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| CANCELLED: Using Video Feedback to Develop Self-Management in Learners With Autism |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 304 (Convention Center) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Kimberly Wroblewski, M.S. |
| KIMBERLY WROBLEWSKI (CEAT), MARY HOPTON-SMITH (CEAT) |
| Description: We are well aware of the many areas of skill development that require carefully planned teaching approaches for learners with autism. One important, and perhaps neglected skill area is that of self-management. The importance of self-management as a pivotal skill is well documented in the literature, but in the presenter's view, requires a more enthusiastic and committed approach in the applied setting. This workshop provides information on how we can promote self-management by developing a learner's ability to self-assess using video feedback. Whilst there is a growing body of research on the value of video technology, there is limited information on the use of video feedback as an isolated approach to teaching, however its uses have proven effective as part of a comprehensive intervention programme. This workshop expands upon the research by providing examples of how this technique can be used in an applied setting. This workshop will illustrate the benefits of using video feedback as a tool for teaching self-management of self-care and social interaction skills. It will provide information on assessment and development of prerequisite skills, preparing a learner for the video feedback activities, establishing a practical taping and review schedule and designing and evaluating video feedback programmes. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Recognise the value of teaching self-management as a pivotal skill
- Assess and teach the prerequisite skills required for the implementation of an effective video feedback programme
- Use a comparative analysis and test of social significance to identify target behaviours to assess using video feedback
- Implement baseline measures of target behaviours prior to the introduction of a video feedback programme
- Implement a structured video feedback programme as part of a more comprehensive intervention programme for learners with autism
- Measure outcomes for individual target behaviours and self-management behaviours during and after the video feedback programme implementation
- Identify strategies for counteracting the practical challenges of implementing a video feedback programme
- Recognise and respond to the ethical issues involved in using video feedback
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| Activities: Participants in the workshop will accessa PowerPoint presentation that includes didactic instruction, group discussion and video examples. Additionally, participants will be guided through the process of using the information provided to develop self-management video feedback programmes with their own learners. Participants will have access to copies of the PowerPoint presentation and related programme and data collection forms. |
| Audience: The workshop is designed for teachers, special education teachers, psychologists, behaviour analysts, consultants, and supervisors of home-based intervention programmes. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Applied Behavior Analysis in the 21st Century: Imitation, Autism, and the Mirror Neuron |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| Korbel Ballroom 3A (Convention Center) |
| Area: AUT/DEV; Domain: Theory |
| CE Instructor: Bob Ellis, Ph.D. |
| BOB ELLIS (The Resource Center) |
| Description: People learn by doing. One of the most powerful tools for facilitating that process is imitation. However, it has never been clear how that perception-action process actually occurs. Given that those on the autistic spectrum have a very difficult time imitating, understanding that process has taken on critical importance. In 1994, a group of researchers reported a new class of motor neurons that responded when an action was just being observed. That finding ignited an international firestorm that some have suggested would have an impact on psychology much as the discovery of the double helix had on biology. For those of us working with learners on the spectrum, imitation has blossomed into a primary focus. It is becoming increasingly clear that an inability to imitate may be the core developmental deficit in autism spectrum disorders (ASD): It can account for the social and communication problems as well as the motoric, emotional, Theory of Mind, and inhibition difficulties. In this workshop, I will address the following: review the role of compromised imitation in the ASD developmental profile; introduce the Mirror Neuron and its role in the imitation process; then, review the implications of those developments for using imitation more effectively as a teaching tool. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe imitation compromise as the core deficit in autism spectrum disorder
- Provide three examples, positive or negative, of the relationship between imitation and intentionality
- Describe in behavioral terms the role played by imitation in social reciprocity, emotional reciprocity, and intentionality
- Describe, in behavioral terms, how mirror neurons facilitate social reciprocity, emotional reciprocity, and intentionality
- Describe three different procedures for increasing the rate of imitation for children on the spectrum
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| Activities: Participating in discussion. |
| Audience: Those working with (teaching) children, adolescents, and adults on the autism spectrum disorder. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
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| POWER-Solving: A Systematic Approach to Teaching Social Skills |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| Korbel Ballroom 1E (Convention Center) |
| Area: AUT/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Selbst, Ph.D. |
| STEVEN GORDON (Behavior Therapy Associates, P.A.), MICHAEL C. SELBST (Behavior Therapy Associates, P.A.) |
| Description: Youth with social skills impairments include those with a range of DSM-IV diagnoses such as autism, Asperger's disorder, and attention deficit/hyperactivity disorder. Social skill deficits have been associated with negative outcomes in future adjustment (i.e., educational achievement, interpersonal relationships, and psychological well-being). The scientific research on social skills training has generally found a weak effect with limitations as to the manner in which it has been implemented. POWER-SolvingTM has been adapted from the social information processing literature related to improving problem solving skills. POWER-SolvingTM is an acronym that addresses the core deficits seen in many of these children: put the problem into words, observe and measure feelings, what is the goal and how strongly is the goal desired, explore and evaluate solutions, and review and reward . POWER-SolvingTM was implemented in a 6-week summer day program for children with social skills impairments known as Helping Improve Social-skills Through Evidence-based Practices (HI-STEP). Principles associated with applied behavior analysis (ABA) such as pinpointing target behaviors, functional behavior assessments, positive behavior supports, antecedent/consequence interventions and data collection are the backbone of the summer program. This workshop is at an Intermediate Level and assumes participants have prior knowledge of ABA principles. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify the five steps associated with POWER-SolvingTM
- Identify the components of applying POWER-SolvingTM social skills
- Identify evidence-based strategies that contribute to success in social skills and problem-solving
- Apply POWER-SolvingTM to a specific social skill of their choosing
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| Activities: Participants will view PowerPoint presentation regarding the history and concepts of POWER-SolvingTM. Videotapes of learners using POWER-SolvingTM will be viewed. Opportunity to apply behavioral strategies to teaching a social skill of their choosing will be provided. |
| Audience: Teachers, paraprofessionals, parents, and mental health professionals |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Developing Advanced Verbal Behavior in Children With Autism Necessary for Describing Experiences and Developing Friendships |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 301 (Convention Center) |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: James Partington, Ph.D. |
| JAMES W. PARTINGTON (Behavior Analysts, Inc.), NISSA INTARACHOTE (Behavior Analysts, Inc.) |
| Description: Children with a diagnosis of autism spectrum disorder have significant delays in communication and social interaction. Consequently, their parents often feel frustrated and disappointed by their inability to participate in daily interactions that most families take for granted, such as storytelling, laughing together, discussing daily events, and speaking with their child about his or her thoughts or feelings. To develop these interaction skills, it is usually necessary to teach a variety of specified advance language skills that are often not adequately addressed in many intervention programs. Some of these skills include being able to describe events as they are happening. Another important set of skills is to be able to ask peers and family members for information. Additionally, the child also must be taught to remember and describe what they are told about their peers. Intervention programs that develop these types of skills can improve a child's ability to establish and maintain meaningful friendships. Specific strategies will be presented that educators and professionals can use to develop these advanced language skills and that focus teaching the child to attend to the actions and interests of peers and family members. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify deficiencies in a learner's receptive language skills that interfere with the child's ability to engage in conversations with peers and family members
- Identify deficiencies in a learner's manding, tacting, and intraverbal skills that interfere with the child's ability to engage in conversation about their peers
- State three strategies to help children with autism attend to the activities and interests of their peers such that they can engage in conversation about their peers
- State three strategies to help children with autism engage in conversation about the activities they have engaged in with peers
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| Activities: Role playing and target selection. |
| Audience: Professionals, para-professionals, and educators. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Bringing ABA Into Inclusive Classrooms to Improve Outcomes for Students With ASD |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| Korbel Ballroom 1B (Convention Center) |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Debra Leach, Ed.D. |
| DEBRA A. LEACH (Winthrop University) |
| Description: The presenter will provide step-by-step procedures for embedding ABA interventions within general education classrooms to support students with ASD. First will be a very brief overview of ASD and a rationale for using ABA in general education classrooms. There will be a review of the dimensions of ABA that should guide implementation. Next, tools for assessing the strengths and interests of students and their present levels of performance in communication, social interaction, academics, behavior, and independent functioning will be provided. This will be followed by a discussion on how to use assessment information to set goals for ABA interventions. Next will be a review of behavioral teaching strategies such as positive reinforcement, prompting/fading procedures, shaping, task analysis, time-delay, embedded discrete trials, following the child's lead, behavioral momentum, self-monitoring, modeling/request imitation, video modeling, and peer-mediated interventions. A template for using these strategies to develop ABA teaching plans will be shared. Data collection tools that are easy to use within inclusive classrooms will be provided with explanations for how to use data to monitor progress and to make instructional decisions. The session will end with guidelines for creating collaborative teams of general educators, special educators, related service providers, paraprofessionals, and families. |
Learning Objectives:
At the conclusion of this workshop, participants should be able to:
- Identify the characteristics of students with ASD
- Recognize the dimensions of Applied Behavior Analysis
- Distinguish different approaches to using ABA with students with ASD
- Conduct assessments for developing ABA interventions for students with ASD in inclusive classrooms
- Set goals for ABA interventions for students with ASD in inclusive classrooms
- Develop ABA teaching procedures for students with ASD in inclusive classrooms
- Collect and analyze data to make instructional decisions
- Collaborate with parents and professionals when implementing ABA interventions for students with ASD in inclusive classrooms
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| Activities: Lecture, discussion, small group activities, analysis of video clips |
| Audience: Teachers, behavior analysts, administrators, speech/language pathologists. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Teaching Critical Communication Skills: Help! I Can't Wait to Ask for a Break! |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 601 (Convention Center) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Andy Bondy, Ph.D. |
| ANDY BONDY (Pyramid Educational Consultants), LORI A. FROST (Pyramid Educational Consultants) |
| Description: There are many skills that are typically taught in communication intervention programs. Individuals with complex communication needs, however, must master certain critical communication skills if they are to function independently in the home, community, school and/or vocational setting. Some of these skills involve the actions of the speaker, including: requesting reinforcers, requesting help, requesting a break, and affirming and rejecting offered things/events. These skills are crucial because in their absence we often see numerous contextually inappropriate behaviors (CIBs). A second set of critical skills relates to those of the listener, including: responding to mands to wait, follow directions, schedule following, and transitions. The absence of these skills also is associated with frequent CIBs. This workshop focuses on why these nine skills are a priority for teaching and how we teach them. The strategies covered are relevant for anyone with complex communication needs, and addresses all communication modalities (e.g., speech, PECS, sign language, speech-generating devices, etc.). This workshop will focus on how to teach these skills in a manner that may help prevent future CIBs related to absent or weak communication skills. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify critical speaker communication skills
- Identify critical listener communication skills
- Analyze these critical skills in terms of Skinner's analysis of Verbal Behavior
- Identify central issues regarding prompting and stimulus control for each skill
- Identify central issues regarding reinforcement and generalization for each skill
- Use ongoing assessment forms to monitor performance and progress
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| Activities: Participants will review forms associated with the assessment of critical communication skills as well as a lesson plan format that will guide lesson design. Participants will view videotapes and identify key elements regarding these skills. Participants will develop lesson plans related to these skills for their own students/learners. |
| Audience: Teachers, behavior analysts, speech pathologists and other professionals providing communication training in autism and developmental disabilities. Familiarity with Skinner's verbal operants will be helpful. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Everybody Calm Down! Behavior Relaxation Strategies for Individuals With Autism: From Preschool Through High School |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 403 (Convention Center) |
| Area: AUT/PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| KATHLEEN MCCABE-ODRI (Advance, Inc.), LAURA KENNEALLY (Advance Inc.), LORI LORENZETTI (Partners in Learning, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), NICOLE M RZEMYK (Partners in Learning, Inc.) |
| Description: Individuals with autism can have life-long challenges with managing disruptive behaviors and levels of stress. Behavior relaxation training (BRT) is a well-documented methodology proven to reduce the physical responses of stress for many groups of individuals, including students with autism. This workshop incorporates research-based behavior relaxation protocols with visual supports to assist children and young adults with autism in developing a comprehensive relaxation routine that can successfully reduce disruptive outbursts. In addition, students with autism are taught to recognize possible functions of disruptive behavior as well as appropriate behavior substitute actions. This workshop addresses strategies for students of preschool age through high school, presenting a variety of case studies and systems that have successfully reduced problem behavior and reinforced pro-social responses across the age groups. Through video examples and objective data of pre and post intervention progress, participants will gain knowledge to use BRT approaches with their own students and clients. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Develop protocols for behavior relaxation training for individuals with autism from pre-K through high school
- Measure student progress using objective measurement procedure
- Utilize visual systems to assist students in mastering behavior relaxation protocols
- Utilize visual systems to assist students in identifying possible functions of disruptive behavior
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| Activities: Audience members will practice BRT techniques, including deep breathing and "tense/calm" poses. Audience members will troubleshoot specific cases of their own involving individuals with autism to develop BRT protocols. Audience members will develop age-appropriate sequences for BRT curriculum. |
| Audience: Behavior consultants, certified behavior analysts, graduate students, teachers |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Toilet Training Individuals on the Autism Spectrum: Behaviorally Based Approaches |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 401/402 (Convention Center) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Frank Cicero, Ph.D. |
| FRANK R. CICERO (Eden II Programs) |
| Description: Toilet training is a skill that once mastered, significantly increases the independence and quality of life of individuals on the autism spectrum. The current workshop will introduce the audience to various behaviorally based methods for toilet training that can be found in the literature. Topics discussed will include urination training, bowel training, and overnight training. How to teach requesting will also be discussed. Data-based case studies will be presented throughout. The audience will be presented with various materials that can enhance effectiveness. Time will be left for audience questions and participation. |
Learning Objectives: At the conclusion of this workshop, participants should be able to: - Recognize an empirically supported, behaviorally based method of urination training that has shown to result in rapid skill acquisition
- Identify various bowel training procedures that are tailored to the function of bowel movement accidents
- Embedspontaneous requests into toileting schedules
- Assess the function of nocturnal enuresis and design effective treatment strategies based on function
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| Activities: 1. The audience will analyze data from toilet training interventions and learn how to make logical plan modifications. 2. The audience will practice skills related to toileting interventions. 3. The audience will have a chance to ask case-specific questions. |
| Audience: The workshop content is appropriate for parents who have a child on the autism spectrum, however content and presentation will be designed for behavior analysts already working in the field who are having difficulty with toilet training. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| CANCELLED: The Importance of Sensitivity Training for Typical Peer Models and Application of an Intergrated Peer Groups (IPG) Model |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| Korbel Ballroom 1A (Convention Center) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Michelle Chrzczonowski, M.S. |
| MICHELLE CHRZCZONOWSKI (Pinnacle Academy), KIRSTINA ORDETX (Center for Autism Resource and Education) |
| Description: Eric Schoplar had referred to a lack of awareness in the general public regarding the severity and nature of problems affecting children in our society (Scholpar, 1985). Even with an increase in media attention to autism, little has been done to increase acceptance and sensitivity of those persons with autism in the community. Past research had demonstrated that typical children can be effective in facilitating successful intervention with children with autism when taught to use specific social strategies. Sensitivity training for typical peers should include pivotal skills, chosen to increase the success. Target strategies should focus on decreasing the typical peer's potential for frustration during their attempts to gain, persist, and maintain the attention and interest of their social partners. They should also strive to increase their awareness of the functions of behavioral responses, which may be encountered during social interactions. When typical peer models and siblings are not given adequate support through training and education, social inclusion can lead to semi-successful opportunities, which are dependent upon continuous adult facilitation and prompting. In these cases, generalization is thwarted and typical peers may become more caregivers than "friends." This paper will identify sensitivity training as a critical component of peer-mediated intervention and the successful inclusion of children with autism. The most unique addition to this presentation is a structured component by 10-year-old Mac, who has prepared his own sensitivity presentation, which he has shared with students of all ages in his community. Data will be reviewed to reflect the perceptions of typical peers before and after training. |
Learning Objectives:
At the conclusion of this workshop, participants should be able to:
- Identify essential environmental supports to facilitate improved socialization
- Review assessment tools that will aide in goal setting for developmentally appropriate play and social skill targets
- Conduct a preference assessment to assist in determining child selected play materials for therapeutic intervention
- Review and identify best practice approaches for implementation of social skills training for children with autism using a typical peer
- Determine criteria for appropriate typical peers for therapeutic intervention
- Identify critical training components of sensitivity training for typical peers participating in implementation
- Determine and develop developmentally age-appropriate social and play target skills.
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Activities:
- Identify age-appropriate activities to help typical peers to understand autism
- Recognize a four-step model to teach peers
- Review and critique video of application of IPG model.
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| Audience: Certified Behavior Analysts |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Comprehensive Behavioral Intervention for Tics |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 710/712 (Convention Center) |
| Area: CBM/PRA; Domain: Service Delivery |
| CE Instructor: Douglas Woods, Ph.D. |
| DOUGLAS W. WOODS (University of Wisconsin, Milwaukee), MICHAEL HIMLE (University of Utah) |
| Description: This workshop will outline an evidence-based behavioral approach for managing Tourette Syndrome: Comprehensive Behavioral Intervention for Tics (CBIT). CBIT is a collection of behavioral techniques (e.g., Habit Reversal Training (HRT), Function-Based Assessment & Treatment) that have been shown to be efficacious for reducing tics. Although HRT has been used for decades, many behavior analysts are not familiar with recent advancements in HRT or the recently developed and expanded CBIT treatment package. CBIT extends HRT by including specific techniques to address tics that are maintained by automatic negative reinforcement (i.e., urge reduction) and individually tailored function-based assessment and intervention techniques to identify and modify antecedents and consequences that exacerbate tics. Authoritative information on TS, the impact of environmental events on tics and the theoretical and research background from which CBIT was developed will be provided. Information on conducting a function-based assessment and interventions will be presented. The core components of HRT will be explained through discussion and demonstration. Recent data from two parallel multi-site randomized clinical trials, establishing the efficacy of the CBIT intervention in reducing tic severity, will be described. The presentation will also address concerns about using behavior therapy and the limitations of the CBIT approach. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Understand the impact of environmental events on tics
- Summarize the current state of evidence supporting behavioral interventions for tics, specifically the techniques that comprise the CBIT intervention package
- Describe the CBIT protocol for tic management
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| Activities: In addition to learning the general therapeutic techniques, attendees will learn the underlying theory of behavioral interventions for tics, the data supporting the theory, to appreciate the complexities of the influence of environmental variables on this biologically based disorder, and strategies for developing appropriate interventions based on this knowledge. Various instructional technologies will be used including didactic instruction, videotapes, and role-play demonstrations. |
| Audience: Researchers, clinicians, and graduate students interested in better understanding the impact of environmental variables on tics and/or learning behavioral intervention strategies for Tourette syndrome and chronic tic disorders. The target audience also includes a broader range of professionals who are in positions where people with TS will be contacted/served. Typical settings include hospitals, inpatient/outpatient clinics, schools, or universities. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Contemporary Behavioral Perspectives on the Treatment of Obesity |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 610/612 (Convention Center) |
| Area: CBM/TPC; Domain: Applied Behavior Analysis |
| CE Instructor: Becky Nastally, Ph.D. |
| BECKY L. NASTALLY (Southern Illinois University), ALYSSA N. WILSON (Southern Illinois University Carbondale) |
| Description: In this workshop, participants will be presented with instruction, treatment protocols (Cognitive Behavior Therapy and Acceptance and Commitment Therapy), and research findings aimed at basic behavioral conceptualizations of obesity. Given the perspective that effective treatment should be informed by sound assessment, innovative and behavioral assessment of this problem will also be presented. Specifically, and from the background of an active research agenda in the area of addiction, the goal of the workshop will be to inform participants of interesting trends and directions for behavioral and empirically validated treatment of obesity. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Compare and contrast past and present behavioral treatments for obesity
- Discuss the potential strengths and weaknesses that have been associated with each of these
- Formulate an operational definition of 'obesity' or 'food addiction'
- Conduct an indirect functional analysis of problematic eating behavior
- Assist a client in identifying antecedents of overeating
- Explain the basic conceptualization of weight loss from both a CBT and ACT perspective
- Outline and conduct a therapy session from both a CBT and ACT perspective
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| Activities: Instructors of the workshop will assist participants in meeting the above objectives by facilitating the following activities: interactive powerpoint presentation to provide instruction, mediated discussion of theoretical issues surrounding the problem, and small group work in the area of problem solving and implementation of therapeutic assessment and protocols |
| Audience: This workshop will be beneficial for clinicians who practice or are interested in practicing in the area of weight loss (not limited to behavior analysts), researchers, professors, and students. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Bridging Science and Practice in Inpatient Treatment Settings for the Seriously Mentally Ill |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 405 (Convention Center) |
| Area: CBM/PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Jannette Cross, Ph.D. |
| JANNETTE CROSS (Independent Practice) |
| Description: Effective inpatient treatment remains an illusion for most with serious mental illnesses. An overview will be provided of the landmark research (Paul & Lentz, 1977) by Gordon Paul, last year's B. F. Skinner Invited Lecturer. This includes presentation of a model for formal program evaluation, a comprehensive paradigm for assessment, and an effective and cost-efficient approach to treatment, the Social Learning Program. This approach bridges the gap between science and practice. It takes inpatient treatment to the state of an applied science and has potential generalization to a range of other settings. Despite the strong empirical evidence, there has been less application of Dr. Pauls work than would be expected. Problems with dissemination will be discussed. Some consider the Social Learning Program too old and too much work; others find the comprehensive assessment paradigm too difficult. Despite the age of this work, its relevance for practice and research remains current. |
Learning Objectives: At the conclusion of this workshop, participants should be able to: - Recognize the procedures and conclusions of Paul & Lentz (1977)
- Identify the four areas of treatment focus of the Social Learning Program
- State the basic principles, components and procedures of the Social Learning Program
- Identify the elements of the comprehensive paradigm for assessment in residential facilities
- Define the concepts and methods of the Clinical Frequency Recording System
- Complete one of the Clinical Frequency Recording System forms
- Identify the type of information provided by the TSBC/SRIC System
- Identify settings and populations in which this work would have utility
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| Activities: Participants will engage in active discussion of the merits of the Social Learning Program and comprehensive assessment systems as well as application potential. Participants will role play the Appearance Procedure and will practice recording on Clinical Frequency Recording System forms. |
| Audience: Individuals interested in inpatient treatment, assessment and treatment research of those with serious mental illnesses. This includes clinicians, administrators and policy makers. In addition, those involved in other residential treatment or rehabilitation settings could benefit from this information. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
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| Changing Thoughts, Feelings, and Urges |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 407 (Convention Center) |
| Area: CBM; Domain: Service Delivery |
| CE Instructor: Abigail Calkin, Ph.D. |
| ABIGAIL B. CALKIN (Calkin Consulting Center), EMMA F. DOUGLAS-COBANE (Treehouse Trust) |
| Description: This workshop looks at thoughts, feelings, and urges as inner behaviors that a person can observe, count, and change. It reviews the history of private events and inner behavior, and includes some charts of people who have counted inner behaviors in the past 40 years. The workshop also teaches how to use the Standard Celeration Chart to record the frequencies and changes of any inner behavior. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- State the research background and their familiarity with research on observing and changing inner behavior
- Define thoughts, feelings, and urges and name specific examples of each
- Practice writing positive thoughts, feelings, and/or urges at 30-35 per minute and saying them at 50-75 per minute
- Count and record some specific inner behaviors for the duration of the workshop
- Discuss and develop a plan to change inner behaviors of self or clients
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| Activities: The primary focus is to identify, list, count, record, and change inner behavior and to practice these skills. There is a minimal amount of lecture on the literature and successes of this technique. |
| Audience: Psychologists, clinical behavior analysts, social workers, parents and teachers of regular or special education children, including those with behavior disorders. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Behavioral Pharmacology: How to Distinguish Between Social and Automatic Functions for Problem Behaviors for Individuals Taking Psychotropic Medications |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 708 (Convention Center) |
| Area: CBM/PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Tina Patterson, M.Ed. |
| TINA G. PATTERSON (BCBA Consultant) |
| Description: Workshop content will cover recommended practices for: a) how to gather and document information on individual's administration of psychotropic medications b) how to track psychotropic side effects for individuals demonstrating problem behaviors such as self-injurious behavior, physical aggression, and property destruction c) how to work cooperatively with prescribing physicians.
The task of gathering and documenting information on an individual's administration of psychotropic medications requires effective and efficient communication between caregivers, physicians, and behavior professionals. Participants will be given a systematic guideline of how to establish communication with caregivers and prescribing physicians that facilitates data-based decision-making. Tracking psychotropic side effects requires knowledge of titration measurement tools and research-based information for reliable resources. Participants will be given titration tools and shown how to locate reliable resources on psychotropic medications in order to create a graphical representation of a dose-response curve for prescribing physicians. Graphical demonstrations will be used as examples. Effective communication approaches are essential when working with prescribing physicians. Participants will be shown several different types of examples of how to establish professional rapport with prescribing physicians. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Use tools that will assist them with the measurement of psychotropic side effects and behavior
- Display and interpret psychotropic side effects and behavioral data
- Facilitate behavior analysis services in collaboration with prescribing physicians and caregivers.
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Activities: Activities
- Tracking side effects using a titration form and locating reliable web resources for psychotropic side effects
- Developing a graph that demonstrates a dose-response curve
- Viewing video examples and engaging in role play scripts for talking to prescribing physicians and caregivers.
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| Audience: BCBAs BCABAs psychologists other behavior professionals |
| Content Area: Practice |
| Instruction Level: Advanced |
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| Data Collection and Measurement Strategies in Community Settings With Variability That Cannot Be Controlled |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| Korbel Ballroom 1D (Convention Center) |
| Area: CSE/PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Mary Hoadley, M.Ed. |
| MARY ROBERTA HOADLEY (Parley Services Limited) |
| Description: In community settings reporting data is increasingly recognized as necessary for the effective allocation of system resources. ABA offers a unique best practice in this regard. Adults who live in and participate in community settings receive variable supports from variable supporters, where valid and reliable data collection can be challenging. In this session we will consider the importance of good data collection to ensure that interventions are effective, and to provide feedback and outcomes measurement. We will look at effective methods for data collection and measurement reporting, to facilitate a contextual fit for measurement tools with nonprofessional observers and environments. |
Learning Objectives:
At the conclusion of this workshop, participants should be able to:
- Operationalize objective, observable, measurable actions for the ongoing evaluation of interventions as outcomes for the purpose of measurement.
- Describe at least three single-case designs for systematically analyzing variables, and for demonstrating functional relationships, which include the basic essentials of establishing baselines and increasing inter-observer agreement in data-taking in community settings with nonprofessional observers.
- Identify behavioural and environmental contexts in which each type of data collection methodology would be appropriate, and know how to ethically report the data.
|
| Activities: This presentation will enhance the ability of behaviour analysts to design and implement effective data collection for adults in community settings with high variability such that valid and reliable data collection can be challenging. We will consider the importance of good data collection to ensure that interventions are effective and to provide feedback and outcomes measurement. We will look at effective methods for data collection, to facilitate the contextual fit of measurement tools in nonprofessional environments. We will also explore the added benefits of incorporating data collection as a tool to improve fidelity in interventions through focusing staff attention or client attention on targeted behaviour and specific technologies. |
| Audience: ABA practitioners working with adults or in community and facility settings |
| Content Area: Practice |
| Instruction Level: Advanced |
| |
|
| Addressing Problem Behavior of Children and Adults With Developmental Disabilities |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| Korbel Ballroom 2A (Convention Center) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Ennio Cipani, Ph.D. |
| ENNIO C. CIPANI (National University), JOSHUA K. PRITCHARD (Florida Institute of Technology) |
| Description: This 3-hour workshop will cover functional behavioral assessment, diagnostic and treatment considerations for problem behaviors exhibited by children and adults with developmental disabilities. A four category function-based diagnostic system for classifying problem behaviors (direct access; DA 1.0, direct escape; DE 3.0, socially mediated access; SMA 2.0, socially mediated escape; SME 4.0), as well as sub-categories under each category (e.g., SME 4.1, unpleasant social situations) will be presented as the basic foundation of a functional approach. An overview of functional behavioral assessment methods will be covered as such methods relate to the above system. This will then be followed by a complete presentation of deriving functional treatment, incorporating differential reinforcement contingencies in a variety of settings, including pre-school, home intervention programs for children with autism, after-care and adult day treatment and residential environments. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify the four major function-based diagnostic categories of problem behavior and identify the factors involved in deciding the function and diagnostic category of problem behavior
- Identify several major functional behavioral assessment methods and generate a plan for conducting such an assessment method with a specific problem behavior (particularly analogue and in-vivo experimental analysis)
- Generate experimental tests to determine the diagnostic category of the replacement behavior
- Generate a functional treatment plan based on assessment data and hypotheses about behavioral function
|
| Activities: Active student responding (ASR) involving questions after each major function-based category, using a true/false format involving a response cards method (green circle held up for true, red circle held up for false) |
| Audience: BCBAs, educational and mental health personnel, practicing professionals including other licencees' in mental health |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| CANCELLED: Sleep Disorders and Intellectual Disabilites: Behavioral Interventions and Research Update |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 302 (Convention Center) |
| Area: DDA/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Taira Lanagan, M.S. |
| ARTHUR E. WILKE (Center for Autism and Related Disorders, Inc.), TAIRA LANAGAN (Center for Autism and Related Disorders, Inc.) |
| Description: Sleep problems are a frequently reported issue for individuals with intellectual disabilities and these disturbances can include delay to sleep onset, night waking, early waking, co-sleeping, bedtime resistance, as well as daytime sleepiness. The estimated prevalence of sleep disturbance in individuals with intellectual disabilities varies from 24% to 86%. The lack of sleep is known to exacerbate challenging behaviors including aggression, self-injury, and non-compliance on days following disturbed sleep. Sleep disturbance also contributes to dysfunction in families and interferes with parent and sibling quality of life. For nearly 20 years clinicians utilizing behavioral treatments have successfully treated many forms of sleep disturbance. Behavioral sleep treatments have included the faded bedtime with and without response cost, the bedtime pass, graduated and non-graduated extinction, stimulus fading, chronotherapy, and bedtime routines. Research describing these behavioral interventions will be discussed and the primary purpose of the workshop will be to give practical strategies for the implementation of evidence-based behavioral interventions for sleep disturbance. Information will also be provided on possible medical causes that will help clinicians make more appropriate physician referrals. Sleep diaries, behavioral logs, and other data tracking methods, will be presented for collecting baseline data and ongoing data for measuring treatment effectiveness. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify sleep disturbance in individuals with intellectual disabilities
- Identify and address poor sleep hygiene issues in the sleep environment to promote greater sleep success
- Establish a bedtime routine and identify reinforcers for use in sleep interventions
- Describe strategies of evidence-based behavioral sleep interventions
- Identify secondary problems associated with sleep disturbance
|
| Activities: Attendees will be guided through presented information with Power Point slides, and case studies for group discussion. |
| Audience: Behavior analysts, special education teachers, social workers, speech and language pathologists, and parents. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| CANCELLED: Teaching Self-Management Skills to Children With Disabilities |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 406 (Convention Center) |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Holly Almon, M.S. |
| HOLLY ALMON (West Coast Behavioral Consultants), KATHLEEN S. LAINO (West Coast Behavioral Consultants), ANDREW M. SYVERTSEN (FEAT of Washington), PAUL ROGERS (Blueprints), VALORI N. BERENDS (Academy for Precision Learning) |
| Description: In order to develop a more active and independent role in society, learning self-management skills is essential. Children and adolescents must establish these skills in order to manage their own behavior and take responsibility for their actions and well-being. Teaching self-management skills to persons with disabilities requires an assessment of their current repertoire, an analysis of supporting and undermining influences in their natural environment, careful planning, and scoping and sequencing of component and composite skills. In this workshop participants will be introduced to how Blueprints designs, measures, and teaches self-management skills. The importance of teaching self-advocacy and perspective taking skills will also be discussed. |
Learning Objectives: At the conclusion of the workshop, participants should be able to:
- Name major subgroups of skills within the self-management skills repertoire
- Describe at least three component skills under one major composite skill area
- List several ways to measure these skills in the natural environment.
|
| Activities: The workshop will consist of activities such as lecture, data review, discussion, guided practice, and small group exercises. |
| Audience: Applied behavior analysts/BCBAs/BCaBAs designing instruction in school- and home-based programs, professionals, practitioners interested in teaching self-management skills to children, adolescents, or young adults with developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Training and Supervising Support Staff: Evidence-Based Strategies |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| Korbel Ballroom 1F (Convention Center) |
| Area: OBM/DDA; Domain: Service Delivery |
| CE Instructor: Dennis Reid, Ph.D. |
| DENNIS H. REID (Carolina Behavior Analysis and Support Center), CAROLYN GREEN (Carolina Behavior Analysis and Support Center) |
| Description: This workshop will describe evidence-based strategies for training and supervising support staff in human service settings. Initially, a step-by-step behavioral model of supervision will be summarized. Next, each step will be described, supplemented with case illustrations and supportive research. Strategies to be covered include specifying performance expectations as staff work behavior, performance- and competency-based staff training, monitoring staff performance in ways acceptable to staff, actively supporting quality work performance, and resolving recurrent performance problems. Means of enhancing staff motivation in terms of promoting work effort and work enjoyment will also be described. Information to be presented will be based on over four decades of behavioral research on staff training and supervision and the workshop instructors' combined 60-plus years of supervisory experience. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe the steps constituting a behavioral, evidence-based approach to supervision.
- Demonstrate the five steps of performance- and competency-based staff training.
- Describe how to systematically monitor staff performance in a manner usually well accepted by staff.
- Demonstrate the seven steps of supportive and corrective feedback.
- Identify two evidence-based means of increasing staff enjoyment with their work.
|
| Activities: Workshop activities will include instructor presentation, viewing powerpoint summaries of key points, completing paper and pencil activities relating to scenarios depicting applications of key points, viewing role-play demonstrations of target supervisory procedures, practicing target procedures in role-play situations, and opportunities to ask questions and receive instructor feedback. |
| Audience: The target audience is anyone who either supervises staff or is dependent on staff for carrying out programmatic procedures (e.g., authors of behavior support plans). The workshop will be most relevant for supervisors, and aspiring supervisors, in residential and day treatment settings for people with developmental and related disabilities, consultants, and supervisors in schools for students with special needs. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Behavioral Practice in the Era of Bio-psychiatry and Big Pharma: Steps to Success. |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| Korbel Ballroom 1C (Convention Center) |
| Area: PRA/TPC; Domain: Service Delivery |
| CE Instructor: W. Wyatt, Ph.D. |
| W. JOSEPH WYATT (Third Millenium Press) |
| Description: Psychiatry increasingly relies upon biological explanations of common disorders such as unipolar depression, anxiety disorders, and child conduct problems, often going well beyond the data in doing so. Subsequently, the pharmaceutical industry increasingly provides treatment. The two sectors employ marketing tactics of questionable legitimacy. One result is that non-drug treatment, such as applied behavior analysis (ABA), may tend to be marginalized. The history of these phenomena and recommendations for dealing with them are the focus of this workshop. |
Learning Objectives: At the conclusion of this workshop the participant should be able to:
- Describe the importance of the topic for behavioral practioners
- List important events in the history of the bio-causation movement in the U.S.
- Describe the impact of the pharmaceutical industry on treatment of behavioral difficulties
- Describe studies of effectiveness of anti-depressants and other psychotropic medications
- Describe several efforts at pushback; List ten recommendations for behavioral practioners as they function within the pharma/psychiatric/bio-causation zeitgeist.
|
| Activities: This workshop will be conducted in didactic style, with opportunities for participants' questions and and case study descriptions. |
| Audience: The workshop is appropriate for behavioral practioners who interface with medical practioners including physicians within various specialities, but especially psychiatrists and family practioners. This workshop is also suitable for faculty members who train practioners-to-be, and for graduate students who anticipate behavioral practice. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| BACB Ethics 2.0: Understanding the New Additions to the Code of Ethics |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 303 (Convention Center) |
| Area: PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Jon Bailey, Ph.D. |
| JON S. BAILEY (Florida State University), MARY R. BURCH (BaileyBurch Workshops) |
| Description: Some changes were made to the BACB Guidelines for Responsible Conduct over the past summer. Those included adding "risk-benefit analysis," "seeking a medical consultation" under some circumstances, and enhanced language for dealing with ethical violations by behavioral and non-behavioral colleagues. There is also new language on the ethics of providing "media-based services" which requires some discussion as well as a recommendation that BCBAs employ a Declaration of Professional Services as part of their practice. In this 3-hr workshop we will present and discuss these changes and more to the code of ethics and provide suggestions for updating your professional behavioral skills. |
Learning Objectives: At the conclusion of this workshop, participants should be able to: - Describe risk-benefit analysis and how it applies in everyday behavioral practice
- Discuss circumstances under which a medical consultation is appropriate
- Outline techniques for providing ethical services when using media-based methods
- Outline the advantages of using a Declaration of Professional Practice with their clients
- Describe ways of dealing with non-behavioral colleagues who present ethical challenges
|
| Activities: Participants will learn to write ethics scenarios and to analyze them using the Index to the BACB Guidelines. We will discuss the cases that are generated in the workshop. In addition, participants will practice doing a risk-benefit analysis and complete an exercise on communicating with clients using colloquial English. |
| Audience: Experienced BCBAs who wish to review the new additions to the Code of Ethics. |
| Content Area: Practice |
| Instruction Level: Advanced |
| |
|
| CANCELLED: Behavioral Consultation: Strengths-Based Models of Parent Training |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 404 (Convention Center) |
| Area: PRA/DDA; Domain: Service Delivery |
| CE Instructor: Jessica Everett, Ph.D. |
| JESSICA R. EVERETT (Melmark New England), BARBARA O'MALLEY CANNON (Melmark New England), MARY KAMINSKI (Melmark New England), KRISTI LOMBARDO (Melmark New England) |
| Description: Behavioral consultation to students with disabilities often includes a parent training component. Parent training provides parents with needed skills to effectively manage their child’s behavior as well as strategies for generalizing mastered skills. Additionally, parent training has been found to reduce stress related to parenting. Behavioral consultation that includes parent training may take the form of didactic or hands-on instruction, may be conducted either individually or in a group setting, and is typically skills-based. Behaviorally based parent training is enhanced by assessing and identifying parenting strengths prior to training and designing intervention that incorporates these strengths as motivating variables. The present workshop will review assessment tools used to identify parenting strengths as one component of behaviorally based parent training. Additionally, two parenting curricula will be reviewed. The first curriculum focuses on individualized parent training from a traditional skills-based approach. The second curriculum is a commercially available, evidence-based group parent training that has been modified for use with parents of children with neurodevelopmental disabilities. Key components of this curriculum, which combines a behavioral and strengths-based approach to skill development, will be presented. Empirically based decision making related to recommendations for frequency, duration, and format of behavioral parent training will also be presented. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Identify assessment tools related to the identification of parenting strengths
- Identify the key components of specific individualized and group-based parent training curriculums
- Utilize empirically based knowledge to make recommendations for frequency, duration, and format of behavioral parent training
|
| Activities: Workshop activities include didactic instruction, discussion, review of case examples, and role-play. Participants will have the opportunity to engage in small group activities that focus on collaborative problem-solving and decision making. |
| Audience: Individuals working with parents in home, school, or clinic-based settings such as psychologists, special education teachers, or behavior analysts. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Precision Teaching and Standard Celeration Charting Part Deux; Application of the Science |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 704/706 (Convention Center) |
| Area: TBA/EDC; Domain: Service Delivery |
| CE Instructor: Kerri Milyko, M.A. |
| KERRI L. MILYKO (Precision Teaching Learning Center), KELLY J. FERRIS (Organization for Research and Learning), JENNIFER TESTA (Morningside Academy), JEFFREY GESICK (University of North Texas) |
| Description: Precision teaching (PT) beginners are often proficient with the mechanics of the standard celeration chart (SCC). For example, they are often able to chart frequencies, draw celerations, and discuss learning pictures displayed on the chart. However, many of these individuals are uncertain how to apply the principles of PT or the SCC to their clinical or educational work. The present workshop, therefore, will address how to take the mechanics of charting and the underlying principles of PT and use them to transform a typical education classroom, a discrete trial program, and other clinical settings. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Shapesensitivity to the learner
- Training necessary teacher repertoires for high quality instruction
- Develop programs for new learners
- Transform current programming/curriculum to a PT-friendly curriculum
- Testfor emergent repertoires
- Sequence component/composite repertoires
- Employ various interventions.
These objectives will be discussed and explained by data and key representatives from Morningside Academy, Organization for Research and Learning, and Precision Teaching Learning Center. |
| Activities: Participants will engage in interactive, direct instruction techniques to become fluent with the educational objectives. Next, they will practice how to transform various learning environments to those that employ PT techniques. Finally, through the review of clinical data from the three PT agencies and data provided by participants, participants will evaluate actual clinical data and interventions that led to successes or failures. Requirement: Attendees are to bring charted data to the workshop. Preferably, these data are charted on the SCC. If not, data charted in Excel using a logarithmic y-axis will be accepted. |
| Audience: This workshop is intended for individuals who are fluent at basic SCC charting mechanics or have attended an introductory PT workshop. Ideally, participants would have [minimal] previous experience applying PT in real-life situations. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| CANCELLED: Developing and Evaluating Interventions for Autism Spectrum Disorders Using a Research-Based Approach |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 607 (Convention Center) |
| Area: TPC/AUT; Domain: Theory |
| CE Instructor: Christina Whalen, Ph.D. |
| CHRISTINA WHALEN (TeachTown), MANYA C. R. VAUPEL (Spectrum Circles) |
| Description: There are a large number of interventions for autism and related developmental disabilities. Many of them deem themselves to be "evidence-based" and some interventions are acknowledged through peer review as established and evidence-based. Developing an intervention is not as simple as having an innovative idea and then putting it into action. There are systematic and proven approaches for developing interventions using research-based procedures. Similarly, evaluating interventions is a tricky process - what designs are appropriate, how much is enough, what is needed to become an established and evidence-based treatment? This workshop will teach scientifically proven processes for building an intervention from the idea phase into a well-established and evidence-based treatment. Fidelity of implementation and social validity are critical for a successful intervention and should be planned in the earliest stages of the development process and followed through into efficacy research. Development and efficacy procedures will be discussed along with how to incorporate fidelity of implementation and social validity. Research designs, data analysis tips, and grant writing techniques and opportunities will also be discussed for development and efficacy research phases. Participants will have the opportunity to work with each other on planning out studies that relate to their own research interests. Although this workshop will lean more toward the literature in autism, the skills acquired in this workshop will be applicable to most other intervention research and procedures from other fields will be discussed. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Carry out research-based procedures for developing an intervention
- Review the guidelines from the National Institute of Mental Health, the Institute of Education Sciences, and the National Standards Project for conducting quality research and developing an evidence-based intervention
- Identify the steps for evaluating a new intervention and what is required to become an established treatment. Participants will be able to describe several research designs and evaluative procedures (single subject and group design) for intervention research
- Describe strategies for including fidelity of implementation and social validity in their own research designs
- Identify various grant opportunities and techniques for effective grant writing for development and efficacy studies
- Work with institutional review boards (i.e. human subjects) in an effective and efficient manner
|
| Activities: 8:00-8:15 Introductions, 8:15-8:30 NIMH Guidelines for Intervention Research, 8:30-9:30 Grant Writing for Development Phase, 9:30-9:45 National Standards Project-Evidence-Based Practices, 9:45-9:55 Break, 9:55-10:15 Efficacy Research-Design, Data Analysis, Grant Writing, 10:15-10:45 Small Group Project: Design Your Own Intervention Research Study, 10:45-11:00 Q & A; Grant Opportunities |
| Audience: Clinic leaders, education directors, researchers, and graduate students |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| |
|
| Skinner's Analysis of Verbal Behavior: Beyond the Elementary Verbal Operants |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 605 (Convention Center) |
| Area: VBC/TPC; Domain: Theory |
| CE Instructor: Mark Sundberg, Ph.D. |
| MARK L. SUNDBERG (Sundberg and Associates), DAVID C. PALMER (Smith College) |
| Description: The primary focus of Skinner's (1957) analysis of verbal behavior is on the analysis of complex human behavior. However, the analysis of these complexities in the book can easily be missed with the typical applied focus on establishing the basic elementary verbal operants (i.e., mands, tacts, intraverbals) for individuals with language delays. Following Skinner's introduction of the elementary verbal operants in chapters 3-8 of Verbal Behavior (1957), he presents an analysis of multiple control, autoclitics, self-editing, logical and scientific verbal behavior, and thinking. The current workshop will focus on these advanced topics, as well as other complexities presented in the book, such as Skinner's analysis of private events, automatic contingencies, and extensions of verbal behavior. We will suggest that these advanced topics are essential analytical tools for interpreting virtually all complex behavior. In this context we will analyze topics such as language acquisition, novel and emergent behavior, problem solving, and recall, as well as the concepts of stimulus equivalence, naming, and relational frame theory. |
Learning Objectives: At the conclusion of this workshop, participants should be able to:
- Describe how multiple variables control most forms of verbal behavior
- Recognize how verbal behavior is manipulated by speakers with autoclitics
- Explain how verbal behavior is edited by speakers
- Identify stimuli that arise within the body control verbal behaviors
- Explain how behavior is controlled by automatic contingencies
- Relate how novel and generative behavior emerges
- Account for equivalence, naming, and relational frames from a Skinnerian viewpoint
|
| Activities: Participants will participate in didactic presentations, discussions, and exercises in the analysis of complex verbal behavior. Handouts will be provided to each attendee that will provide information on each topic, as well as exercises related to those topics. |
| Audience: Participants should have formal training in behavior analysis and a working knowledge of Skinner's analysis of verbal behavior. Participants should bring their copy of the book Verbal Behavior to the workshop. |
| Content Area: Theory |
| Instruction Level: Advanced |
| |
|
| Implementation of the VB-MAPP as an Assessment and Curriculum for Children With Autism in a Center-Based Setting |
| Saturday, May 28, 2011 |
| 8:00 AM–11:00 AM |
| 603 (Convention Center) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Nancy Champlin, M.S. |
| NANCY J. CHAMPLIN (Autism Concepts, Inc.), NICOLE M. CARLISLE (Autism Concepts, Inc.), LESLEY A. MACPHERSON (Autism Concepts, Inc.), KATIE SHELTON (Autism Concepts, Inc.), ALANA BELEZZI (Autism Concepts, Inc.), AIMEE COLLIER (Autism Concepts, Inc.), CYNDA HOENIG (Autism Concepts, Inc.), MEGAN HUBER (Autism Concepts, Inc.) |
| Description: There is an apparent disconnect between published evidence supporting the effects of the Verbal Behavior (VB) approach and the quickening pace of dissemination and consumer interest in this approach to early and intensive behavioral intervention (Carr & Firth, 2005). Mark Sundberg provides behavior analysts functional tools in the form of assessments based on Skinner's theoretical classification of language. The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) provides a verbal behavior approach to design language-based interventions. In the current research, the VB-MAPP and Verbal Behavior Analysis Teaching and Tracking Program (VBATT) were used to assess and guide the language intervention of 10 participants, 2 to 11 years old, diagnosed with autism. The VBATT includes materials and data sheets to aide in teaching skills. All participants were enrolled in center-based ABA programs emphasizing verbal behavior. A multiple probe design was used. Data demonstrated that the VB-MAPP was effective at assessing skill levels across operants and the VBATT materials, which served as a tool proved to increase participants' skill level in these operants. Treatment integrity and reliability measures were assessed throughout. The purpose of this study was to further the research on the effectiveness of verbal behavior as a behavioral language intervention. |
Learning Objectives: At the conclusion of this workshop, participants should be able to: - Identify the VB-MAPP components
- Identify and demonstrate how to teach each of the verbal operants
- Identify how to perform a VB-MAPP assessment
- Identify the sequential order to teach each task analyses; Identify components of an effective verbal behavior program
|
| Activities: This workshop will provide didactic and interactive instruction. Participants will observe assessments using the VB-MAPP and teaching verbal operants through video modeling. |
| Audience: This workshop is designed for a general audience of behavior analysts, psychologists, social workers, speech language pathologists and teachers who serve children with developmental delays and autism spectrum disorders in clinical/school settings or home-based programs. It is also appropriate for parents who want to develop skills in the use of a behavioral approach to teach language. |
| Content Area: Practice |
| Instruction Level: Intermediate |