Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

Sixth Annual Autism Conference; Philadelphia, PA; 2012

Program by Continuing Education Events: Sunday, January 29, 2012


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Invited Paper Session #22
CE Offered: PSY/BACB

Managing Challenging Behaviors

Sunday, January 29, 2012
8:15 AM–9:15 AM
Grand Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Andy Bondy, Ph.D.
ANDY BONDY (Pyramid Educational Consultants)
Andy Bondy, Ph.D., has more than 40 years of experience working with children and adults with autism and related developmental disabilities. For more than a dozen years he served as the director of a statewide public school program for students with autism. He and his wife, Lori Frost, pioneered the development of the Picture Exchange Communication System (PECS). He designed the Pyramid Approach to Education as a comprehensive combination of broad-spectrum behavior analysis and functional communication strategies. He is a co-founder of Pyramid Educational Consultants, Inc., an internationally based team of specialists from many fields working together to promote integration of the principles of applied behavior analysis within functional activities and an emphasis on developing functional communication skills.
Abstract:

This session involves an introduction to broad-spectrum behavior analysis in the form of the Pyramid Approach to Education. Discussion focuses on the importance of addressing students’ skill deficits prior to or simultaneously with addressing behavior excess or other unwanted behavior. Other key elements of the training include the description and the design of effective educational settings that emphasize the use of systematic reinforcement. The link between functional activities, communication training and the reduction of unwanted behavior is explored. In addition, issues related to teaching skills are addressed. This teaches participants to determine and define unwanted behavior targeted for intervention. Participants are assisted with understanding the functional assessment of behavior, and the selection and teaching of alternative responses to replace unwanted behavior. Participants are exposed to antecedent strategies designed to reduce unwanted behavior as well as differential reinforcement procedures and consequence based strategies. Finally, issues related to the evaluation and monitoring of behavior plans are discussed.

Target Audience:

Behavior analysts, psychologists, educators, speech-language pathologists, occupational therapists, physical therapists, home therapists, parents, and others who support, teach and interact with individuals of any age who display unwanted or problematic behavior, regardless of the individual’s clinical label.

 

Learning Objectives: At the conclusion of this session, participants should be able to: • Operationally define behavior
• Identify what functional assessment is and how to conduct an assessment
• Select and teach functionally equivalent behavior to unwanted behavior
• Identify consequence based strategies for reducing unwanted behavior
• Measure, assess, and maintain the efficiency of behavior intervention  
 
 
Invited Paper Session #23
CE Offered: PSY/BACB

Ethical Considerations in Behavior Analytic Treatments of Autism Spectrum Disorders

Sunday, January 29, 2012
9:15 AM–10:15 AM
Grand Ballroom
Area: AUT; Domain: Theory
Instruction Level: Intermediate
CE Instructor: Kennon A. Lattal, Ph.D.
KENNON A. LATTAL (West Virginia University)
Andy Lattal (Ph.D., University of Alabama, 1969) is Centennial Professor in the Department of Psychology at West Virginia University, where he has taught since 1972. His professional activities include service as editor of the Journal of the Experimental Analysis of Behavior; associate editor of English language submissions to the Mexican Journal of Behavior Analysis; editorial board member of seven behavioral journals; and president of ABAI, the Division for Behavior Analysis of the American Psychological Association, and the Society for the Experimental Analysis of Behavior. He is a recipient of West Virginia University’s Award for Outstanding Teaching and its Benedum Distinguished Scholar Award. He has mentored 36 Ph.D. students at West Virginia and is the author of 120 refereed publications on many different topics, both basic and applied, within behavior analysis.
Abstract:

This presentation first will review how ethical behavior is viewed from a behavior analytic perspective, outlining unique features as well as those that overlap with other views on ethics. The review also will include the potential impact on ethical behavior of some general topics of concern to behavior analysts, such as values and value clarification, long- and short-term consequences of actions, the role of rules and contingencies in ethical behavior, behavioral control and counter-control, and the context in which actions occur. This will be followed by a review of how selected specific methods used in assessment and intervention and contemporary research findings in both the experimental analysis of behavior and in applied behavior analysis might influence ethical decisions and practices related to autism spectrum disorders.

Target Audience:

Certified behavior analysts, behavioral consultants, behavioral therapists, clinicians, educational consultants, psychologists, special education teachers, and individuals working with children with autism or other developmental delays.

Learning Objectives: forthcoming
 
 
Invited Paper Session #24
CE Offered: PSY/BACB

Promoting Rigor, Relevance, and Relationships: Helping Youth With Autism Flourish as They Transition to Adulthood

Sunday, January 29, 2012
10:30 AM–11:30 AM
Grand Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Erik Carter, Ph.D.
ERIK CARTER (Vanderbilt University)
Dr. Erik Carter is an associate professor of special education at Peabody College, Vanderbilt University. He received his Ph.D. in special education from Vanderbilt University in 2004. Dr. Carter first worked as a high school transition teacher in Texas. He has since directed two large-scale research grants funded by the Institute of Education Sciences. The first focused on increasing employment outcomes and community engagement for youth with severe disabilities through innovative school-community-business partnerships. The second is evaluating the efficacy and feasibility of peer support and peer network interventions for improving social and learning outcomes of high school students with intellectual disabilities and autism. He was also co-primary investigator on the Natural Supports Project—a 5-year grant focused on increasing the employment, self-determination, and school engagement of youth with severe disabilities. He has co-authored over 85 peer-reviewed articles, chapters, and books addressing transition supports for adolescents with disabilities. He received the Distinguished Early Career Research Award from the Council for Exceptional Children and the Early Career Award from the American Association on Intellectual and Developmental Disabilities. He serves on eight editorial boards, is an associate editor for two journals, and currently serves as co-editor of Remedial and Special Education.
Abstract:

For most transition-age youth, life after high school offers an exciting array of opportunities and new pursuits. Yet, far too many young people with autism leave school without the skills, supports, relationships, and connections needed to pursue their aspirations for adulthood. Follow-up studies consistently highlight the persistence and pervasiveness of disappointing outcomes in the years following graduation. This presentation will focus on what is currently known about effective approaches for promoting (a) access to rigorous learning opportunities in secondary school, (b) connecting youth to relevant school and community experiences, and (c) fostering supportive peer and adult relationships. Despite the rapidly expanding knowledge base, there remains much the field still does not know about how best to support these young people. Recommendations for research and practice aimed at promoting successful transitions will be offered.

Target Audience:

Certified behavior analysts, behavioral consultants, behavioral therapists, clinicians, educational consultants, psychologists, special education teachers, and individuals working with children with autism or other developmental delays.

Learning Objectives: forthcoming
 

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