|Behavior Analysis, Certification, and the APA Model Licensing Act|
|Tuesday, May 27, 2008|
|9:00 AM–10:20 AM |
|Area: PRA; Domain: Service Delivery|
|Chair: Larry Alferink (Illinois State University)|
|Panelists: JANET S. TWYMAN (Headsprout), GERALD A SHOOK (Behavior Analyst Certification Board), TERRENCE J. KOLLER (Illinois Psychological Association)|
Behavior Analysis has its origins within psychology. As the field has matured and the evidence supporting behavioral techniques has accumulated, the use of behavioral techniques has spread to other disciplines and the demand for services has dramatically increased. This led to the development of standards and procedures to certify that individuals have the training necessary to provide competent services. Like many other professions, psychologists may be licensed to provide services to the public. While these licenses are issued by the states, the American Psychological Association developed and periodically updated a Model Licensing Act to serve as a guide for state licensing laws. This Model Licensing Act has long included behavior analysis as part of the practice of psychology to be included in state licensing laws. Licensed psychologists may not be certified to practice behavior analysis, and individuals who are certified to provide behavior analytic services may not be either licensed or psychologists. Is there any conflict between certification and licensure and between behavior analysis and the Model Licensing Act? The panel will discuss certification, state licensure and the APA Model Licensing Act as they relate to the practice of behavior analysis by certified behavior analysts and by licensed psychologists.
|JANET S. TWYMAN (Headsprout)|
|Dr. Janet S. Twyman is the Vice-President of Instructional Development at Headsprout, where she is a major contributor to the development of Headsprout’s Generative Learning Technology and the effort to build that technology into highly effective educational programs. Dr. Twyman developed the research methods and systems that led to Headsprout’s ground breaking scientific formative evaluation model of program development, coordinating all elements of instructional design, scripting, graphic creation, animation, sound engineering, story development and writing, software engineering, and usability testing within the research model. She earned her Ph.D. from Columbia University Teachers College and holds certification as an elementary and special education teacher and as a principal/school administrator. Formerly the Executive Director of the Fred S. Keller School and an adjunct associate professor at Columbia University Teachers College, Dr. Twyman has been a long-time advocate and investigator of research-based instruction and systems design. While at the Keller School and Columbia University, she conducted research and taught courses focusing on effective instruction, technology and education, teacher development, and systems approaches to effective education. She has published and presented widely on verbal behavior, instructional design, systems approaches, and on topics of broader conceptual interest. She serves on the board of numerous organizations and has served ABAI as a member, Chair of the Graduate Program Accreditation Processes, Applied Representative, and, most recently, as President.|
|GERALD A SHOOK (Behavior Analyst Certification Board)|
|Dr. Gerald L. Shook is Chief Executive Officer and Founder of the Behavior Analyst Certification Board, Inc. He holds a Ph.D. in Psychology and is a Board Certified Behavior Analyst with over 35 years experience in behavior analysis.
Dr. Shook has taken an active role in developing certification in several states, as well as internationally, and has published and presented extensively in the area of credentialing and Behavior Analysis as a profession. He conducted statewide distance education university graduate training in several states and consulted nationally on development of statewide behavioral service and training systems. He currently holds adjunct appointments in the College of Education and Graduate College at Penn State.
Dr. Shook was on the Executive Council of the Association for Behavior Analysis International, where he also was Coordinator of the Legislative and Public Affairs Committee and the Affiliated Chapters Board. He was President of the Florida Association for Behavior Analysis. He served on the Editorial Boards of The Behavior Analyst, Journal of Organizational Behavior Management, and Behavior Analysis in Practice. Dr. Shook is a Trustee of the Cambridge Center for Behavioral Studies, and a Fellow of ABAI.
He received the Florida Association for Behavior Analysis’ Award for Outstanding Service; the California Association for Behavior Analysis’ Award for Outstanding Contributor to Behavior Analysis; The Society for the Advancement of Behavior Analysis’ Outreach Award and Award for Public Service; and the Outstanding Alumni Award from Western Michigan University.|
|TERRENCE J. KOLLER (Illinois Psychological Association)|
|Dr. Terrence Koller has been Executive Director and Legislative Liaison of the Illinois Psychological Association (IPA) since 1993. He served as IPA President in 1990-1991 but held a number of positions at the IPA before that including Secretary and Chair of the Clinical Section, and Chair of the Placement Committee. He was also Secretary of the IPA’s Health Services Advisory Board and served as the Illinois Council Representative to APA for six years. His APA experience also includes serving as Platform Chair for the Association of Practicing Psychologists and Communication’s Chair for Division 31 (State Provincial and Territorial Psychological Associations). Before becoming IPA’s Executive Director, Terrence worked in a state hospital, community mental health center, as Director of Psychological Services for the Chicago Head Start Program and as Director of Training for the Michael Reese Health Plan. He continues to maintain a part-time private practice.|
Addressing the Challenging Behaviors of Adolescents with Autism: Successful Proactive Strategies, Methods and Skills Building Interventions
|Tuesday, May 27, 2008|
|10:00 AM–10:50 AM |
|Area: AUT; Domain: Applied Research|
|CE Instructor: Richard M. Foxx, Ph.D.|
|Chair: William H. Ahearn (The New England Center for Children)|
|RICHARD M. FOXX (Pennsylvania State University)|
|Dr. Richard M. Foxx is a Professor of Psychology at Penn State Harrisburg and Clinical Adjunct Professor of Pediatrics at the College of Medicine of the Pennsylvania State University. He has written seven books, written over 130 scientific articles, and made 13 training films. He has given over 1700 talks and workshops. Dr. Foxx is an internationally recognized expert in treating behavioral problems. He has lectured in 11 foreign countries and 47 states. He is the Editor-in-Chief of Behavioral Interventions and is on the editorial board of five scientific journals. Dr. Foxx is a Fellow in five divisions of the American Psychological Association, the American Psychological Society, and the American Association on Mental Retardation. He was the President of the Association for Behavior Analysis and the Division of Mental Retardation and Developmental Disabilities of the American Psychological Association. He has served as an expert witness in a number of court cases involving individuals with autism and developmental disabilities. One of his books, Toilet Training in Less Than a Day, has sold over two million copies and has been translated into seven languages and one of his training films, "Harry" (the treatment of a self-abusive man), has won numerous cinematic awards.|
Adolescents with autism can present a special set of behavioral challenges. This talk will focus on the application of effective educational and treatment strategies, methods and skills building approaches to help adolescents and their parents and caregivers not only deal with autism but puberty as well. Some of the areas covered include aggression, masturbation, inappropriate touching, toilet training, social skills, and problem solving skills. The discussion also will include how antecedent planning can reduce confrontations and escape motivated behavior.
|Clinical Supervision in BA: Shaping the Knower to Know|
|Tuesday, May 27, 2008|
|10:30 AM–11:50 AM |
|Area: CBM/AUT; Domain: Theory|
|Chair: Barbara S. Kohlenberg (University of Nevada School of Medicine)|
|Panelists: PATRICK C. FRIMAN (Father Flanagan's Girls and Boys' Town), ROBERT J. KOHLENBERG (University of Washington), PATRICK M. GHEZZI (University of Nevada, Reno), CLAUDIA DROSSEL (University of Nevada, Reno)|
Shaping the applied repertoires of our students requires sensitivity to both the shaping of specified and non-specified response classes. We want our students to be able to attend to raw data, discriminate relevant functional units, and intervene effectively. Shaping the repertoires of clinical students in psychotherapy, and of behavior analysis students in applied settings, requires that the supervisor shape both topographically specified and non-specified responses. This panel will search for commonalities across traditional clinical supervision and supervision in traditional applied behavior analytic settings.
|PATRICK C. FRIMAN (Father Flanagan's Girls and Boys' Town)|
|Dr. Patrick C. Friman received his Ph.D. from the University of Kansas under the Mentorship of Drs. Montrose M. Wolf and Edward R. Christophersen. He is Director of Clinical Services Father Flanagan’s Boys Home and a Clinical Professor of Pediatrics at the University of Nebraska School of Medicine. He has held faculty positions at the University of Nevada as well as Johns Hopkins and the University of Pennsylvania Schools of Medicine. He is the outgoing Editor of The Journal of Applied Behavior Analysis and is on the editorial boards of nine other peer-reviewed scientific journals. He has published more than 150 scientific papers most of which involve behavior disorders of childhood in general, and behavioral pediatrics in particular. Generally, Dr. Friman’s research addresses the gap between outpatient well child medical care on one side, and referral-based clinical child psychologic and psychiatric care on the other. The gap includes behavior problems that bedevil parents, are outside the core curriculum used to train pediatricians, and yet are not sufficiently serious to warrant serious psychiatric diagnosis. For example, his research on solving bedtime problems was published in the Archives of Pediatrics and Adolescent Medicine, and presented at a large press conference in New York City, sponsored by the American Medical Association, at which the Surgeon General of the United States presented Dr. Friman to the press. His most recent book is Good Night, Sweet Dreams, I Love You: Now Get in Bed and Go to Sleep.|
|ROBERT J. KOHLENBERG (University of Washington)|
|Dr. Robert J. Kohlenberg received his doctorate under Ivar Lovaas at UCLA and is a Professor of Psychology at the University of Washington where he was the Director of Clinical Training from 1997 to 2004. He is certified by the American Board of Professional Psychology and received the Washington State Psychological Association’s Distinguished Psychologist Award. He uses behavior analysis to help understand, teach, and do research on the curative role of a close and intense therapist-client relationship as well as a broad range of clinical phenomena. The approach is represented by the 1991 book Functional Analytic Psychotherapy (known as FAP) by him and Mavis Tsai. Using this approach he and his colleagues (who are often first authors) have done research and published papers on electrical energy conservation, migraine, PTSD, marital counseling, OCD, depression, previously undocumented psychological side effects of anti-depressant medication, DBT, CBT, BPD, acceptance, personality, the self, DSM IV Axis II diagnosis, co-morbidity, the integration of psychotherapies, and the parallels between implanted memories and the therapy rationales presented to clients by behavior therapists. He has also contributed radical behavioral genetic material to help produce his daughter, Dr. Barbara Kohlenberg, a distinguished behavior analyst, talented clinician, teacher, researcher, and co-author.|
|PATRICK M. GHEZZI (University of Nevada, Reno)|
|Dr. Patrick M. Ghezzi is the director of the Behavior Analysis Program at the University of Nevada and the director and co-founder (with Sid Bijou) of UNR’s Early Childhood Autism Program. He received his training in experimental psychology at Western Washington University (MS) and in the analysis of behavior at Utah State University (PhD), and was on the research faculty in special education and rehabilitation at The University of Arizona prior to joining the faculty in the psychology department at the University of Nevada. His scholarly interests center on behavior theory, child pathology, and gambling.|
|CLAUDIA DROSSEL (University of Nevada, Reno)|
|Dr. Claudia Drossel has been a student, researcher, practitioner, and teacher of behavior analysis for more than a decade. As an undergraduate student, she was introduced to the experimental analysis of behavior by Bill Palya at Jacksonville State University. In 2004, she obtained her Ph.D. conducting studies in basic operant research with Phil Hineline at Temple University. She is now pursing a doctoral degree in clinical psychology at University of Nevada Reno (UNR), where she studies the application of behavior analytic principles to assessment and interventions in dementia care with Jane Fisher. As a trainee within the Acceptance and Commitment Therapy (ACT) and the Functional Analytic Psychotherapy (FAP) teams, Claudia’s ability to apply behavior analytic skills artfully has been honed. Claudia’s behavior as a trainer has been shaped by her interaction with trainees. She has shaped student behavior as an instructor of behavior analytic core classes at Temple University and behavioral pharmacology at UNR’s satellite master’s programs. Since 2004, in collaboration with Jane Fisher, Claudia has been training family and professional caregivers of individuals with dementia throughout Nevada to apply behavior analytic principles. As the Associate Director of the Nevada Caregiver Support Center, the removal of caregivers’ barriers to the implementation of behavior analytic care plans for individuals with dementia is Claudia’s main concern.|