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| Treating Children With Behavioral and Emotional Disorders: Integrating Emotional and Moral Behaviors to Promote Generalization |
| Friday, May 22, 2015 |
| 8:00 AM–11:00 AM |
| 218 (CC) |
| Area: CBM/EDC; 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. Instead, 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 the workshop, participants should 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 effect 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; (5) describe how to apply these techniques to assist children diagnosed with behavioral/emotional disorders in their own professional settings. |
| Activities: Participants will listen to didactic information and real-life case histories in home, school, and community settings, take notes, ask questions, view a PowerPoint presentation, present their own cases for feedback, and participate in role-play situations. |
| Audience: Board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically develop who have emotional difficulties and/or have been given psychiatric diagnoses. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Emotional Disorders, Generalization |
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| Software Tools for Direct Observation: Hands-On Learning of ObserverWare (Formerly BEST) for Practitioners and Researchers |
| Friday, May 22, 2015 |
| 8:00 AM–11:00 AM |
| 202A (CC) |
| Area: PRA/EDC; Domain: Service Delivery |
| CE Instructor: Thomas L. Sharpe, Jr., Ed.D. |
| THOMAS L. SHARPE, JR. (Educational Consulting, Inc.) |
| Description: The workshop will provide hands on application of a user-friendly software package designed to collect and analyze discrete and time-based behavioral data for a wide range of evaluation and feedback applications in direct observation client settings. Workshop information is particularly useful to graduate students, behavioral psychologists, BCBA and BCaBA professionals, and experimental analysts--all interested in analyzing complex configurations of behaviors which are emitted at high rates, oftentimes overlap in time, and which are context dependent. Discussion includes an introduction to (a) recommended procedures when collecting time-based data in the live setting and from videotape records, and (b) computer generated behavior descriptions, graphic displays, statistical analyses and reliability comparisons of data files when engaged in data analysis, data-based feedback, and assessment of data integrity. Participants will be provided with all workshop presentation materials and a complimentary downloadable copy of the complete software package along with a .pdf file summary copy of a compatible research methods text published by Sage Publications as a function of workshop participation. ***It is recommended that workshop participants bring their own IBM compatible laptop hardware and/or an IPAD to facilitate hands-on workshop interactions. |
| Learning Objectives: Workshop participants will exit with software-based data collection, analysis, and client feedback competencies, including the ability to (a) construct and apply systemic observation systems; (b) generate a time-based behavioral record using an inclusive overlapping category system; (c) construct graphic representations; (d) perform traditional and sequential analyses using multiple measurement methodologies; (d) edit graphic data representations and apply relevant visual and statistical analyses; (e) conduct reliability and treatment fidelity analyses, and (f) apply a variety of data record edit and merge functions when operating with complex multiple event category systems.
At the conclusion of the workshop, participants should be able to: (1) discuss the principles and practice of discrete and sequential behavior analysis methods; (2) apply a range of computer-based data collection, data analysis, data-based feedback, and reliability procedures to their particular behavior analysis interests; (3) understand and apply a range of computer-based descriptive and statistical data analysis techniques in relation to discrete and sequential data sets; (4) construct a variety of behavior graphs and apply appropriate analysis techniques to the graph types covered, and in relation to direct treatment and applied research application examples |
| Activities: Activities include (a) review of traditional behavior analysis recording methods; (b) introduction to, and hands on application of, a computer-based package designed to enhance behavior analyses of complex interactive settings; and (c) detailed hands-on demonstration of data collection features, discrete and sequential analysis capabilities, within and across data-file graphic representations, and a variety of reliability, treatment fidelity, and data manipulation and editing functions--all designed to facilitate applied activities in assessment, behavior planning, treatment, and ongoing observation of a variety of settings and environments. |
| Audience: Graduate students, behavior analysts, BCBA, BCaBA, and related therapists working in a variety of applied and experimental settings who are interested in the interactive nature of behavior in situations where study of multiple behaviors and events, multiple participants, and changing setting variables are present. Those working in educational and social science settings and who are challenged with how to describe and analyze highly interactive behavioral transactions should find the workshop experience and complimentary software particularly appealing to a wide range of research and assessment applications. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Socially Savvy: An Assessment and Curriculum Guide for Young Children |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 217B (CC) |
| Area: AUT/EDC; Domain: Applied Research |
| CE Instructor: James T. Ellis, Ph.D. |
| JAMES T. ELLIS (Step By Step Behavioral Solutions), Christine Almeida (Newton Public Schools) |
| Description: This workshop will introduce the Socially Savvy Checklist, which serves as a social-skills assessment and curriculum guide. Participants will learn how to use the checklist to determine appropriate and individualized social-skills targets, as well as to develop Individualized Education Program objectives. Additionally, participants will become familiar with different evidence-based approaches to teaching social skills, including how to make decisions about the most appropriate approach given a child's skills and learning profile. Ideas for intervention will be provided for children of all levels of functioning, from those children who are developing basic social skills to those learning to navigate more complex social situations. A major emphasis in the workshop will be placed on developing and implementing social-skills groups, including determining appropriate skills for all group members, selecting activities and teaching strategies that can be employed to teach a variety of social skills, and developing and using practical data collection systems. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) determine target social skills for a child based on the Socially Savvy Checklist; (2) determine an appropriate context and teaching approach to teach targeted social skills; (3) describe a continuum of instructional approaches that promote the generalization of social skills to the natural environment; (4) implement at least three activities that facilitate the use of social skills; (5) and describe an appropriate structure for a social-skills group. |
| Activities: PowerPoint will be used to teach various parts of the assessment and intervention process, and videos and live modeling will be used to demonstrate examples of various intervention strategies and activities. Participants will be provided with examples of activities to teach social skills, sample data sheets, and curriculum. Participants will engage in a variety of hands-on activities, including using completed Socially Savvy Checklists to identify appropriate targets, playing games, and activities that can be used to teach social skills, collecting data on multiple children in a group activity, and designing their own social-skills group. |
| Audience: Board Certified Behavior Analysts, psychologists, early childhood educators, special educators or anyone interested in starting or running a social-skills group. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Intervention, Social Skills, Young Children |
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| Navigating the 10th Circle of Hell (Or Getting Funded for Health Insurance Coverage of ABA) |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 209 (CC) |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: William Tim Courtney, M.S. |
| WILLIAM TIM COURTNEY (Little Star Center), VINCENT LAMARCA (Little Star Center), MARY ROSSWURM (Little Star Center), Michele Trivedi (Insurance Project ARC of Indiana) |
| Description: In the Middle Ages, Italian writer Dante wrote about the nine circles of hell in his epic poem, "Dante's Inferno." Perhaps, though, if Dante were alive today, his work would have included a 10th circle--health insurance. This workshop will help clinicians learn how to write successful treatment plans that support medical necessity for health-insurance funded individuals with autism. As more states adopt insurance mandates for autism, behavior analysts are supporting more clients whose services are being paid for by health insurance. To be successful with this new stream of funding, behavior analysts have to learn about how to navigate the medical insurance system. Topics covered in this workshop include credentialing, in-network vs. out-of-network plans, self-funded vs fully funded plans, how to write a treatment plan that supports medical necessity and an introduction to the appeal process. Once mastered, clinicians can focus on the more enjoyable circles of hell, such as treachery, heresy, and wrath. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) state the necessary components of a comprehensive and focused treatment plan; (2) identify the information required for credentialing; compare in network and out-of-network plans; (4) distinguish between self-funded and fully funded plans; (5) analyze determination letters and construct appeal letters/reports; (6) organize all of the steps from preauthorization through reauthorization; (7) assess sample treatment plans to determine if they meet medical necessity; and (8) interpret diagnostic reports, as well as behavioral assessments to justify medical necessity. |
| Activities: 1. Lecture 2. Small group activities 3. Pre-workshop submission of treatment plan 4. Mock medical necessity review and appeal meeting 5. Case review (treatment plan, denial, and all level of appeals to include external appeal) 6. Active group member/choral responding activities |
| Audience: 1. BCBA clinical directors, facility directors, and/or owners 2. Any BCBA who currently, or plans to in the future, provides medically necessary ABA therapy funded by medical insurance. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Translating Neuropsychological Evaluations into Treatment Goals and Objectives for Young Children With Autism Spectrum Disorder |
| Friday, May 22, 2015 |
| 8:00 AM–11:00 AM |
| 207B (CC) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Kelley Henry, Psy.D. |
| KELLEY HENRY (Beacon ABA Services), LINDA DANIEL (Beacon ABA Services, Inc.) |
| Description: This workshop is designed for practitioners including educators, special education teachers, speech therapists, occupational therapists, behavior therapists, school psychologists, social workers, and clinical psychologists. A detailed description of standardized assessment tools commonly used within the field of pediatric neuropsychology will provide attendees with a foundation of knowledge and basic understanding of how these tools are used to gather information regarding a student's profile of strengths and relative weaknesses. The primary objective of this training is to provide behavior analysts and related special educational professionals with the skills to use this information as a tool to form treatment planning and educational goals and objectives. Trends in neuropsychology as they apply to children with Autism Spectrum Disorders, including language-based learning disorders and nonverbal learning disability profiles will be emphasized. Additionally, the workshop will provide strategies for applying this clinical information in the application of special education services and ABA interventions. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) identify key components of neurodevelopmental reports and understand the significance of clinical findings as measured by standardized assessment procedures; (2) summarize key components of the neuropsychological profiles commonly observed in children with Autism Spectrum Disorder; (3) describe fundamental steps to translating neuropsychological findings into treatment objectives for children; and (4) develop clinically and educationally appropriate special education programming and/or applied behavior analytic interventions to be implemented in home and school settings based on the resulting operationally defined treatment objectives. |
| Activities: The workshop will begin with informational lecture introducing the key comments of a neuropsychological evaluation, reviewing commonly used standardized assessment tools and how to interpret and understand the meaning of scores, and highlighting trends and variations commonly observed in children with autism spectrum disorders. The participants will be given guided lecture notes to support their understanding of the material introduced through the PowerPoint presentation. Three clinical cases of young children will be introduced (e.g., 2-year-old with autism, 5-year-old with autism, and 7-year-old with Asperger's syndrome) this will serve as the foundation for the discussion of commonly observed trends within the profiles of children with ASD. A discussion will follow regarding the design and implementation of relevant applied behavior analytic interventions and the prioritization of goals and objectives for clinical and educational treatment protocols. The participants will separate into three small groups to review each student profile and discuss how they would prioritize interventions. The session will end with a summary of each group's findings and review the priorities for intervention treatment goals and objectives for each student. |
| Audience: Child-focused practitioners including early intervention specialists, educators, special education teachers, speech therapists, occupational therapists, behavior therapists, school psychologists, social workers, clinical psychologists, developmental pediatricians, and graduate students. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Promoting Appropriate Sexual Behaviors for Individuals on the Autism Spectrum: Effective Curricula and Teaching Strategies |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 217A (CC) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Frank Cicero, Ph.D. |
| FRANK R. CICERO (Eden II Programs) |
| Description: Sexuality is a topic that is difficult, or at least uncomfortable, for many professionals and parents to discuss, however it is a topic that will often be an issue for the majority of individuals on the autistic spectrum. Deficits in social skills, communication, and perspective taking are core autism characteristics leading to these issues. Applied behavior analytic treatments can be highly effective in promoting appropriate sexual behaviors and sexual expression in adolescents and adults on the spectrum. This workshop will focus on behaviorally based strategies useful for individuals on all ends of the spectrum. This talk will begin with an overview of general issues regarding sexuality in ASD. We will discuss topics such as sexual development, sexuality knowledge, sexual behaviors both appropriate and inappropriate, issues regarding consent and common parent concerns. We will then move into suggested curriculum topics. Treatment strategies discussed will include, but are not limited to, reinforcement-based procedures, video modeling, task analysis schedules, picture activity schedules, scripts and script fading, and social stories. Empirically supported literature and data will be presented where applicable and available. Although sexuality is an issue that often comes to the forefront in adolescence, information on sexuality is important for individuals of all ages. Topics related to ethical decision making also will be discussed. Audience questions and discussion will be welcomed. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) create an individualized sexuality curriculum for individuals on the spectrum; (2) design a task analysis for skill acquisition of several sexual behaviors; and (3) develop a behavior intervention plan for decreasing inappropriate sexual behavior in public. |
| Activities: 1. Didactic instruction from the presenter. 2. Group discussion. 3. Presentation and review of teaching materials. 4. Role play and practice of presented teaching procedures. |
| Audience: 1. Experienced behavior analysts who have a desire to learn how to apply behavioral principles and teaching methods to the subject of sexual behavior. 2. Educators and related service professionals who have a behavioral background and work with children on the autism spectrum that have needs in the area of sexuality. 3. Although not specifically geared toward parents and family members of individuals on the spectrum, parents would be welcomed to attend. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Ethics and Cultural Coherence in Delivering ABA to Military Service Members, Veterans, and Their Families |
| Friday, May 22, 2015 |
| 8:00 AM–11:00 AM |
| 216A (CC) |
| Area: CSE/PRA; Domain: Theory |
| CE Instructor: Kent Corso, Psy.D. |
| KENT CORSO (NCR Behavioral Health, LLC) |
| Description: This workshop examines ethical issues which arise when working with military and veteran families. It 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). Content is developed to meet the requirements for three ethics continuing education units for BACB certificants and/or licensed psychologists. |
| Learning Objectives: At the conclusion of this workshop, participants shouldbe able to: (1) identify salient ethical principles which arise with this population; (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, especially those working 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: Theory |
| Instruction Level: Intermediate |
| Keyword(s): autism, cultural competence, ethics, military/veteran |
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| Running Effective Behavior Analytic Social Skills Groups |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 211 (CC) |
| Area: CSE; Domain: Service Delivery |
| CE Instructor: Gina Fugazzotto, M.S. |
| GINA FUGAZZOTTO (Advances Learning Center), GAIL CLIFFORD (Advances Learning Center), JAMIE REED (Advances Learning Center) |
| Description: Teaching social skills in a group setting requires a multitude of skills: grouping students in effective clusters, using group contingencies, taking data on multiple students at once, and individualizing prompt levels and reinforcement schedules while running effective activities that provide students with frequent opportunities to respond to social stimuli. This workshop will teach specific learning activities that target skills in the domains of body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking. It also will provide training on how, when, and why to use group contingencies and give strategies for individualizing social instruction in a group setting. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) use a variety of activities designed to provide students with frequent opportunities to respond to social cues; (2) facilitate activities that teach body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking; (3) group students into effective learning clusters; (4) use several different group contingencies and identify the reasons behind using each type of contingency; (5) collect data on multiple students; (6) individualize prompt levels and reinforcement schedules while running an instructional activity with several students; and (7) take procedural integrity and reliability measures on social skills group leaders. |
| Activities: Alternating between lecture and hands-on activities, participants will work in groups to complete guided notes and case studies and participate in video-modeled activities and role plays. |
| Audience: The intended audience includes BCBAs who train staff to run social skills groups; teachers, SLPs, behavioral instructors, or therapists who run social skills groups; school staff intending to implement social skills instruction as a part of their curriculum; and anyone currently running social skills groups or wishing to run them in the future |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): functional communication, generalization, pragmatics, social skills |
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| Part I: Supervisor Training That Meets BACB Requirements: Effective Supervisors do What it Takes |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 210B (CC) |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Do you work as an employee, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients' progress? Behavior analysis developed a powerful technology for helping people, but too many clients don't receive the benefits. Why not? The easy answer is that employees don't do what they are told. But the employees' performance, just like their clients' performance, is a product of their environment. Do employees have the resources, training, and management necessary to help their clients achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide their clients with the outcomes they want. The failure of clients to make adequate progress is not usually an individual employee performance problem, but a performance problem at the system process, and individual levels of the organization. This workshop will provide participants with a set of tools to pinpoint organizational performance problems, analyze the causes, recommend the best solutions, solve the problems by designing and implementing solutions that might include more efficient resources, training, and management practices, and evaluate their effectiveness, efficiency, and return on investment. |
| Learning Objectives: Workshop Objectives (from the BACB's Supervisor Training Curriculum) "This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB." The supervisor will: (1) describe the six reasons for effective, evidence-based supervision; (2) describe the five potential outcomes of ineffective supervision; (3) describe or demonstrate the 12 components of effective, evidence-based supervision; (4) describe and demonstrate the eight components of behavioral skills training of the supervisee; (5) describe the four formats for providing behavioral skills training with individuals and groups of supervisees; (6) apply behavioral skills training across relevant skill areas including, but not limited to those outlined in the task list; (7) describe and demonstrate the three components of performance feedback; (8) describe the eight ways of providing feedback; (9) describe the three methods to evaluate supervisory effectiveness; (10) describe the eight methods for ongoing professional development as a supervisor; and (11) describe the seven methods for the ongoing professional development of the supervisee. |
| Activities: This workshop will provide a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software. |
| Audience: PartsI andII of this workshop are for supervisors "of those who deliver behavior-analytic services and those who are pursuing BACB certification" and taken together will satisfy the 8-hour training requirement for BCBA supervisors. However, anyone who wants to ensure that employees are effective in helping clients achieve their goals is encouraged to attend. Register for PartsI andII to meet the BACB's new eight-hour training requirement for BCBA supervisors and to learn the skills you need to ensure that staff are effective in helping clients achieve their goals! Earn a total of nine CEs for completing both parts. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): analysis, improvement process, learning efficiency, supervision |
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| Work Smarter, Not Harder: "Self and Match": An Interactive Workshop to Develop a Comprehensive Self-Monitoring Behavioral Intervention. |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 217C (CC) |
| Area: AUT/EDC; Domain: Applied Research |
| CE Instructor: Katharine M. Croce, M.Ed. |
| KATHARINE M. CROCE (Self & Match Educational Consultation), JAMIE SIDEN SALTER (San Diego County Office of Education) |
| Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring behavior intervention, and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately. This session will explore peer-reviewed research that supports the implementation of self-monitoring systems for students of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a match component will be presented, with specific focus on Self & Match a user-friendly, easy to implement, empirically supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, as well as a Self & Match manual with substantial training materials. Additionally, participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system. The Self & Match system has been used internationally to support individuals with emotional behavior disorders, autism, learning disabilities, and unidentified students in general education. Self & Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings; including (but not limited to): public and private schools, clinics, homes, and recreational settings. Great workshop for individuals and/or teams! |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify the research-based benefits of self-monitoring; (2) identify the basic components of the Self & Match system; (3) effectively apply, individualize, and monitor progress of a self-monitoring system; (4) identify the necessary components of an effective motivational system; (5) identify the importance of pre-treatment planning on the effectiveness of intervention; (6) create a Self & Match self-monitoring system to implement in their workplace; and (7) systematically consider function in the development of self-monitoring interventions and reinforcement opportunities. |
| Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, the Self & Match system, and consider the role of technology in supporting this behavioral intervention. Additionally, participants will interactively complete a systematic considerations guide prior to implementation to lead them on their way to creating their own Self & Match system. |
| Audience: Participants will engage in active learning to increase their knowledge of systematic self-monitoring and motivational systems as behavior interventions. Workshop attendees will gain a tool/guide to develop their own Self & Match self-monitoring systems to utilize in school, home, or clinic settings. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, students, and/or others who primarily support individuals from K to 21. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Antecedent Interventions, Behavior Change, Behavioral Intervention, Self-monitoring |
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| Creating Free Online Data Collection Systems: No Programming Skills Necessary |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 206A (CC) |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Paul W. Heering, M.A. |
| PAUL W. HEERING (May Institute), Eileen Porro (May Institute and National Autism Center), Megan R. Joy (May Institute), Robert F. Putnam (May Institute) |
| Description: This workshop will guide attendees through the entire process of creating free, online data-collection systems. Attendees will create data sheets that can easily be shared and filled out on any Internet-connected device including smartphones and tablets. These data collection systems will be created through the use of free Google Docs software. The workshop will demonstrate how to create behavioral data sheets, task analysis data sheets, skills acquisition data sheets, forms for staff to complete, and more. The data sheets created will use many time-saving features such as drop-down menus, checkboxes, scales, and pop-up calendars to enter dates. Attendees will be given instruction, video demonstrations, and live demonstrations on all the steps needed create these online data-collection systems. Attendees will be walked through every step in the process from initially logging onto the website to viewing graphs of results. Attendees will also be given time to practice the skills learned during the workshop. During this time, attendees will be given instruction and guidance on how to set up their own data sheets and/or program books. Because of the hands-on nature of this workshop, it is strongly recommended that attendees bring a laptop. |
| Learning Objectives: At the conclusion of the workshop attendees will be able to: (1) navigate the website used to create online data sheets; (2) create data sheets; (3) use nine possible data-collection types and four document elements; (4) use advanced features such as decision trees and randomization; (5) share data sheets; (6) automatically receive email notifications when data sheets are completed; (7) set up automatically updating graphs; (8) use advanced graphing features such as automatically converting words (i.e., prompt levels) to numbers that can be graphed and automatically creating color coded tables to quickly show task analysis data; (9) build a library of programs; and (10) set up folders on an iPad or other portable device with direct links to data sheets for all programs for a specific child. |
| Activities: Workshop activities will include: (1) demonstrations of data sheet capabilities; (2) lecture-based instruction with step-by-step instructions containing screen shots; (3) recorded video demonstrations of how to perform all steps (all videos will be made available to workshop attendees after the conclusion of the workshop); (4) live demonstration of all steps; (5) guided practice of all skills; and (6) attendees will be guided and instructed while building their own custom program book. |
| Audience: This workshop is designed for anyone interested in creating online data-collection systems. It is not required that attendees have any computer coding knowledge or experience but attendees should be comfortable working on a computer and navigating websites. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Data Collection, Online Data, Technology |
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| Strategies in Developing and Operating a Successful Applied Behavior Analysis Business for Individuals With Autism Spectrum Disorders |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 204A (CC) |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Rebecca Ryan, J.D. |
| REBECCA RYAN (Sandbox ABA), Rany Thommen (ABA Today), Gia Vazquez Ortega (Blossom Center for Children) |
| Description: This workshop is intended for providers who assume responsibility for a workforce. The workshop will cover topics related to the four primary areas of business development for an ABA provider. The first major area is the development of a business plan based on a company's mission statement. Second, owners must be aware of and respond to a variety of laws and regulations that relate to the provision of ABA services. Third, a successful business requires a focus on client development and retention. Lastly, a strong business owner will develop a plan for on-boarding and retaining quality staff. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify major steps required in planning for and establishing an ABA business; (2) identify major legal frameworks that will affect your business planning and development; (3) identify strategies to assist your business in client development and retention; and (4) identify strategies to assist your business in employee development and retention. |
| Activities: Participants are required to participate in group discussion. In addition, there will be individual and group oral and written activities meant to demonstrate and understanding of the materials discussed. |
| Audience: This presentation is meant for BCBAs or BCBA-Ds who are entrepreneurial in inclination. This is not a course for individual/consult only providers. This is a course designed for those who are interested in building a business with a minimum of 15 employees. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): business development, laws regulations, planning, staff development |
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| Establishing Creative Play: A Behavior Analytic Perspective |
| Friday, May 22, 2015 |
| 8:00 AM–11:00 AM |
| 206B (CC) |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Robert K. Ross, Ed.D. |
| ROBERT K. ROSS (Beacon ABA Services), JENNIFER SMITH (Beacon ABA Services) |
| Description: The training will focus on teaching participants procedures for establishing simple play repertoires and procedures for reinforcing the use of these basic play skills in novel settings, with novel materials and in novel combinations. The instructor will describe creativity and generativity in play skills from a behavior analytic perspective. All procedures will be described in terms of basic principles and demonstrated live or via videos. Participants will be taught to use research-supported strategies to teach play skills and to then to support their generalized and expanded use. These strategies will include but are not limited to matrix training (Goldstein & Mousetis, 1989), video modeling (MacDonald, Sacramone, Mansfield, Wiltz & Ahearn, 2009), activity schedules (MacDuff, G. S., Krantz, P. J., & McClannahan, L. E., 1993), and the use of visual/text supports for motor and vocal actions in the context of play scenarios. Creativity will be defined using behavioral descriptions with an emphasis on how to support stimulus generalization, response generalization and recombinative generalization of play skills. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe creativity from a behavior analytic perspective; (2) describe the deficits in children with ASD that result in the need for formally teaching creativity; (3) list at least three specific procedures to support stimulus, response and recombinative generalization; (4) describe matrix training and create a matrix for a pretend play activity; (5) describe video modeling andone scenario in which to implement it; and (6) describe the components of a picture activity schedule. |
| Activities: Proposed Schedule: .75 overview of creativity, What it Is? Why we teach it? Current research; .5 ASD and instruction visual learning strengths, response to language instruction, instructional support "critical keys" generalization; .25 break; .75 review matrix training/video modeling; and .75 review visual checklists and picture activity schedules |
| Audience: Practitioners working with children on the autism spectrum who are having difficulty establishing play repertoires. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Creativity/Autism, Play skills |
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| Ethical Issues Related to FBAs, BIP Development, and Progress Monitoring |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 214C (CC) |
| Area: PRA/CSE; Domain: Service Delivery |
| CE Instructor: Melissa L. Olive, Ph.D. |
| MELISSA L. OLIVE (Applied Behavioral Strategies) |
| Description: Behavior analysts are often faced with the difficulty of completing Fuctional Behavior Assessments and developing Behavior Intervention Plans for their clients. This session will identify ethical issues that must be considered, what can be done to prevent ethical issues from arising, what behavior analysts can do to remedy ethical situations gone wrong, and related BACB Guidelines for Responsible Conduct. Participants in this session will recognize and describe the ethical issues related to developing BIPs, list strategies for preventing ethical issues related to developing BIPS, and discuss methods for resolving ethical issues related to BIPs. The Behavior Analyst Certification Board (BACB) Guidelines for Responsible Conduct also will be discussed. Information will be provided in a lecture format with case studies as examples. Time will be allotted for extensive question and answer. Detailed handouts will be provided. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) recognize and describe the ethical issues related to completing FBAs; (2) describe the process of an FBA for an Independent Educational Evaluation (IEE); (3) recognize and describe the ethical issues related to developing BIPs; (4) list strategies for preventing ethical issues related to completing FBAs and developing BIPs; (5) discuss methods for resolving ethical issues related to completing FBAs and developing BIPs; and (6)identify and describe the Behavior Analyst Certification Board (BACB) Guidelines for Responsible Conduct as they relate to completing FBAs (Guideline 3) and developing BIPs (Guideline 4) and monitoring progress toward the BIP. |
| Activities: Information will be provided in a lecture format with case studies as examples. Time will be allotted for extensive question and answer. Detailed handouts will be provided. |
| Audience: BCBAs, BCaBAs, school psychologists with training and experience in ABA, and administrators who supervise BCBAs. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Behavior Interventions, BIP, Ethics, FBA |
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| Functional Analysis 2.0: Augmenting Functional Analysis With Precision Teaching and Standard Celeration Charting |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 204B (CC) |
| Area: PRA/DDA; Domain: Service Delivery |
| CE Instructor: Richard M. Kubina Jr., Ph.D. |
| RICHARD M. KUBINA JR. (Penn State), ADAM MICHAEL PEAL (Pennsylvania State University), MEGAN MILLER (The Ohio State University), Sean D. Casey (The Iowa Department of Education) |
| Description: The functional analysis is the premier method in behavior analysis for uncovering behavior-environment relations. Through many research articles and experimental studies, functional analyses have consistently demonstrated the power of identifying variables that influence the occurrence of problem behavior. Functional analyses can be improved by the following factors: careful pinpointing of behavior, recording behavior with frequency (not sessions), and displaying behavior on a Standard Celeration Chart. The chart allows actual quantification of important components in the visual analysis of behavior such as level differences and the degree of variability. Furthermore, the standard nature allows people to experience the same effects other applied scientists enjoy such as the electrocardiogram: rapid and consistent decision making. The workshop will show people the basics of conducting a functional analysis while augmenting the process with pinpointing, frequency recording and Standard Celeration Charting. Options for using online Standard Celeration Charts also will be covered. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) pinpoint behavior with action verbs, objects, and context; (2) compare different functional analyses data and measure the different levels on Standard Celeration Charts; (3)record frequency with videotaped behavior; and (4) input data on an online standard celeration chart and verbally describe the celeration and variability of charted data. |
| Activities: The six-hour workshop activities will instruct participants to use pinpointing, frequency recording, and standard celebration charting to behavioral challenges. The format combines lecture, small group activities, guided practice, and frequency building exercises focused on the components of Precision Teaching and functional analysis. Participants will further evaluate behavioral data on Standard Celeration Charts. Participants will label quantified level changes, celeration, and bounce significance. |
| Audience: Practicing behavior analysts, school psychologists, and other professionals responsible for implementing functional analyses. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using Microsoft Excel to Track Behavior: "The B-Trak System" |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 205 (CC) |
| Area: TBA/PRA; Domain: Service Delivery |
| CE Instructor: Bruce Linder, Ph.D. |
| BRUCE LINDER (Safe Management Group Inc.) |
| Description: The purpose of this hands-on training workshop is to teach behavior analysts/therapists how to use Microsoft Excel versions 2007 to 2013 to record, analyze, and automate graphs of behavior including daily frequencies, antecedent-behavior-consequences, and multi-trial skill training. Participants must bring their own laptop computers with Microsoft for Window's Excel 2007 to 2013 installed with an attached mouse and have working knowledge of Excel. The presenter will demonstrate the step-by-step procedures for how to set up worksheets that contain daily frequency, ABC, or multi-trial training data, and data analysis tables and graphs that can automatically update new data added over time. The participant will learn how to use Excel to create data analysis cross-tabulation tables and graphs that are dynamically linked to the raw data to enable quick analyses of multiple independent variables, such as time (daily, weekly, monthly, quarterly, annually), different behavior program conditions (e.g., baseline vs. program conditions), medication conditions, special environmental contextual events (e.g., noise level, family contacts, etc.),and internal organic conditions (e.g., illnesses, menstrual cycle, psychiatric state), and their relationships to target behaviors. The presenter will perform each step on his computer and the learner will be prompted to match that step with corrective feedback. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) demonstrate how to use Microsoft Excel 2007 to 2013 to record behavioral data such as daily frequencies, antecedent-behavior-consequences, and multi-trial training; (2) demonstrate how to record different independent variables that may impact behavior, such as behavior program conditions, medication conditions, environmental events, and internal organic conditions on the spreadsheets; (3) design data-analysis, cross-tabulation tables that analyze behavior data over time and independent variables using Excel; (5) dynamically link the data analysis in Excel's cross-tabulation tables to the raw behavioral data so that new data can be updated automatically; (6) design dynamically linked behavior graphs using Excel; (7) analyze the effect of interactions among independent variables on behavioral data using Excel; (8) automatically compute different behavior change statistics such as percent change compared to baseline/previous month/previous condition using features of Excel's cross-tabulation tables; and (9) acquire B-Trak macro programs that will automatically design data analysis and graphs without the need to program each client from scratch. |
| Activities: The presenter will perform each step in the above training on his computer, and learners will be prompted to match that step on their own computers with corrective feedback when needed. |
| Audience: BCaBAs, BCBAs, and BCBA-Ds, behavior analysts, and behavior therapists. Registrants should bring a laptop (or device containing access to Microsoft Excel) to this workshop. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Verbal Behavior Development Protocols: The Foundations of Language Development From Imitation to Naming |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 212A (CC) |
| Area: VBC; Domain: Applied Research |
| CE Instructor: Lin Du, Ph.D. |
| SUSAN BUTTIGIEG (Teachers College, Columbia University), Lin Du (Teachers College, Columbia University), Laura E. Lyons (Teachers College, Columbia University), Amanda C. Philp (Teachers College, Columbia University), Erika Byers (Teachers College, Columbia University) |
| Description: This workshop will target the cusps/capabilities of generalized imitation, listener literacy, auditory matching, observational learning, and naming. For each cusp, the presenter will target the following: candidates for the procedure, additional programs, probe procedures, intervention procedures, sources of reinforcement, and changes in sources of reinforcement and programming once the cusp is induced. Additionally, methods of teaching before and after the cusp is induced will be discussed. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify candidates for each procedure; (2) determine whether each cusp is present; (3) know how to intervene effectively; and (4) know how to script appropriate programming once cusp is induced. |
| Activities: (1) Each presenter will describe candidates for each procedure; (2) the learners will view videos for probe and intervention procedure; and (3) after each presenter/topic, the learners will break into pairs and act as teacher and student. |
| Audience: The target audience for this workshop includes BACB certificants and licensed psychologists, behavior analysts, speech therapists, supervisors, or paraprofessionals who are working with children with and without disabilities. Participants should be well-versed in the vocabulary of the science of behavior, including basic verbal operants. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): CABAS(R), cusps, protocols, verbal operants |
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| Training School-Based Autism Support Staff to Guide the Acquisition of Complex Verbal Behavior |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 212B (CC) |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Michael Miklos, M.S. |
| MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network), Amiris Dipuglia (PaTTAN/ Autism Initiative), Willow Hozella (Pennsylvania Training and Technical Assistance Net) |
| Description: The workshop will focus on methods to establish skill sets in professionals for teaching the basic verbal repertoires (echoic, mand, tact, and intraverbal; Skinner, 1957) as well as the procedures to teach more complex verbal skill sets including joint control procedures for responding as a listener, establishing verbal concepts, use of joint control procedures and emitting verbal responses in conditions of multiple control. Teaching verbal skills to children with significant deficits in verbal skills is a complex endeavor. The set of skills necessary for teaching complex verbal behavior to children is broad and varied. Teaching staff in school settings in which Skinner's (1957) analysis of verbal behavior is generally not part of pre-service training, may involve significant challenges and require a focus on developing a shared verbal and practice repertoires. Through active verbal responding, guided practice and competency checks, participants in this workshop will practice and perform a number of training competencies. The workshop will include a review of procedures used to train staff in a large number of public schools in Pennsylvania. Data regarding training efficacy will be presented followed by demonstrations and practice sessions for a variety of training protocols. Participants will be provided with access to a wide range of online materials. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify basic organizational processes and phases for training staff in developing and implementing programming for students with autism in school settings; (2) state and demonstrate basic training procedures to establish competency in identifying verbal operant trial type, basic teaching procedures for each operant, protocols for teaching verbal concepts and verbal conditional discriminations, and techniques to teach listener responding conditional discriminations through joint control; and (3) practice components of treatment fidelity procedures for monitoring training implementation. |
| Activities: Lecture, video presentations, choral responding, training demonstrations, and analogue practice activities. |
| Audience: Behavior analysts serving students with autism in school settings, special education teacher trainers, and school psychologists |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): autism, public schools, staff training, verbal behavior |
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| Assessing and Teaching Functional Skills to Children With Autism in Home, School, and Community Settings |
| Friday, May 22, 2015 |
| 12:00 PM–3:00 PM |
| 207A (CC) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: James W. Partington, Ph.D. |
| JAMES W. PARTINGTON (Behavior Analysts, Inc.) |
| Description: This workshop will describe the assessment and teaching of functional skills in children with autism. Functional skills will be discussed in terms of how they differ from basic conceptual skills on several levels that include when, where, and why functional skills are demonstrated, as well as the immediate benefit to the child. Children with autism require learning sequences and teaching curricula in various "everyday" aspects of their lives. These useful and necessary functional life skills are naturally clustered into: skills used at school, in the community, at home, and skills that impact all aspects of life. Within these broad skill cluster areas, 32 specific skill groupings have been identified. This workshop will present information on the assessment of these specific skill groupings. The results of the assessment of functional skills will be useful for understanding which skills are required to enable independence within any given skill area. Next, using the assessment results to establish teaching sequences for functional learning programs will be discussed. Finally, specific strategies for teaching certain functional skills will be taught. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify the differences between functional and basic/conceptual skills; (2) identify the four broad skill clusters of functional skills; (3) identify and assess 32 specific skill groupings of functional skills; (4) choose initial instructional skills for teaching functional skills; (5) identify methods to teach functional skills in various settings; and (6) identify methods to measure and track progress of functional skills from initial assessment and throughout the teaching process. |
| Activities: Workshop activities will include lecture, video review of teaching methods, handouts, and group discussions. |
| Audience: Behavior analysts who work with children and adults with autism or other developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Assessment, Autism, Functional skills |
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| Implementing Response to Intervention (RTI) Strategies in an Educational Setting for Students With ASD |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 214B (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Morten Haugland, Ph.D. |
| MORTEN HAUGLAND (Haugland Learning Center), BRYAN DROESCH (Haugland Learning Center), AMANDA FISHLEY (Haugland Learning Center ) |
| Description: This workshop will present the behavior management system used at Haugland Learning Center (HLC), a school for students with autism. HLC's philosophy is to use a positive approach only, and participants in the workshop will get a brief introduction to how this philosophy impacts decisions on behavior management. The workshop will include introduction to the HLC classroom management model including the school-wide token economy system, "student teacher game," and other proactive approaches to managing problem behaviors. Participants will learn to set up classroom expectations and how to focus on reinforcing desired behaviors as means to reducing student problem behaviors. HLC will not use any "reactive" interventions including response cost or other forms of punishment procedures. Presenters will share how HLC uses data to decide when a student needs a behavior support plan over and above the school-wide token economy, and when to put an individual plan in place. Suggestions will be provided for how to create a plan in line with the "positives only" approach, and how HLC makes sure its staff members adhere to this philosophy. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) create classroom expectations for managing behaviors; (2) design a school-wide token economy system; and (3) use data to determinewhen to develop individual behavior plans. |
| Activities: Instructor presentation of key points of the workshop including sharing videos of effective classroom management. Participants will use handouts to create and share how to set up classroom expectations, as well as positives only behavior change plans. Participants will work together to outline and share a plan that could be implemented at their place of work. |
| Audience: Classroom teachers, staff working in educational settings, BCBAs, and BCaBAs working with individuals with autism or other disabilities. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Classroom management, Data-driven strategies, Pro-active approach, Token economy |
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| Supporting Successful Medical and Dental Visits: Behavioral Building Blocks, Guidance, and Case Reports |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 206B (CC) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Kelly L. McConnell, Ph.D. |
| KELLY L. MCCONNELL (The New England Center for Children) |
| Description: Successful medical and dental visits are important to deliver essential health care services and maintain ongoing health. Providing medical and dental care to children with ASD and related developmental disabilities can be challenging due to behavioral hallmarks such as aggression, self-injury, and communication deficits (National Institute of Neurological Disorders and Stroke, 2011). One unfortunate outcome of uncooperative behavior during medical and dental visits may be an increased use of invasive procedures (e.g., general anesthesia, physical restraint) to provide routine care. Although necessary in some cases, these procedures can be costly, resource intensive, and intrusive, and may perpetuate problem behavior during future medical and dental treatment. Behavior management strategies to increase successful medical and dental visits, as well as components of health-related curricula to promote success during and in between visits will be discussed. Empirical studies will be reviewed, and tips for collaborative communication between families, caregivers, and medical professionals will be provided. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe the components of empirically validated approaches to solving the problem of challenging behavior in the context of medical and dental appointments; (2) identify the strengths and weaknesses of each approach, including limits to the likely success of particular strategies based on individual patient characteristics and program resources; (3) discuss components of health-related curricula to promote success during and in between medical and dental visits; (4) describe strategies to align curricula with current behavior programming and ensure safety; and (5) describe strategies to promote collaborative communication with all relevant stakeholders (e.g., parents, behavior analysts, special educators, as well as experts in other fields). |
| Activities: Workshop objectives will be met through a combination of lecture on core content and small group activities. Supplemental materials will be provided to support the covered content. |
| Audience: Caregivers of individuals with ASDs and related disabilities. Participants should have a basic knowledge of the behavioral hallmarks of children with ASDs and related disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): autism education, dental appointments, health, medical appointments |
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| Building Capacity for Evidence-Based Practices in School: System Evaluation and Program Planning |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 207B (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Elizabeth C. Nulty, M.S. |
| ELIZABETH C. NULTY (Center for Children with Special Needs), MARK J. PALMIERI (The Center for Children with Speical Needs) |
| Description: Educational settings are increasingly interested in establishing sustainable models for implementing ABA-based interventions. This includes typical direct instruction models as well as evidence-based services embedded throughout all instructional settings (e.g. establishing functional social teaching opportunities while at play, precisely teaching vocational skills that build life-long independence). Creating an instructional environment that is ready to implement evidence-based practices consistently is an enormous challenge for any single learner. To do so for an entire educational system is that much more complex. For example, schools often struggle with establishing a framework of services that is consistent in quality and program integrity from preschool through primary and secondary levels. It is essential that system evaluation procedures be used to assess the current levels of readiness for system-wide implementation of ABA-based services and map the appropriate program development steps to guide capacity development. This workshop will review system-level needs assessment evaluation for individual student programs as well as classroom, building, and district readiness. It will address the critical components that establish capacity for sustainable evidence-based services and provide a framework for mapping system growth from current to desired levels of service. Barriers and enablers to meaningful program development will be addressed as will strategies for successfully working with school district administration, educators, and families in advocating for meaningful and effective program growth. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) list key features of a needs assessment for both the individual and the system; (2) list key elements of sustainable evidence-based programming; (3) identify barriers and enablers to system change; and (4) plan steps to guide systems from current levels of performance to desired level. |
| Activities: Didactic presentation; small group work. |
| Audience: BCBAs and BCBA-Ds. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): capacity-building |
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| Watch and Learn: Improving Social Behaviors of Preschoolers With Autism Through Video Modeling and Technology |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 207A (CC) |
| Area: AUT/PRA; Domain: Applied Research |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| KATHLEEN MCCABE-ODRI (Partners in Learning, Inc.), NICOLE M. RZEMYK (Partners in Learning, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), LORI LORENZETTI (Partners in Learning, Inc,), NICOLE PEASE (Partners in Learning, Inc.), KAYLA BLOOMER (New Jersey), JESSICA MCLAUGHLIN (Partners in Learning, Inc.), LAUREN DEGRAZIA (Partners in Learning, Inc.) |
| Description: Video modeling, in which the subject is shown a video of a version of a behavior he/she is to imitate, is a well-researched method used to improve a variety of deficits for learners with autism, particularly in the area of social skills. Some benefits of video modeling are: faster acquisition/better generalization than in vivo modeling, accentuates certain stimulus features, minimizes distracting/irrelevant features; is an engaging medium for longer attending; does not require social interaction during learning video modeling offers options to provide intervention, specifically: peer modeling, self-modeling, and video point of view. Peer modeling utilizes same age/sex peers proficient in performing the skill, while video self-modeling uses the learner and editing processes as the video model. Video point of view shows the version of the behavior from the subject's visual perspective. Combining video modeling methods with other evidence-based practices, such as reinforcement, prompting, shaping, and fading provides learners with a comprehension plan to improve a variety of social behaviors. Today's new technology options, such as smartphones and iPads/table devices, make video programming easy to use. This workshop will demonstrate how preschoolers with autism benefit from video modeling to increase play, responding/initiating conversation, and participating in a variety of social activities. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) define the various video modeling programming options; (2) select a video approach to address a target social deficit areas; (3) objectively define and measure subject's progress with video protocols; and (4) use current technology devices to implement video modeling intervention. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice/tutorials, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying technology devices and video modeling programming options will be provided in order to support participant learning. |
| Audience: BCBAs, behavior consultants, IEP team members, such as teachers, paraprofessionals, and related service providers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Change Thoughts, Feelings, and Urges |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 212A (CC) |
| Area: CBM/VBC; Domain: Service Delivery |
| CE Instructor: Abigail B. Calkin, Ph.D. |
| ABIGAIL B. CALKIN (Calkin Consulting Center) |
| Description: Thoughts, feelings, and urges are inner behaviors that a person can observe, count, and change as needed. Eleven research studies include more than 1,000 charts across the past 40 years and show that behavioral observation and methods can change a person's inner behavior. Therapists, teachers, and researchers using this radical behavior approach have seen the need to use these techniques in residential, public school, university, geriatric, and therapeutic settings. The workshop reviews the history of the field with an emphasis on various charts and techniques for applying the techniques to change people's pleasant and unpleasant inner behaviors. Some of the charts and information include people with Post-traumatic Stress Disorder and children on the autism spectrum. While the workshop assumes minimal knowledge of the standard celeration chart, it details how to use the chart for prediction, analysis, and change procedures of inner behaviors. |
| Learning Objectives: At the close of the workshop, participants should be able to: (1) define and state that thoughts, feelings, and urges are different inner behaviors that a person can observe, count, and change as needed; (2) name some of the researchers and also to state key points of the research; (3) state some of the American and European journal articles that report these results; (4) state important aspects of history of the field with an emphasis on various charts and techniques, including how to apply the principles and practices to change a person's pleasant and unpleasant inner behaviors; (5) state the variety sources of the charts and information; (6) gain an adequate working skills to use the standard celeration chart to record, predict, analyze, and change the inner behaviors, specifically with the clients they work with. |
| Activities: Participants will learn to (1) state the theoretical and research background for observing and changing inner behavior;(2) define a thought, a feeling, and an urge, and name specific examples of each; (3) practice writing pleasant thoughts, feelings, and behaviorally stated responses to urges at 30 to 35 per minute and to say them at 50 to 75 per minute; (4) count and record some specific inner behaviors for the duration of the workshop, which can be continued or revised later; (5) bring any charts to share if she or he has done any counting and charting of inner behavior before; and (6) develop, write, and discuss a plan to change inner behaviors of self or a client. |
| Audience: This workshop is for clinicians, those teaching behavior analysis, and graduate students in behavior analysis and psychology, special education teachers who work with students with behavior disorders and who are on the autism spectrum disorder, and others interested in changing inner behaviors. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Being Part of the Solution: Antecedent Interventions for Children With Anxiety-Related Behaviors |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 218 (CC) |
| Area: CBM/EDC; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JESSICA MINAHAN (NESCA), JEANNIE A. GOLDEN (East Carolina University) |
| Description: Anxiety creates a unique set of prior learning experiences, discriminative stimuli for reinforcement and punishment, and establishing operations. In this workshop, we will provide a behavioral analysis of anxiety-related behaviors including the identification of the effect of prior learning history of reinforcement and punishment for anxiety-related behaviors, discriminative stimuli that signal anxiety-related behaviors, and establishing operations for anxiety-related behaviors. Without these types of analyses, interventions for children with anxiety-related behaviors will at best be ineffective and at worst be harmful. Using antecedent interventions with these children may be more effective than reward and punishment-based consequences from traditional behavior plans. When anxiety-related behaviors are due to skill deficits, explicitly teaching coping skills, self-monitoring, and alternative responses may be more effective. Consulting with teachers on how to implement a successful behavior plan for a student with anxiety includes teaching them how to identify common anxiety-provoking school activities and providing antecedent interventions, including environmental manipulations and explicitly teaching underdeveloped skills leading to anxiety-related behavior. The presenters will provide easy to implement preventive tools, strategies, and interventions for reducing anxiety-related behaviors. Case examples will be provided, along with opportunities to get feedback on the cases of participants. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe the effect of prior learning history of reinforcement and punishment on anxiety-related behaviors; (2) describe discriminative stimuli that signal anxiety-related behaviors and establishing operations for anxiety-related behaviors; (3) explain why antecedent interventions with these children may be more effective than reward and punishment-based consequences from traditional behavior plans; (4) describe how to explicitly teach coping skills, self-monitoring, and alternative responses for anxiety-related behaviors; and (5) describe how to implement preventive tools, strategies, and interventions for reducing anxiety-related behaviors. |
| Activities: Participants will listen to didactic information and real-life cases, take notes, ask questions, view a power point presentation, present their own cases for feedback, and participate in role-play situations. |
| Audience: Board certified behavior analysts, behavioral consultants, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically developed who have behavioral and/or emotional difficulties in schools. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Antecedent Interventions, Psychiatric Disorders |
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| Ethical and Professional Practice of Behavior Analysts: Implementing the New Ethical Compliance Code |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 217A (CC) |
| Area: CSE/AUT; Domain: Service Delivery |
| CE Instructor: Amanda L. Little, Ph.D. |
| AMANDA L. LITTLE (The University of Texas at Austin, The Meadows Center), NANETTE L. PERRIN (The University of Kansas) |
| Description: We are all ethical--or are we? Did you know that as a behavior analyst you are not allowed to accept gifts from clients? Did you know that you are not allowed to solicit testimonials from current clients to promote your business? Did you know that the BACB just approved one document that will be enforceable beginning Jan. 1, 2016? Why is it so challenging for us to understand how to behave in these ethically difficult situations? Addressing the "real world" ethical dilemmas during implementation of behavior analysis can be a challenging endeavor especially for new professionals (Bailey & Burch, 2011). As behavior analysts, we have anew professional and ethical compliance code to guide our practice (BACB, 2014). This workshop will actively engage participants in discussions surrounding "real world" examples of ethical dilemmas that occur in the home, clinics, and within schools and other organizations. These examples will demonstrate the 10 currently approved guidelines (BACB, 2010), as well as those added to the new professional and ethical compliance code (BACB, 2014). The instructors will guide the participants through identifying the appropriate ethical guideline, lead discussion regarding appropriate actions, and provide guidance on how to manage their ethical compass. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) define ethics and describe why ethical guidelines are important; (2) name the 10 Guidelines for Responsible Conduct of Behavior Analysts (BACB, 2010); (3) understand the current disciplinary actions and the new disciplinary system coming in 2016 (BACB, 2010, 2014); (4) compare the ethical guidelines of behavior analysts to other published guidelines; (5) accurately identify ethical dilemmas presented in video and/or case examples; (6) accurately identify which guideline addresses the dilemma; and (7) describe changes in the new Professional and Ethical Compliance Code for Behavior Analysts that will be in effect in 2016 (BACB, 2014). |
| Activities: Review the 10 Guidelines for Responsible Conduct of Behavior Analysts. Review the Professional Disciplinary and Ethical Standards. Review the new Professional and Ethical Compliance Code for Behavior Analysts that is effective January 1, 2016. Discuss Bailey and Burch (2011) viewpoints on ethical guidelines of behavior analysts. Watch video examples or discuss written scenarios. Discuss how to respond to "real world" dilemmas that professionals in the field have encountered and shared with the group. |
| Audience: Board Certified Behavior Analysts-Doctorate, Board Certified Behavior Analysts, Board Certified Associate Behavior Analysts, and Registered Behavior Technicians, or those training to be any of these who are seeking additional practice identifying and appropriately responding to ethical dilemmas they may face in their professional interactions with individuals, families, and other service providers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, community/home services, ethical practice, ethics |
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| Teaching Reasoning and Problem Solving to Typically Developing and High Functioning Children With Autism |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 214A (CC) |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: T. V. (Joe) Layng, Ph.D. |
| JOANNE K. ROBBINS (Morningside Academy), T. V. (JOE) LAYNG (ChangePartner LLC) |
| Description: One repertoire that is often neglected in many teaching programs is that of reasoning, which is required for most forms of problem-solving. This workshop will show participants how to directly teach problem-solving and reasoning. The process involves the concurrent development of two repertoires, a talk-aloud analytical repertoire and a repertoire of active listening. Each is learned and practiced separately and then combined to form the repertoire required for reasoning. Special procedures have been developed for children with special needs, which include carefully teaching the identified qualities of talk-aloud problem solving and active listening, and ensuring that each learner has a vocabulary of problem-solving. Participants will first learn and practice the methods themselves, then they will learn how to adapt the methods to be effective with the populations with whom they work. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) demonstrate the specified qualities of effective problem solving; (2) demonstrate the specified qualities of active listening; and (3)develop plans for implementing the teaching of reasoning and problem-solving with the populations with whom they work. |
| Activities: Video demonstration of children effectively solving problems. Highly interactive individual responding to carefully designed example and nonexample sets provided to the group throughout workshop. Paired problem-solver andactive-listener practice with logic and other practice problems. |
| Audience: Those who deliver behavioral services to higher functioning children with a developmental disability, or children from more neurotypical populations. This includes BCBAs, professionals of all types, and anyone interested in teaching higher level skills. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Problem-Solving, Reasoning, Talk Aloud |
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| Part II: Supervisor Training That Meets BACB Requirements: Effective Supervisors do What it Takes |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 210B (CC) |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Do you work as an employee, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients' progress? Behavior analysis developed a powerful technology for helping people, but too many clients don't receive the benefits. Why not? The easy answer is that employees don't do what they are told. But the employees' performance, just like their clients' performance, is a product of their environment. Do employees have the resources, training, and management necessary to help their clients achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide their clients with the outcomes they want. The failure of clients to make adequate progress is not usually an individual employee performance problem, but a performance problem at the system process, and individual levels of the organization. This workshop will provide you with a set of tools to pinpoint organizational performance problems, analyze their causes, recommend the best solutions, solve the problems by designing and implementing solutions that might include more efficient resources, training, and management practices, and evaluate their effectiveness, efficiency, and return on investment. |
| Learning Objectives: Workshop Objectives (from the BACB's Supervisor Training Curriculum) "This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB." (1) The supervisor will describe the six reasons for effective, evidence-based supervision; (2) The supervisor will describe the five potential outcomes of ineffective supervision; (3) The supervisor will describe or demonstrate the 12 components of effective, evidence-based supervision; (4) The supervisor will describe and demonstrate the eight components of behavioral skills training of the supervisee; (5) The supervisor will describe the four formats for providing behavioral skills training with individuals and groups of supervisees; (6) The supervisor will apply behavioral skills training across relevant skill areas including, but not limited to those outlined in the task list; (7) The supervisor will describe and demonstrate the three components of performance feedback; (8) The supervisor will describe the eight ways of providing feedback; (9) The supervisor will describe the three methods to evaluate supervisory effectiveness; (10) The supervisor will describe the eight methods for his/her ongoing professional development as a supervisor; and (11) The supervisor will describe the seven methods for the ongoing professional development of the supervisee. |
| Activities: This workshop will provide a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software. |
| Audience: Parts I and II of this workshop are for supervisors "of those who deliver behavior-analytic services and those who are pursuing BACB certification" and will satisfy the eight-hour training requirement for BCBA supervisors. However, anyone who wants to ensure that employees are effective in helping clients achieve their goals is encouraged to attend. Register for Parts I and II of this workshop to meet the BACB's new eight-hour training requirement for BCBA supervisors and to learn the skills you need to ensure that staff are effective in helping clients achieve their goals! Earn a total of nine CEs for completing Parts I and II. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): databased process, learning efficiency, pragmatism, supervision |
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| Conducting Functional Analyses in Home-Based Settings |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 216A (CC) |
| Area: PRA/AUT; Domain: Applied Research |
| CE Instructor: Brandon Herscovitch, Ph.D. |
| STEPHANIE PHELAN (ABACS, LLC), ASHLEY WILLIAMS (ABACS), MEGHAN CLAUSEN (ABACS, LLC), BRANDON HERSCOVITCH (ABACS, LLC) |
| Description: Functional analysis (FA) is a powerful tool for the assessment of challenging behavior in students with autism and other disabilities. FAs systematically manipulate the antecedents and consequences of target behavior so as to experimentally determine the function(s) of that behavior. The literature indicates that treatments based on the results of functional analyses are more effective than treatments based on other assessment methodologies. However, FAs may not be conducted regularly in home- or school-based settings. Several reasons have been cited for this, including the lack of resources typically needed to conduct these analyses. Given that functional analysis is the only experimental methodology available to determine the function of behavior, and that function-based interventions have been demonstrated to more effective, it is important to extend this methodology to home-based settings. The current workshop is designed to prepare practitioners to develop and implement FAs in their current setting, within the scope of time and resources typically available for home-based services. Participants will work through the entire assessment process, from identification of procedures, steps to take, analysis of data, and selection of function-based intervention. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) articulate in writing the importance of conducting functional analyses in home-based settings; (2) determine if a functional analysis is appropriate for a given target behavior, and will be able to articulate in writing the risks associated with performing a functional analysis of that behavior; (3) articulate in writing the steps to preparing for a functional analysis in a home-based setting (including selecting an experimental design, procedures, measurement methods, and methods for collecting and evaluating interobserver agreement and procedural integrity data); (4) articulate in writing what resources should be taken into account when planning to conduct a functional analysis in a home-based setting and analyze how to work within the constraints of the available resources; (5) articulate in writing their evaluation of functional analysis outcomes; (6) match function-based treatments with the functional analysis outcomes; (7) articulate in writing a variety of issues that occur while planning for and conducting functional analyses and will articulate in writing how to respond to such issues. |
| Activities: Instructional strategies include: lecture, group-discussion, targeted case-studies, and small group breakouts. Workshop objectives will be met through a balanced presentation of lecture, group discussion, and guided practice. Core content will be taught through lecture and a guided discussion of case studies to be presented. (Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning). The format combines lecture, group discussion, guided practice, and small group breakout. |
| Audience: Behavior analysts with background knowledge of functional analysis research, seeking to expand their repertoire in implementing functional analyses in home-based settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Challenging Behavior, Functional analysis, Home-Based Settings, Resources |
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| Providing Distance/Remote Supervision for Preprofessional Behavior Analysts: Strategies, Technologies, and Quality Assurance |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 213B (CC) |
| Area: TBA/EDC; Domain: Service Delivery |
| CE Instructor: Susan Ainsleigh, Ed.D. |
| SUSAN AINSLEIGH (Bay Path University), Cheryl A. Young-Pelton (Montana State University in Billings), Robyn M. Catagnus (Ball State University), Michael Weinberg (Orlando Behavior Health Services, LLC) |
| Description: As university courses become increasingly accessible via online technology, there is a growing obligation to train behavior analysts where they live and work--sometimes at a distance from the convenience of a university lab program, established service providers, or highly skilled behavior analysts. Providing access to coursework where supervision is not available, however, leaves the pre-professional behavior analyst only partially trained. It is critical for university programs to assure that students have the opportunity to receive both classroom instruction and experiential learning; in many cases this leaves only the option of distance or remote supervision for experiential learning. This workshop assumes this necessity and addresses ethical concerns and quality assurance of distance/remote supervision. Workshop instructors will present strategies, technologies, and systems for assuring quality of distance/remote supervision. Specific skill areas will include: establishing meaningful supervisory relationships via distance, using observation via distance to shape skills, and observe skill demonstration, selecting and maximizing the effectiveness of technologies for supervision activities and requirements, sequencing of curriculum for optimal learning, ethical challenges and considerations related to distance/remote supervisions, and accountability and regulatory adherence. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) list strategies for promoting the development of meaningful supervisory relationships via distance; (2) list examples of the effective use of direct observation via distance to shape skills, observe skill demonstration, and teach concepts; (3) discuss the pros, cons, and ethical considerations for various technological applications that allow for distance supervision; (4) outline an effective sequence of supervision activities with adaptations noted for distance/remote supervision; and (5) list and describe systems to develop and implement to assure supervisor accountability and regulatory adherence. |
| Activities: (1) Small group discussion--supervision scenarios (difficult cases, ethical considerations); (2) compare/contrast and evaluative activity: technological apps; (3)development of sample curricular sequence; and (4) model and practice observation with feedback (using video and live modeling). |
| Audience: New ABA supervisors; experienced supervisors new to distance/remote supervision; and undergraduate and graduate course sequence directors. |
| Content Area: Methodology |
| Instruction Level: Intermediate |