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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 |
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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 |
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Society for the Advancement of Behavior Analysis Awards |
Saturday, May 23, 2015 |
11:30 AM–12:50 PM |
Lila Cockrell Theatre (CC) |
Instruction Level: Basic |
Chair: Michael Perone (West Virginia University) |
CE Instructor: Michael Perone, Ph.D. |
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SABA Award for Distinguished Service: Behavior Analysis 1970-2015: A Personal Perspective |
Abstract: Life as a behavior analyst for Dr. Sigrid Glenn began some 30 years after B. F. Skinner’s momentous publication of The Behavior of Organisms. In 1970, the history and status of behavior analytic work could be summarized in 19 chapters in Honig’s Operant Behavior: Areas of Research and Application (1966). And a two-volume compendium of reprinted articles provided easy pre-Internet access to 98 original works on concepts, principles, methods, and applications of behavior analysis (Ulrich, Stachnik, and Mabry, 1966 and 1970). Further, as a new graduate student she could reasonably set out to read all 12 volumes of the Journal of the Experimental Analysis of Behavior and the one volume of the Journal of Applied Behavior Analysis that then existed. Most exciting to Dr. Glenn, Skinner’s newly published Contingencies of Reinforcement offered a coherent worldview that replaced a muddle of incoherent ideas. Behavior analysis was very different then. Looking back on the subsequent 45 years, Dr. Glenn will recount a few of the events that seem to capture the changes she has seen, and reflect on the relevance of those changes to the future of behavior analysis as a coherent whole. Finally, a brief survey of several future paths behavior analysis may take is followed by a recommendation for one that seems best to support disciplinary coherence. |
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SIGRID S. GLENN (University of North Texas) |
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Dr. Sigrid Glenn’s passionate commitment to behavior analysis is seen in the range of her contributions. Her four books and 50-plus articles and chapters include basic and applied experimental analyses, conceptual and interdisciplinary offerings, and reflections on the nature and status of the discipline. As founding chair of the Department of Behavior Analysis at the University of North Texas, Dr. Glenn established its master’s and bachelor’s programs and led the faculty in becoming ABAI’s first accredited graduate program. A charter certificant of the Behavior Analysis Certification Board (BACB), she led a cadre of distant learning pioneers in developing the first BACB-approved Internet course sequence. She has served as editor of The Behavior Analyst and on several other editorial boards and is a founding fellow of the ABAI and a fellow of the American Psychological Association and its Division 25. Dr. Glenn is recipient of CalABA’s Award for Outstanding Contributions to Behavior Analysis; the Texas Association for Behavior Analysis Award for Career Contributions to Behavior Analysis in Texas; the Michael Hemingway Award for Advancement of Behavior Analysis; the Cambridge Center for Behavioral Studies Ellen P. Reese Award in Recognition for Significant Contributions to Communication of Behavioral Concepts; and ABAI’s Student Committee Award for Outstanding Mentorship. Dr. Glenn served on the ABAI Executive Council from 1989-1996 and was ABAI president in 1993-94 and SABA president in 1994-95. She is now Regents Professor Emeritus at the University of North Texas. |
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SABA Award for International Dissemination: Science and the Treatment of Autism: A Multimedia Package for Parents and Professionals |
Abstract: A severe shortage of training courses exists across Europe to prepare professionals to meet the needs of parents whose children are diagnosed with autism. To address this concern and the resulting myths about applied behavior analysis that have sprung up, Leonardo, a former part of the European Commission's Lifelong Learning Programme, supported two projects to further development of an innovative multimedia program first developed in Northern Ireland by local charity Parents' Education as Autism Therapists (PEAT) and behavior analysts from the Ulster University. Called Simple Steps, this multimedia program uses video material in the form of parental testimonies, animations, demonstrations, and textural material to teach the principles of applied behavior analysis. The projects funded by Leonardo were each called STAMPPP and included partners from the United Kingdom, Norway, Spain, Italy, the Netherlands, Sweden, Iceland, and Germany; another group from Portugal obtained funding independently to develop the program. For some partners, this was the first time they had access to material on behavior analysis in their own language. In this presentation, Dr. Keenan will show examples of the resources that were developed and encourage others to think about the importance of moving beyond static images when teaching about something dynamic such as behavior.
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MICHAEL KEENAN (Ulster University) |
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Professor Mickey Keenan, BCBA-D, is a fellow of the British Psychological Society, a distinguished community fellow at the School of Psychology, Ulster University in Northern Ireland, and a trustee of the Cambridge Center for Behavioral Studies. He is founder of the charity PEAT (Parents’ Education as Autism Therapists; www.peatni.org). He has received numerous awards for his untiring efforts to bring applied behavior analysis to communities in Ireland and further afield. He has received the Award for Promoting Equality of Opportunity from the British Psychological Society, a Personal Achievement Award from the New York State Association for Behavior Analysis, Award for Public Service in Behavior Analysis from the Society for Advancement of Behavior Analysis (presented in Chicago, May 2008), and the Michael Hemingway Award from the Behavior Analyst Certification Board (presented in New Orleans, March 2014). With his wife, Professor Karola Dillenburger, he produced the first multimedia textbook in behavior analysis, Behaviour Analysis: A Primer, available on iTunes bookstore for Mac platform.
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SABA Award for Effective Presentation of Behavior Analysis in the Mass Media: Putting It All Together: Interdisciplinary Behavior Analysis for the Public |
Abstract: Sustainability, education, workplace safety, language development, addiction, autism ... the list goes on and on. Behavior analysis applies very broadly indeed, and is inherently interdisciplinary. How can we best get our scientific principles recognized, valued, and used in all the areas they apply? One approach is to reach out to the public directly. In The Science of Consequences, Dr. Susan M. Schneider sought to cover the full range of our science and its applications, simultaneously highlighting many connections with other fields. This inclusive approach seems valuable for the sake of both science and dissemination: We now know how fully operant principles interact with others in the large and complex nature-and-nurture system, for example. Can we do better at getting the word out about all that we have to offer? In this presentation, Dr. Schneider will explore this continuing challenge as well as celebrate our progress. |
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SUSAN M. SCHNEIDER (University of the Pacific) |
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Dr. Susan M. Schneider’s involvement in behavior analysis goes back to high school when she read Beyond Freedom and Dignity and wrote B. F. Skinner, never dreaming that he would reply. They corresponded through her master's degree in mechanical engineering from Brown University, her engineering career, and her stint in the Peace Corps. At that point, Schneider bowed to the inevitable and switched careers earning a Ph.D. from the University of Kansas, holding faculty positions at St. Olaf College, Auburn University, and Florida International University. A research pioneer in the quantitative analysis of behavior, her publications also cover the history and philosophy of behavior analysis and its biological context. Building on this background, her book for the public, The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World, describes operant principles, their role in the nature-nurture system, and their full range of applications. It earned a mention in the journal Nature, was a selection of the Scientific American Book Club, and took Schneider on a book tour across the United States and Scandinavia. She also has appeared on national radio programs. The SABA award letter took note of the book’s engaging style and broad scope, calling it “extraordinary.”
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SABA Award for Scientific Translation: How Can We Increase the Impact of Behavior Analysis in Solving Problems in New Areas? |
Abstract: Behavior analysis is a powerful tool that could ameliorate many of society’s problems. One of the first problems seriously addressed with a behavior analytic approach was the treatment of autism. Although a behavioral approach yielded promising results from the start, it took many years before the behavioral approach was accepted as the treatment of choice for autism. Although promising data also have been obtained from applications of behavioral technology to other social problems, these applications have not yet been widely accepted or disseminated. B. F. Skinner envisioned behavior analysis as a technology that would address a wide variety of societal challenges. Initially, behavior analysts were highly enthusiastic about society adopting our approach in areas such as education, but many people already working in these fields were resistant to a behavioral approach. This paper will examine a number of areas where behavior analysis could make a difference, and explore ways to overcome obstacles and accelerate the acceptance of our approach.
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RON VAN HOUTEN (Western Michigan University) |
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Dr. Ron Van Houten received his BA from State University of New York at Stony Brook and his MA and Ph.D. from Dalhousie University, where he received training in the experimental analysis of behavior. He is currently a professor of psychology at Western Michigan University. Dr. Van Houten has published extensively in the Journal of Applied Behavior Analysis on a wide variety of problems, such as the education of inner city youth and children with "learning disabilities," the treatment of children and adults with developmental delays, the treatment of clinical problems in children, traffic safety, energy conservation, and aviation safety. Currently, Dr. Van Houten is a member of the Transportation Research Board and a member of the National Committee for Uniform Traffic Control Devices. He is a past assistant editor for the Journal of Applied Behavior Analysis and a Fellow of ABAI. Dr. Van Houten is also an avid pilot of power aircraft and gliders and a flight instructor. |
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Target Audience: Psychologists, behavior analysts, practitioners, and graduate students. |
Learning Objectives: Forthcoming |
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Evaluating Procedures for Parent and Staff Training |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
217D (CC) |
Area: AUT; Domain: Applied Research |
Chair: April N. Kisamore (Caldwell University) |
CE Instructor: April N. Kisamore, Ph.D. |
Abstract: The proposed symposium includes three presentations addressing evaluations of procedures for parent and staff training. The first presentation evaluated an interactive computer training to teach parents to implement activity schedules with children with autism in the home. The second presentation evaluated the effects of video modeling as a training tool to teach four parents of children with autism to use guided compliance. The results of these studies indicate that parents can be taught to use behavior analytic strategies in the home. The third presentation evaluated the effects of a comprehensive video that contained written instructions, a voice over script, models, and rehearsal and a component analysis of the video components. The results indicated that viewing the comprehensive video was effective at increasing performance related to conducting preference assessments and that all components were necessary for training to be effective. The results of these studies provide support for the effectiveness of a range of training approaches for parents and staff. |
Keyword(s): Computer Training, Parent training, Staff training, Video Modeling |
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An Evaluation of an Interactive Computer Training to Teach Parents to Implement a Photographic Activity Schedule |
KRISTINA GERENCSER (Utah State University), Thomas S. Higbee (Utah State University), Jessica Akers (Utah State University), Bethany P. Contreras Young (Utah State University) |
Abstract: Children diagnosed with autism spectrum disorder are characterized by deficits in language and social interaction, as well as repetitive and stereotyped patterns of behavior. Because of these deficits, many children with autism tend to engage in unusual play or engage in behaviors that impede with play. An activity schedule is one technology that has been used to teach appropriate play, social skills, and independence for children with autism. Activity schedules have been used in a variety of settings such as at school and in home, however little attention has been paid to parent implemented activity schedules. Teaching parents how to use a technique that promotes independence would be of social significance. Therefore, a method to disseminate this technique to a broader community, such as parents, seems warranted. The purpose of this study was to investigate the use of an interactive computer training to teach parents to implement an activity schedule with their child with autism in home. A fidelity checklist was used to measure the percentage of correctly implemented steps to teach an activity schedule. In baseline the percentage of steps completed correctly were low (0-11%) and following the interactive computer training, both participants’ teaching fidelity greatly increased (89-95%). |
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The Effects of Video Modeling with Voice-over Instruction on Parent Implementation of Guided Compliance with Children with Autism |
HEIDI SPIEGEL (Caldwell University), April N. Kisamore (Caldwell University), Jason C. Vladescu (Caldwell University), Amanda Karsten (Western New England University) |
Abstract: Noncompliance with requests is a common problem for some children with autism. Failure to follow directions can interfere with learning, result in poor relationship with caregivers, and affect the lives of families of individuals with ASDs. Previous research has demonstrated the effectiveness of guided compliance for increasing compliance of children with ASDs and caregivers have been successfully taught to implement guided compliance using behavioral skills training. Video modeling has proven effective for teaching staff who work with children with disabilities a variety of skills but has not received much attention in the parent training literature. The purpose of this study was to examine the effects of video modeling as a training tool to teach four parents of children with ASDs to use guided compliance. Parent treatment fidelity was scored using a checklist of the components of manual guidance, and child performance was scored as completion or non-completion of parent-delivered directions. In baseline the percentage of components completed correctly were low (range across parents, 4%-48%), and child performance scores were also low (range across children, (13-67%). Following video modeling training, parent and children scores reached criterion (90% or higher for 2 consecutive sessions). |
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A Component Analysis of Video Training for Conducting Paired-stimulus Preference Assessments |
CANDICE HANSARD (California Sate University Northridge), Ellie Kazemi (California State University, Northridge) |
Abstract: Researchers have evaluated the use of videos for training; however, it is unclear what components are necessary for a video to be effective. In Experiment 1, we evaluated the effects of a comprehensive video that contained written instructions, a voice over script, models, and rehearsal. We found that all three participants met our mastery criteria immediately after viewing the video. In Experiment 2, we conducted a component analysis of the video to determine which components were necessary for it to be effective with 100% of the participants. We exposed 8 participants to 1 of 4 videos, each of the components, and found that all of the aforementioned components were needed for the video package to be an effective training tool if a supervisor will not be able to assess and provide performance feedback immediately after training. In the future, researchers can evaluate the necessary components of video packages that are developed to train other behavior procedures. |
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Evidence Based Practice: Application in Education Technology Product Development |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
204B (CC) |
Area: CSE/AUT; Domain: Service Delivery |
CE Instructor: Patricia I. Wright, Ph.D. |
Chair: Susan Wilczynski (Ball State University) |
CHRISTINA WHALEN (West Health Institute) |
PATRICIA I. WRIGHT (Rethink) |
EMALEY BLADH MCCULLOCH (Autism Training Solutions) |
Abstract: Behavior analysts are committed to reliance on scientific knowledge. Increasingly behavior analysts are utilizing technology to assist in their delivery of service in the applied settings including in the K-12 educational setting. Many educational technology companies claim that their products are evidence-based, however, the term evidence-based is not clearly defined nor are their guidelines how this term can be applied in association with educational technology products. In other fields (e.g. medicine) significant work has been done to develop an evidence-based review process for products and a clear notation of the approved use of said products. These other systems may or may not be relevant to the field of behavior analysis but they do provide an opportunity for compare and contrast. This session will explore the strategies several educational technology companies, whom are all grounded in the field of applied behavior analysis, currently use to ensure their products are grounded in scientific knowledge as well as the challenges the product development process experiences in attempting to garner an evidence base for their technologies.? |
Keyword(s): Education Technology, Evidence Based |
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Leaving the Safety of Our Closets: Examining the Impacts of Stigma and Discrimination in LGBTQ and Gender Nonconforming Populations |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
204A (CC) |
Area: CSE; Domain: Applied Research |
Chair: Garret M Cantu (University of Louisiana at Lafayette) |
Discussant: Angela M. Persicke (Center for Autism and Related Disorders (CARD)) |
CE Instructor: Angela M. Persicke, M.A. |
Abstract: Although legal action has been consistently more progressive toward individuals who are lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ) and gender nonconforming, the social climate still provides a context that perpetuates stigma and discrimination directed toward these individuals. Individuals who engage in stigmatizing behavior toward LGBTQ individuals often work justify these actions, while those who are being stigmatized or discriminated against display patterns of behavior associated with decreased psychological well-being and neglect to physical health. This symposium will look at behaviors associated with discrimination and stigma targeting LGBTQ and gender nonconforming populations from individuals who engage in stigmatizing behaviors as well as those who receive gender-related discrimination. The first presentation will assess the relationships between psychological flexibility and LGBTQ stigma in a southern college student sample. The second paper will discuss the relationships between gender-related discrimination, body image, psychological flexibility and engagement in health physical activity in the daily lives of individuals along the continuum of gender expression. Implications for future research as well as interventions aimed improving psychological and physical well-being of individuals in the LGBTQ and gender nonconforming population will be discussed. |
Keyword(s): discrimination/stigma, gender nonconformity, LGBTQ issues, psychological flexibility |
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Seeing Past Sexuality: Psychological Inflexibility, LGBTQ Stigma, and Responsiveness to Education-Based Stigma Interventions |
LAUREN BURNS (University of Louisiana at Lafayette), Lauren Griffin (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Stigma associated with marginalized groups is quite common. As a marginalized group, the Lesbian Gay Bisexual Transgender and Queer/Questioning (LGBTQ) community is often the recipient of this stigma. Because of these stigmatizing views and beliefs, LGBTQ persons are often subjected to discrimination, harassment and violence. Stigma is most commonly addressed through education interventions, however, data supporting these interventions is mixed. This may be due to psychological factors that education interventions do not address. For example, psychological inflexibility involves narrowness of attention, rigidity and insensitivity of behavior, and dominance of the avoidant repertoire. Recently, investigations into the mechanisms underlying stigma reveal that psychological inflexibility might 1) facilitate stigma, and 2) interfere with new learning that could undermine stigma. The current study examined the relationship between psychological flexibility, LGBTQ stigma, and responsiveness to an education intervention. Participants reported explicit attitudes toward the LGBTQ community, along with behavioral intentions. Next participants were exposed to an education intervention designed to decrease LGBTQ stigma. Preliminary data suggest that psychological flexibility predicts stigma, and responsiveness to education interventions designed to decrease stigma. Implications for integrating flexibility-based interventions with education will be discussed. |
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She, He, They and Their Bodies: Gender-Related Discrimination, Body Image, Flexibility, and Physical Activity across the Continuum of Gender Expression |
MADISON GAMBLE (University of Louisiana at Lafayette), Jessica Auzenne (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Gender identity and gender expression influence many areas of the individual’s life beyond interpersonal relationships, including psychological and interpersonal well-being. For example, gender nonconforming adolescents have been found to engage in less physical activity than their counterparts which may have serious implications for their physical well-being (Calzo et al., 2014). One mechanism by which this impact is made is through discrimination from others. Individuals who are gender nonconforming are more likely to be discriminated against than individuals whose gender identity conform to their biological sex. The negative impacts associated with this discrimination might stem from bodily dissatisfaction and inflexibility about experiences of the body, which have also been linked to decreased engagement in physical activity. This study sought to determine the effects of experiences of gender-related discrimination, body image disturbance, and body image flexibility on patterns of healthy physical activity. Ecological momentary assessment (EMA) was used to assess these behaviors over the course of the participants’ daily experiences. Preliminary results suggest that flexibility with body experiences may play a role in the impacts of gender-related discrimination on physical activity. Implications for intervention and future research will be discussed. |
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Treatment Adjuncts to Functional Communication Training |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
214D (CC) |
Area: DDA; Domain: Applied Research |
Chair: Heather Pane (Caldwell University) |
CE Instructor: Heather Pane, M.Ed. |
Abstract: This symposium will include data-based presentations that describe the use of functional communication training (FCT) as part of a treatment package. The first study used a brief-functional analysis in developing a Social Story that matched the function of the target behavior for two participants with autism. The function-based Social Story plus FCT was effective in decreasing the target behavior and increasing the target mand for both participants. The second study evaluated the effectiveness of multiple schedules to maintain treatment gains when generalized to a naturalistic setting for two participants with developmental disabilities who engaged in severe problem behavior. Discriminated mands maintained with both participants while problem behavior remained low in new settings. The third study evaluated the effects of token economies following acquisition of a break response to increase rates of compliance for two participants who engaged in problem behavior maintained by escape from demands. Following FCT, token economies were introduced. The token economy resulted in increasing rates of compliance, while maintaining low levels of problem behavior and break requests. These studies support the use of FCT as part of a treatment package for decreasing problem behavior and increasing appropriate mands. |
Keyword(s): developmental disabilities, FCT, problem behavior |
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Social Stories™ with Children with Autism: Functional Analysis, Treatment Preference, and Maintenance |
HEATHER PANE (Caldwell University), Tina Sidener (Caldwell University), Jason C. Vladescu (Caldwell University), Anjalee Nirgudkar (Behavior Analysts of NJ) |
Abstract: Social Stories™ are often used with children with autism to provide information about appropriate behaviors in specific contexts. In the Social Story™ literature, there is limited research on functional analysis as a pre-assessment for determining the function of an individual’s behavior and subsequent implementation of a function-based Social Story™. This study used a brief-functional analysis to assist in developing a Social Story™ that matched the function of the target behavior for two participants with autism. The differential effects of a Social Story™ that matched the function of the behavior, a Social Story™ that did not match the function of the behavior, and a Social Story™ that described baseline were compared in an alternating treatments design. Results indicated that (a) the function-based Social Story™ plus functional communication training (FCT) was effective in decreasing the target behavior and increasing the target mand for both participants, (b) both participants selected the function-based Social Story™ during the treatment preference evaluations, and (c) both participants maintained low levels of the target behavior and maintained target mands when the Social Stories™ were removed. |
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Some Novel Methods of Establishing Multiple Schedules Following Functional Communication Training |
SETH B. CLARK (The Marcus Autism Center), Nathan Call (Marcus Autism Center), Joanna Lomas Mevers (The Marcus Autism Center), Jessica Alvarez (Marcus Autism Center) |
Abstract: Studies have indicated that multiple schedules can be effective tools to produce discriminated manding while maintaining low rates of problem behavior (Fisher, Kuhn, & Thompson, 1998; Hanley, Iwata, & Thompson, 2001). Multiple schedules may also be effective when trying to maintain treatment effects in the natural environment. Treatments are commonly evaluated within a single environment that is well controlled (Campbell, 2003). However, difficulties can arise in natural environments that are inevitably less structured. The use of schedule correlated stimuli within a multiple schedule arrangement may help promote stimulus control of problem behavior and manding, and prevent resurgence. The purpose of the current study was to evaluate the effectiveness of multiple schedules to maintain treatment gains when generalized to a naturalistic setting. Participants were two individuals with developmental disabilities who engaged in severe problem behavior. Prior to generalization, participants first completed a schedule thinning protocol designed to maintain discriminated manding while thinning the schedule of reinforcement to a terminal goal of a 10 min in the presence of the SDELTA. Next, treatment was generalized to leisure, academic, life skills, and other naturalistic settings and tasks. Overall, discriminated mands maintained with both participants while problem behavior remained low in these new settings. |
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An Evaluation of Token Economies Following Functional Communication Training to Increase Compliance |
NADRAT NUHU (Auburn University), Sacha T. Pence (Auburn University) |
Abstract: Functional communication training (FCT) is a well-supported intervention used to manage problem behavior by teaching alternative communicative responses to access functionally equivalent reinforcers (Hagopian, Boelter, & Jarmolowicz, 2011). Sometimes during FCT, the individual will engage in the communicative response excessively, requiring systematic schedule thinning (Hagopian, Fisher, Sullivan, Acquisto, & LeBlanc, 1998). The current study evaluated the effects of token economies following acquisition of a break response to increase rates of compliance. Two participants who engaged in problem behavior maintained by escape from demands were taught to request a break. Following FCT, token economies were introduced. Tokens were earned contingent on compliance and then traded-in for preferred items and enhanced breaks. The token economy contingencies were systematically increased while the break response continued to result in the removal of demands. The token economy resulted in increasing rates of compliance, while maintaining low levels of problem behavior and break requests. These findings persisted across increasing the ratio of difficult demands and increasing the schedule and exchange requirements. The findings suggest that FCT schedule thinning is not always necessary to decrease rates of communication response use and that competing contingencies may be effective for increasing compliance. |
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On the Utility of Within-session Data Analysis for Functional Analysis Clarification |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
214C (CC) |
Area: DDA; Domain: Applied Research |
Chair: Tracy L. Kettering (Bancroft) |
Discussant: Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University ) |
CE Instructor: Tracy L. Kettering, Ph.D. |
Abstract: Within session data can be used to clarify the results of unclear or undifferentiated functional analyses. For example, graphing minute by minute data on behavior during a longer experimental session may reveal extinction or reinforcer effects (Vollmer et al. 1993). Similarly, evaluating responses that occur in the presence and absence of the establishing operation separately may reveal a more clear functional relation between variables or rule out a reinforcement contingency (Roane et al. 1999). In the first data-based presentation, the utility of analyzing within-session data during standard functional analysis conditions will be explored by comparing graphs of problem behavior in the presence and absence of the establishing operations. Results indicated that evaluating response-reinforcer relationships during functional analysis test conditions reveal patterns that may confirm or dispute that a consequence is a functional reinforcer for the target response. In the second data-based presentation, the utility of analyzing within-session patterns of behavior during extended no interaction conditions were analyzed to differentiate between the maintaining variables of similar topographies of behavior. Data revealed that the assessment could be used to separate response classes when some, but not all, topographies of behavior were maintained by automatic reinforcement. Implications for assessment purposes will be discussed. |
Keyword(s): functional analysis |
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Analysis of Within-Session Responding in the Presence and Absence of Establishing Operations for Functional Analysis Clarification |
JONATHON METZ (Bancroft), Sean Smith (Bancroft), Susan Field (Georgian Court University), Tracy L. Kettering (Bancroft) |
Abstract: Analysis of within-session responding may prove to be a useful tool when differentiating unclear results in formal functional analyses (Fahmie & Hanley, 2008). In a typical functional analysis, establishing operations are systematically altered to evoke behavior in reliable patterns. Thus, comparing patterns of responding in both the presence and absence of establishing operations during a single functional analysis may help identify the the functions of problem behaviors (Roane et al., 1999). The present study is an extension of the methods developed by Roane et al. (1999) and assesses the efficacy of utilizing within-session data by comparing the rates of problem behavior in the presence and absence of establishing operations. All participants were diagnosed with autism and resided in a residential facility for the treatment of severe problem behavior. A traditional functional analysis was conducted for each participant and graphs were created such that the rate of problem behavior in the presence and absence of establishing operations were graphed separately for each topography of problem behavior. The results suggest that analyzing the rate of problem behavior separately in the presence and absence of establishing operations can help clarify the results of traditional functional analyses. |
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Within-Session Data to Differentiate Social and Automatic Sources of Reinforcment for Multiple Topographies of Behavior |
JOSHUA LAFORTE (Bancroft), Patrick Thulen (Bancroft), Sean Smith (Bancroft), Tracy L. Kettering (Bancroft) |
Abstract: Extended no-interaction conditions following an undifferentiated standard functional analysis may help differentiate between socially and automatically maintained behavior (Vollmer et al., 1995). Multiple topographies of behavior that would typically be classified in a single response class may be maintained by different reinforcers and possibly cause undifferentiated functional analysis results (Thompson et al., 1998). Querim et al. (2013) demonstrated the utility of an extended alone assessment as a screening tool for automatic reinforcement and confirmed the findings in a functional analysis. In the current study, within session data for separate response topographies of problem behavior were recorded within an extended alone assessment for individuals with autism. Two response classes of self-injury (one socially mediated and one automatically reinforced) were identified for two participants and two response classes of disruptive behavior (one socially mediated and one automatically reinforced) were identified for one participant. Implications for the functional analysis of problem behavior for individuals with multiple topographies of problem behavior will be discussed. |
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Behavior Analysis in Schools: Developing Functional Behavior Assessment and Behavior Interventions |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
210AB (CC) |
Area: EDC/PRA; Domain: Applied Research |
Chair: Paula Chan (The Ohio State University) |
CE Instructor: Paula Chan, M.A. |
Abstract: Conducting functional behavior assessments and developing behavior intervention plans in schools can be challenging for a variety of reasons. For example, some teachers may be underprepared to conduct a functional behavior assessment without additional training. Others may struggle to identify how to best integrate information from the relevant team members into a meaningful, comprehensive assessment. The purpose of this symposium is to share research focusing on conducting functional behavior assessments and behavior interventions in school. The first paper will present findings from a study that trained educators to collect accurate descriptive data. The second paper will report findings from a descriptive study that compared agreement between challenging behavior identified by the teacher and the student, and evaluated the quality of student responses. The last paper will present data that demonstrates how function based interventions can be used to decrease challenging behavior and increase academic engagement. Authors will discuss their findings and future directions for research. |
Keyword(s): Behavior Interventions, FBA, Schools |
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Training Educators to Collect Accurate Descriptive-Assessment Data |
SACHA T. PENCE (Auburn University), Claire C. St. Peter (West Virginia University) |
Abstract: Descriptive assessments involve recording naturally occurring instances of behavior and corresponding antecedent and consequent events. Authors have argued for the use of two forms of descriptive assessment, structured and narrative ABC recording, because these methods may require little training. However, the extent to which minimal training produces accurate data with these methods has not been examined. During Experiment 1, we examined teachers’ accuracy recording descriptive data from videos. Accuracy on problem behavior did not improve over time in the absence of formal training, regardless of initial exposure to structured or narrative ABC recording. Teachers displayed a preference for the structured ABC recording sheet. During Experiment 2, eight participants were instructed using an automated training procedure that provided practice and feedback. Accurate data collection on problem behavior increased for six participants following training. Data-collection accuracy was higher for environmental events involving the presentation of stimuli (demand and attention) than the absence of stimuli (escape and low attention). Participants displayed idiosyncratic preferences for either the structured or the narrative ABC recording sheet. |
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Evaluating the Agreement Between Teacher and High School Students’ Identification of Challenging Behavior |
PAULA CHAN (The Ohio State University), natalie andzik (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University) |
Abstract: Students are frequently involved in Functional Behavior Assessments through student interviews. However, little research has been done to identify the agreement between teacher and student responses, or the quality of student contributions. The purpose of this descriptive study was to evaluate the agreement between behaviors identified by the students and by the teachers. Researchers complemented interviews with the teacher, student by dedicating four hours of direct observation in the classroom. Results indicate low levels of agreement on identified behaviors between students and teachers. A follow up analysis was conducted to identify the quality of student responses when asked to identify antecedents, behaviors, and consequences, and whether responses were objective, clear, and complete. Researchers found that students were able to identify setting events, antecedents, behaviors, and consequences while often including multiple components within each dimension. Additionally, there was variability in student responses within, and across participants. Authors will discuss findings and implications for practice. |
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An Evaluation on the Effects of Check-In/Check-Out with School-aged Children Residing in a Mental Health Treatment Facility |
Crystal Stuart (University of South Florida), KIMBERLY CROSLAND (University of South Florida) |
Abstract: School-Wide Positive Behavior Interventions and Support (SWPBIS) is a framework to apply evidence-based strategies to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. Check-In/Check-out (CICO) is often cited as a foundational and successful secondary intervention in SWPBIS. However, the research conducted on the use of CICO has focused its attention more on its effectiveness in public elementary schools. There is a lack of research evaluating the effectiveness of CICO in alternative school settings. This study provides an extension to the literature by examining the effects of the CICO program with school-aged children residing in a mental health treatment facility. Using a concurrent multiple baseline across participants design, students were exposed to a CICO intervention strategy in which problem behaviors were targeted for reduction and academic engagement was targeted for acquisition. All three students showed substantial decreases in problem behavior and increases in academic engagement when the CICO intervention was in place. |
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Examination of Behavioral Assessments and Interventions for School-Related Behaviors |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
212AB (CC) |
Area: EDC; Domain: Applied Research |
Chair: SungWoo Kahng (University of Missouri) |
CE Instructor: SungWoo Kahng, Ph.D. |
Abstract: School-age children exhibit many behaviors that can interfere with learning and school success. Historically, behavioral interventions have been used to improve school-related behavior. This symposium focuses on several innovative approaches to addressing two common problems, homework completion and disruptive behaviors. Two studies examined factors that may affect homework completion. The first paper focuses on research on how competing variables can adversely impact homework completion. Additionally, this project examined how technology can be used to increase homework completion. The second paper focuses on a identifying more effective reinforcers through a functional analysis. It is through this functional analysis that a function-based intervention can be developed to increase homework completion. The final paper focuses on reducing disruptive behavior during classroom transitions using a randomized dependent group contingency. This study showed that the contingency decreased the disruptive behaviors of teacher identified students. All three papers demonstrate the utility of behavioral assessments and interventions to improve common problems exhibited by school-age children. |
Keyword(s): classroom, disruption, functional analysis, homework |
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The Effect of Mode of Presentation on Homework Completion in Elementary-Aged Students |
KERRI P. PETERS (University of Florida), Michele R. Traub (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Previous research has demonstrated the correlation between homework completion and improved academic performance (e.g., Olympia et al., 1994) and the role that behavioral intervention can play in improving homework completion and accuracy (Olympia et al., 1994; Madaus et al., 2003). One growing impediment to homework completion is the availability and reinforcing nature of competing items such as cell phones and televisions. In the current study we compared the rate of math problem completion with and without distractors present, and when the math problems were presented on paper and on a computer screen. In over half of the participants the distractors competed with the homework when math was presented on paper, but these same participants completed the math problems in the presence of distractors when the math was presented on the computer. These preliminary results may indicate a relatively simple intervention to increase homework completion and decrease distraction in the natural environment. |
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Increasing Compliance with Homework: A Functional Analysis of Schoolwork Completion |
EMMA GRAUERHOLZ-FISHER (University of Florida), Michele R. Traub (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Early research from our lab has indicated that students are unlikely to complete homework when distracting items are present (magazines, puzzles, etc.) For some students, changing the mode of presentation from paper to computer increases the likelihood of work completion (see another presentation in this symposium for these data). In a continuation of this line of research, we are using adapted multielement functional analysis methods to identify potential reinforcers for homework completion in a subset of individuals who had previously completed little or no work under distraction conditions, both when work was presented on paper and on computer. These students are presented with math problems on a simple computer program under several reinforcement conditions: contingent praise, contingent feedback, contingent edibles, contingent breaks, and a control condition with no social interaction. We will then reevaluate homework completion on both computer and paper to assess the efficacy of the identified reinforcer under more naturalistic conditions. |
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Mystery Walker: A Preliminary Investigation of a Randomized Dependent Group Contingency |
MEGHAN DESHAIS (Kennedy Krieger Institute), Alyssa Fisher (Kennedy Krieger Institute), SungWoo Kahng (University of Missouri) |
Abstract: We conducted a preliminary evaluation of the mystery walker game, a randomized dependent group contingency to decrease disruptive behavior during hallway transitions. Two first-graders, who were identified by their classroom teacher, participated in this study. A multiple baseline across transitions was used to evaluate the effects of the mystery walker game on participants’ disruptive behavior during hallway transitions. Results indicated that both participants engaged in lower levels of disruptive behavior during the mystery walker game compared to baseline. In addition, generalization of treatment effects was observed for one participant. |
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The formation of academic stimulus classes using Equivalence Based Instruction |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
211 (CC) |
Area: EDC; Domain: Applied Research |
Chair: Kenneth F. Reeve (Caldwell College) |
CE Instructor: Kenneth F. Reeve, Ph.D. |
Abstract: Previous applied studies have demonstrated the effectiveness of the stimulus equivalence paradigm in teaching skills such as fractions, reading, and U.S. geography. Additionally, researchers have confirmed the utility of match-to-sample procedures and tact training in the formation of equivalence classes. The following three studies showed the formation of equivalence classes with a variety of stimuli and across two different populations. Experiment 1 evaluated the effects of tact training on the formation of equivalence classes with a 10-year old male with autism. Results showed that following tact training, the participant demonstrated the emergence of derived auditory-visual and visual-visual relations. Experiment 2 examined at the use of equivalence-based instruction to teach four, 4-member classes representing functions of behavior to 10 undergraduate and graduate college students. Results showed that all participants acquired both trained and derived relations. Finally, in experiment 3, equivalence classes were established for the fifth grade science concepts, liquid, gas, and solid through the use of match-to-sample conditional discrimination training with students with autism spectrum disorders. |
Keyword(s): derived relations, match-to-sample, stimulus-equivalence, tact training |
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The Formation of Geography Equivalence Classes Following Tact Training |
MEGAN BREAULT (RCS Learning Center) |
Abstract: The stimulus equivalence paradigm has been well documented within the applied literature over the past four decades. Many researchers have shown that following the direct training and reinforcement of specific stimulus-stimulus relations untrained relations have emerged. Match-to-sample procedures have been frequently used in training however, some research has suggested that having an established naming repertoire for a particular class of stimuli may be sufficient for the formation of equivalence relations. The current study evaluated the formation of 3 equivalence classes following tact training using geography-based stimuli (state shape, state abbreviation, state flag). The participant was a 10-year old male who held a diagnosis of autism spectrum disorder. The nine visually dissimilar stimuli were separated into three different classes (i.e. Connecticut, Massachusetts, Maine). The participant was taught to tact each of the nine stimuli as Connecticut, Massachusetts or Maine. Results showed that following tact training, the participant demonstrated the emergence of untrained relations through auditory-visual and visual-visual match-to-sample tests. |
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Teaching advanced learners about functions of behavior using stimulus equivalence-based instruction. |
LEIF ALBRIGHT (Caldwell College), Lauren K. Schnell (Caldwell College), Kenneth F. Reeve (Caldwell College), Tina Sidener (Caldwell College) |
Abstract: Determining the function of behavior through the interpretation of data is a critical skill for any behavior analyst. The present study evaluated the use of equivalence-based instruction to teach four, 4-member classes representing functions of behavior to 10 undergraduate and graduate college students. Computerized equivalence-based instruction along with multiple exemplars of stimuli were used to teach the classes. A pretest-training-posttest design was used to evaluate performances on computer-based tests and written multiple-choice tests (selection-based responding), as well as oral tests (topography-based responding). All participants acquired both trained and derived relations during computer-based match-to-sample instruction. Testing scores improved from pretest to posttest on both selection-based tests (i.e., computer-based and written multiple-choice) and the topography-based tests (i.e., oral) for all participants following equivalence-based instruction. Finally, test performance maintained two weeks after equivalence-based instruction was completed. The present study demonstrated that equivalence-based instruction can be used to effectively teach the function of behavior and that a selection-based teaching protocol administered on a computer can promote the emergence of responses to a selection-based testing protocol using multiple-choice and to a topography-based oral test. |
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Stimulus Equivalence with Applied Fifth Grade Science: Class Expansion |
EMILY LEONARD (Simmons College) |
Abstract: In three experiments, equivalence classes were established for typical third grade science concepts of carnivore, herbivore and omnivore with multiple participants across multiple settings and methodologies. The current study was a systematic replication with novel science concepts (liquid, gas, solid) with students with autism spectrum disorders. Initially, participants were taught to match visual pictures of the different states of matter to their printed word categories liquid, gas, solid. Then they were taught to match the printed descriptions of liquid, gas, solid, again, to the same printed word categories. Subsequent testing of all possible stimulus-stimulus relations documented the formation of three, three-member equivalence classes. The results demonstrated the emergence of novel stimulus-stimulus relations indicative of equivalent class formations of novel science concepts with students with autism spectrum disorders. The results of these experiments are discussed in terms of applying stimulus equivalence technology to groups of general and special education students in order to teach general education science concepts. |
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Still Dreaming but Still Learning to Create Positive Climates for Leaders |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
207AB (CC) |
Area: OBM; Domain: Theory |
Instruction Level: Intermediate |
CE Instructor: Judi Komaki, Ph.D. |
Chair: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago) |
JUDI KOMAKI (New York) |
Wes Becker's graph of students Edward and Elmer changing from aimless wandering to completing assignments was Dr. Judi Komaki's introduction to applied behavior analysis. That was at Illinois in 1968. Seven years later, teaching work motivation (part time) in Georgia Tech's business school, she shifted to working adults. Without proper management support, however, Dr. Komaki learned programs would be doomed to failure. Leaders became her focus when joining the industrial/organizational psychology faculty at Purdue University and the City University of New York. After tracking leaders in darkened theaters and aboard racing boats, she formulated an operant leadership model, highlighting performance monitoring especially work sampling and positive consequences. Writing plays forced her to confront the sometimes pernicious impact of bias, which in turn propelled her to promote social and economic justice. Besides 40-plus articles and chapters, she's the proud author of a leadership book, an off-off Broadway play, and an article daring to pursue the dreams of the Rev. Martin Luther King, Jr. Dr. Komaki has served on editorial boards of the Journal of Applied Behavior Analysis, Journal of Organizational Behavior Management, and Leadership Quarterly. Awarded contracts by the Office of Naval Research, the National Institute of Occupational Safety and Health, and the Army Research Institute, she is now an ARI Fellow striving to prevent sexual harassment and assault. |
Abstract: Baer, Wolf, and Risley (1968) audaciously aspired to making a difference. Modestly, however, they encouraged a "self-evaluating, discovery-oriented" process. This learning stance helps to enable the dreams of Dr. Judi Komaki. She'll talk about just two. Curious how an inner city public high school managed to maintain a graduation rate of 95%, Dr. Komaki shadowed a gifted principal for three semesters. She saw how he stealthily created a safe, supportive climate, which enticed the students to attend and their dedicated teachers to remain. Just as critical, however, she learned how the chancellor created a supportive climate, empowering and establishing full-throated organizational metrics and incentives for principals. Currently, Dr. Komaki is trying to prevent sexual assault in the United States Army. Initially stymied, she finally figured out how we as behavior analysts reduced workplace accidents by reinforcing the positive (safety). If cultures could be created in which team members ferociously protect one another, assaults would drop. Team culture clearly needs to be bolstered. But just as important, given the severe under-reporting of assault, the challenge is to help busy commanders motivate junior officers by providing timely information and feedback about whether their team is on the right track. Imagine if we could ensure that only leaders successful at building positive climates were promoted. |
Target Audience: Master's and post-masters behavior analysts and psychologists. |
Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) describe for an interested school superintendent how a gifted high school principal was empowered and measured in his quest to maintain a graduation rate of 95% and how the principal created a safe, supportive climate which enabled two pillars of educational reform, enticing inner city minority students to come to school and their talented teachers to stay; (2) persuasively show why a behavioral approach to preventing sexual assault might be a viable approach on college campuses. Use as an example the positive approach we behavior analysts sometimes use to reduce undesired workplace accidents and disruptive classroom behavior; and (3) identify the best team you have ever been on and the leader(s) of that team. Specify in behavioral terms what you liked about the leader(s). Now assume that you are in charge of the organization and would like to foster those behaviors in other leaders. Identify what if any changes you would make to the organization's measurement of leaders. |
Keyword(s): leadership, school climate, sexual assault |
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PDS EVENT: Navigating the Licensure Process: A Discussion of Behavior Analyst Licensure Laws |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
213AB (CC) |
Area: PRA; Domain: Service Delivery |
CE Instructor: Amanda E. Urbanczyk, M.S. |
Chair: Mallory Garrett (The University of Memphis) |
GINA GREEN (Association of Professional Behavior Analysts) |
WILLIAM H. AHEARN (New England Center for Children) |
AMANDA E. URBANCZYK (Tennessee Association for Behavior Analysis) |
Abstract: There are currently 19 states in the United States that have passed bills related to the licensure of behavior analysts. Establishing state licensure involves navigating a legislative system that may be unfamiliar to the practitioners and scientists who comprise our field. This process involves numerous steps, and requires behavior analysts to communicate effectively with legislators and professionals from other disciplines. Once state licensure is established, there are additional challenges as rules and procedures are established for the new credential. During this panel discussion we will learn about this process from three panelists who have been in the forefront of getting licensure bills passed. They will talk about strategies they found useful in achieving state licensure, and specific roadblocks they have come across in different states. The implications of their experiences for behavior analysts in other states considering licensure will also be discussed. |
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The Unfortunate State of Affairs of Graphing Practices in Behavior Analysis |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
006D (CC) |
Area: PRA/EAB; Domain: Applied Research |
Chair: Douglas E. Kostewicz (University of Pittsburgh) |
Discussant: William J. Helsel (Behavior Technology Consultant) |
CE Instructor: Richard M. Kubina Jr., Ph.D. |
Abstract: Behavior analysts take great care in observing and recording data. Line graphs form the main device used to interpret the rigorous collected data. However, the care with which the field of behavior analysis uses when publishing data varies greatly. Behavior analysis relies on nonstandard linear (or equal interval) graphs to determine the effects of almost all times series data. Due to the nonstandard nature and the limitations of linear graphs behavior analysis must continue to face inveterate limitations of non-quantification and shifting slopes due to arbitrary decision of graph creators. The science of behavior analysis would improve at least 10x with standardization, quantification, and vastly improved information for time series behavior. The present symposium provides data from a study showing the state affairs for line graphs in behavioral journals. The symposium also presents and alternative to nonstandard linear graphs in the form of a superior visual display, the Standard Celeration Chart. |
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A Critical Review of Line Graphs in Behavior Analytic Journals |
DOUGLAS E. KOSTEWICZ (University of Pittsburgh) |
Abstract: Graphs have played an instrumental role in the science of behavior analysis since its inception. The most common graphic used in behavior analysis falls under the category of time series. The line graph represents the most frequently used display for visual analysis and subsequent interpretation and communication of experimental findings. However, no critical examination of graphical quality has occurred to date. The purpose of the current survey serves to examine the essential structure and quality features of line graphs in behavioral journals. Four thousand three hundred and thirteen graphs from 11 journals served as the sample. Results of the survey indicated a high degree of deviation from standards of graph construction and proper labeling. A discussion of the problems associated with graphing errors precedes future directions for research in the field of behavior analysis. |
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A direct comparison of nonstandard linear graphs and Standard Celeration Charts |
RICHARD M. KUBINA JR. (Penn State), Douglas E. Kostewicz (University of Pittsburgh) |
Abstract: Behavior analysts analyze and interpret data as well as construct, communicate, and defend claims of knowledge with data graphics. While behavior analysts do use other inscription devices, such as tables, visual analysis of data serves as the linchpin of the science of behavior. From Skinner to contemporary behavior analysts, researchers and practitioners mostly rely on time series data graphics such as the line graph. With so much analytical and communicative power invested in line graphs behavior analysts must consider how different types of line graphs effect their verbal behavior. This paper describes, compares, and contrasts two types of line graphs, or charts, available for time series data: nonstandard linear charts and Standard Celeration Charts. Standard Celeration Charts provide benefits that all behavior analysts should demand: quantification of trend, variability, immediacy of behavior change, and trend changes. Beyond quantification, Standard Celeration Charts also present numerous advantages over nonstandard linear graphs for the graphic display of behavioral data. |
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Genes, Environmental Sensitivity, Psychiatric Comorbidity, and Adaptation in Autism |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
Grand Ballroom C3 (CC) |
Area: PRA; Domain: Applied Research |
CE Instructor: John M. Guercio, Ph.D. |
Chair: John M. Guercio (AWS) |
JOHN CONSTANTINO (Washington University) |
Dr. John Constantino is Blanche F. Ittleson Professor and director of the William Greenleaf Eliot Division of Child and Adolescent Psychiatry at Washington University School of Medicine. His research on autism has focused on gene discovery and the elucidation of developmental markers of risk and resilience. He and his research team have pioneered the development of rapid quantitative methods for measuring inherited aspects of social impairment in children, to determine how such impairments are transmitted in families, populations, and across generations. Dr. Constantino’s work is currently funded by the U.S. National Institutes of Health, the U.S. Centers for Disease Control, and Autism Speaks. He has served on the Scientific Advisory Committee of the Autism Genetic Resource Exchange (AGRE, a national gene bank for Autism), and is a former chair of the Mental Health Commission of the state of Missouri. He has an active clinical practice specializing in the care of children with disorders of social development, and he is psychiatrist-in-chief of St. Louis Children’s Hospital. He has authored or co-authored more than 95 original peer-reviewed scientific papers. |
Abstract: This talk will first address what is currently known about the genetic underpinnings of autism, and how these overlap with susceptibilities to other neuropsychiatric conditions. The impact of genetic susceptibility to autism on children’s sensitivity and response to the environment will be discussed, with implications for approaches to behavioral support at respective stages of development. Next, the treatment of psychiatric comorbidities and their effect on adaptive functioning in autism will be reviewed. Finally, the goals for a next wave of research on the frontiers of genetics, early mind/brain development, and behavioral neuroscience will be discussed, specifically with respect to the promise of higher-impact intervention for affected children. |
Keyword(s): autism genetics |
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From Keller and Schoenfeld to Concepts and Categories |
Saturday, May 23, 2015 |
1:00 PM–1:50 PM |
Lila Cockrell Theatre (CC) |
Area: SCI; Domain: Basic Research |
CE Instructor: Edward Wasserman, Ph.D. |
Chair: Thomas Zentall (University of Kentucky) |
EDWARD WASSERMAN (University of Iowa) |
Edward A. Wasserman received his B.A. in psychology from the University of California at Los Angeles and his Ph.D. from Indiana University. He was an National Science Foundation Postdoctoral Fellow at the University of Sussex, England; a National Academy of Sciences Exchangee at the Institute of Higher Nervous Activity and Neurophysiology, Moscow, USSR; a Visiting National Center for Scientific Research scientist at the Center for Research in Cognitive Neuroscience, Marseille, France; and a visiting professor at Keio University, Tokyo, Japan. His first and only academic position has been at the University of Iowa, where is Stuit Professor Experimental Psychology. He has served as president of the Comparative Cognition Society as well as president of Divisions 3 (Experimental Psychology) and 6 (Behavioral Neuroscience and Comparative Psychology) of the American Psychological Association. He is a member of the Society of Experimental Psychologists and was the 2011 recipient of the D. O. Hebb Distinguished Scientific Contribution Award from Division 6 of APA. He has edited four volumes, most recently the Oxford Handbook of Comparative Cognition with Thomas R. Zentall and How Animals See the World: Comparative Behavior, Biology, and Evolution of Vision with Olga F. Lazareva and Toru Shimizu. Dr. Wasserman has published extensively in the areas of comparative cognition and perception. |
Abstract: Keller and Schoenfeld (1950) offered a unique behavioral perspective on conceptualization and categorization, one that has proven to be dramatically out of step with mainstream cognitive theory. Keller and Schoenfeld's behavioral approach has inspired Dr. Wasserman's research into conceptualization and categorization by nonhuman animals. Using a system of arbitrary visual tokens, Dr. Wasserman and his colleagues have built ever-expanding nonverbal "vocabularies" in pigeons through a variety of different discrimination tasks. Pigeons have reliably categorized as many as 500 individual photographs from as many as 16 different human object categories, even without the benefit of seeing an item twice. Their formal model of categorization effectively embraces 25 years of empirical evidence as well as generates novel predictions for both pigeon and human categorization behavior. Comparative study should continue to elucidate the commonalities and disparities between human and nonhuman categorization behavior; it also should explicate the relationship between associative learning and categorization. |
Keyword(s): categorization, comparative cognition, concept formation |
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The Use of Tablet Based Technology in Autism Intervention: Verbal Behavior and School Readiness |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
217C (CC) |
Area: AUT; Domain: Applied Research |
Chair: Matthew Tincani (Temple University) |
Discussant: Matthew Tincani (Temple University) |
CE Instructor: Elizabeth R. Lorah, Ph.D. |
Abstract: This symposium will present recent research on the use of handheld computing technology in autism intervention and instruction. The first study will present data collect in terms of teacher fidelity and rate of the contrived mands across both the iPad as a speech-generating device and a picture based communication system. Additionally, teacher preference in terms of ease of use and general preference will be discussed. The second study will evaluate the use of the iPad as a speech-generating device in terms of a pliace-interverbal operant, in the answering of social questions- questions about personal information and personal preferences. The third study will evaluate the use of the iPad as a speech-generating device in terms of the acquisition of intraverbals in the form of animal sounds and its generalization to the natural environment. Finally, the use of the iPod and application Letter School to teach handwriting skills in three young children with autism will be described. Implications for future research in terms of powerful, portable, and readily available handheld technology in terms of autism will be discussed. |
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Comparing Teacher Fidelity and Preference for a Communication Modality |
D. RENEE SPEIGHT (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Alison Karnes (University of Arkansas) |
Abstract: This study compared teacher implementation fidelity across the iPad as a speech-generating device and a picture based communication system, in terms of mand training with preschool aged students diagnosed with autism. Teachers were trained on the a) importance of mand training; b) how to contrive mands; c) prompting strategies; and d) data collection, across both methods of communication training. Procedural fidelity data were collected until teachers reached 100% fidelity across both methods of communication and students reached mastery criteria of 80% independence with both communication methods. Following the achievement of mastery criteria and questionnaire was administered to evaluate teacher preference for a communication modality. |
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Evaluating the iPad as a Speech-Generating Device for the Answering of Social Questions |
ELIZABETH R. LORAH (University of Arkansas), Kristan Elsken (University of Arkansas) |
Abstract: This study evaluated the use of the iPad and application Proloqu2Go as a speech-generating device for the training of five social questions. Three school aged children with a diagnosis of autism participated in the study, which used a multiple-baseline across participants deign. The training procedure involving a five-second time delay, with full physical prompts. Following the training procedure participants acquired the ability to accurately and independently answer social questions using the iPad and application Proloqu2Go as a speech-generating device. Mastery criteria involved the discrimination between five pictures depicting answers to questions regarding personal information and likes (e.g., favorite toy), at or above 80%. |
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The use of the iPad as a Speech-Generating Device to Teach Animal Sounds |
ALISON KARNES (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Kristan Elsken (University of Arkansas) |
Abstract: This study evaluated the use of the iPad and application Proloqu2Go in the development of intraverbal skills in school aged children with autism, using a multiple baseline design. The specific skill under investigation was the demonstration of animal sounds. The participants were recruited based on their limited intraverbal skills and lack of functional speech. Baseline data indicated the participants did not display the use of the iPad in correctly identifying animal sounds. In the teaching phase of the study, participants were taught to use the iPad to appropriately identify animal sounds, using a five-second-time delay, with full physical prompts training procedure. Once the participants met a mastery criterion of 80% accurate and independent responding, generalization was assessed during naturally occurring opportunities for the demonstration of animal sounds. |
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The Acquisition of Letter Writing using a Portable Multi-Media Player in Young Children with Developmental Disabilities |
HOLLIE LAWLESS (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Ashley Parnell (University of Arkansas) |
Abstract: This study investigated the use of the iPod Touch and the application Letter School in the acquisition of letter writing in three preschool aged children diagnosed with a developmental disability, using a multiple baseline across letters design. Additionally, the generalization of the acquisition of letter writing from the iPod Touch and stylus pen to paper and pencil was evaluated. Finally, participant preference for instruction using the iPod Touch with a stylus pen or paper and pencil was assessed. The results indicated that all three participants acquired the ability to write letters using a pencil and paper, following instruction using the iPod Touch and application Letter School. For two of the three participants instruction incorporating the iPod Touch and application Letter School was preferred, while one participant demonstrated a slight preference for paper and pencil instruction. |
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Recent Advances in the Production and Maintenance of Response Variability |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
Grand Ballroom C1 (CC) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Joseph D. Dracobly (Eastern Connecticut State University) |
Discussant: Allen Neuringer (Reed College) |
CE Instructor: Joseph D. Dracobly, Ph.D. |
Abstract: Response variability involves systematic changes in a dimension of a response from instance to instance and is important in various complex behaviors such as creativity, problem solving, communication, and the treatment of stereotyped behavior (see Lee, Sturmey, & Fields, 2007 for a review). The current symposium involve four presentations regarding recent advances in the production and maintenance of response variability. Methods and results will be discussed involving the prevalence of response variability in young children with and without intellectual and development disabilities. Three studies involve determining the influence of lag reinforcement schedules for increasing variability in responding. Of these three studies, two studies compare the effects of smaller and larger lag schedules for the production in response variability. Finally, two studies discuss the methods and procedures to promote and maintenance and stimulus control of both repetitive and variation in responding. Discussion regarding the implications and limitations of the procedures and results, as well as suggestions for future research will be included. |
Keyword(s): lag schedules, response variability, stimulus control |
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Increasing Verbal Response Variability with a Lag Schedule of Reinforcement |
Jessica J. Simacek (University of Minnesota), Jennifer J. McComas (University of Minnesota), KATHRYN MASON (University of Minnesota) |
Abstract: Previous research has demonstrated the efficacy of lag schedules of reinforcement to increase variability in verbal responding (Lee, McComas, & Jawor, 2002). Therefore, lag schedules may be an effective intervention for increasing variability in verbal initiations, such as with conversation initiation by commenting or asking a question about relevant stimuli. The purpose of the current study was to investigate the conditions under which a lag schedule of reinforcement increased novel initiated verbalizations for a participant with developmental delay (male, age 13) who engaged in frequent perseverative language that interfered with his clinical programming. Following a functional analysis of the perseverative language, a lag schedule was used to reinforce varied appropriate verbalizations initiated to an interventionist. All perseverative verbalizations were on extinction. Results indicated an attention function for perseverative language, and preliminary evidence of increased variability with initiated verbalizations during intervention. These data are discussed with implications for intervention to increase response variability, with particular relevance to individuals who engage in repetitive, or perseverative verbal behavior. |
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An Application of a Lag Contingency to Reduce Perseveration on Circumscribed Interests during Sustained Conversation |
TRACY L. LEPPER (McNeese State University), Bailey Devine (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
Abstract: Some individuals with autism tend to perseverate on circumscribed interests (CIs) in conversation, which may interfere with peer relations (Nadig, Lee, Singh, Bosshart, & Ozonoff, 2010). We evaluated the effects of a lag contingency on the prevalence of CI-related and CI-unrelated talk with two adolescents diagnosed with autism spectrum disorder who readily sustained conversation with others, but perseverated on CIs. A functional analysis suggested that the participants’ verbal behavior was sensitive to a conversation-partner’s attention as a consequence. In baseline, the conversation partner provided attention at the end of each 10-s interval in which the participant directed conversation at the partner. In the Lag 1 condition, the conversation partner provided attention only at the end of intervals in which there was a change in topics from the previous interval (all CIs were counted as one topic), and in the Lag 2 condition, attention was provided only at the end of intervals in which the topic differed from the two previous intervals. Lag 1 produced increases in the percentage of intervals that included CI-unrelated talk for both participants. For one participant, Lag 1 also produced substantial decreases in CI-related talk, but Lag 2 did not produce further behavior change. For the other participant, Lag 1 did not decrease CI-related talk, but Lag 2 did. Although the lag contingencies successfully altered the prevalence of CI-related and –unrelated talk, further research is needed to identify appropriate treatment goals with respect to variability and content. |
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The Use of a Discrimination Training Procedure to Teach Mand Variability to Children with Autism |
MATTHEW T. BRODHEAD (Purdue University), Thomas S. Higbee (Utah State University), Kristina Gerencser (Utah State University), Jessica Akers (Utah State University) |
Abstract: This study investigated the effects of a script fading and discrimination training procedure on mand variability in preschoolers with autism. Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and a lag schedule of reinforcement. They were also taught to engage in repetitive mands in the presence of the same written scripts and a red placemat. When the scripts were removed, all three participants continued to engage in varied manding in the presence of the green placemat and lag schedule, and they continued to engage in repetitive manding in the presence of the red placemat. When the lag schedule was also removed, two of the three participants continued to engage in varied responding in the presence of the green placemat and repetitive responding in the presence of the red placemat. Finally, all three participants demonstrated generalization and maintenance of mand variability during snack sessions when their peers were present. |
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An Evaluation of Procedures that Affect Response Variability |
JOSEPH D. DRACOBLY (Eastern Connecticut State University), Claudia L. Dozier (The University of Kansas), Adam M. Briggs (The University of Kansas), Jessica Foster (The University of Kansas) |
Abstract: Response variability has traditionally been studied as both a by-product of schedules of reinforcement and as a dimension of operant behavior. More recently, researchers have focused on inducement (via extinction), direct reinforcement (via percentile and lag schedules), and stimulus control of response variability. The purposes of the current study were to (a) determine general levels of response variability across a large number of young children, (b) replicate and extend previous research on effects of various procedures on the production and maintenance of both variable and novel responses, and (c) determine if stimuli correlated with response variability and response repetition contingencies could immediately affect response variability. In Study 1, there was a nearly bi-modal distribution of participants who emitted low and high variability. In Study 2, for the majority of children, variability increased when exposed to extinction but both fixed-lag 4 and variable-lag 4 schedules produced the highest levels of variability and novelty. Finally, in Study 3, stimuli correlated with each contingency were effectively used to evoke relatively rapid alternation between repetition and variation. Implications and considerations for future researchers will be discussed. |
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Staff Training for Human Service Settings: Analyses and Evaluations |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
Grand Ballroom C2 (CC) |
Area: AUT/OBM; Domain: Applied Research |
Chair: Ellie Kazemi (California State University, Northridge) |
Discussant: Stephanie M. Peterson (Western Michigan University) |
CE Instructor: Ellie Kazemi, Ph.D. |
Abstract: Behavior analysts who develop behavioral programming are typically faced with the challenge of effectively training others to implement the programming. Such training involves a number of considerations, including how to structure the training, how to ensure adequate practice of the skill without endangering clients, how to ensure that training will maintain, and ensuring the skills will generalize to novel situations. This symposium will include discussions on each of these areas with talks on a parametric analysis of rehearsal on functional analysis implementation fidelity, an evaluation of the utility of a humanoid robot as a simulated client, and, a pyramidal approach to teach staff effective interaction techniques for older adults with neurocognitive disorder, and using video modeling to teach staff a prompt fading procedure. |
Keyword(s): Rehearsal, Simulation, Staff Training |
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A Parametric Analysis of Rehearsal and Feedback Opportunities during Training of
Functional Analysis Conditions |
SARAH R. JENKINS (The University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: The number of rehearsal with feedback opportunities varies widely in staff training research, ranging from one to 10 in distributed and massed role-plays. Ward-Horner and Sturmey (2012) suggest that rehearsal may be unnecessary to train functional analysis methodology; however, the researchers omitted feedback, which allowed participants to practice errors and does not reflect use of rehearsal in applied settings. Thus, the purpose of this investigation was to conduct a parametric analysis of rehearsal with feedback. We evaluated the effects of massed (one, three, or 10) and distributed rehearsals with feedback within a behavioral skills training package on undergraduate participants’ fidelity of three functional analysis conditions. In general, fidelity was low following instruction and increased with the video model, but participants did not demonstrate mastery in either condition. Participant fidelity increased following massed rehearsals with feedback for a majority of participants; however, most required additional rehearsals to meet criterion. On average, participants required 4.6 rehearsals to meet criterion. Several participants demonstrated high fidelity in the attention condition across nearly all phases of the study suggesting it may be a relatively easier condition to implement accurately. In sum, these findings demonstrate that rehearsal with feedback is beneficial to promote high-fidelity performance. |
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Pyramidal Training For Supervisors and Caregivers of Aging Adults |
ROCKY HAYNES (Southern Illinois University - Carbondale), Jonathan C. Baker (Southern Illinois University), Hannah Ritchie (Southern Illinois University - Carbondale) |
Abstract: Alzheimer’s Disease (AD) is more prevalent than any other disease under the umbrella of Neurocognitive Disorder (Alzheimer’s Association, 2013). Certified Nursing Assistants (CNAs) are the typical front-line care staff who care for individuals in aging care (Sengupta, Harris-Kojetin, & Ejaz, 2010). The present study investigated the use of a pyramidal training model to teach aging facility staff to be able to conduct trainings and to teach direct care staff antecedent strategies shown to be effective when communicating with individuals with AD. Pyramidal training resulted in two tiers of staff successfully implementing training for subsequent tiers of staff and subsequent staff demonstrated mastery of the trained material. However, during maintenance observations, some decreases were observed both with regard to training integrity as well as implementation of the trained material. |
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Using Video Modeling with Voiceover Instruction to Train Staff to Implement a Most-to-Least Prompt Fading Procedure |
ANTONIA GIANNAKAKOS (Caldwell College), Jason C. Vladescu (Caldwell College), Sharon A. Reeve (Caldwell College), April N. Kisamore (Caldwell College) |
Abstract: Most-to-least (MTL) prompting procedures are often an important component of teaching methods based on the principles of applied behavior analysis. However, only two studies have trained staff to implement MTL (Lerman, Tetreault, Hovanetz, Strobel, & Garro, 2008; Lerman, Vorndran, Addison, & Kuhn, 2004) and both incorporated training procedures that requiered the presence of a staff trainer. In the present study a training modality that did not require the presence of a staff trainer, video modeling with voiceover instruction (VM), was evaluated in training staff trainees at a clinic for individuals with autism to implement a MTL prompt prompt/prompt-fading procedure. Generalization to novel prompt fading procedure was also assessed. Results indicated that VM was effective in teaching participants to use MTL and their skills generalized to a untrained prompt delay procedure. |
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Further Evidence That a Robot Can Simulate a Client in Staff Training Research |
LISA STEDMAN-FALLS (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
Abstract: Researchers can face methodological challenges when they evaluate staff training interventions, as trainee performance often depends on client responses. If clients respond differently within an experiment, trainees may have unequal opportunities to perform target skills. One possible solution may be to use a humanoid robot as a simulated client in training research. In Experiment 1, we used multiple baseline across participants designs to train 5 undergraduate students to implement a paired-stimulus preference (PS) assessment with either a robot (3 participants) or a human simulated client (2 participants). Following training, all participants met our mastery criteria and skills generalized across simulated clients. We conducted Experiment 2 using a multi-element design and 10 participants implemented both the PS and the multiple-stimulus without replacement preference assessments. After participants reached our mastery criteria conducting both assessments (one with the robot and the other with the human simulated client) we probed for generalization across simulated clients and across children. We found that participants performed similarly regardless of the assessment type or the simulated client with whom they worked and that skills generalized to working with children. We conclude that a robot may be an effective simulated client in training research. |
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Behavior Analytic Approaches to Psychiatric Illness - Anxiety, Depression and Borderline Personality Disorder |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
Texas Ballroom Salon B (Grand Hyatt) |
Area: CBM/PRA; Domain: Theory |
Chair: Shannon McDonald Shea (Work, Community, Independence) |
Discussant: Michael F. Dorsey (Endicott College) |
CE Instructor: Michael F. Dorsey, Ph.D. |
Abstract: In spite of a clear need for intervention, few behavior analysts are comfortable providing treatment related to psychiatric disorders. It is estimated that 30-35% of individuals with developmental disabilities are dually diagnosed with a psychiatric disorder (The National Association for the Dually Diagnosed). Additionally, 19.1% of individuals in the United States are diagnosed with an anxiety disorder. 6.7% have been diagnosed with major depressive disorder and 1.6% with Borderline Personality Disorder (National Institute of Mental Health , 2012). We intend to teach participants how to assess and treat psychiatric illnesses from a behavior analytic perspective. We will offer presentations on Anxiety, Depression and Borderline Personality Disorder. Each of these presentations will propose a behavior analytic theory of how these disorders may have developed, treatment suggestions and contraindications found in typical ABA interventions. These topics will be discussed from a behavior analytic point of view and are intended to encourage participants to provide effective treatment to individuals with psychiatric diagnoses. |
Keyword(s): anxiety, BPD, depression, dual diagnosis |
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Behavior Analytic Approaches to Anxiety and Depression |
COURNEY BUCKLEY (Vinfen) |
Abstract: As Behavior Analysts seek to extend their reach into other socially valid areas of treatment this presentation is designed to provide a foundation for conceptualizing behavior analytic treatments to psychiatric illness and mental health disorders. Focusing on two of the most prevalent mental health disorders; depression estimated to occur in 6.9% of typically functioning adults and anxiety, estimated to occur in 18.1% of adults (The National Institute of Mental Health). Diagnoses are translated into measurable terms and defined behaviorally. Steps for analysis of behaviors and choice of treatment are reviewed. Treatments are presented in a system to conceptualize how behavior change can be executed in a treatment setting and generalization can be promoted to other environments. Current most effective procedures utilized in the mental health field are reviewed and tailored for the behavior analyst. Working in unison with other treatment professionals is encouraged to promote the best outcome for individuals served. |
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Borderline Personality Disorder: A Behavior Analytic Approach |
SHANNON MCDONALD SHEA (Work, Community, Independence) |
Abstract: The function of challenging behaviors exhibited by individuals diagnosed with Borderline Personality Disorder (BPD) can be easily misinterpreted when conducting a traditional functional assessment, possibly leading to interventions that may be contraindicated. We will discuss how to identify individuals that may have challenging behaviors associated with BPD, events in their history indicating intervention contraindications, and suggested interventions to assist with skill deficits common to the disorder. An estimated 4-9% of individuals diagnosed with BPD complete suicide, and roughly up to 80% engage in suicide attempts (National Institute of Mental Health, 2014). Individuals with BPD have a higher rate of factors that may negatively impact quality of life. Compared with individuals who do not have BPD, risk factors include increases in psychotropic medication given at an earlier age, longer and more frequent psychiatric hospitalizations, standing psychotropic medications, and concurrent prescription of psychiatric medication (Zanarini MC, 2001). Many interventions designed based on results of a traditional functional assessment have the potential to worsen or maintain challenging behaviors associated with BPD. Effective interventions that may improve individuals’ quality of life, as well as decrease rates of suicide attempts and self injury would be of tremendous value. |
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ACT for Children with Autism, Emotional Challenges, and Mental Illness |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
Texas Ballroom Salon C (Grand Hyatt) |
Area: CBM; Domain: Applied Research |
Chair: Autumn N. McKeel (Aurora University) |
Discussant: Karen R. Harper (ABA of Illinois, LLC) |
CE Instructor: Rachel Enoch, M.S. |
Abstract: In the field of behavior analysis a great deal of emphasis is placed on the direct management of contingencies in order to promote appropriate behavior while suppressing maladaptive behaviors. While strategies such as these have shown great efficacy in decreasing problem behavior among children and those with intellectual disabilities, these same methods have often been met with resistance when applied to verbally capable populations. Furthermore, many of the mental health difficulties encountered by these verbally capable populations are the result of acting upon verbal contingencies rather than the ones imposed by the non-verbal environment. Acceptance and Commitment Therapy (ACT), a behavioral approach to talk therapy, may help behavior analysts to bridge this verbal gap between actual contingencies and those imposed by our verbal behavior by helping individuals to become aware of their current environment while decreasing the saliency of negative verbal construction and increasing their ability to identify and act upon appropriate patterns of behavior. The purpose of this symposium will be to introduce the behavior analytic foundations and methods of ACT-based therapy among populations of clinical importance to behavior analysts. Specifically, these presentations will stress the importance of observable measures of behavior, overt verbal behavior, and choice allocations that demonstrate changes in psychological flexibility, discuss the influence of ACT-based exercises on impulsivity, indicate increases in adaptive behavior, and how ACT-based treatments may influence employment sustainability. |
Keyword(s): ACT, Autism, Emotional Disorder, Mental Illness |
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Behavioral Metrics of Psychological Flexibility in Children with Autism and Emotional Disorders |
ASHLEY SHAYTER (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Cindy Penrod (Region 3 Special Education Cooperative, Illinois) |
Abstract: Psychological flexibility is a primary clinical goal of ACT-based behavioral interventions. In adults, this goal is usually measured via self-report questionnaires that relate to the individual’s acceptance and willingness to experience unpleasant thoughts, their awareness of the present moment, and how closely they are living a values-based life. Such measures, however, are not appropriate for populations who have language disabilities or for children with emotional/behavioral difficulties due to limited applicability of the events described in the questionnaires. The following paper will discuss the use of ACT-based curriculums for children with Autism and emotional behavioral disorders and the modifications to performance measures necessary to capture the elusive and often covert patterns of behavior characterized as psychological flexibility. Special emphasis will be placed on observable measures of behavior, overt verbal behavior, and choice allocation. Examples of data taken in the field will be presented and implications of future research will be discussed. |
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Using Mindfulness to Alter Discounting of the Future and Psychological Flexibility in Children with Autism and Emotional Disorders |
RACHEL ENOCH (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: The current studies used temporal discounting procedures to characterize choice behaviors regarding hypothetical amounts of money with children who have autism and other emotional disorders. Variable amounts of money were altered across delays to approximate values the children had potentially contacted in the past, the delay to receiving the monetary outcome was reduced relative to the traditional delays used in the discounting literature, and randomized values were presented rather than values being presented in a fixed descending order. In the experimental group, children were presented with an Acceptance and Commitment Therapy lesson (i.e. a mindfulness or values lesson) from the book ACT for Children with Autism and Emotional Challenges. The control group was presented with an arbitrary task (i.e. watching a movie clip). After being exposed to the ACT lesson (experimental group) or the arbitrary task (control group), the participants were presented the discounting task. Participants also participated in filling out the AAQII, a likert scale measurement used to determine psychological flexibility that was originally designed for adults, and the AAQ(K), a questionnaire similar to the AAQII only revised to use children friendly language. Children were provided both measures twice, four months apart. The relationship between Pre-AAQII and the AAQ(K) scores were examined using Pearson correlations. Scores regarding the relationship of the two questionnaires upon pre test was significant (p= .001) and correlated strongly (r=.910). The relationship between Post-AAQII and AAQ(K) scores were also examined using Pearson correlations. Scores regarding the relationship of the two questionnaires upon post-test was significant (p=.001) and correlated strongly (r=.940). The results of the present studies suggest that children who received the arbitrary task discounted at a steeper rate than persons who received the ACT intervention. This suggests that ACT may be an effective intervention increase self-control and decrease impulsivity. Furthermore, the strong correlation between the AAQII and the AAQ(K) suggests that the AAQ(K) may be a useful tool to use with children when assessing psychological flexibility. |
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Exploring the Clinical Utility of Mindfulness Based Interventions |
ERIN KASSON (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Current research suggests that mindfulness based interventions can be effective at reducing maladaptive behaviors such as physical aggression, verbal outbursts, while increasing adaptive behaviors such as attending and task completion. The current set of studies examined the clinical utility of mindfulness based interventions with individuals and groups, when paired with and without additional behavior analytic interventions. The first study assessed the utility of an aversive stimulus preference assessment paired with mindfulness on an adult with Autism Spectrum Disorder, during predicted and unpredicted events. An MSWO procedure was used to identify and rank order 12 aversive events, which were subsequently presented during an in-vivo phase of the mindfulness model. Results demonstrated sustained increases in completing mindfulness behaviors for the low and medium aversive events, while the highly aversive events required additional training; however, minimal mindful behaviors were emitted during unpredicted events. The second study used similar methodology to assess events believed to trigger problem behaviors in a classroom, where students were exposed to mindfulness training. Data collected to date supported previous research using mindfulness in a classroom. Implications for clinical practice, including a step-by-step overview on how to use mindfulness in groups and with individuals, will be provided. |
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Teaching Social Workers how to Use Acceptance and Commitment Therapy for Young Adults with Severe Mental Illness |
TYLER GLASSFORD (Saint Louis University), Alyssa N. Wilson (Saint Louis University), Olivia Gratz (Saint Louis University) |
Abstract: The current study assessed the efficacy of Acceptance and Commitment Therapy (ACT) on days employed with young adults with severe mental illness. Researchers trained case managers and licensed social workers at a Midwestern mental health agency to use ACT with clients with severe mental illness. Case managers and social workers completed a 6hr ACT didactic training workshop specifically targeted for applying the model to their young adult (age 16-25) clients. After completing the workshop, clinicians were instructed to target clients who a) were diagnosed with a severe mental illness (e.g., schizophrenia, bipolar, depression) and b) had a treatment goal of finding and sustaining employment. Dependent measures included number of days employed between sessions, and attendance rates to treatment and medical appointments. Baseline data was collected across: retrospective (where clients reported the number of days they were employed for the past 30 days) and real-time (where clinicians observed and tracked number of days employed between sessions). Data collected to date suggests that after the first ACT session, clients sustained employment for upwards of 100% of days between sessions, and have increased attendance at treatment and medical appointments. Implications for practice, and training clinical social workers on using ACT, will be discussed. |
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Notable Advances in and Summaries of the Functional Analysis and Treatment of Problem Behavior |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
214B (CC) |
Area: DDA/AUT; Domain: Applied Research |
Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
Discussant: Timothy R. Vollmer (University of Florida) |
CE Instructor: Louis P. Hagopian, Ph.D. |
Abstract: The conceptual foundations and applications of functional analysis remain the hallmark of how behavior analysts improve the lives of individuals who exhibit challenging problem behavior. Owen, Greer, Fisher, Saini, and Jones conducted an archival analysis on the efficacy of multiple- and chained-schedule treatments following functional communication training. The results supported the selection of multiple and chained schedules over a delay-to-reinforcement schedule to treat problem behavior. Mead, Iwata, Roscoe, and Schlichenmeyer evaluated the correspondence of a structured rating scale on the function of aggressive behavior to the results of a functional analysis. High correspondence was obtained under certain conditions. Slocum and Vollmer compared the treatment efficacy of differential reinforcement for compliance using edibles, instructional fading, and differential reinforcement for compliance using escape along with escape extinction. Finally, Roberts and Bourret integrated a descriptive assessment and functional analysis to evaluate the effects of peer attention on problem behavior. We are honored to have Dr. Tim Vollmer, the current editor of the flagship outlet the Journal of Applied Behavior Analysis, serve as the discussant for this set of talks. |
Keyword(s): functional-analysis, Peer attention, Review, Treatment |
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Improving Functional Communication Training During Reinforcement Schedule Thinning: An Analysis of 32 Applications |
TODD M. OWEN (University of Nebraska Medical Center), Brian D. Greer (University of Nebraska Medical Center), Wayne W. Fisher (University of Nebraska Medical Center's Munroe-Meyer Institute), Valdeep Saini (University of Nebraska Medical Center), Jamie Jones (University of Nebraska Medical Center) |
Abstract: There are two major goals of functional communication training (FCT) – eliminate destructive behavior and establish a more acceptable, yet functionally equivalent, communication response (FCR). Once these objectives are completed, the schedule of reinforcement for the FCR is thinned to more manageable levels for implementation by caregivers. Researchers have described several approaches to thinning FCT reinforcement schedules (FCT ST) while maintaining the initial effectiveness of FCT (Hagopian, Boelter, & Jarmolowicz, 2011). We summarized the results when three such approaches (i.e., multiple schedules, response restriction, or chained schedules) were used during FCT ST in 32 applications across 24 cases. Our findings were then compared to the results of previous studies in which delay (or delay-to-reinforcement) schedules were used during FCT ST. Results from the current investigation suggest that the discontinuation of delay schedules during FCT ST may improve the overall effectiveness of FCT without relying on alternative reinforcement or punishment procedures to achieve more practical endpoints of FCT. |
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Evaluation of a Screening Procedure for the Assessment of Aggression |
SARAH C. MEAD (University of Florida), Brian A. Iwata (University of Florida), Eileen M. Roscoe (The New England Center for Children), Kevin J. Schlichenmeyer (Eunice Kennedy Shriver Center, University of Massachusetts Medical School) |
Abstract: Functional analysis methodology (FA; Iwata et al., 1982/1994) has “become a hallmark of behavioral assessment,” (Hanley, Iwata, & McCord, 2003). However, the original procedures, which contained multiple test conditions for a problem behavior maintained by a variety of sources of reinforcement (self-injurious behavior), might not offer the most efficient method for identifying the function of aggression. The same can be said for approximations to a functional analysis, such as structured rating scales. We developed a rating scale specific to the functions of aggression and compared the use of this scale, followed by a single-function test, to a typical FA during the assessment of aggression exhibited by children and adults with intellectual disabilities. Results suggest that, in some cases, the screening procedure may offer an abbreviated yet accurate approach to the assessment of aggression. In addition, as this study includes the largest sample of aggression-only FAs to date, notable patterns of responding and precautions regarding the assessment of aggression are addressed. |
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Evaluation of Two Emergency Procedures to Treat Severe Escape Behavior. |
SARAH K. SLOCUM (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: We are evaluating possible “emergency” treatments for escape behavior. Subjects will be exposed to either the emergency treatments or the business-as-usual treatment. The two emergency treatments are differential reinforcement using edibles for compliance (DR with edibles) and instructional fading (IF). We will compare these emergency treatments to a group of subjects who are exposed to the typical treatment for escape behavior, differential reinforcement using breaks for compliance with escape extinction (DR with breaks + EE). The literature suggests that IF and DR with edibles can produce low levels of problem behavior at the beginning of treatment. On the other hand, DR with breaks + EE has been shown to be effective; however, this procedure can take time to produce low levels of problem behavior. We will evaluate all three of these treatments in a combined within- and between-subject comparison to determine if these emergency treatments are in fact more suitable for situations in which behavior must be reduced drastically and immediately or for situations in which EE is not possible. We will present data for subjects from both groups. |
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Methods used to Evaluate the Role of Peer Attention in Maintaining Problem Behavior |
KYLIE ROBERTS (The New England Center for Children), Jason C. Bourret (New England Center for Children) |
Abstract: Peer attention has been shown to maintain problem behavior in typical children and children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The methods used to evaluate if behavior is sensitive to peer attention may vary depending on the skills of the individuals that participate as the peers in the assessment. Methods will be discussed for both peers that can be trained or prompted to provide contingent attention (peer confederates) and peers that are unable to be trained. The protocol discussed for peers that can be trained will consist of a contingent peer attention condition as the test condition and either an extinction or a DRA as the control condition. The protocol discussed for peers that are unable to be trained to provide contingent attention will consist of including the peer that was most likely to provide contingent attention (high P: A|PB) during a descriptive assessment in the test condition and the peers that are least likely to provide attention (low P: A|PB) during a descriptive assessment in the control condition. Strengths and limitations of both protocols will be discussed |
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Relationships Between Reinforcement Value and behavioral Stages of Development I |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
Texas Ballroom Salon E (Grand Hyatt) |
Area: DEV/EAB; Domain: Basic Research |
Chair: William Joseph Harrigan (Harvard University) |
Discussant: Sagun Giri (Dare Association, Inc.) |
CE Instructor: Michael Lamport Commons, Ph.D. |
Abstract: This symposium presents both theoretical analyses and data showing that behavioral developmental stage and value of reinforcers obtained can be combined to form a new theoretical model that explains behavior more powerfully than looking at reinforcing value alone. First, we illustrate how behavioral developmental stage on one hand and value of reinforcement interact. One way this happens is that the stage required for contingencies between one's own behavior and the consequences to be discriminable may exceed the stage of performance of the person. A second way is that stage has an influence on the effective value of events. This new integrative theory is then illustrated using data from a study of peddlers, in which it is shown that there is an empirical relationship between behavioral stages of development on economic tasks and the income people obtain (value). A third paper makes predictions about how investors might do in the stock market, given different behavioral stages of investing (lower stage investors net lower values). Finally, a fourth paper a study of how attachment entities change with development, with children reporting attachments mainly to people, pets, and objects, while adults report attachments to more abstract entities, such as ideals. These changes are shown to conform to the theory of behavioral developmental stages. |
Keyword(s): Behavioral Stages, Reinforcement Value |
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The Sufficiency of Reinforcing Problem Solutions for Producing Transition to Formal Operations |
MICHAEL LAMPORT COMMONS (Harvard Medical School) |
Abstract: A racially and socio-economically integrated population of fifth and sixth grade students was repeatedly presented with problems that required formal behavioral stage action to address causality problems successfully. At the outset of the study, almost all of the participants performed at the concrete or abstract behavioral stage and not the formal behavioral stage. The participants were three to five years younger than those that typically exhibit formal-operational performance. Participants were presented with and trained on the laundry problem over six to eight weeks, an isolation of variables problem. With problem presentation alone and with problem presentation and feedback, no significant change occurred. The transition to the formal stage accelerated significantly only when correct answers were reinforced, supporting the sufficiency of reinforcement. By the end of the intervention, over 75% of the participants whose correct answers were reinforced, detected formal operational relationships on the laundry problem. Perhaps reinforcement could help supply less motivated students with the impetus to gain new, higher stage problem solving skill. |
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Behavioral Developmental Stage of Pricing Strategy and Country of Respondents Predicts Earnings: A Study of Informal Economics |
LUCAS ALEXANDER HALEY COMMONS-MILLER (Dare Institute), Michael Lamport Commons (Harvard Medical School), Eva Yujia Li (University of Connecticut), Patrice Miller (Salem State University), Hudson Golino (Universidade Federal de Minas Gerais) |
Abstract: Social stratification is a significant moral issue mostly driven by high levels of income disparity. A common notion is that such income disparity can be reduced by creating equal opportunity of education for all individuals. This cross-cultural study examines the relationship between behavioral stages of development on an economic task and income of the people being studied, controlling for education. Two groups of people were studied: people who sell things on the sidewalks (peddlers) and people who transport goods (carters). Participants were from Brazil and the United States. Studying informal economies across cultures allowed us to test the behavioral stage of pricing strategies used by people of varying education levels and determines the extent to which the behavioral developmental stage of economic reasoning affected income obtained. It was found that the developmental stage of participants’ pricing strategies, correlated most with how much they earned, r = .5. The developmental stage was a better predictor of income than education. |
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Behavioral Developmental Stages of Investing Using the Model of Hierarchical Complexity |
CHRISTINE THEXTON (Harvard University), Michael Lamport Commons (Harvard Medical School) |
Abstract: Most theories and studies of decision making are a-developmental. However, there is ample evidence that there are differences in behavior on many decision-making tasks between children and adults. This paper asserts that within adults there are differences in behavior on many decision-making tasks and discusses investment as a decision-making task that produce value. As the behavioral stages increase, the value obtained increases. The major properties of stages of investment behavior are a) does a person looks at variables, do they coordinate input variables with performance, do they form a system of possible causal variables? Whether a person can compare such systems built out of multiple causal relations, can they understand that such systems are either incomplete or not consistent? We propose that the rational theories of investing fail because most economic theories assume perfectly rational players in the market place. One of the major reasons that private investors do terribly in managing and investing money is the inadequate behavioral stage development of the investors on the task of investing. |
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A Behavioral Developmental Account of Attachment Across the Lifespan Integrating Notions of Reinforcement Value and Behavioral Stage |
PATRICE MARIE MILLER (Salem State University) |
Abstract: Old questions in moral development concern why individuals might act morally and why they might act in a caring way with others. Two seemingly alternative answers to these questions have been that these actions are based on justice judgments (Kohlberg, 1981 1984) or on relational concerns, such as caring (Gilligan, 1982). Here the notion of moral attachment is used to show how these notions fit together to address these questions. Notions of moral attachment, in fact, explicitly combine the caring aspect of relationships with the eventual development of moral judgments (Kohlberg & Kiessner, 1991). Attachment is a form of valuing the source of reinforcement. Based on work of Commons (1991), and more recently Miller and Commons (2011), it is shown that attachment develops in terms of: a) objects that attachment behaviors are directed toward (from one or two parents, to others in the family, to those outside the family, to groups, to pets, to objects, to abstractions, and so forth); b) the processes or contingencies that attachment behaviors develop within, c) attachment behaviors themselves, and d) verbal explanations of attachment relationships, among other aspects. These processes are shown to change due with behavioral stage, changes in responding to immediate versus delayed outcomes of different choices, and interactions of these two factors. The development of moral attachment and moral judgments based on the basic stages of attachment will be sketched out using this model. For example, at behavioral developmental stage 2, touching, holding, feeding are the major attachment processes. Those who are associated with consoling infants, typically the parents, become conditioned, comforting stimuli. Here, the groundwork for the infant's eventual attachment to the parents, and then their eventual behavior of approval seeking and internalization of moral values is established. Behavior at this stage is most responsive to immediate consequences with little tendency to delay. These early developments will be contrasted with those at later stages to give a more complete and detailed account of how stage and value determine moral action. |
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Analyzing Supervision and Training Issues |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
202AB (CC) |
Area: OBM/PRA; Domain: Applied Research |
Chair: Michele D. Wallace (California State University, Los Angeles) |
Discussant: Michele D. Wallace (California State University, Los Angeles) |
CE Instructor: Michele D. Wallace, Ph.D. |
Abstract: This symposium will address some common needs with respect to supervision and training across parents and staff. The first presentation will address a pyramidal behavior skills training approach utilized to train parents on implementation of a differential reinforcement procedure. The second address will focus on the use of fake data to get parents to implement their child's intervention with integrity. The third presentation will address the use of live-streaming to conduct behavior analytic supervision with staff. The fourth paper will address the use of video modeling to train staff on how to implement naturalistic teaching techniques. This symposium will focus on state of the art research procedures and how they can be employed in clinical practice to address supervision and training needs in the real world. |
Keyword(s): supervision, training |
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Pyramidal Parent Training Using Behavioral Skills Training: Training Caregivers in the Use of a Differential Reinforcement Procedure |
SARAH CONKLIN (California State University Los Angeles), Michele D. Wallace (California State University, Los Angeles) |
Abstract: Six caregivers participated in a study in which behavioral skills training (BST) was used within a pyramidal training model to train a differential reinforcement of an alternative behavior (DRA) procedure. The caregivers were split into two tiers of 3 caregivers each. The experimenter trained tier-one caregivers who then trained tier-two caregivers after meeting a predetermined criterion. Caregivers identified a problem behavior to decrease, and an appropriate behavior to increase. A multiple baseline design across participants was used to evaluate the effectiveness of appropriate responding. During baseline, caregivers did not appropriately respond when a confederate emitted the target behavior. Following training, caregivers were able to implement a DRA procedure, responding appropriately to the target behavior at a mean of 96% (90-100%). Moreover, tier-one caregivers successfully trained tier-two caregivers in the same procedure obtaining similar results. A maintenance probe demonstrated appropriate responding at mean of 96% (90-100%) across both tiers. |
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The Metaphorical Carrot: Presentation of Exemplary Data to Increase Treatment Integrity in Parent Implemented Interventions |
RAYMOND JUAREZ (SEEK Education, Inc.), Michele D. Wallace (California State University, Los Angeles) |
Abstract: The effects of exemplary data presentation to parents of children with autism were evaluated to increase their treatment integrity of intervention implementation. Following implementation of their assigned intervention plan, exemplary data of faux child’s progress was presented to each of three participants with a verbal statement indicating that their child could make these improvements if they implemented the behavioral plan with fidelity. Results indicated a moderate increase in treatment integrity when compared to baseline conditions. |
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Behavior Consultation: Staff Training via Live-Streaming |
JOSE SANCHEZ (university of Reno, nevada), Michele D. Wallace (California State University, Los Angeles) |
Abstract: The current study evaluated the use of live-streaming during behavioral consultation in order to provide cost-effective consultation in a metropolitan city. Two staff members, providing direct behavior analytic services to children with autism, participated. First, an exam was utilized as a screening tool to determine the participants’ competence level. Then, baseline measurements were taken to determine participants’ current skill level in implementing Discrete Trial Training (DTT) lessons. Subsequently, three consultation sessions were conducted via live-streaming, wherein participants were provided with feedback regarding their performance. Results demonstrated a dramatic increase in performance with respect to the implementation of DTT during the consultation phase. Thus, the results support the use of live-streaming behavioral consultation. Implications with respect to cost-effectiveness and efficiency of live-streaming behavioral consultation are discussed as well as future research. |
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Increasing Staff Performance on Naturalistic Teaching Strategies Using Video Modeling |
VIKANDA MEECHAN (Seek Education, Inc., California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles) |
Abstract: The purpose of this study was to train staff on implementing naturalistic teaching strategies to present learning opportunities within the context of play using video modeling. Two different types of video modeling were compared; the videos either demonstrated what therapists should do or what they should not do. Six participants were randomly assigned to watch each type of video. Participants who did not meet the mastery criterion after viewing the first video were presented with the other video modeling. If they still did not meet the criterion, feedback was presented. Results indicated that both types of video modeling and feedback were required for four participants. One participant met the criterion after watching the correct video modeling while another participant met the criterion after watching both types of video modeling without feedback. Implications of video modeling and feedback are discussed. |
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Pragmatic Values in Education and Practice of Behavior Analysis |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
007C (CC) |
Area: TPC/EDC; Domain: Theory |
Chair: Maria R. Ruiz (Rollins College) |
Discussant: Maria R. Ruiz (Rollins College) |
CE Instructor: Maria R. Ruiz, Ph.D. |
Abstract: Behavior analysis functions within a non-foundational theory of truth and embraces a pragmatic view of truth and values. This means that our focus on what works is a guiding principle in practice and in the development of our field as whole. Historically our scope of influence has been most visible in the field of autism, but at times our focus conflicts with dominant views. We examine the implications of this conflict for our practices. Similarly, behaviorally oriented psychotherapists are faced with treatment decisions with a view towards what works. Behavior analysis offers strategies for determining and evaluating interventions based on context-driven pragmatic values; we illustrate with substance abuse treatment. Our final two papers concentrate on illustrations from higher education and focus first on the historical dualism in healthcare that has devalued behavioral health and privileged physical disease. This appears to be changing and moving towards an integrated bio-behavioral model that will require behavior analytic training programs to adopt an intra-professional practice model befitting our pragmatic orientation. Finally we endorse Dewey's pragmatic liberal education and his insistence on cooperative work and review a developing program in behavior analysis and public health. |
Keyword(s): autism Dewey, graduate training, pragmatism values |
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Pragmatic Values in Autism Education |
CHATA A. DICKSON (New England Center for Children), Magda M. Stropnik (New England Center for Children) |
Abstract: For over four decades United States federal law has required that children with disabilities be provided a free and appropriate public education. Since this time, legislators, school officials, and teachers have grappled with defining ‘appropriate,’ and in many cases great efforts have been made to bring children with autism and intellectual disabilities into contact with the general education curriculum. Although these efforts are rooted in the values of equal rights and democracy, for many children this approach has been suboptimal. We argue, from a pragmatic standpoint, that the most appropriate education is one that targets goals that are functionally appropriate for the individual, rather than structurally similar to the general education curriculum. |
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Pragmatic Values in Clinical Work |
CHRISTEINE M. TERRY (Palo Alto VA Healthcare System) |
Abstract: Psychotherapy is not values-free. Practitioners’ values can influence their clinical practice, from selecting the type of therapy to determining termination of services, and subsequently can impact clients’ outcomes and experiences of therapy. Values can be difficult to identify and their influence is often outside of the practitioner’s awareness. Behavior analysis and behaviorally based therapies, including Acceptance and Commitment Therapy (ACT), offer a set of values a practitioner can adopt, as well as useful tools for identifying values and value-directed actions. A unifying set of values across behavioral therapies is pragmatism or “doing what works” or “what works more effectively.” However, “what works” or “what works more effectively” must be guided by the context of the individual seeking clinical services. Without an understanding of the individual’s context, the provider risks the danger of being rigidly prescriptive and ultimately ineffective. Behavior analysis offers strategies for determining and evaluating interventions based on context-driven pragmatic values. Using the example of substance use treatment, the intersections of values, pragmatism, and behavior analysis will be examined with a focus on their influence on practitioners’ clinical decisions and interventions. |
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Pragmatic Values in Healthcares Paradigm Shift: Integrated Care and Intra-professional Training Models for Behavior AnalystsHealthcare in the United States has traditionally involved a dualistic syst |
MICHELLE ENNIS SORETH (Rowan University), Mary Louise E. Kerwin (Rowan University) |
Abstract: Healthcare in the United States has traditionally involved a dualistic system that devalues behavioral health problems while privileging physical disease. The rise of chronic disease (i.e., heart disease, COPD, diabetes, etc.) and the failure of the healthcare system to adequately address behavioral health problems has resulted in an increasing recognition of the importance of behavior in health, so much so that the medical field has been said to be in the midst of a paradigm shift from a dualistic biomedical model to an integrated bio-behavioral model. This paradigm shift is well aligned with behavior analysis pragmatic values, and presents behavior analysts with an unparalleled opportunity for effective action within the medical system, a community from which we have largely been excluded. A key to successfully incorporating behavior analysis into an increasingly integrated model of care involves the development of behavior analytic training programs that adopt an intra-professional practice model. This presentation will examine this paradigm shift in the context of Deweys pragmatism and present a training model for the next generation of behavior analysts that retains these pragmatic values while fostering the inclusion of behavior analysis in the intra-professional integration of the healthcare system. |
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Behavior Analysis Liberal Studies and Public Health |
MARIA R. RUIZ (Rollins College), David Richard (Rollins College) |
Abstract: Increasing demands for professional behavior analysts in certain area such autism, has resulted in the rapid expansion of masters programs that deliver instruction in a variety of ways ranging from the traditional classroom to web-based instruction and mobile learning. While growth in our training programs is inevitable, even desirable, our field would be well advised to examine carefully our end goals in training professionals at the master’s level who seek terminal degrees. If our goals center around the education of clinicians whose work will concentrate in narrow areas of practice such as autism, then a selective focus on foundations and applications of behavior analysis to these areas is appropriate. But, if on the other hand, our goals include expanding our field of influence in behavioral health, then we must consider broadening our students’ exposure. I will present a model that adopts Dewey’s pragmatic view of a liberal education and his insistence on cooperative work, in this case, by teaming with graduate programs in public health and health services administration, and introducing clinical science electives as a way of expanding our field of influence and broadening our areas of practice and visibility. |
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Applications of Procedures for Promoting Emergent Relations |
Saturday, May 23, 2015 |
1:00 PM–2:50 PM |
217A (CC) |
Area: VBC; Domain: Applied Research |
Chair: Amber R. Paden (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Discussant: Mark L. Sundberg (Sundberg and Associates) |
CE Instructor: Amber R. Paden, M.S. |
Abstract: This symposium covers procedures for promoting emergent relations. Clements et al. and Frampton et al. used matrix training to teach children diagnosed with an autism spectrum disorder to tact three-digit numbers and noun-verb combinations (e.g., “Cat jumping), respectively. Post-tests, across both studies, showed the emergence of all untrained combinations, illustrating the efficiency of this procedure. Aguirre and Rehfeldt evaluated the effectiveness and efficiency of the stimulus-equivalence paradigm in teaching English and math relations with three children in a general education classroom. Anticipated results may show a formation of equivalence classes with the English and math stimuli for all participants. Lee et al. evaluated the effects of receptive discrimination training (listener behavior) on the development of categorization and tacts (speaker behavior) with four preschool children with autism. Results support previous research that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training, and that traditional language assessments may be useful to assess these skills. Dr. Mark Sundberg, a leading researcher in the study of verbal behavior and the founder and past editor of The Analysis of Verbal Behavior will serve as the discussant. |
Keyword(s): autism, emergent relations, verbal behavior |
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Using a Chaining Prompt within Matrix Training to Evaluation Acquisition and Recombinitive Generalization of Tacting Three-Digit Numbers |
ANDREA CLEMENTS (University of Nebraska Medical Center's Munroe-Meyer Institute), Tamara L. Pawich (Scott Center for Autism Treatment at Florida Institute of Technology), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Jennifer Felber (Munroe Meyer Institute, University of Nebraska Medical Center), John Borgen (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: Children with autism spectrum disorders are characterized by deficits in expressive language. Matrix training is a procedure that has been used to teach expressive language and evaluate re-combinative generalization of targets. In the current investigation, a multiple-baseline design across targets design was used to teach a child with autism to tact three-digit numbers. The matrix consisted of the hundreds and tens position on the first axis (120 - 190) and ones position (2 - 9) on the second axis producing 64 three-digit numbers. Pre-treatment baseline probes showed zero levels of independent responding for all numbers in the matrix. Eight three-digit numbers (produced along the diagonal of the matrix) were taught using a chaining and progressive prompt delay procedure. The chaining prompt involved presenting flashcards with each the three-digit, two-digit, and one-digit numbers; building the number from hundreds to ones (e.g., 100 presented, then 20 presented and 3 presented for 123) while simultaneously vocally modeling the correct number. Post-treatment baseline probes showed correct responding for all untrained three-digit numbers in the matrix. |
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A Further Evaluation of Naming and Categorization in Children with Autism |
Greg Lee (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento), ADRIENNE JENNINGS (California State University Sacramento), Emily Darcey (California State University Sacramento), Charisse Ann Lantaya (California State University, Sacramento) |
Abstract: Previous research has shown that children with autism may accurately categorize visual stimuli without direct training after learning to both tact and receptively discriminate the stimuli with commons names. The purpose of the current study was to further evaluate the effects of receptive discrimination (listener) training alone on the development of categorization and tacts (speaker behavior) with four preschool children with autism. We administered standardized language tests to evaluate the participant’s language skills prior to beginning the study. We used a non-concurrent multiple-baseline across participants to evaluate the effects of listener training. Two participants whose pre-training language assessment identified both speaker and listener scores of three years and nine months or greater, categorized and tacted previously-unfamiliar stimuli following listener training alone. Two participants whose pre-test language assessment identified both speaker and listener scores of two and half years or less, did not categorize or tact the stimuli following listener training alone. These results support previous research that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting, following listener training, and that traditional language assessments may be useful to assess these skills. |
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The Use of Matrix Training to Promote Recombinative Generalization of Noun-Verb Tacts |
SARAH FRAMPTON (Marcus Autism Center), Sarah Wymer (Marcus Autism Center), Bethany Jordahl (Marcus Autism Center), Alice Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine) |
Abstract: Children with autism spectrum disorder (ASD) often exhibit deficits in language development. Studies have found that some children with autism do not combine known words at the same time as typically developing peers (Paul, Chawarska, Klin, and Volkmar, 2007; Weismer et al., 2011). Matrix training consists of pre-planning intervention by identifying the components of desired responses and arranging them across two axes. The diagonal targets would be selected for intervention, as together they contain all combinations of the component responses. After learning these targets, the individual may demonstrate correct responses to the non-diagonal targets. Three males diagnosed with ASD were exposed to matrix training with mastered tacts of nouns (e.g., “cat”) and verbs (e.g., “jumping”). Following baseline of a Generalization Matrix and Matrix 1, the diagonal targets within Matrix 1 were trained as noun-verb combinations (e.g., “Cat jumping). Post-tests were conducted once mastery criteria were met. Additional matrices were baselined and trained until correct responding was observed in the untrained, Generalization Matrix. Results showed that all participants demonstrated recombinative generalization within trained matrices and eventually within the Generalization Matrix. These findings support the use of matrix training as a tactic to promote untrained, novel responses for learners with ASD. |
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An evaluation of an equivalence-based instruction on the emergence of English and math relations with elementary school children |
ANGELICA A. AGUIRRE (Southern Illinois University Carbondale), Ruth Anne Rehfeldt (Southern Illinois University) |
Abstract: One behavioral-based technology that has shown to be effective in teaching complex behavior is the stimulus equivalence paradigm (SEP). Further investigation is needed to examine the effects of the SEP with academically relevant stimuli. The purpose of this study is to use a multiple-probe design to evaluate the effectiveness and efficiency of the SEP in teaching English and math relations derived from the Common Core Standards with three children in a general education classroom. English and math stimulus sets will consist of prefixes, suffixes, fractions, and properties of multiplication. An automated program will be used for all match-to-sample testing and instructional sessions. English and math paper-and-pencil tests will be administered to evaluate performance before and after the implementation of the SEP. Pilot data collected suggest that the formation of equivalence classes may emerge after the administration of the SEP. Limitations and future research will also be discussed. |
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Translational Research in the Prevention and Treatment of Problem Behavior |
Saturday, May 23, 2015 |
2:00 PM–2:50 PM |
214C (CC) |
Area: DDA/EAB; Domain: Basic Research |
Chair: Tara A. Fahmie (California State University, Northridge) |
Discussant: Andrew L. Samaha (University of South Florida) |
CE Instructor: Tara A. Fahmie, Ph.D. |
Abstract: Decades of applied research have established guidelines for the assessment and treatment of challenging behavior, such as self-injury, aggression, and property destruction. This symposium includes two translational studies covering areas of research in severe behavior that have received relatively little attention. Jessica Cohoenour will present a study on behavioral disinhibition in children with Autism Spectrum Disorder. Though behavioral disinhibition has been shown to occur in basic research on animals, its occurrence with human participants, as well as its relevance to relapse and the use of extinction procedures in the treatment of severe behavior, are less established in the literature. Tara Fahmie will present a study on the prevention of challenging behavior. To bypass the common methodological difficulties in studying prevention, a laboratory model included undergraduate students as participants and a mouse click as the dependent variable. Our discussant, Andrew Samaha, will provide his informed perspective on these unique approaches to the study of prevention and treatment of challenging behavior. |
Keyword(s): Autism, Disinhibition, Shaping, Translational |
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An Experimental Analysis of Behavioral Disinhibition |
JESSICA M. COHENOUR (University of Nebraska Medical Center's Munroe-Meyer Institute), Valerie M. Volkert (University of Nebraska Medical Center's Munroe-Meyer Institute), Keith D. Allen (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Behavioral disinhibition is the reappearance of extinguished behavior when a novel stimulus is introduced into the environment (Brimer, 1970a). This phenomenon may be responsible for some types of treatment relapse when problem behavior returns after the introduction of a novel stimulus despite extinction procedures being held constant. Several basic researchers have attained experimental results supporting this type of effect with animals (e.g., Brimer, 1970a; Brimer, 1970b; Gagn?, 1941; Yamaguchi & Ladioray, 1962) but only two studies to date have attempted to experimentally study disinhibition in human participants (i.e.., Baumeister & Hawkins, 1966; Warren & Brown, 1943). The current study sought to determine if behavioral disinhibition would occur with 3 participants with Autism Spectrum Disorder who were taught a simple lever pull response. Results showed that lever pulls increased for two of three participants when we introduced novel stimuli (i.e., a light and a buzzer) to the environment after extinction. These findings suggest that disinhibition may account for some instances of response recovery after extinction and that this study?s preparation may be beneficial to the further study of disinhibition and the variables that affect its occurrence. |