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| CANCELED: The Cipani Get Me Game for Children With ASD: Developing a Parental Repertoire |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W176a (McCormick Place Convention Center) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Ennio C. Cipani, Ph.D. |
| ENNIO C. CIPANI (National University), ALESSANDRA LYNN CIPANI (University of California, Riverside) |
| Description: Children with autism spectrum disorders (ASD) comprise a diverse group of learners: some comprehend language well, but can fail to perform even simple requests. One might say they are disinterested and lack "motivation" to follow adult directives. For others, spoken language seems like a jumble of incomprehensible sounds. I have devised a two-phase structured skills training program that can be deployed by parents (and school personnel): the Cipani Get Me Game (GMG) is a structured training format to sequentially develop two sets of skills in children. It does so by developing the instructional repertoire of the parent(s). First, it is important for any child to be able to be responsive to instructions/directives given to him or her by a parent and/or teacher. In this game, instructional responsiveness is targeted as the sole objective in phase 1 (for both groups). Children with high functioning autism or other high incidence disabilities as well as children with severe and profound intellectual disabilities need such a skill. Therefore, phase 1 directly targets the child's ability to follow an instruction, irrespective of the language deficit in the child. In phase 2, the development of a progressive comprehension of language is the target. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) utilize a diagnostic test to determine language comprehension of a target child; (2) train a parent in the skill repertoire needed for phase 1 implementation of the Cipani GMG; (3) train a parent in the skill repertoire needed for phase 2 implementation of the Cipani GMG, including use of superimposition and stimulus fading of discriminative elements of verbal instruction; and (4) utilize a diagnostic test to determine when the child is able to acquire skills from a group instruction format. |
| Activities: In addition to the lecture, criterion-referenced test items measuring the attendees' understanding and comprehension of the procedures is embedded in the PowerPoint presentations. Also, to reiterate, role-playing demonstrations are plentiful throughout the training. Rehearsal of such procedures by attendees may be afforded (volunteer basis only, depending on time constraints). Handouts to facilitate training of parents will be provided. |
| Audience: BCBAs and licensed psychologists who are involved with in-home programs who also conduct parent training. This training is ideally suited for the attendee wanting to develop behavioral skills in a child's parent, starting with a structured training format for building instructional responsiveness to their directives. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| No More Diapers: Using a Behavioral Approach for Toilet Training Success! |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W185bc (McCormick Place Convention Center) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Mary Lynch Barbera, Ph.D. |
| MARY LYNCH BARBERA (Barbera Behavior Consulting) |
| Description: Independent toileting is one of the most important life skills for children with autism and other disabilities. Whether a child is toilet trained impacts many areas of life including school placement options, access to childcare, and the ability to participate in some leisure activities. In this workshop, Dr. Barbera will review past and current literature in this area and will present the results of a 2013 toilet training survey she conducted of parents and caregivers. Participants will learn about using a behavioral approach to toilet training and the role of parents, therapists, and educators in the toilet training process. Strategies for assessing toileting needs, developing toilet training plans, implementation of research-based strategies, and the need for making data-based toileting decisions will be presented. Participants will leave the workshop with a Toilet Training Toolkit, which will include an assessment tool, sample data sheets, and strategies to start or re-start toilet training immediately with a variety of children. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) discuss the pertinent toilet training literature; (2) state the purpose and role of a toilet training manager; (3) state the three steps usually needed for toilet training and discuss the reasons why dry pants checks and positive practice have often not been utilized in recent years; and (4) complete forms including the assessment form, plan, and data sheets. |
| Activities: Lecture, video review, role-playing, and small group activities. |
| Audience: The primary audience for this workshop is BCBAs, licensed psychologists, and educators. Direct therapists, students, parents, and anyone involved or interested in toilet training are also welcome. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Building General Repertoires for Children With Autism: Instruction That Adds Value |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W176c (McCormick Place Convention Center) |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Jacquelyn M. MacDonald, M.S. |
| JACQUELYN M. MACDONALD (The New England Center for Children), KELLY L. MCCONNELL (The New England Center for Children), RENEE C. MANSFIELD (The New England Center for Children), CHATA A. DICKSON (The New England Center for Children) |
| Description: Behavior change is helpful to an individual only to the extent that this change is seen across relevant environments. Although the importance of the generality of behavior change has been emphasized by behavior analysts for more than four decades, there remains work to be done to encourage practitioners to apply recommended methods to improve learners' performance across settings, and to support them in this application. In this workshop we will (1) discuss the meaning of the terms "generalization," "generality," and "general repertoire"; (2) discuss the importance of considerations of use as part of the initial planning for teaching a skill; (3) review strategies for establishing general repertoires; and (4) facilitate exercises whereby attendees will practice these strategies. Strategies to be discussed include those offered by Stokes and Baer in 1977, as well as general case analysis, matrix training, and generalization mapping. Skill areas specifically addressed will include observational learning, imitation, community skills, and social skills. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the differences in meaning between the terms "generalization," "generality," and "general repertoire"; (2) identify skills that could meet the criteria for behavioral cusp, as defined by Bosch and Fuqua (2001); (3) explain why it is important to plan for generalization from the start of instruction; (4) conduct a general case analysis; (5) design a matrix for matrix training; (6) define observational learning and distinguish it from imitation; and (7) describe a strategy for teaching a student to learn from observing another. |
| Activities: This workshop will include a balance of lecture, workbook activities, sharing in dyads, practicing skills discussed in the lecture with assistance and feedback, and sharing work with the larger group. |
| Audience: The target audience is teachers, practitioners of applied behavior analysis, licensed psychologists, and BCBAs (especially those in the first 5 years of their practice). |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Autism Education, Generality, Generalization |
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| Designing an Adult Program to Provide a Meaningful Adulthood for Individuals More Impaired by Autism |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W181b (McCormick Place Convention Center) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Elizabeth Martineau, Ed. S. |
| ELIZABETH MARTINEAU (Nashoba Learning Group), HEATHER M. BAIROS (Nashoba Learning Group), STEPHANIE DANIELS (Nashoba Learning Group), TOM PETRINI (Nashoba Learning Group), JESSICA TILLEY (Nashoba Learning Group) |
| Description: As the incidence of autism has increased over the last decades, high quality ABA programs have grown to meet the needs of a sizable segment of the school-aged population impaired by autism. However, the legal imperative to educate all individuals, and the funding available to do so, ceases when individuals turn 21 or 22 (depending on the state). As the young adults with moderate to severe autism who have received quality ABA school programming begin to turn 22 in increasing numbers, solutions need to be developed to allow these individuals to realize their potential and use the skills they have gained to participate in meaningful work, community engagement, continued life skills development, and recreation and leisure activities. For the majority of these individuals continuation of skilled and comprehensive behavior support is required to allow meaningful participation in activities. Nashoba Learning Group (NLG) developed and launched Adult Day and Work Programs in March of 2013 in Massachusetts to efficiently and effectively provide the support these individuals need for a successful adulthood. Our program is growing rapidly and is serving our graduates as well as graduates of other local ABA school programs. This workshop will review the design of NLG's adult program, including curriculum and activities, staffing, behavior plan development, and sample annual goals and objectives. We will review our operating expenses and how we have worked with public and private sources to fund our program. Activities required to develop and start up a program will be outlined as well as challenges that we have faced. The workshop is designed for individuals interested in creating adult programs and in providing services to adults as well as for individuals serving those of transition age who wish to optimize instruction to provide the best preparation for adulthood. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the steps required to create an adult program, (2) discuss key success factors, (3) identify the funding needed to start and maintain a quality program, (4) describe how to reconcile the costs of providing a quality program with available resources, (5) identify a workable design for program activities, and (6) identify behavior management plan priorities. |
| Activities: Participants will engage in a variety of activities throughout the workshop. We will begin with an overview of NLG's adult program and activities provided to adults. We will review the workplan needed to achieve program launch and the ongoing activities required for program success. The need for fundraising and strong cost negotiation with funding agencies will be reviewed. Critical success factors for the program will be identified. Participants will see video of participants engaged in activities and review and receive copies of template documents, such as behavior management plans and annual goals and objectives. |
| Audience: This workshop is designed for BCBA-level clinical directors, as well as program administrators and licensed psychologists. Presenters will assume that participants are familiar with a variety of ABA techniques and with individualized curriculum design and behavior plan development. Participants should have a strong interest in developing adult programs that provide participants with meaningful work, community, and life skills development activities. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Adult programs, Adults, life skills, work supp0rt |
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| CANCELED: Use of Technology and Tablet-Based Data Collection in Community-Based Instruction for Individuals With Autism |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W184bc (McCormick Place Convention Center) |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Thomas L. Zane, Ph.D. |
| GLORIA M. SATRIALE (Preparing Adolescents and Adults for Life (PAAL)
), AVI GLICKMAN (Mission for Educating Citizens with Autism), THOMAS L. ZANE (Institute for Behavioral Studies, Endicott College) |
| Description: The use of readily available technology is transforming the way we approach education. At this moment, there are more than 1,200 applications (apps) available in the iTunes store targeting education for individuals with autism. Advances in technology are reinventing typical uses of devices, creating new "adaptive" uses that are decreasing stigma and increasing generalized use of technology across environments. Portable devices such as iPads, iPods, iPhones, or PDAs have the potential of taking teachers out of the equation in the instructional interaction. Furthermore, increasingly available technology provides more opportunities for electronic data collection with real-time data graphing, analysis, and archiving. Apps for iPhone, iPad, iPod, and Android platforms have been shown to enhance skill acquisition, independent functioning, and behavioral improvement for adolescents with autism and other developmental disabilities. During this presentation, participants will learn to use a tablet-based data collection system and the following apps: iRewards (token economy), GeeTasks (scheduling), MyTalk (communication), and Visual Impact Pro (task analyses). During the workshop, participants will learn to create programs with these apps, leaving with competence in developing and applying each for targeted skill development. The participants will practice with the tablet-based data collection system, score videotapes, and master the graphing functions. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the functions of each of the apps demonstrated, (2) use each app to develop a particular program for an individual, (3) demonstrate the use of the app in an analog scenario, and (4) describe the components of the tablet-based data collection system. |
| Activities: This workshop will involve lecture, demonstration, and hands-on use of each app. Participants will actually load the apps onto their own devices, open the apps, and develop software programs applicable to clients and students in their care (this will involve most of the 3-hour workshop). The workshop will also involve hands-on use of the tablet-based data collection system, with the goal of successfully taking data with it and implementing the graphing function. (Registered participants will be contacted in advance of the workshop with detailed instructions for preparation.) |
| Audience: This workshop is appropriate for BACB certificants, behavior analysts, special education teachers, administrators, program developers, and parents who develop and implement instructional programs to teach academic, social, vocational, and ADL skills. In addition, the target audience includes all teachers, professionals, and parents who take data on learning and behavioral targets. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): autism, data collection, technology |
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| Practical Strategies for Teaching Higher Order Social Skills to Individuals With Autism Spectrum Disorder |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W179a (McCormick Place Convention Center) |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Jennifer Yakos, M.A. |
| CECILIA KNIGHT (Center for Autism and Related Disorders (CARD)), JENNIFER YAKOS (Institute for Behavioral Training) |
| Description: One of the defining features of an autism spectrum disorder (ASD) is a marked impairment in the ability to engage in social interactions with others. The development of appropriate and successful social behaviors is often one of the most critical yet challenging skill repertoires for individuals with ASD to establish. This is especially true for higher order social skills such as detecting and responding to subtle social cues, engaging in reciprocal conversations, understanding humor, and negotiating compromise. This workshop will provide instructors with practical strategies for teaching higher order social skills. Discussion will include a review of specific advanced social behaviors that are commonly problematic for individuals with ASD, as well as ABA instructional strategies that utilize both contingency-based teaching and rule-governed behavior training. Examples of teaching methodologies for a variety of higher order social skills will be presented, including video clip demonstration of techniques commonly effective with ASD learners. Small group training activities will also be conducted to allow for direct rehearsal of targeted instructional strategies. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify common higher order social skill deficits exhibited by individuals with autism spectrum disorder, (2) identify effective ABA teaching procedures for higher order social skills training utilizing both contingency-based and rule-governed behavior instruction, (3) demonstrate several ABA instructional strategies for higher order social skills training, and (4) identify beneficial tips for effective social skills instruction and common mistakes to avoid. |
| Activities: Workshop format will include lecture, small and whole group discussion, small group activities, and guided practice. |
| Audience: This workshop is appropriate for BACB certificants and licensed psychologists, behavior analysts, clinicians, teachers, and therapists interested in teaching advanced social skills and social language skills to individuals with autism spectrum disorder. Parents and graduate students may also benefit. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): advanced instruction, social communication, social skills |
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| Teaching Perspective Taking to Individuals With Autism: Research and Practical Strategies |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W183c (McCormick Place Convention Center) |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Adel C. Najdowski, Ph.D. |
| ADEL C. NAJDOWSKI (Center for Autism and Related Disorders (CARD)), ANGELA M. PERSICKE (Center for Autism and Related Disorders (CARD)) |
| Description: Perspective-taking skills are crucial for successful social interactions, yet children with autism spectrum disorders often have difficulty with perspective taking, including detecting what others are thinking, feeling, and wanting, as well as interpreting their use of nonliteral language (e.g., deception, sarcasm, and disguised mands). This seminar will (1) briefly touch upon the influence of relational frame theory (RFT) in the assessment and treatment of perspective taking (please note this is not an RFT workshop), (2) provide a review of behavioral research for training skills in this area, and (3) present practical strategies and curriculum targets for teaching this repertoire. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the basics of how RFT relates to perspective taking, (2) identify key components of a comprehensive perspective-taking curriculum, (3) identify prerequisites for teaching perspective-taking skills, and (4) identify behavioral procedures with empirical support for teaching perspective-taking skills. |
| Activities: Participants will review research, watch videos, identify which deficit areas exist for presented vignettes, and discuss strategies for intervention. |
| Audience: This workshop is appropriate for clinicians interested in delivering intervention for perspective taking to children and adolescents with autism, including BACB certificants and licensed psychologists. Schoolteachers and administrators, parents, researchers, professors, and graduate students would also benefit. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): autism, perspective taking |
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| Improving Classroom Behavior Support Practices Through Applied Behavior Analysis for Students With Autism Spectrum Disorder |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W183b (McCormick Place Convention Center) |
| Area: AUT/EDC; Domain: Applied Research |
| CE Instructor: Robert F. Putnam, Ph.D. |
| ROBERT F. PUTNAM (May Institute), MEGAN R. JOY (May Institute) |
| Description: This workshop will provide behavior analysts with an evidence-based approach to designing effective classroom interventions for students with ASD. It includes the use of functional assessment as a method to systematically evaluate the classroom environment in order to design, implement, and evaluate effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision making process in order to establish more effective practices, procedures, and interactions with students. Data will be presented supporting the need for a comprehensive training method that includes both indirect and direct instruction for teachers to adequately implement classroom-wide behavior support practices. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices with students with ASD; (2) use evidence-based methods used to train teachers in classroom-wide behavior support practices; (3) use a data-based decision process used with teachers to modify classroom behavior support practices; and (4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior. |
| Activities: Participants will have an opportunity to engage in discussions with other behavior analysts, analyze sample data, draw conclusions about relevant classroom-wide interventions, and role-play providing effective performance feedback to educational staff. |
| Audience: BACB certificants and licensed psychologists, as well as behavior analysts who provide training and consultation to schoolteachers or paraprofessionals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Classroom, General Education, Inclusion |
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| Why Typical Peers Matter: Evidence-based Practices |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W184a (McCormick Place Convention Center) |
| Area: AUT/EDC; Domain: Applied Research |
| CE Instructor: Laura Kenneally, Ed.D. |
| LAURA KENNEALLY (Advance Inc.) |
| Description: Students who are placed in self-contained classrooms or segregated private schools have limited opportunities to be with typical peers (Cammuso, 2011). Experts continue to debate the value of inclusion and which placement is best to educate students with autism. As our goal is to teach students to be independent and contributing members of society, they require opportunities for inclusion (Wagner, 2000). This workshop presents examples of how typical peers can make a positive and meaningful difference in students' lives by engaging with them in simple, everyday skills. Participants will be taught simple strategies to help students with autism learn skills from typical peers. The presenters will demonstrate how to set up three types of peer modeling in inclusion programs or to adapt video modeling programs for students who have limited access to typical peers. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify simple opportunities and strategies to maximize interactions between students with autism and typical peers, (2) apply successful intervention strategies to increase language and behavioral skills for students with autism via typical peer models, and (3) measure behavior changes relating to specific intervention and treatment to gauge the effectiveness of typical peer models as related to content area 9 (behavior change procedures) of the BACB task list; these include the following: 9-26—use language acquisition/communication training procedures, 9-27—use self-management strategies, 9-28—use behavior change procedures to promote stimulus and response generalization, and 9-29—use behavior change procedures to promote maintenance. |
| Activities: Instructional strategies include lecture, discussion, video examples, and step-by-step guided practice to set up three different types of social skills programs for a variety of learners from beginners to those with more sophisticated social skills. |
| Audience: BCBAs, special education teachers, licensed psychologists. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, evidence based, peer model |
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| The Science of Effective Learning Environments: The Importance of Stimulus Control for Students With Autism |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W185d (McCormick Place Convention Center) |
| Area: AUT/PRA; Domain: Applied Research |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| KATHLEEN MCCABE-ODRI (Partners in Learning, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), LAUREN DEGRAZIA (Partners in Learning, Inc.), NICOLE M. RZEMYK (Partners in Learning, Inc.), NICOLE PEASE (Partners in Learning, Inc.) |
| Description: Many educators struggle with how to teach the learner with autism spectrum disorder (ASD). Traditional educational settings often fail to structure classrooms that minimize errors and maximize success for ASD students. Teaching staff may attempt to prompt correct responses, yet fail to establish the environmental antecedent as a discriminative stimulus; thus, these discrete skills fail to generalize into applied, independent behavior. Acquisition rates are low in these settings, while prompting rates and dependency on supports remain high. Despite the use of rewards and corrections in these ineffective classes, the properties for operant behavior change via reinforcement and punishment procedures are not in place. This workshop provides participants with a structured tutorial for classroom applications on how to establish stimulus control, identify antecedent events, and best provide procedures for stimulus discrimination learning. The workshop addresses other key processes for effective learning environments, such as stimulus generalization, the forming of stimulus classes, and the role stimulus equivalence plays in higher order processes such as social behavior. In addition, this tutorial helps participants identify possible barriers to establishing stimulus control, such as masking and overshadowing. The distinction between stimulus prompts and response prompts and their effects on learning rates are examined. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify key processes for effective learning environments; (2) apply methods to establish stimulus control, stimulus generalization, forming stimulus classes, and stimulus equivalence to classroom learning situations; (3) identify possible barriers to establishing stimulus control and use techniques discussed to minimize those effects on skill acquisition; and (4) distinguish between stimulus prompts and response prompts to better address the needs of students. |
| Activities: Instructional strategies include lecture, discussion, small group breakout, video demonstrations, and materials for identifying effective learning strategies and possible barriers to skill acquisition. |
| Audience: BACB certificants, licensed psychologists, behavior consultants, classroom teachers, and child study team case managers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Behavioral Relaxation: Training and Scale |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W175b (McCormick Place Convention Center) |
| Area: CBM/DDA; Domain: Service Delivery |
| CE Instructor: Victoria Stout Kubal, M.S. |
| VICTORIA STOUT KUBAL (California Consulting and Research Institute), VANESSA STOUT HUAMAN (360 Core Studio) |
| Description: Relaxation techniques are an integral part of the successful treatment of those exhibiting anxiety-related, pain-related, and/or anger-related behaviors. The sooner a client learns relaxation and other types of self-control techniques, the safer his/her internal and external environments may become. In addition, due to limitations in funding, providers must often demonstrate that extensive treatment progress has been made within a relatively short period of time. Poppen's (1998) Behavioral Relaxation Scale (BRS) is an assessment tool for measuring the progress of an individual demonstrating the 10 overt relaxed behaviors taught to criterion with Behavioral Relaxation Training (BRT). BRT can be an effective part of treatment for individuals with emotional/mental disorders, hyperactivity, schizophrenia, traumatic brain injury, physical limitations, and/or restricted cognitive/intellectual capabilities. This workshop will provide an opportunity to experience Poppen's (1998) Upright Behavioral Relaxation Training (URT) by means of labeling, modeling, imitation, practice, and corrective feedback. Once workshop participants are proficient in demonstrating URT and can verbally describe these 10 relaxed behaviors and corresponding examples of unrelaxed behaviors, they will be taught how to assess URT using the BRS. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) position his/her own body in alignment with the 10 overt relaxed behaviors from Upright Behavioral Relaxation Training (URT); (2) write a description of each of the 10 overt relaxed behaviors from URT in his/her own words and provide corresponding examples of unrelaxed behaviors; (3) give another individual appropriate feedback so that the other individual can correct himself/herself according to the 10 URT postures; and (4) observe, record, and assess another individual's performance of the 10 relaxed behaviors from URT by accurately using the Behavioral Relaxation Scale (BRS). |
| Activities: Verbal Behavior: Listen to a presentation regarding the physiological effects of relaxation, the history of using relaxation training to treat psychological and physical disorders, and Poppen's (1998) development of Behavioral Relaxation Training and the Behavioral Relaxation Scale.
Labeling and Modeling: View a live demonstration of the 10 postures included in Upright Behavioral Relaxation Training (URT). Each relaxed posture will be labeled, described topographically, and demonstrated physically.
Modeling and Imitation: Learn how to breathe diaphragmatically, then imitate the other nine relaxed behaviors of URT while viewing an instructor as a model. After each participant has proficiently demonstrated each posture separately, he/she will practice relaxing all 10 areas at the same time.
Feedback: Practice silently while the instructors are giving each participant individual corrective feedback. Later, workshop participants will form pairs and alternate practicing URT and giving each other corrective feedback.
Criterion Tests: Take URT Written Criterion Test; score one another's criterion test. Take BRS Written Criterion Test; score one another's criterion test.
Assessment: Behavioral Relaxation Scale (BRS) scoring methodology will be explained and demonstrated. All observers, including the instructor, will simultaneously score the BRS for the model. |
| Audience: The target audience includes licensed psychologists and practitioners certified by the Behavior Analyst Certification Board at the doctoral (BCBA-D), master's (BCBA), or bachelor's (BCaBA) degree levels and who work with the following populations: clients with anxiety disorders, pain-related difficulties, or anger management problems; individuals with traumatic brain injury or developmental disabilities; persons exhibiting hyperactive or repetitive behaviors; clients exhibiting schizophrenic behaviors; and persons who experience an extreme amount of "stress." Professionals with a strong interest in behavioral medicine, clinical behavior analysis, family and child therapy, and/or health and fitness training will also benefit from attending this workshop. |
| Content Area: Methodology |
| Instruction Level: Basic |
| Keyword(s): mindfulness, relaxation, self-control, stress management |
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| Treating Children With Behavioral and Emotional Disorders: Integrating Emotional and Moral Behaviors to Promote Generalization |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W179b (McCormick Place Convention Center) |
| Area: CBM/DEV; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JEANNIE A. GOLDEN (East Carolina University) |
| Description: Traditional treatment for children with emotional and behavioral problems often follows the medical model with the assumption that behavioral symptoms are the result of underlying psychopathology. In contrast, behavior analysts conduct observations of behavior in a variety of settings to determine the effect of stimulus conditions and setting events, functional assessments to determine the causes and maintainers of behaviors, and careful analysis of learning histories to determine the efficacy of specific reinforcers and punishers. Behavioral treatment facilities for these children often use a contingency-based focus when teaching appropriate behavior that works well for managing children's behavior in a structured setting where individuals follow through with predictable contingencies. However, these children are often not prepared to function in a generalized setting where they are expected to respond to a relationship-based focus for dealing with problem behavior. Additionally, although they may have learned social, academic, and vocational skills, they may be lacking in emotional and moral skills. The presenter will discuss the impact that learning history has on current behavior and ways to develop effective behavioral treatments that are relationship-based and focus on emotional and moral skills. Case examples will be provided, along with opportunities to get feedback on the cases of participants. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) name several emotional and immoral behaviors of children and adolescents who are diagnosed with behavioral/emotional disorders, (2) tell how the learning histories of children diagnosed with behavioral/emotional disorders affect their emotional and moral behaviors, (3) describe several behavioral techniques that can be used to treat children diagnosed with behavioral/emotional disorders, (4) explain the limits of typical behavioral interventions and suggest alternative interventions that can be used to treat children diagnosed with behavioral/emotional disorders, and (5) describe how to apply these techniques to assist children diagnosed with behavioral/emotional disorders in professional settings. |
| Activities: Participants will listen to didactic information and real-life case histories in homes, schools, and community settings; take notes; ask questions; view a PowerPoint presentation; present their own cases for feedback; and participate in role-play situations. |
| Audience: Participants may include BACB certificants, licensed psychologists, counselors, health care providers, social workers, and/or teachers who serve children with developmental disabilities, or typically developing children who have emotional difficulties and/or have been given psychiatric diagnoses. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): EMOTIONAL BEHAVIORS, EMOTIONAL DISORDERS |
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| CANCELED: A Contextual Model for Promoting Quality of Life in Elderly Persons With Dementia |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W184d (McCormick Place Convention Center) |
| Area: CBM; Domain: Service Delivery |
| CE Instructor: Jane E. Fisher, Ph.D. |
| JANE E. FISHER (University of Nevada, Reno), CYNDY SOTO (University of Nevada, Reno), ALEXANDROS MARAGAKIS (University of Nevada, Reno), OLGA CIRLUGEA (University of Nevada, Reno), SUSAN LONGCHAMP (University of Nevada, Reno) |
| Description: Cognitive disorders such as Alzheimer's disease and vascular dementia produce devastating losses to the behavioral repertoires of older adults. Older adults with dementia are frequently under the care of family members, including spouses and adult children. Family caregivers of persons with dementia are faced with significant and frequent caregiving challenges as a result of the changes to the older adult's behavioral repertoire. This presentation will describe a contextual model for promoting the behavioral health and quality of life of persons with dementia and their family caregivers. Presenters will describe the application of behavior analysis strategies useful for working with elderly persons with dementia and their family caregivers. Recent research on factors that contribute to excess disability in older adults with dementia and strategies for detecting and preventing behavioral and cognitive decline due to reversible adverse events in older adults with dementia will be reviewed. The workshop will include videotaped examples to illustrate material. This will include examples of typical behaviors, possible caregiver responses, and demonstration of effective techniques. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) articulate current issues in the treatment of persons with dementia; (2) cite empirical evidence from pharmacological and psychosocial research supporting a restraint-free model of care;(3) identify assessment and treatment strategies consistent with a restraint-free, contextual model of care; and (4) describe the relevance of the contextual model for the use of psychotropic drugs in persons with dementia. |
| Activities: Workshop objectives will be met through a combination of lecture, video observation, and group discussion. |
| Audience: This workshop will appeal to a broad audience. Attendance will be appropriate for BACB certificants, licensed psychologists, and others who wish to gain exposure to the application of behavioral principles to the care of elderly persons with dementia. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Behavioral Monitoring, Caregiving, Dementia |
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| Responding to Ethical Dilemmas in Everyday Practice |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W175a (McCormick Place Convention Center) |
| Area: CSE; Domain: Service Delivery |
| CE Instructor: Rebecca Thompson, Ph.D. |
| REBECCA THOMPSON (Wisconsin Early Autism Project, Inc.), MARY HOPTON-SMITH (Wisconsin Early Autism Project, Inc.) |
| Description: This intermediate-level workshop will provide participants with the opportunity to practice applying the BACB Guidelines for Responsible Conduct for Behavior Analysts to ethical dilemmas that arise in the everyday practice of applied behavior analysis. After briefly reviewing the BACB guidelines, participants will break up into small groups to review case scenarios, identify which guidelines are relevant to each scenario, and discuss how they would respond to the ethical dilemmas in each scenario. The small discussion groups will then report back to the entire group to compare their responses to each scenario. This workshop is intended to be interactive and assumes that participants are already familiar with the BACB Guidelines for Responsible Conduct for Behavior Analysts. The presenters will have case scenarios prepared for the workshop, but participants are also invited to come prepared with scenarios they would like to discuss with the group. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe each of the guidelines in the BACB Guidelines for Responsible Conduct for Behavior Analysts, (2)identify which guidelines are relevant to a specific ethical dilemma, and (3) describe responses to ethical dilemmas that are consistent with the BACB guidelines. |
| Activities: Workshop objectives will be met through guided practice and group discussion. |
| Audience: Licensed psychologists, BCBAs, BCaBAs, BCBA candidates, and ABA clinicians. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Ethics |
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| A Novel Approach to Parent Training: Establishing Critical Discrimination and Responding Repertoires |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W175c (McCormick Place Convention Center) |
| Area: CSE/DDA; Domain: Service Delivery |
| CE Instructor: Robert K. Ross, Ed.D. |
| STEVEN RIVERS (Beacon ABA Services), ROBERT K. ROSS (Beacon ABA Services), DENA SHADE-MONUTEAUX (Beacon ABA Services) |
| Description: Parent training procedures can often require significant hours of clinician time to develop and implement. Once target skills are acquired, the parents do not always demonstrate generalization of the skills across behavioral topographies. An analysis of parent repertoires suggests that what parents are lacking may be three critical skills. The first is the ability to reliably discriminate correct and incorrect responses (appropriate from inappropriate behavior). The second is the ability to identify what is and is not a reinforcing response to their child. Last is the ability to demonstrate the discrimination and performance response successively (discriminate when to deliver reinforcement and then the actual delivery or withholding of reinforcement under the discriminated conditions). This workshop uses a behavioral skills training approach to teach participants how to establish the critical discrimination repertoires and the performance repertoire necessary for parents to effectively manage challenging behavior, reinforce adaptive behavior and do it more critically, and respond to novel behavioral situations. In this model, parents are required to demonstrate the target discriminations across a wide range of adapted and problem behavior to competency prior to moving to the next treatment phase. Efficacy data will be presented, video exemplars will be shown, and sample materials will be provided to participants. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe critical parent discrimination skills associated with high levels of correct program implementation, (2) describe procedures to teach parents to correctly discriminate between adaptive/desired and maladaptive/undesired behaviors, and (3) develop examples of discrimination training repertoires for parents. |
| Activities: I. Introductions—background/service model
II. Discussion points on the importance/relevance of parent training—(A) review of this training's main focus, (B) critical components of this training model (correct/incorrect, deliver/withhold), and (C) movement through phases contingent on performance for each phase of treatment
III. Participant criteria—(A) parent's ability to participate in training session, (B) consent to be videotaped (potential for review), and (C) target behavior maintained by attention
IV. Description of treatment phases of parent training model—(A) pre-test (baseline), (B) treatment conditions 1. phases 1–3, and (C) post-test
V. Creation of interval data sheets for pre- and post-test phases
VI. Creation of data sheets (step by step) for treatment phases—(A) identify target behavior(s) with definitions (for parents and staff) for reference, (B) list child/observer/date/phase/defined characteristics of phase, and (C) trial number, program, target, child/staff responses with definitions
VII. Review/identify table-top activity for discrete trial training (DTT)
VIII. Format of training sessions—(A) materials required (data sheets, writing instruments, token boards, clipboards, video camera, DTT materials, reinforcers), (B) pre-session set-up and discussions with parent, (C) in-vivo discussion (feedback and check-in regarding trial number), (D) trials conducted per session, and (E) post-session discussions
IX. Review video exemplars
X. Group role-play with practice data sheets
XI. Material packet distribution
XII. Data review of past participants (ease of use, rapid acquisition, reductions observed in target behavior)
XIII. Questions/discussion |
| Audience: Practicing behavior analysts (including BACB certificants and licensed psychologists) who provide home-based services and struggle with changing the behavior of parents with respect to behavioral interventions and implementation of teaching procedures. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Discrimination Training, Parent Training |
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| Using Essential for Living: A Functional Skills Curriculum With the Essential Eight Skills and the Speaker Initiative |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W185a (McCormick Place Convention Center) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Patrick E. McGreevy, Ph.D. |
| PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A. and Associates), TROY FRY (Patrick McGreevy, Ph.D., P.A. and Associates) |
| Description: Essential for Living is a communication, behavior, and functional skills assessment, curriculum, and professional practitioner's handbook for children and adults with moderate to severe disabilities, including autism. Dr. McGreevy will help participants to improve the quality of their instruction and behavior management by teaching the Essential Eight Skills and the steps and goals of the Speaker Initiative. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe when and how to teach must-have functional skills to learners with developmental disabilities; (2) select an alternative, primary method of speaking for non-verbal learners; (3) develop more functional IEPs and ISPs; and (4) measure and document small increments of learner progress. |
| Activities: Dr. McGreevy will describe the Essential Eight Skills, the Speaker Initiative, and other aspects of Essential for Living. He will also provide in-person and videotaped demonstrations, along with specific exercises for participants. |
| Audience: The target audience is behavior analysts, including BACB certificants; psychologists, teachers; residential coordinators; and speech-language pathologists. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Just Do What I Said! Using Performance Engineering to Improve Consultative Practice |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W176b (McCormick Place Convention Center) |
| Area: OBM/PRA; Domain: Service Delivery |
| CE Instructor: Steven Celmer, M.A. |
| STEVEN CELMER (Virginia Commonwealth University), BLAKE GRIDER (Quality Behavior Solutions, Inc.) |
| Description: How many times have you been in a consultative relationship and given evidence-based recommendations that will benefit a client only to come back a few weeks later and find that hardly any of your recommendations have been completed? Is it because the employees have a poor work ethic? Or perhaps they've been poorly trained? While these would be easy excuses to make, the answer to these questions is almost always "no." The employees' performance is simply a product of their environment and the contingencies in place. In this workshop, participants will improve their consultative repertoire by learning how to analyze performance and deliberately "engineer" it to achieve their goals. Participants will be given scenarios and asked to pinpoint the environmental sources of poor performance, design solutions specifically tailored to address the case of the problem, and plan for evaluating the effectiveness of those interventions. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) evaluate whether a "performance issue" is worth pursuing within the context of overall consultative goals; (2) use a systematic method to identify the causes of performance issues as deficits in environmental accommodations, effective consequences, or skill training; (3) identify appropriate and tailored solutions that will address the core of performance issues; (4) decide which solutions will be the most practical to pursue given the specific consultative setting; and (5) decide upon measures of improvement to collect that will inform potential changes needed to improve intervention effectiveness and efficiency. |
| Activities: Workshop activities will include (1) presentation of core content through a blend of informative lecture and case studies and (2) practice with the presented analysis rubric through group evaluation of performance scenarios and discussion of participants' current performance-engineering projects. |
| Audience: This workshop will be of interest to individuals working in consultative roles in the fields of education and developmental disabilities, including BACB certificants and licensed psychologists. The workshop's primary focus is the professional whose role is to consult with others but who, due to this consultative position, has less control over organizational outcomes because of a lack of direct influence over clients. Examples and discussion will primarily revolve around consultation in educational settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Consultation, Developmental Disabilities, Education, Performance Management |
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| Acting Out: Learning BACB Ethics Through Interactive Teams |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W182 (McCormick Place Convention Center) |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: R. Wayne Fuqua, Ph.D. |
| JON S. BAILEY (Florida State University), R. WAYNE FUQUA (Western Michigan University) |
| Description: For a professional to behave in an ethical fashion, she or he needs at least three skill sets: (1) familiarity with the ethical standards that are pertinent to her or his profession (e.g, the Behavior Analyst Certification Board's Guidelines for Responsible Conduct for Behavior Analysts); (2) skills in evaluating everyday professional activities to determine whether they comply with or violate ethical guidelines; and (3) problem-solving and communication skills to tactfully confront and effectively resolve real-world ethical challenges. This workshop will focus on the second and third of these skill sets. Using a team learning approach and real-life examples provided by workshop attendees, participants will develop, rehearse, and receive coaching on strategies to confront and resolve ethical challenges that they encounter in their professional practice. Participants should be prepared to describe an ethical challenge that they have encountered and to do so in a manner that protects the identify of those involved in the ethical issue. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) use the BACB ethics guidelines to evaluate real-world ethical challenges and develop strategies to manage ethical challenges, (2) use communication strategies and other techniques to resolve ethical dilemmas, and (3) evaluate and use constructive feedback from workshop leaders and attendees. |
| Activities: Working in teams of five to six, participants will identify an ethical challenge and develop a brief skit that depicts a strategy to confront and resolve that ethical challenge. Workshop leaders and other attendees will offer constructive suggestions to improve the efficacy and effectiveness of their efforts to resolve ethical challenges. |
| Audience: This workshop is designed primarily for practitioners who have BACB credentials and wish to (1) hone their skills to tactfully and effectively resolve ethical challenges and (2) acquire CEUs in the ethics domain as required for BACB recertification. Others, including licensed psychologists, who are interested in acquiring competence in applying BACB ethical guidelines to real-world challenges and resolving ethical challenges in practice and research are also encouraged to attend. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Teaching Good Learner Repertoires |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W181a (McCormick Place Convention Center) |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Steven J. Ward, M.A. |
| STEVEN J. WARD (Whole Child Consulting LLC), TERESA A. GRIMES (Whole Child Consulting LLC) |
| Description: A variety of assessments and curricula address important skills, such as daily living skills, language, and academic repertoires. Some students progress very well through these curricula, and others do not. What are the differences between those students who learn efficiently and those who do not? The Inventory of Good Learner Repertoires (Ward, 2008) assesses the ways in which a student learns and, when paired with Teaching Good Learner Repertoires, guides teachers in individualized methods for developing strong learners. Participants in this workshop will learn to assess critical learner repertoires, to design and implement instruction on these repertoires, and to track student progress. Come and learn how to make your students easier to teach! |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify and assess learner repertoires for a student he or she knows; (2) gauge student effort, both subjectively and objectively; (3) select ideal targets for improving instructional efficiency; (4) use "dimensions grids" to isolate target repertoires; and (5) gather data on the development of learner repertoires and make appropriate programmatic decisions. |
| Activities: Lecture, video review, assessment of a specific learner with whom each participant is familiar, completion (and use) of "dimensions grids" to isolate target repertoires, and group case review. |
| Audience: This workshop is intended for experienced BCBAs, BCaBAs, licensed psychologists, and teachers/specialists with a background in behavioral teaching techniques. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): instructional efficiency, learner repertoires, prompt acceptance |
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| Self-Management for a Better Tomorrow |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W181c (McCormick Place Convention Center) |
| Area: PRA/EDC; Domain: Service Delivery |
| CE Instructor: Ryan Lee O'Donnell, M.S. |
| MARK MALADY (Brohavior; HSI/WARC), RYAN LEE O'DONNELL (Brohavior), SCOTT A. MILLER (University of Nebraska Medical Center), ANITA LI (Florida Institute of Technology), MARC D'ANTIN (Brohavior), NICHOLE L DAVIS (), MICHAEL FANTETTI (Western New England University, Brohavior
), ALISON SZARKO (University of Nevada, Reno) |
| Description: Self-management techniques are some of the strongest tools for achieving meaningful behavior change. Self-management can go from the personal level to the professional level and should be used by behavior analysts to facilitate effective behavior change across a wide range of phenomena. The current workshop aims to present the research foundation for using self-management in clinical practice and in daily life. Self-management techniques will be reviewed, and strategies for implementation to maintenance checks will be covered. The workshop will also teach learners how to recruit peers to assist in self-management projects, as well as to establish peer-support networks for projects. Participants will leave the workshop with new tools and at least five ideas for projects they can start and implement when they return to their natural environment. |
| Learning Objectives: At the conclusion of this workshop, the participants will be able to (1) select and utilize self-management procedures across various learners, (2) troubleshoot breakdowns in self-management protocols, and (3) conceptually design self-management procedures from a behavioral viewpoint. |
| Activities: Instructional formats of this workshop include a plethora of Ignite-style presentations, discussion, and small group breakouts. Workshop objectives will be met through instruction and—via small group breakout—practice selecting personal targets, creating monitoring networks, covering graphical displays and change markers, and learning to use a daily per-minute standard celeration chart. |
| Audience: This workshop is suitable for practitioners (human service professionals, BACB certificants, licensed psychologists, and others) and students of behavior analysis. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Better Tomorrow, Real-World Change, Self-Management |
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| BACB Experience Supervision: Preparing the Next Generation of Behavior Analysts |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W187ab (McCormick Place Convention Center) |
| Area: PRA/TBA; Domain: Service Delivery |
| CE Instructor: Lisa N. Britton, Ph.D. |
| LISA N. BRITTON (Spectrum Center), AMY CRYE (Spectrum Center), THELMISHA VINCENT (Spectrum Center), KATE MATEO ASIS (Spectrum Center) |
| Description: The purpose of this workshop is to provide clarification and support to those who will be conducting BACB experience supervision and/or supervision of BCaBAs. This workshop has three main focus areas: (1) identifying the specific requirements for experience supervision outlined by the BACB, (2) discussing best practices in supervision within the human service industry, and (3) emphasizing the key elements of coaching and performance feedback in improving the skills of behavior analysts. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) state the specific requirements for experience supervision identified by the BACB, including timelines for implementation; (2) engage in a coaching/performance feedback scenario with a partner; and (3) provide feedback to others on their coaching/performance feedback skills. |
| Activities: This workshop will incorporate a combination of instructional strategies including didactic delivery of information, guided notes, videos, discussion, and role-plays to practice key concepts. |
| Audience: The target audience for this workshop includes BCBA and BCBA-D practitioners who are providing BACB experience supervision to others preparing for careers in behavior analysis. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Cultural Competence in Delivering ABA to Military Service Members, Veterans, and Their Families |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W187c (McCormick Place Convention Center) |
| Area: PRA/TPC; Domain: Theory |
| CE Instructor: Kent Corso, Psy.D. |
| KENT CORSO (NCR Behavioral Health, LLC) |
| Description: This workshop delves deeply into military and veteran culture in order to help behavior analysts and assistant behavior analysts develop interventions that reflect client preferences, and carry social validity for this population. The workshop will cover the range of clinical problems currently experienced by military service members and veterans, with particular attention to how the experience of serving relates to these clinical sequelae. Attendees will learn about military values, terms, acronyms, and expressions and how to apply this knowledge to improve their understanding of the military and veteran cultural frame of reference (i.e., reinforcement history). Finally, attendees will learn how to practice with family members in a culturally competent manner, which has particular importance for those working with spouses or children of military members (e.g.,TRICARE ECHO Autism Demonstration Program). Attendees may earn three ethics continuing education units for BACB certificants and/or licensed psychologists. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define terms that are frequently used in military and veteran culture, (2) list the values that are widely embraced by military service members and veterans, (3) list specific methods of delivering applied behavior analysis that reflect military and veteran cultural values, (4) explain the behavioral etiology of many of the current post-deployment symptoms, and (5) describe specific actions behavior analysts and assistant behavior analysts can take to practice in a culturally competent way when working in the TRICARE ECHO Autism Demonstration Program. |
| Activities: Instructional strategies consist of didactic lecture, video presentation, discussion, and small group breakouts to apply the didactic information. |
| Audience: Behavior analysts (master's and doctoral level), assistant behavior analysts, and licensed psychologists who work within the TRICARE ECHO Autism Demonstration Program; anyone wishing to pursue work with this population; and those who desire ethics continuing education credits. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, cultural competence, ethics, military/veteran |
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| On Becoming Fully Verbal |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W183a (McCormick Place Convention Center) |
| Area: VBC/AUT; Domain: Applied Research |
| CE Instructor: Gladys Williams, Ph.D. |
| GLADYS WILLIAMS (Centro de Investigacion y Ensenanza del Lenguaje), RICHARD E. LAITINEN (Self-employed) |
| Description: The purpose of this workshop is to walk through the hierarchy of language acquisition. Research has shown that basic prerequisites greatly enhance an individual's ability to develop functional language. These skills include discriminating voices, face recognition, eye contact, and visual tracking. In this workshop we will provide an overview of the teaching procedures designed to develop an echoic repertoire and strengthen observational learning. We will discuss several strategies developed to bring vocal emissions under stimulus control. A strong repertoire of tacts is the core of conversation. This discussion will include some basic strategies for teaching tacts as well as a detailed outline of the rapid tacting protocol. In addition, we will teach the steps to develop the skills required to sequence events, structure conversations, and relay stories. In discussing the specific procedures we will highlight their importance in increasing an individual's tact repertoire. Building on that knowledge, we will introduce a structure for gradually increasing the sophistication and complexity of language with the goal of becoming fully verbal. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the basic protocols of prerequisite skills, (2) describe strategies designed to teach echoics, (3) describe strategies designed to teach tacts, (4) describe the role of secondary verbal operants, and (5) describe a hierarchy of complex language. |
| Activities: Instructional strategies include lecture, discussion, and small group activities. |
| Audience: This workshop is appropriate for BACB certificants, licensed psychologists, behavior analysts, teachers, consultants, ABA therapists, administrators, speech-language pathologists, and school personnel. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): functional communication, language, prerequisite skills, social competence |