010) participants will create a human performance system diagram and identify areas for improvement, pinpoint areas for fixing performer support gaps and develop plans and accountability for closing those gaps. Other tools covered to help participants successfully apply workshop materials to their organization when they return include: Performer Level Recommendations Template, Job Accountability Matrix, and Job Model for Hiring & Managing Performance Template. Participants should bring a job description with them (any job). |
| Audience: Directors, managers, OBM practitioners, OBM students |
| Content Area: Methodology |
| Instruction Level: Basic |
| |
|
| Using Excel for Analyzing Treatment Outcomes in Applied Settings |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Mineral Hall D (Hyatt Regency) |
| Domain: Applied Behavior Analysis |
| CE Instructor: Donald Stenhoff, Ph.D. |
| REBECCA RENEE WISKIRCHEN (ACCEL), CHRISTINA BAROSKY (The BISTA Center), STEPHANIE A. JOHNSON (STAR, Inc.), JULIE NEENAN (The BISTA Center), DONALD M. STENHOFF (The BISTA Center), BRYAN J. DAVEY (ACCEL), ELEAZAR VASQUEZ, III (University of Central Florida) |
| Description: Visual display of data is imperative when communicating functional relationships and intervention outcomes with consumers and fellow practitioners. BCBAs are expected to be skillful in using graphs to convey results. However, simply possessing knowledge of graphical displays may not transfer to effective or efficient software use. Excel is an efficient way for behavior analysts to create graphs. Excel graphs convey effect across multiple-baseline, alternating treatment, and reversal designs. In addition, standard celeration charts and cumulative review graphs are often used to display client progress. These graph types are often used to display interview results (e.g., FAST, MAS), preference assessment, structural and functional analyses, treatment (i.e., DRA, DRNO, FCT, etc) and discrete trial program outcomes. While Microsoft Excel 2003, 2004, 2007, 2008, and 2011 can be difficult to use, this workshop will provide participants with hands-on training promoting effective use. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Create spreadsheets and data sets, graphs (e.g., alternating treatment designs, reversal designs, cumulative record)
- Manipulate graph components (e.g., axes, phase change lines).
- Setup specific spreadsheets, input and manipulate data within an Excel 2003, 2004, 2007, 2008, and 2011 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)
Instructors will provide several models, followed by opportunities for participants to practice with feedback. Participants are required to bring a laptop with the Excel application. |
| Activities: Participants will be provided concise instruction and several models, followed by two case examples completed with instructor support to ensure skill acquisition. Finally, participants will complete case example that provides opportunities for participants to solve challenges inherent in the Excel 2003, 2004, 2007, 2008, and 2011 applications. The case examples will consolidate and increase fluency of the skills taught during the instructional phase of the workshop. |
| Audience: Behavior analysts, practitioners, students, researchers, educational service providers, and others interested in visual display of data in single-subject research and program progress. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| A Comprehensive Assessment Paradigm for Inpatient Treatment Settings Serving the Seriously Mentally Ill |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 303 (Convention Center) |
| Area: PRA/EAB; Domain: Theory |
| CE Instructor: Jannette Cross, Ph.D. |
| JANNETTE CROSS (Independent Practice) |
| Description: Assessment in residential facilities such as state hospitals often involves meaningless paperwork that often has little influence on treatment or decision-making. This workshop will present the insightful work on assessment in residential settings by Gordon L. Paul, last year's B. F. Skinner Invited Lecturer. Dr. Paul began with a fundamental re-analysis of the clinical assessment and decision-making process. The outcome of this conceptual process was the development of a comprehensive assessment paradigm and several observational instruments: the Clinical Frequency Recording System (CFRS), the Time Sample Behavioral Checklist and the Staff-Resident Interaction Chronograph (SRIC). These instruments provide essential information on clients and the psychosocial treatment environment. The CFRS measures specific behaviors for each resident. The forms are integrated into the psychosocial program and guide the shaping and rehabilitation process. The TSBC assesses client assets, deficits and excesses in functioning and it assesses how and where clients spend their time. The SRIC provides assessment of the psychosocial activities of staff. It provides information the verbal and non-verbal actions of staff. Validity and reliability data will be presented. The TSBC/SRIC System has inter-observer reliabilities in the high .90s. The conceptual foundation of these instruments could be generalized to other settings such as educational and child residential settings. |
Learning Objectives: At the conclusion of this workshop, participants should be able to: - Recognize the Ultimate Clinical Question
- Identify the primary and secondary strategies in the comprehensive paradigm for assessment
- Describe the domains and classes of variables relevant in treatment and treatment research
- Apply the concepts and methods of the CFRS
- Indicate the type of information provided by the TSBC/SRIC System
|
| Activities: The participants will discuss the comprehensive paradigm in comparison to other assessment approaches they have experienced. Participants will practice completing CFRS and TSBC/SRIC forms. |
| Audience: Individuals interested in inpatient treatment, assessment and treatment research of those with serious mental illnesses. This includes clinicians, administrators, and policy makers. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| |
|
| A Training on Training: Supervising Paraprofessional Staff in the Real World |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| Mineral Hall B (Hyatt Regency) |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Cara Cappalli, M.S. |
| LISA TERESHKO (ACES, Inc.), CARA M. CAPPALLI (ACES, Inc.), CYNDI GIORDANO (ACES, Inc.) |
| Description: Behavior analytic programs have consistently proven effective in educating young children with autism. Intensity within this type of programming hinges closely on the proficiency of not only the professional team, but the ongoing consistency of the paraprofessional staff working directly with students. In practice, one of the greatest challenges faced by behavior analysts is the training and supervision of these staff members. Individual challenges may vary depending on environment (e.g., school/home/residential based settings, public vs. private school, consultation models), but common concerns include time for preparation and delivery of training, creation of user-friendly materials to ensure ongoing maintenance and generalization of skills, enforcement of criteria within agency limitations, and staff motivation. Within this workshop, we will review current literature in regards to staff training, including Personalized System of Instruction, self-monitoring, public-posting, goal setting and proficiency measures. We will discuss components of training protocols that should be targeted in a variety of settings, review tools that can be helpful to complete these measures, ways to modify existing tools to suit a variety of settings, and work as a group to brainstorm possible solutions to the current supervision concerns of attendees. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Discuss existing research in regards to staff training and supervision
- Identify general challenges faced in the implementation of staff training and supervision strategies in "real world" settings
- Assess limitations specific to work environment
- Describe the components and topic areas to be covered within introductory paraprofessional training
- Develop personalized training modules for ongoing staff development
- Use a variety of tools designed to measure staff performance
|
| Activities: This workshop will include an audio-visual presentation and emphasize audience participation through large and small group discussion. Handouts of all materials reviewed will be provided. |
| Audience: Behavior analysts, administrators, special education teachers and other professionals (from a variety of disciplines) working in a variety of special education settings, including Birth-to-Three, home-based services, public and private schools, consultation models and residential settings. This workshop is primarily geared to those working to establish or improve upon paraprofessional staff supervision struggling with concerns as described above. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Using Functional Analysis as Positive Behaviour Support for Staff: Three Case Studies |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 405 (Convention Center) |
| Area: TBA/PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Mary Hoadley, M.Ed. |
| MARY ROBERTA HOADLEY (Parley Services Limited) |
| Description: A review of the literature regarding the use of punishment procedures as regards seclusion, restraint, medication use and other restrictive procedures by front line staff in facilities will be reviewed. Case studies will be presented to show how three clients were managed using typical risk management procedures for aggressive behaviours, upon admission to hospital. Staff positive support techniques (i.e. non-contingent reinforcement, pairing staff with reinforcing stimuli, and facilitation of functional communications), increased quality and quantity of positive social staff-patient interaction increased some staff satisfaction and enjoyment of their job; however it had no effect on the clients' aggressive behaviours. Evaluation revealed that the front line staff needs for effective risk management was the salient stimuli for staff behaviour. Each case study subject received a functional assessment and functional analysis of their behaviour as part of a more comprehensive risk management strategy to functionally analyse all aggressive behaviours of clients in the facility. Brief summaries were presented to staff as risk management information. Staff became habituated to seeking the information, particularly when they were not familiar with the clients in their care. Functional analysis (FA) summaries and data on the decrease in the problem behaviours of the case studies will be demonstrated. |
Learning Objectives:
At the conclusion of this workshop, participants should be able to:
- Identify the basic method of functional analysis (FA) and the benefits of using FA in designing treatment plans
- Describe the essential elements of salient stimuli and contextual fit
- Identify some effective positive supports, which are viable alternatives to the use of punishment procedures in managing care provider risk in facilities
|
| Activities: This presentation will demonstrate the importance of identifying salient stimuli for care providers in applied settings, as well as demonstrating the effectiveness of Functional Analyses of behaviour, on ultimately ensuring effective, efficient and relevant positive behaviour support options. A review of current research and practices for dealing with aggressive problem behaviours with adults who have neurobehavioural disabilities will provide a basis to (1) understand current practice; (2) demonstrate the necessity of functional analysis in treatment planning; and (3) appreciate the need to enhance care provider's safety. Through the use of case studies, participants will see the interplay of practice, theory and methodology in designing interventions to have a good contextual fit with the environment. |
| Audience: Behaviour analysts and practitioners in hospitals and facilities |
| Content Area: Practice |
| Instruction Level: Advanced |
| |
|
| Linguistic Fundamentals for the Analysis of Verbal Behavior |
| Friday, May 27, 2011 |
| 4:00 PM–7:00 PM |
| 406 (Convention Center) |
| Area: VBC/TPC; Domain: Theory |
| CE Instructor: Maria Passos, Ph.D. |
| MARIA DE LOURDES PASSOS (Universidade Federal do Rio de Janiero) |
| Description: Linguistic analysis of language and the three term contingencies involved in operant behavior were the fundamentals from which Skinner built his analysis of verbal behavior. The workshop will examine: (a) some basic linguistic concepts, such as: natural, that is historical languages as arbitrary systems of signs, the double articulation of language, the units of language, and analogy as a mechanism of linguistic creativity; (b) Skinner's definition of verbal behavior, its relation to the arbitrary nature of linguistic signs, and how the ensuing properties of verbal behavior impact the teaching of verbal repertoires;(c) Skinner's units of verbal behavior and their relation to linguistic units; (d) how linguistic structural analysis is an empirically based functional analysis of the verbal repertoire of a verbal community; (e) the relations and the distinction among language, speech, and verbal behavior; (f) ways in which linguistics and behavior analysis may complement one another, leading to a better understanding and handling of the complex phenomena of language. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Specify some of the properties of a language, especially the ones that are important for building verbal repertoires
- Define verbal behavior and distinguish it from language and speech
- Distinguish between the linguistic and the behavior analytical study of the phenomena of language
- Identify the controlling relations involved in verbal operants described by Skinner (mands, tacts, intraverbals, etc.)
- Relate structural and functional analyses of language
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| Activities: The workshop will consist mainly of brief lectures and discussions about each topic. Examples of verbal behavior from literary and everyday language will be examined, through readings and videos. Participants will analyze samples of verbal behavior. |
| Audience: This workshop is designed for behavior analysts, speech pathologists, teachers, and other professionals interested in the study of verbal behavior. No previous knowledge of linguistics is required, but familiarity with the basic concepts of behavior analysis (e.g., reinforcement, operants, shaping, stimulus control) is a requisite. |
| Content Area: Theory |
| Instruction Level: Basic |