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| Avoiding Common Programming Errors While Developing and Implementing Comprehensive Instructional Programs for Individuals With Autism |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 204B (CC) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: James W. Partington, Ph.D. |
| JAMES W. PARTINGTON (Behavior Analysts, Inc.) |
| Description: This workshop is designed for consultants who wish to further develop their skills in developing and implementing comprehensive intervention programs. In order to facilitate the rapid acquisition of critical language, social, and functional skills, it is important that both the selection of specific learning objectives and the teaching activities be prioritized. Developmental patterns of typically developing children also will be reviewed. Intervention strategies should focus on the development of skills that make it possible for the learner to acquire a broad range of skills from a variety of skill repertoires. Those skills must be maintained by naturally occurring reinforcement contingencies that associated with the use of those skills in common daily activities. Many instructional programs for individuals with autism fail to devote sufficient instructional time to the development of skills that will result in the greatest overall rate of skill acquisition. Therefore, it is important that consultants teach parents, educators, and other caregivers to be able to identify teaching opportunities available in home and community settings and that they be able to implement effective teaching and reinforcement strategies. Techniques will be presented that facilitate caregivers implementing teaching strategies with individuals at various levels of development in the home and community settings. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify strategies for helping parents and educators prioritize the learning outcomes for both language skills and functional living skills based upon a learner's current set of skills; (2) analyze programs for a nonverbal individual and select learning objectives that will help identify the skills necessary to develop instructional control and establish an initial verbal repertoire; (3) analyze an instructional program for an individual who has acquired a set of basic mand, tact, and intraverbal skills and select learning objectives that will teach more advanced skills in these repertoires and incorporate the use of these skills into a variety of everyday social interactions; (4) compare the existing skill levels of a young child with an autism spectrum disorder with the age-equivalent skills of typically developing children; and (5)identify methods to ensure caregivers come in contact with reinforcement for implementing intervention strategies designed to develop important functional life skills while participating in everyday household, community, and classroom activities. |
| Activities: Lecture, video review of teaching methods, handouts, and group discussions. |
| Audience: Behavior analysts who work with children with autism. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Assessment, Autism, Program development |
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| On Becoming Fully Verbal |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 213B (CC) |
| Area: AUT/VBC; Domain: Applied Research |
| CE Instructor: Richard E. Laitinen, Ph.D. |
| GLADYS WILLIAMS (CIEL, SPAIN), RICHARD E. LAITINEN (Educational & Developmental Therapies) |
| Description: The purpose of this workshop is to describe and review the required contingency progression that allows a learner to become fully verbal as both a speaker and listener. Research has shown that basic prerequisites greatly enhance an individual's development of functional verbal behavior. These skills include: visual and auditory attending to the instructor and instructional materials, discriminating voices and faces, and naming (the integration of speaker/listener repertoires). This workshop will provide an overview of teaching procedures that develop the foundation repertoires needed for becoming a fully verbal learner. The range of topics will include an overview of basic respondent and operant operations relevant to verbal behavior programming, strategies developed to (1) establish various joint attending skills and repertoires, (2) conditioning auditory and visual stimuli to have value, and (3) the development of emergent speaker and listener repertoires through an integration of verbal behavior and Relational Frame Theory programming. In summary, workshop attendees will learn a structure for gradually increasing the sophistication and complexity of programming that promote learners to becoming fully verbal. |
| Learning Objectives: At the end of the workshop, participants should be able to: (1) identify behavioral operations utilized in various types of verbal behavior programming; and (2) be able to explain a structure for gradually increasing the sophistication and complexity of programming that promote learners to becoming fully verbal. |
| Activities: I. An overview of pre-requisite skills (20 minutes) a. review of basic behavioral operations, b. review of operant and respondent contingencies and their relevance to verbal behavior programming, c. overview of operant and respondent contingencies in typical child development, d. (videos of echoic and joint attending conditioning), e. conditioning stimuli to have value via operant and respondent contingencies, f. pre-requisite programs in the curriculum, g. (videos of group and one-to-one conditioning of toy play). II. The acquisition of an echoic repertoire (20 minutes), a. review of standard procedures, b. echoic repertoire, c. videos practice. III. speaker reperotire mands and tacts (20 minutes) a. mands--protocols, b. tacts--protocols c. videos practice. IV. rapid tacting (20 minutes) a. rappers' song, b. protocol--how to prepare materials, c. videos--practice. V. Autoclitics-components (20 minutes) a. what are autoclitics, b. protocols--curriculum, c. videos. VI. becoming fully verbal--listener competencies (40 minutes) a. relational frame theory, b. video examples of RFT programming. VII. becoming fully verbal (20 minutes) a. diary--how to develop it, b. how to incorporate the family c. Videos. VIII. questions (20 minutes). |
| Audience: Speech therapists, psychologists, master-degree level ABA students, and board-certified behavior analysts. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Language, Verbal behavior |
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| Practical Strategies for Addressing and Preventing Bullying of Individuals With Autism Spectrum Disorder |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 206A (CC) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jennifer Yakos, M.A. |
| JENNIFER YAKOS (Institute for Behavioral Training (IBT)), CECILIA KNIGHT (Institute for Behavioral Training (IBT)) |
| Description: Bullying is a widespread issue which has garnered increased attention and awareness during the past several years. Tragically, individuals with Autism Spectrum Disorder (ASD) are two to three times more likely to become victims of bullying. Common skill deficits characteristic of ASD are likely to increase an individual's susceptibility to bullying, including the presence of atypical social behaviors, limited self-advocacy skills, and difficulties with perspective taking, including detecting deception, sarcasm, and the intentions of others. The purpose of this workshop is to help practitioners identify common markers that may make individuals with ASD more vulnerable to bullying, and to review strategies for addressing these target areas. Topics will include proactive strategies for teaching self-advocacy skills, identification of bullying and deceptive statements of others, understanding intentions, and instruction of appropriate social skills and social boundaries. Training also will include an application activity to practice identification of relevant skill targets for a sample case profile. Participants will discuss proactive strategies that may be useful in addressing bullying and how to improve the individual's ability to avoid potentially dangerous situations. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify importance of addressing bullying and preventative strategies among individuals with ASD; (2) identify common skill deficits among individuals with ASD which make them susceptible to bullying; (3) discuss instructional strategies related to teaching self-advocacy, social skills, and perspective taking skills; (4) implement instructional procedures to improve social and behavioral skills of individuals with ASD that may reduce or prevent bullying. |
| Activities: Training also will include an application activity to practice identification of relevant skill targets for a sample case profile. Participants will discuss proactive strategies that may be useful in addressing bullying and how to improve the individual's ability to avoid potentially dangerous situations. |
| Audience: BACB certificants and licensed psychologists, behavior analysts, clinicians, teachers, therapists, administrators, and other professionals working with individuals with Autism Spectrum Disorder. Parents and graduate students also would benefit from this workshop. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Bullying, Perspective Taking, Social Skills |
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| The Autism iPad Curriculum |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 216A (CC) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Laura Kenneally, Ed.D. |
| LAURA KENNEALLY (Advance Learning Center) |
| Description: Many parents and school districts have purchased iPads in the hope of helping students with autism learn new skills. Social media has touted the iPad as a "miracle cure" for students with autism to learn to communicate and socially engage. Unfortunately, without proper training and support, the iPad often becomes an expensive "stim-toy" with little or no educational value. This workshop is a step-by-step simple curriculum to help teachers use the iPad effectively and integrate it seamlessly into their students' IEP. The program teaches students to use it correctly to perform a range of skills from simple directions to complex communication and independent activities. Students will learn to increase their attention span and markedly improve their direction-following skills, all while simultaneously decreasing self-stimulatory behavior and other disruptive behavior including aggression and self-injurious behaviors using positive behavioral supports. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) use differential reinforcement; (2) use discrimination training procedures; (3) use prompt and prompt fading; (4) use instructions and rules; (5) use modeling and imitation; (6) use shaping: (7) use chaining; (8) use incidental teaching techniques; (9) identify the contingencies governing the behavior of those responsible for carrying out behavior change procedures and design interventions accordingly; and (10) determine and make environmental changes that reduce the need for behavior analysis services. |
| Activities: Instructional strategies, hands on tasks, and videos. Please bring an iPad to use the curriculum. |
| Audience: BCBAs, teachers, administrators, and Child Study Team members. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| How Can I Possibly Teach this Group of Students? A Systematic Model of Group Instruction |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 205 (CC) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Jill E. McGrale Maher, M.A. |
| JILL E. MCGRALE MAHER (McGrale and Associates), Kristi Witkowski (McGrale and Associates), Kevin Van Horn (McGrale and Associates) |
| Description: Research has clearly demonstrated that learners with autism acquire skills most rapidly in a behavior analytic one-to-one teaching format referred to as discrete-trial teaching (DTT). Because DDT does not provide the skills necessary to learn in conditions similar to those found in the community and in adulthood, there has been a recent focus on group instruction. Similarly to other skills, group-working skills need to be broken down into clear steps and taught in a systematic, empirically based manner. Additionally, for learners to learn effectively in groups, it is critical that teachers are skilled in providing instruction in groups. While many programs teach staff to be very skilled one-to-one instructors, few provide staff to become proficient group teachers. This workshop will provide participants with skills to become effective group teachers as well as provide a comprehensive model of designing, implementing, and evaluating programs to teach group learning skills. Skills will be applicable across age groups and learning profiles; participants will practice writing lesson plans, running groups, designing data collections systems, training staff, and evaluating progress. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify skills required to work in a group; (2) create guidelines for constructing homogeneous groups; (3) identify key components of a staff-training program; (4) write a lesson plan for a group to include selection of appropriate activities for teaching skills; (5) create a format for teaching groups with empirically based group management techniques and interventions for addressing challenging behaviors; (6) determine empirically based teaching techniques including prompting strategies and reinforcement systems; (7) develop data-collection systems that target up to three behaviors for individual learners; and (8) promote the use of best practices and ethical standards into groups. |
| Activities: Didactic instruction, role-play development of lesson plans, development of a staff training program, and development of data collection procedures. |
| Audience: Directors, supervisors, and instructors of children with autism and related disorders. Participants should have skills in one-to-one instruction. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Group Instruction |
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| Behavior Analytic Training for Health, Happiness, Fitness, and Peak Personal Performances |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 214D (CC) |
| Area: CBM/PRA; Domain: Service Delivery |
| CE Instructor: Stephen Ray Flora, Ph.D. |
| STEPHEN RAY FLORA (Youngstown State University) |
| Description: As obesity, high blood pressure, diabetes, and other health problems are at epidemic proportions for many populations, including populations served by behavior analysts, it is vital that behavior analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles as effectively as possible. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness, and healthy living will be covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, and optimally improve their own, or their clients' physical fitness, health-related lifestyles, and, if desired, athletic performances. Emphasis will be placed on Behavior Analytic "gradual change techniques"; optimal goal-setting parameters; objective, data-based analysis and decision making; and on how the use of Behavioral Analytic Experimental Designs, such as Multiple Baselines Across Situations and Bounded Changing Criterion Designs, may not just be used to measure change, but actually facilitate effective behavioral change. A new focus will be on the uses and misuses of web-based, social media fitness tools (e.g. Strava, fitbit, etc.) from a behavior analytic perspective. Finally, participants will learn how improved health allows individuals to live a valued life and aid in chosen life directions. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) state many of the behavioral, psychological, and medical benefits of physical fitness, athletic participation, and living a healthy lifestyle; (2) perform functional assessment of current health- and fitness-related behaviors; (3) perform task analyses of healthy eating behaviors; safe, effective exercise; and skilled athletic performances; (4) identify personalized reinforcers, motivations, incentives, and values for healthy lifestyles, physical fitness, and athleticism; (5) understand the importance of, and how to effectively use goal setting, task analysis, pinpointing; how to identify skill gaps; how to set realistically achievable goals; and how to effectively use publicly posted goals to achieve fitness and optimal athletic performance; (6) use Behavior Analytic Experimental Designs to not only measure and access behavioral change but to facilitate health, fitness and athletic behavioral changes; (7) use the concepts of optimal physiological arousal, periodization, and super compensation in designing a personalized training program; (8) analyze and use web-based, social media tools as health and fitness aids; (9) use data collection, charting, and graphing to optimize fitness and improve eating related behaviors. |
| Activities: Participants will be guided though presented information with PowerPoint slides, worksheets, and lecture handouts that will provide participants with the information necessary to learn the medical, behavioral, and psychological benefits of fitness and develop effective programs for improving health, physical fitness, diet behaviors, and healthy lifestyles; develop effective programs to optimize athletic performance; and to use Behavior Analytic Experimental Designs to access and facilitate desired behavioral change. |
| Audience: Board certified behavior analysts, BCaBAs, psychologists, personal trainers, and others interested in learning to use behavior analytic procedures to promote healthy lifestyles, fitness, or to optimize elite performance. Professionals with a strong interest in behavioral medicine, or health and fitness also will benefit. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): diet, health, fitness, sport psychology |
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| Incorporating iOS (Apple) Apps into Effective Behavioral Programming in Applied Settings |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 211 (CC) |
| Area: CSE; Domain: Service Delivery |
| CE Instructor: Jessica Wenig, M.S. |
| JESSICA WENIG (Advances Learning Center), ELIZABETH PAIGE ADAMS (Advances Learning Center) |
| Description: "There's an app for that." In September 2012, Apple announced it had 700,000 approved applications available in The App Store, with 250,000 specifically for iPad. By September 2014, that number increased to 1.3 million applications, 670,000 for iPad. The Apple App Store itself is currently the largest digital application distribution platform. With the number of approved apps increasing exponentially, the spillover of this new resource into the field of ABA is a tremendous opportunity to further realize Skinner's dream of a "teaching machine." The four capacities reviewed in this workshop include instructor tools, teaching, communication, and fun. Instructor tools apps include apps designed to facilitate data collection, graphing and assessment. Apps for teaching include apps that are either designed specifically or used incidentally to promote skill acquisition. Apps for Communication outlines apps created to facilitate Augmentative Alternative Communication(AAC), and apps for fun highlight some of the countless apps that may function as reinforcers. This workshop outlines multiple apps from each of these capacities, incorporate learning activities to demonstrate use of these applications in behavior analytic programming, discuss ethical considerations in using apps for applied programming, and review tricks of the trade and helpful resources to find apps for programming. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) identify evidence-based apps appropriate for programming and practice using apps from the following capacities: A. Instructor tools apps: data collection, discrete trial implementation, graphing, preference assessments, assessment of target behavior, self-monitoring, social stories, video modeling, and data conversion; based on cost, description, pre-requisite exemplars and reputable sources; B. Apps for Teaching: including activity schedules; apps to promote independence in vocational settings and fine motor skills; discrete trial apps to teach expressive and receptive language and pre-academic and academic skills across multiple subject areas. C. Apps for Fun: using preference assessment apps to determine potential reinforcers, new hot games on the market, lesser known activities and apps designed to teach functional skills hidden in "kid friendly" activities; D. Apps for Communication: based on AAC features including cost, age range, compatibility, text to speech output, accessibility (i.e.-switch output, eye gaze, sequential, row/column, auditory scanning, etc.), sentence/phrase mode, shared library, computer based interface, support site and fun additional features; (2) utilize assistive technology terminology to select appropriate AAC applications based on learner need and pre-requisite skills; (3) implement creative strategies, using applications, to replace stigmatizing methods commonly used to monitor behavior in community settings; (4) reference ethical considerations in selecting applications including determining reputable sources, evidence based apps, pre-requisites, informed consent, privacy, treatment efficacy and noting which considerations directly reference sections of the BACB guidelines; and (5) use the same resources as professionals in the assistive technology field to find even more applications and find deals on more costly applications. |
| Activities: Alternating among lecture and hands-on activities and demonstrations, participants will work in groups to use apps from each capacity, review case studies, and participate in creating sample videos for video modeling. |
| Audience: The intended audience includes Board Certified Behavior Analysts currently providing behavior analytic services in the home, school and/or community setting; teachers; speech and language pathologists; physical therapists; behavioral instructors or therapists who facilitate behavior analytic services; school staff intending to utilize apps to access portions of the curriculum, or who work with students that have an assistive technology written into their individualized education plans; and anyone currently using applications in the field or wishing to use them in the future. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): ABA, Autism, teaching programs, Technology |
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| BACB Ethical Guidelines for Academic Settings |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 206B (CC) |
| Area: CSE/TBA; Domain: Service Delivery |
| CE Instructor: Barbara Metzger, Ph.D. |
| BARBARA METZGER (Troy University), Cynthia G. Simpson (Houston Baptist University) |
| Description: The Behavior Analysis Certification Board (BACB) presents certificates with ethical guidelines and requires ongoing training in ethics as part of maintaining certification. The emphasis, however, is for practitioners. The BACB does not give as much guidance for those whose primary job titles are professors and administrators in a university setting. This workshop will cover the BACB guidelines for academic settings and focus on ethical scenarios for professors and administrators. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify BACB ethical guidelines relevant to professionals working in academic settings; (2) identify changes in the BACB ethical guidelines relevant to professional working in academic settings; and (3) identify ethical guidelines applicable to ethical challenges common in academic settings. |
| Activities: Instructional activities will include short lecture with the majority of the workshop spent in role play and discussion of ethical scenarios. |
| Audience: Professors and administrators and others who work in academic settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Academic Settings, Administrators, Ethical Guidelines, Teaching ABA |
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| Overcoming the Challenges of Feeding: Community-Based Assessment and Treatment Application |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 210A (CC) |
| Area: CSE/PRA; Domain: Service Delivery |
| CE Instructor: Mark J. Palmieri, Psy.D. |
| MARK J. PALMIERI (The Center for Children with Special Needs), Shaunessy M. Egan (The Center for Children with Special Needs), Kristen Powers (The Center for Children with Special Needs) |
| Description: Feeding issues affect many individuals with complex disabilities and can quickly lead to substantial food restrictions, maladaptive rituals, and related behavioral challenges, such as tantrums and aggression. These restrictions create strife for the individual, the family system, and for community service providers. Functionally addressing feeding challenges is an on-going difficulty, particularly as this relates to skill mastery, stability, and generalization. In order to provide access to evidence-based interventions, it is essential that providers understand the underlying developmental challenges, how to assess issues such as maladaptive behavior and motor dysfluency, and how to then select functionally matched treatments. Community-based interventions require clinicians to be able to both implement sophisticated therapies and provide training to caregivers and school personnel on their generalization, in effect making training an equally essential component of intervention effectiveness as is direct intervention. This constellation of services then allows for socially valid and effective treatment. This workshop will address outpatient models for the assessment and treatment of feeding disorders with an emphasis on caregiver training and collaboration supporting all stages of treatment. |
| Learning Objectives: At the conclusion of the workshop, participants shouldbe able to: (1) describe the procedures necessary for function-based assessment feeding challenges and replacement behaviors; (2) understand the steps needed to develop a treatment plan using assessment data; (3) develop data collection and analysis procedures for both in-session treatment and caregiver or teacher practice targets; (4) develop a rubric for guiding caregiver training and tracking all feeding targets through generalization. |
| Activities: A didactic presentation on the elements of community-based feeding interventions will be followed with hands-on collaborative practice on hierarchical food presentation and data collection. |
| Audience: Clinicians who are interested in applying evidence-based interventions for feeding challenges. It is not appropriate for undergraduate students and parents. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Caregiver Training, Community-Based Interventions, Feeding Challenges, Integrated Treatment |
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| Using Essential for Living to Teach Functional Skills to Learners With Moderate-to-Severe Disabilities, Including, but Not Limited to, Autism |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 214A (CC) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Patrick E. McGreevy, Ph.D. |
| PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A. and Associates) |
| Description: Dr. Patrick McGreevy will describe how to use Essential for Living to teach functional skills and manage problem behavior in children and adults with moderate-to-severe disabilities, including, but not limited to, autism. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) select functional, short-term objectives for learners with moderate-to-severe disabilities; (2) select a nonvocal, alternative method of speaking for learners with limited or no vocal-verbal skills; (3) track small increments of learner progress during acquisition, maintenance, and generalization; and (4) teach the Essential Eight Skills. |
| Activities: (1) Lecture by the presenter; (2) demonstrations by the presenter with participation from the audience; and (3) practice activities for the audience. |
| Audience: Teachers, behavior analysts, curriculum coordinators, and psychologists. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): essential skills, functional skills, life skills, living skills |
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| Implementing the PECS Protocol to Teach Functional SGD Use |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 217D (CC) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Andy Bondy, Ph.D. |
| ANDY BONDY (Pyramid Educational Consultants), ANNE OVERCASH (Pyramid Educational Consultants, Inc.) |
| Description: High-tech Speech Generating Devices (SGD) are being used more frequently with children with Autism Spectrum Disorder. While research is expanding on the use of various communication apps on smart tablets, many recent publications are frought with procedural and logical problems. There are no standard protocols established regarding how to teach the use of an SGD. The Picture Exchange Communication System (PECS) is an evidence-based protocol. This workshop will review the key elements that are necessary to demonstrate that the use of an SGD would qualify as verbal behavior (Skinner, 1957) and which teaching issues, especially regarding discrimination, should be incorporated into training protocols. We will briefly review the main components of the PECS protocol and review how to best transition users to an SGD. We will review published guidenlines (Frost and McGowan, 2012) identifying key variables that may influence successful transitioning. We will review recent studies looking at the effectiveness of either attempting to begin communication training with an SGD or how to effectively transition from PECS. Participants are encouraged to bring either an SGD or an app for a tablet to actively practice key transitional steps including how to identify SGD features that may influence learning. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe key elements to demonstrate verbal behavior via SGD use; (2) describe key elements of the PECS protocol; (3) describe assessment targets to transition from PECS to an SGD; and (4) describe how to evaluate functional use of an SGD. |
| Activities: Review of recent literature regarding SGD use, review PECS protocol, review published guidelines on how to effectively transition from PECS to SGD, review videos demonstrating effective use and potential problems with transitions, and review how to transition from PECS to SGDs and/or tablet apps brought to workshop by participants. |
| Audience: Anyone working with current users of PECS or with individuals for whom an SGD or tablet app is being considered. This may include behavior analysts, speech/language pathologists, teachers or others involved with communication training with children and adults with disabilities including ASD. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Using Applied Behavior Analysis in K-12 Teacher Supervision, Training, and Evaluation: Hands-on Application of Appealing ObserverWare Technologies |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 202A (CC) |
| Area: EDC/PRA; Domain: Service Delivery |
| CE Instructor: Thomas L. Sharpe, Jr., Ed.D. |
| THOMAS L. SHARPE, JR. (Educational Consulting, Inc.) |
| Description: This workshop will provide hands-on application of a data supported set of procedures for the description, analysis, feedback and goal-setting activities necessary to effective teacher supervision, evaluation, and training in K-12 teaching settings, and also in postsecondary professional practice environments. Workshop activities include (a) introduction to the importance of a behavior systems approach to teacher education; (b) hands-on observation system construction; and (c) data collection, analysis, and feedback activities designed for instructional and on-site practicum supervision purposes. Additionally, explanation and hands-on interaction with procedures designed for logically sequenced training activities are provided, including: (a) classroom video observations; (b) on-site data-based assessment and immediate feedback and goal-setting; and (c) research and development into effective educational practice. Workshop participants will leave with a familiarity with behavior systems educational procedures designed for effective ongoing teacher supervision and professional education practice. Participants will be provided with a complimentary downloadable copy of the complete software tools, MSWORD files of all necessary illustration materials, and a .pdf file of a summary copy of a compatible methodology textbook in relation to the procedures discussed 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 skills in the area of applied behavioral teacher supervision and professional teacher training. Skills include the ability to design observation systems that match with training objectives, construct video-based observational learning laboratory experiences, implement on-site data-based feedback and goal-setting experiences to determine if supervision and educational objectives have been met, and for those engaged in postsecondary professional education, develop a set of applied research activities to document the relative effectiveness of professional training activities.
At the conclusion of the workshop, participants should be able to: (1) discuss the principles and practice of applied behavior systems analysis in relation to teacher supervision and professional teacher training; (2) construct observation systems relevant to their particular professional teacher supervision and teacher training objectives; (3) design and implement video-based observational learning activities in relation to educational objectives for professionals in training and professional in practice; (4) understand and apply a range of computer-based data collection and analysis techniques in relation to recommended data-based on-site feedback and goal setting procedures; and (5) develop applied research activities in relation to teacher supervision and professional teacher training objectives to determine the relative effectiveness of those efforts. |
| Activities: Activities include: (1) a review of applied behavior systems analysis in relation to teacher supervision and professional training activities; (2) hands-on application of observation system construction designed as compatible with teacher supervision and professional training objectives; (3) hands-on application of observational laboratory development in relation to the classroom instruction of relevant behavior analytic professional training objectives; (4) hands-on application of data-based, on-site feedback and goal-goal setting procedures in relationship to teaching practices of teachers on the job and teachers in training; and (5) introduction and review of recommended research activity development in relation to determining the relative effectiveness of recommended supervision and professional training activities. |
| Audience: K-12 lead teachers and administrators engaged in the ongoing supervision and evaluation of teachers on the job. Advanced graduate students and behavior analysts working in the area of professional teacher education in specific, and in the area of postsecondary training for professional competencies in general. Those working in postsecondary educational settings where focus is on the education, on-site training, and assessment of professional practice competencies, and who are challenged with how to teach, describe, and analyze highly interactive behavioral transactions that characterize education settings should find the workshop experience and complimentary materials particularly appealing to a wide range of professional training, assessment, and applied research applications. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Customized Computer Applications for Research and Application: Easy to Learn LiveCode Programming Environment |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 214B (CC) |
| Area: EDC/EAB; Domain: Service Delivery |
| CE Instructor: William F. Potter, Ph.D. |
| WILLIAM F. POTTER (California State University, Stanislaus), MICHAEL D. HIXSON (Central Michigan University), RYAN REDNER (Western Michigan University) |
| Description: LiveCode is a free, simple to learn, yet powerful platform for creating custom computer programs and phone apps (IPhone and Android). Based on HyperCard, the software uses English-like terminology to facilitate being able to create programs. This workshop will provide an introduction to the software, provide an overview of how it works, and then provide hands-on training to create several simple programs such as staff training courses (computer-based training), matching to sample, or receptive identification (client-training). The software will be provided on a USB drive, so participants should bring laptops (Macintosh or PC with a USB slot). During the actual training, participants will create their own computer programs as directed by the facilitators. The workshop also will cover actual and potential applications LiveCode programs can be used for (e.g. tact training, or use in stimulus-equivalence studies). Finally, participants will be provided with self-study materials and completed applications (source-code) for them to review and modify. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) create a simple, functioning program in LiveCode; (2) implement simple programming functions such as if-then statements and variables; (3) know how to seek out additional training (and to obtain needed resources) to extend their skills in LiveCode beyond the workshop. |
| Activities: 1. Overview of the software. 2. Participants will install, and interact with the LiveCode software. 3. Participants will create one or more simple computer programs. |
| Audience: Behavior analysts who would like to use technology to facilitate research or application. No programming experience is necessary, but general familiarity with a computer is useful (opening documents, saving them, etc. ). |
| Content Area: Methodology |
| Instruction Level: Basic |
| Keyword(s): Applied, Computer, Experimental, Technology |
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| Negotiating the Health Insurance Process to Deliver Home-Based ABA Services to Families |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 207B (CC) |
| Area: PRA/AUT; Domain: Service Delivery |
| CE Instructor: Steven Woolf, Ph.D. |
| STEVEN WOOLF (Beacon ABA Services), KELLEY HENRY (Beacon ABA Services), COLLEEN DEMELLO (Beacon Services of CT), CHRISTIAN BENAVIDES (Beacon ABA Services) |
| Description: This workshop is designed to provide behavior analysts and program administrators with strategies for accessing funding for evidence-based treatment through health insurance. First, the presenters will complete a historical overview and clinical justification of health insurance mandates relative to the treatment of Autism Spectrum Disorder (ASD). Second, the workshop will identify basic advocacy efforts and legal components associated with providing home-based/community-based ABA services supported by health insurance services. Third, strategies for securing and obtaining insurance service authorizations will be addressed using a medical model for treatment (DSM-5/ICD-10) and behavioral assessment exemplars to provide clinical data to support service recommendations. Fourth, problem solving strategies for negotiating with insurance companies will be discussed including how to develop position papers supporting the use of evidence-based treatments. Finally, the workshop will emphasize the use of CPT billing codes for behavior analysts and the scope of documentation required when providing insurance funded services. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) name the four key components of federal law and state mandates when assessing ASD treatment legislation; (2) state the three key differences between the DSM-IV and DSM-V relative to the diagnosis of ASD; (3) describe the five key elements to successful negotiation with insurance companies and developing a positional standpoint; (4) identify the differences between procedure and CPT codes used by health insurance providers to fund ABA services; (5) label the sections of behavioral assessment needed to support ABA treatment; (6) write client specific goals/objectives that permit health insurance service care coordinators to approve ABA treatment; (7) identify the process and procedures needed to complete a current review to re-authorize ABA treatment following six months of treatment; (8) model the procedure of speaking with a health insurance service coordinator to identify member co-payments, co-insurance, and deductibles; and (9) identify three procedures used to collect member co-payments, co-insurance, and deductibles. |
| Activities: Workshop objectives will be met through a various methods including lecture, guided practice, and small and large group discussions. Timeline breakdown: 1 hour of lecture, 1 hour of small group discussion identifying essential elements in behavioral assesments and concurrent reviews required for health provider funding, and 1 hour of whole group of discussion of goals/objectives related based in worksheets and summary cases distributed to the group. |
| Audience: This workshop is designed for BACB certificants, licensed psychologists, behavior analysts, and supervisors who are currently providing or supervising those who provide home-based or community-based ABA treatment to children and families affected by ASD. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Novel Approach to Parent Training: Establishing Critical Discrimination and Responding Repertoires |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 204A (CC) |
| Area: PRA/CBM; Domain: Service Delivery |
| CE Instructor: Robert K. Ross, Ed.D. |
| STEVEN RIVERS (Beacon ABA Services), DENA SHADE-MONUTEAUX (Beacon ABA Services), ROBERT K. ROSS (Beacon ABA Services) |
| Description: Parent training procedures can often require significant hours of clinician time to develop and implement. Once target skills are acquired, the parents do not always demonstrate generalization of the skills across behavioral topographies. An analysis of parent repertoires suggest that what parents are lacking may be three critical skills. The first, is the ability to reliably discriminate correct and incorrect responses (appropriate from inappropriate behavior). The second is the ability to identify what is and is not a reinforcing response to their child. Lastly, the ability to demonstrate the discrimination and performance response successively (discriminate when to deliver reinforcement and then the actual delivery or withholding of reinforcement under the discriminated conditions). This workshop uses a Behavioral Skills Training approach to teach participants how to establish the critical discrimination repertoires and the performance repertoire necessary for parents to effectively manage challenging behavior, reinforce adaptive behavior and more critically, respond to novel behavioral situations. In this model, parents are required to demonstrate the target discriminations across a wide range of adapted and problem behavior to competency prior to moving to the next treatment phase. Efficacy data will be presented, video exemplars will be shown and sample materials will be provided to participants. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe critical parent discrimination skills associated with high levels of correct program implementation; (2) describe procedures to teach parents correctly discriminate between adaptive/desired behaviors and maladaptive/undesired; and (3) develop examples of discrimination training repertoires for parents. |
| Activities: I. Introductions A. Background/Service model. II. Discussion points on the importance/relevance of parent training. A. Review of this training's main focus. B. Identify critical components of this training model (Correct/Incorrect, Deliver/Withhold). C. Movement through phases contingent on performance on each phase of treatment. III. Participant criteria. A. Parent needed to be able to participate in training session. B. Consent to be videotaped (potential for review). C. Target behavior was maintained by attention. IV. Description of Treatment Phases of Parent Training Model. A. Pre-Test (Baseline). B. Treatment Conditions. 1. Phases 1-3. C. Post-Test. V. Creation of interval data sheets for Pre and Posttest Phases. VI. Creation of data sheets (step by step) for Treatment Phases. A. Identify target behavior(s) with definitions (for parents and staff) for reference. B. List child/observer/Date/Phase/Define characteristics of phase. C. Trial #, Program. Target, Child/Staff Responses w/definitions. VII. Review/Identify table-top activity for DTT. VIII. Format of training sessions. A. Materials required (Datasheets, writing instruments, token boards, clipboards, video camera, DTT materials, reinforcers). B. Pre-session set-up and discussions with parent. C. In-vivo discussion (feedback and check-in regarding trial number). D. Trials conducted per session. E. Post session discussions. IX. Review video exemplars. X. Group role play with practice data sheets. XI. Material packet distribution. XII. Data review of past participants (ease of use, rapid acquisition, reductions observed in target behavior). XIII. Questions/Discussion. |
| Audience: Practicing behavior analysts who provide home-based services and struggle with changing the behavior of parents with respect to behavioral interventions and implementation of teaching procedures. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Discrimination Training, Parent Training |