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Behaviorally Based Social Skills Groups for Individuals With Autism: Lessons From Research and Clinical Practice |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Zurich D, Swissotel |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Joseph H. Cihon, M.S. |
JEREMY ANDREW LEAF (Autism Partnership), MITCHELL T. TAUBMAN (Autism Partnership), CHRISTINE MILNE (Autism Partnership Foundation), JOSEPH H. CIHON (University of North Texas), RONALD LEAF (Autism Partnership Foundation), JOHN JAMES MCEACHIN (Autism Partnership) |
Description: Researchers have demonstrated that social skills groups may be beneficial for individuals diagnosed with autism spectrum disorder (ASD). For the past 20 years the instructors have been implementing social skills groups for individuals diagnosed with ASD. Recently, they have completed a randomized control trial which evaluated a 16-week behaviorally based social skills group for individuals diagnosed with ASD. Based upon the instructors’ clinical experience and research experience they will present how behavior analysts can effectively implement behaviorally based social skills group. Research data, clinical data, and video examples of how to implement social skills group will be presented and the various teaching and reinforcement procedures that can be used within social skills group will be discussed. The instructors will also discuss ways to evaluate students’ progress within a social skills group. Finally, future directions for both clinicians and researchers will be discussed. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify 3 different teaching procedures that can be used in social skills groups and identify what skills can be taught with these procedures; (2) identify 3 different formal assessments and identify what these formal assessments asses; (3) describe various data collection systems that can be used during social skill groups. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, and group discussion. |
Audience: Behavior analysts who have previous experience working with individuals diagnosed with autism or developmental disability and who have implemented behaviorally based procedures to teach social behavior |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): group instruction, social behavior, social skills |
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Establishing Creative Play: A Behavior Analytic Perspective |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
St. Gallen 2, Swissotel |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Robert K. Ross, Ed.D. |
ROBERT K. ROSS (Beacon ABA Services), JENNIFER SMITH (Beacon ABA Services) |
Description: The purpose of this intermediate workshop is to train participants in the use of various strategies to teach creative play, through the use of visual supports. Creativity will be defined using behavioral definitions with an emphasis placed on planning for generalization. A variety of systematic strategies for teaching creative play using visuals will be reviewed with participants. Some of these strategies will include: matrix training, video modeling, visual checklists, and picture activity schedules. Video modeling has been shown to be a successful teaching strategy in increasing pretend play skills in children diagnosed with autism (MacDonald, Sacramone, Mansfield, Wiltz & Ahearn, 2009), while matrix training has demonstrated successful results in teaching generalized language responses without direct teaching (Goldstein & Mousetis, 1989). Picture activity schedules have also been used to foster independent play in children with autism spectrum disorders (MacDuff, G. S., Krantz, P. J., & McClannahan, L. E., 1993). This workshop will describe the expanded use of visual supports to facilitate generalization of materials, settings and play skills. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe and understand creativity; (2) describe the deficits in children with ASD to rationalize a need for teaching creativity; (3) identify the need to plan for generalization; (4) identify types of play to teach and who to teach it to; (5) describe matrix training and create a matrix for a pretend play activity; (6) describe video modeling and one scenario in which to implement it; (7) identify settings and occasions to use them and learners to use them with; (8) describe various forms and modalities of activity schedules and match them to individuals’ learning styles. |
Activities: Workshop objectives will be met through a variety of approaches including: lecture, guided practice, video observations and group discussion. Core content will be taught through lecture and video demonstrations of strategies provided. Hands on activities will follow: matrix , video models and visual schedules will be developed in small groups. |
Audience: BCBAs, SLPs,graduate students |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Activity Schedules, Creativity, Play skills |
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Motivating Learner Participation: An Alternative to Traditional Escape Extinction Methods |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Lucerne I, Swissotel |
Area: AUT/VBC; Domain: Theory |
CE Instructor: Robert Schramm, M.A. |
ROBERT SCHRAMM (Knospe-ABA) |
Description: The goal of the workshop is to teach participants an approach to earning instructional control with unmotivated or otherwise challenging learners that does not employ traditional escape extinction procedures such as forced physical prompting or physically holding the learner in the teaching setting. Through the Seven Steps to Earning Instructional Control, participants will be given an easy-to-teach and therefore reproducible path to earning learner motivation while avoiding some of the potentially behavior escalating procedures common in behavior analysis. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe the importance of learner assent in home, clinic, and education settings; (2) employ creative and practical methods for controlling access to reinforcement in all environments; (3) describe the value and process of being meticulously contingent with words and actions and the value and process of pairing oneself with reinforcement; (4) describe the differences between positive and negative reinforcement and why one is valuable in earning instructional control with an unwilling learner; (5) describe the concept of a teaching arc and how one can prolong the value of teaching over several different reinforcing teaching settings for the length of teaching interactions. |
Activities: Lecture, video, discussion, question and answer |
Audience: BCBAs, BCaBAs, parents, teachers, behavior therapists |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): 7 steps, escape extinction, instructional control, Schramm |
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Teaching Children With Autism Spectrum Disorder a Variety of Skills Through the Use of Video Modeling |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Zurich C, Swissotel |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Christos Nikopoulos, Ph.D. |
CHRISTOS NIKOPOULOS (Autism Consultancy Services, London) |
Description: Over the last few decades, there has been a shift in emphasis from language-based instruction to more visual instructional supports as a catalyst for learning in individuals with multiple disabilities and autism spectrum disorder (ASD). This is due to extensive reports that individuals with ASD demonstrate enhanced performance on simple visual search tasks that require detecting a target set among distracters. Given the visual superiority of people with ASD, it is perhaps not surprising that the majority of current educational programs for these individuals frequently employ visual supports. Picture prompts, photographic activity schedules, visual schedules, or videos appear to be appropriate and particularly motivating for these individuals. The range of target behaviors and different methods by which video modeling has been successfully implemented to teach individuals with ASD ages 3 to 20 years, attests to its robustness as an approach for supporting appropriate behaviors in this population. This approach, which has been so favorable to researchers and therapists for a number of reasons, will be the focus of this workshop, wherein extensive and updated details and findings from the literature, as well as from the clinical and research practice of the instructor, will be provided to the audience. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the essential conceptual underpinnings of observational learning, which are critical for the formation of video modeling procedures; (2) name the salient features of video-modeling procedures as guided by findings from the literature (e.g., with what ages video modeling can be effective, what intervention goals can be addressed by the implementation of video modeling, in which settings video modeling can be effectively used, etc.); (3) describe different types of video modeling and the advantages and disadvantages of each type when targeting different performance areas in children with ASD (e.g., social skills, daily living skills, communication/language, play skills, joint attention, challenging behaviors); (4) demonstrate step-by-step different types of video modeling (e.g., video modeling, self-modeling, priming modeling, point-of-view modeling) could be designed and implemented; (5) design and analyze a video modeling intervention using selected case scenarios. |
Activities: Instructional strategies include: lecture, guided practice, video demonstrations of practice strategies, real-life case scenarios and examples, small group activities and exercises as well as group discussion. |
Audience: Graduate students and RBTs, Board Certified Behavior Analysts (BCBA), and Board Certified Assistant Behavior Analysts (BCaBA), psychologists as well as respective therapists and special educators working in a variety of applied and experimental settings as well as educational and social science settings who are interested in teaching a number of different skills to children/adolescents with ASD and other developmental disabilities. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism, Communication skills, Social skills, Video modeling |
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Generative Instruction for Individuals With Learning Challenges |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Skyway 272, Hyatt Regency, Blue East |
Area: AUT/EDC; Domain: Applied Research |
CE Instructor: Richard E. Laitinen, Ph.D. |
RICHARD E. LAITINEN (Eduational and Developmental Therapies, Inc), GLADYS WILLIAMS (CIEL, SPAIN) |
Description: The purpose of this workshop is to introduce clinicians to generative instruction technology. Both the conceptual and research base of generative instruction promises to significantly improve the efficacy and efficiency of ABA-based educational technologies for both neurotypical and atypical learners, and to resolve many of the learning challenges presented by children with autism and related disorders. The presentation is divided into three components: part 1 identifies and reviews the knowledge base that supports generative instruction design and delivery; part 2 reviews and demonstrates varius generative instructional design and delivery options; part 3 includes activities to acquire and practice each instructional design and delivery option. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify several types of generative instruction designs and procedures within hear/say, read/say, read/write, and hear-think/write learning channels, and describe the potential for each to establish generative learner performance; (2) identify the key studies and projects that have lead to contemporary, applied generative instructional design within hear/say, read/say, read/write, and hear-think/write learning channels; (3) demonstrate application of three major generative instruction procedures to individual, self-choose cases within hear/say, read/say, read/write, and hear-think/write learning channels and discuss/review with other workshop participants. |
Activities: Activities will include didactic presentation of the conceptual and research history of generative instruction. The presentation will include video examples of various generative instructional design and delivery procedures (e.g., general case programming through direct instruction delivery). Presentation will include built in Active Student Response opportunities throughout. Active discussion will be encouraged throughout. After presentation of each major generative contingency (e.g., contingency adduction), small break out groups will be formed to produce a clinical example of the use of that contingency. Several procedures will require participants to complete pre-structured instructional design templates. |
Audience: Intermediate level clinicians and clinical supervisors of instructional programming to address the learning, comprehension, and performance challenges of individuals with learning deficits and difficulties. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Contingency adduction, Generalcase programming, Generative instruction, Recombinative generalization |
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Differential Reinforcement Schedules: What's the Difference and How to Implement in Classroom and Community Settings? |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Zurich A, Swissotel |
Area: AUT/EDC; Domain: Applied Research |
CE Instructor: Kathleen McCabe-Odri, Ed.D. |
KATHLEEN MCCABE-ODRI (Partners in Learning, Inc.), LAUREN DEGRAZIA (Partners in Learning, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), NICOLE M. RZEMYK (Partners in Learning, Inc.), LORI LORENZETTI (Partners in Learning, Inc,) |
Description: Differential schedules of reinforcement have long been scientifically validated as successful methods to improve human behavior (Vollmer et.al., 1999). When properly implemented, clinicians have demonstrated reduced levels of inappropriate targets (Call et.al., 2011; Rozenblat et.al, 2009), as well as increased rates of desired responses (Napolitano et.al., 2010). Children with autism can engage in both high rates of challenging behavior and profound deficits in social interactions. These deficits may impede successful inclusion within normalized classrooms. Rates of social responding, initiating, and reduced outbursts should be targeted at an early age to increase successful community integration. This workshop will demonstrate via case studies how to implement a variety of differential reinforcement (DR) schedules to: increase social initiations and responding in students with autism spectrum disorders towards peers in class by using a peer-led differential reinforcement of high rates of behavior schedule (DRH); reduce rates of challenging behaviors by using differential reinforcement of low rates of behavior schedule (DRL) fixed interval schedules in class and community settings; run multiple DR schedules as part of a treatment package; implement DR schedules using high and low tech options; design intervention plans via DR schedules that may best fit learner challenges and setting considerations. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe each differential schedule of reinforcement treatment option; (2) state the relevant clinical information needed to apply appropriate DR schedule to fit the needs of the learner, (3) describe both high and low technology options to run DR schedules in a variety of settings |
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video case study examples, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying appropriate guidelines for DR schedule applications to match learner needs will be provided in order to support participant learning. Both high and low technology options will be shared with participants. |
Audience: Junior BCBAs, school consultants, child study teams, behavior specialists, BCBAs |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): differential reinforcement |
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Keep Calm and Carry On: Teaching Toleration of Non-Preferred Activities/Items to Individuals With Autism |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Columbus Hall EF, Hyatt Regency, Gold East |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Nicole Pearson, Psy.D. |
NICOLE PEARSON (NYC Autism Charter School), JENNIFER JAYE (NYC Autism Charter School), REBECCA WELLS (New York Center for Autism Charter School), LEIGH COOPER (NYC Autism Charter School) |
Description: Many individuals with autism exhibit challenging behavior when confronted with non-preferred items or activities. While behavior intervention plans are often put in place to decrease maladaptive behavior, much more can be done through targeted programming to offset the likelihood of challenging behavior occurring in these instances. Specifically, programming to increase the toleration of non-preferred activities and items will increase appropriate responses and potentially establish a generalized repertoire of appropriate alternative responses and self-regulation skills that can be used in other non-preferred scenarios. This workshop will enable participants to develop, plan, and implement effective, evidence-based skill acquisition programming to increase the toleration of non-preferred activities and items in individuals with autism. Through an analysis of toleration programming components and case studies, participants will learn how to identify and break down goals into successive steps and how to shape toleration. This workshop will review the types of skills that can be targeted (e.g., eating a variety of foods, tolerating medical exams, tolerating wearing an ID bracelet), and allow participants to apply what they’ve learned through interactive, small group activities. Because programming can occur in school, home, and/or community settings, participants will also learn best practices and implementation procedures for working collaboratively with families/caregivers. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe how the principles of shaping apply to instruction to teach students with autism how to maintain appropriate behavior in the presence of nonpreferred activities and/or stimuli; (2) list components of effective teaching strategies to teach individuals with autism to maintain appropriate behavior around specific activities (e.g., birthday parties) and/or stimuli (e.g., automatic toilet flushing signals); (3) design a program that includes teaching procedures, plans for systematic fading of teaching procedures and/or reinforcement, data collection options and generalization to a novel setting for at least one activity or stimulus (e.g., getting a haircut); (4) use information about programming for effective home/school collaboration and parent training best practices to apply teaching strategies to home/community environments. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video demonstrations, and small group activities which will then be discussed with the larger group. Specific small group activities to include: each group will select a target skill from a list of potential targets (e.g., getting a shot, tolerating an ID bracelet, eating a new food) and create a de-sensitization procedure from start to finish; discuss data collection options and include strategies for generalization, fading, and parent training; problem solving a case study scenario; identifying alternatives/modifications that can be used if teaching to toleration is not an option. |
Audience: The intended audience includes BCBAs and related providers currently providing behavior analytic services in home, school, and/or community settings; teachers/administrators; parents of individuals with autism. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism education, desensitization, parent training, toleration programming |
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First Three Months of Behavioral Intervention for Children With Autism: A Developmental Perspective |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Montreux 2, Swissotel |
Area: AUT/DEV; Domain: Service Delivery |
CE Instructor: Monika M. Suchowierska-Stephany, Ph.D. |
Monika M. Suchowierska-Stephany (SWPS University of Social Sciences and Humanities), LINDA S. HEITZMAN-POWELL (The University of Kansas Medical Center), KATRINA OSTMEYER (Integrated Behavioral Technologies, Inc.), MIKAYLA M. MCHENRY-POWELL (Integrated Behavioral Technologies, Inc.) |
Description: The first three months of early intensive behavioral intervention are a crucial period for a young learner with autism. It has been recommended that the behavioral intervention take into account a developmental perspective, especially as it relates to behavioral cusps leading to autistic development. In this workshop, we will examine several related skills that may be present or absent in young children with autism: stimulus overselectivity, facial recognition, mutually responsive orientation, joint attention, and social referencing. Based on this information, we will propose major therapeutic goals for the first three months of intervention, together with teaching strategies to accomplish those goals. Major challenges of the first three months will also be discussed. The workshop will conclude with some suggestions for the next months of therapy. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) list developmental concepts that relate to early behavioral intervention; (2) characterize skills that are present or absent in young children with autism and that are behavioral cusps for autistic development; (3) list major therapeutic goals for the first three months of intervention as they relate to the precursors of autism; (4) plan the following months of therapy. |
Activities: During the course of the workshop, participants will have an opportunity to analyze videos of typically developing children and autistic children to search for the behavioral cusps discussed in the workshop as well as to plan–based on videos of autistic children–goals for the beginnings of their therapy. Small group activities will be organized. |
Audience: This workshop is designed for behavior analysts who work with families of young children with autism and are responsible for programming therapeutic goals for their pupils. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, behavioral cusps, child development |
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Diagnosis and Treatment of Children With Psychiatric Disorders: Functional Assessments and Motivating Operations |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Columbus Hall AB, Hyatt Regency, Gold East |
Area: CBM/EDC; Domain: Service Delivery |
CE Instructor: Jeannie A. Golden, Ph.D. |
JEANNIE A. GOLDEN (East Carolina University), JESSICA MINAHAN (Consultant) |
Description: Typically, functional behavioral assessment (FBA) has been used with individuals with developmental disabilities, including autism spectrum disorders. The goal of FBA is to identify the function of aberrant behavior and to teach the individual to exhibit an acceptable replacement behavior that can serve the same function. Traditional counselors view aberrant behaviors in individuals with psychiatric disorders as symptoms of underlying constructs and use the diagnosis as a reason for these behaviors, proposing more global treatments such as evidence-based therapies or medications. On the other hand, behaviorists view those behaviors as serving an environmental function. Once the environmental function of a psychiatric symptom is identified, it can be treated effectively by replacing it with a more acceptable behavior serving the same function. However, there are several components that are often missing in the analysis of behavior that is related to psychiatric diagnoses. These include: the analysis/understanding of establishing/abolishing operations in the form of private events (e.g., physical sensations, covert tacts/mands) and learning history with SDs for reinforcement/punishment. Workshop presenters will discuss the process of conducting FBAs and developing function-based treatments for several different symptoms of psychiatric diagnoses including anxiety, disturbed attachment, and oppositional/defiant behaviors. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe the symptoms of psychiatric disorders as behaviors serving an environmental function; (2) describe the process of conducting FBAs with children diagnosed with psychiatric disorders; (3) describe the role of learning history in treating with children diagnosed with psychiatric disorders; (4) describe the role of motivating operations in the form of private events in treating children diagnosed with psychiatric disorders; (5) describe how to develop and implement function-based treatments for children diagnosed with psychiatric disorders. |
Activities: Participants will listen to didactic information and real-life case histories in homes, schools and community settings, take notes, ask questions, view a PowerPoint presentation, present their own cases for feedback, and participate in role-play situations. |
Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically-developing who have emotional difficulties and/or have been given psychiatric diagnoses. |
Content Area: Practice |
Instruction Level: Intermediate |
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Behavioral Relaxation: Training and Scale |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Montreux 1, Swissotel |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Victoria Stout Kubal, M.S. |
VICTORIA STOUT KUBAL (California Consulting and Research Institute) |
Description: Relaxation techniques are an integral part of the successful treatment of those exhibiting anxiety-related, pain-related, and/or anger-related behaviors. The sooner a client learns relaxation and other types of self-control techniques, the safer his/her internal and external environments may become. In addition, due to limitations in funding, providers must often demonstrate that extensive treatment progress has been made within a relatively short period of time. Poppen’s (1998) Behavioral Relaxation Scale (BRS) is an assessment tool for measuring the progress of an individual demonstrating the 10 overt relaxed behaviors taught to criterion with Behavioral Relaxation Training (BRT). BRT can be an effective part of treatment for individuals with emotional/mental disorders, hyperactivity, schizophrenia, traumatic brain injury, physical limitations, and/or restricted cognitive/intellectual capabilities. This workshop will provide an opportunity to experience Poppen’s (1998) Upright Behavioral Relaxation Training (URT) by means of labeling, modeling, imitation, practice, and corrective feedback. Once workshop participants are proficient in demonstrating URT and can verbally describe these 10 relaxed behaviors and corresponding examples of unrelaxed behaviors, they will be taught how to assess URT using the BRS. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) position his/her own body in alignment with the 10 overt relaxed behaviors from URT; (2) write a description of each of the 10 overt relaxed behaviors from URT in his/her own words and provide corresponding examples of unrelaxed behaviors; (3) give another individual appropriate feedback so that the other individual can correct himself/herself according to the 10 URT postures; (4) observe, record, and assess another individual’s performance of the 10 relaxed behaviors from URT by accurately using the BRS. |
Activities: Verbal Behavior: Listen to a presentation regarding the physiological effects of relaxation, the history of using relaxation training to treat psychological and physical disorders, and Poppen’s (1998) development of BRT and BRS. Labeling and Modeling: View a live demonstration of the 10 postures included in URT. Each relaxed posture will be labeled, described topographically, and demonstrated physically. Modeling and Imitation: Learn how to breathe diaphragmatically, then imitate the other 9 relaxed behaviors of URT while viewing an instructor as model. After each participant has proficiently demonstrated each posture separately, he/she will practice relaxing all 10 areas at the same time. Feedback: Practice silently while the instructors are giving each participant individual corrective feedback. Later, workshop participants will form pairs and alternate practicing URT and giving each other corrective feedback. Criterion Tests: Take URT Written Criterion Test; score one another’s criterion test. Take BRS Written Criterion Test; score one another’s criterion test. Assessment: BRS scoring methodology will be explained and demonstrated. All observers, including the instructor, will simultaneously score the BRS for the model. |
Audience: BCBA-Ds, BCBAs, BCaBAs who work with the following populations: clients with anxiety disorders, pain-related difficulties, or anger management problems; individuals with traumatic brain injury or developmental disabilities; persons exhibiting hyperactive or repetitive behaviors; clients exhibiting schizophrenic behaviors; and persons who experience an extreme amount of “stress.” Professionals with a strong interest in behavioral medicine, clinical behavior analysis, family and child therapy, and/or health and fitness training will also benefit from attending this workshop. |
Content Area: Methodology |
Instruction Level: Basic |
Keyword(s): Mindfulness, Relaxation, Self-control, Stress Management |
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Behavior Analytic Training for Health, Life, Fitness, and Peak Personal Performance |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Alpine, Swissotel |
Area: CBM; 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 Behavior Analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles effectively. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness and healthy living are covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, analyze, 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 how 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, from a behavior analytic perspective, will be on the uses and misuses of web based, social media fitness tools (e.g. Strava, fitbit, etc). 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 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. Participants will be shown, from a behavior analytic perspective; how to access, use and evaluate information and data collected from fitness based social media. Workshop objectives will be met through a balanced presentation of lecture utilizing PowerPoint, presenter provided practice materials, video observation, and group discussion. |
Audience: The target audience is 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 will also benefit. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): diet, health, physical fitness, sport psychology |
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Functional Skills and Curriculum-Based Assessments for Learners With Moderate-to-Severe Disabilities: It's as Much About What We Teach as How We Teach It |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Columbus Hall KL, Hyatt Regency, Gold East |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Patrick E. McGreevy, Ph.D. |
PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A. and Associates), TROY FRY (Patrick McGreevy and Associates) |
Description: In recent years, many teachers, curriculum coordinators, and behavior analysts have struggled with “what to teach children” with moderate-to-severe disabilities or limited skill repertoires, including many children with autism, especially as they grow older. In public schools, teachers are often instructed to adhere to the Common Core State Standards, while in ABA centers they are often offered only developmental curricula designed to help young children “catch up” to their typically developing peers. When they look for alternative sources of more functional skills, they often find few options. If they look to the BACB Fourth Edition Task List, they find no items that assist in resolving this or any other curricular issue. The presenters will describe functional skills and curriculum-based assessments, their value for specific children and adults, and the scientific literature that supports their use. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe four criteria that can be used to determine if a skill is functional for a learner with moderate-to-severe disabilities; (2) describe four examples of speaker, listener, daily living, academic, and tolerating skills that are functional for learners with moderate-to-severe disabilities; (3) describe examples of available curriculum-based assessment instruments and the advantages and disadvantages of each; (4) describe four barriers to an effective method of speaking. |
Activities: The presenters will present some of the material in a lecture format, followed by directed discussions and participant interactions. Participants will also be provided with opportunities for guided practice in the selection of functional skills, including the most important functional skill of all -- functioning effectively as a speaker. |
Audience: BCBAs and BCaBAs who function as teachers, residential care providers, curriculum coordinators and supervisors, clinical directors, and university professors. |
Content Area: Practice |
Instruction Level: Basic |
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Pica: From Research to Practice |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Zurich B, Swissotel |
Area: DDA/AUT; Domain: Applied Research |
CE Instructor: Deborah L. Grossett, Ph.D. |
DON E. WILLIAMS (Don E. Williams, Ph.D., BCBA-D), PETER STURMEY (The Graduate Center and Queens College, City University of New York), DEBORAH L. GROSSETT (The Shape of Behavior) |
Description: Pica is the consumption of non-nutritive items. Although observed in other populations and contexts, pica is common among individuals with profound intellectual disabilities and is sometimes dangerous and even lethal. Functional analyses have almost always identified the function of pica as automatic positive reinforcement, hence, it is difficult to treat and manage pica without resorting to positive punishment. This workshop will describe methods for conducting functional assessment and analysis of pica, describe non-punishment interventions and the ethical role of positive punishment, describe other treatments and environmental management strategies, describe the evidence for effective treatment of pica,and finally, describe issues related to staff training, management, supervision and organizational behavior management. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state the definition of pica and describe its associated risks; (2) describe methods for conducting functional assessments and analyses of pica; (3) describe strategies to prevent pica; (4) describe strategies to teach alternate behaviors; (5) describe the situations in which positive punishment may be ethically justified; (6) name evidence-based practices for pica; (7) describe issues related to staff training, management, supervision and organizational behavior. |
Activities: Instructional strategies will include lectures, reading case studies, small group break out, and discussion and feedback. |
Audience: BCBAs in training; BCBAs; other professional staff and administrators working with clients with pica; applied researchers. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ethics, evidence-based practice, functional assessment, pica |
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Assessing and Teaching Students With Significant Needs: The Impact of Essential for Living in a School Setting |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Michigan ABC, Hyatt Regency, Bronze East |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Lisa N. Britton, Ph.D. |
LISA N. BRITTON (Spectrum Center), DIANINHA SEAL (Spectrum Schools), AMANDA BECK (Spectrum Schools and Programs) |
Description: The purpose of this workshop is to train people on the Essential for Living (EFL) assessment and curriculum. EFL is a skills-based assessment designed specifically for individuals with severe to profound disabilities who exhibit challenging behaviors and struggle with basic communication skills. The focus of this workshop is to describe EFL with a significant emphasis on how to conduct the assessment and develop targets for instruction. During the workshop the instructors will also describe and demonstrate the data collection process followed by opportunities to practice data collection. Outcome data and case studies will be discussed. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) articulate what EFL is and the population that would benefit from it; (2) implement a quick assessment and apply the assessment procedures for a student/client on their case load; (3) identify appropriate targets based on the assessment results; (4) collect data with the EFL data collection tools. |
Activities: The format of this workshop will include lecture, guided practice, and small group discussion. |
Audience: Graduate students and professionals working with individuals with developmental disabilities in either an educational, group home, or day program setting. |
Content Area: Practice |
Instruction Level: Basic |
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Individualized Program Development: A Cohesive Model for a Student's Program Book That Expands Far Beyond Direct Teaching Settings |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Zurich E, Swissotel |
Area: EDC/PRA; Domain: Service Delivery |
CE Instructor: Mark J. Palmieri, Psy.D. |
MARK J. PALMIERI (The Center for Children with Speical Needs), SHAUNESSY M. EGAN (The Center for Children with Special Needs) |
Description: The use of individualized program books is a well-known practice within educational settings. These procedures are considered essential for tracking student progress with those skills targeted for instruction using ABA-based methods. Increasingly, entire educational programs for students are expected to apply ABA-based methods of instruction. This work, however, rarely includes high-quality methods for implementing precise programming across the student's entire instructional day. That is, the quality of skill-focused program planning, data collection, intervention consistency, and empirical evaluation of progress are rarely equal across direct, or 1:1, teaching settings and the integrated environment. This workshop will present a program book model that offers a framework for the application integrated and precise lesson planning to address every component of a student's education program. This includes not only direct academic skill instruction but, importantly, integrated academic, social, and adaptive skill instruction as well as related service (e.g., psychology, speech and language, motor) targets. Throughout the workshop participants will study and be provided with models for such programs. Further, staff training methods and strategies for establishing system-wide buy-in for this model of program planning will be addressed. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify models of individualized lesson plan development that address related service (e.g., psychology, speech and language) skill sets; (2) understand the essential features of individualized lesson plans address skills to be taught in integrated settings; (3) understand the critical elements of diverse direct teaching models including cold-probe, interspersed, and quick transfer models; (4) construct a model of a comprehensive program book which addresses all skills addressed within the student's educational program; (5) understand critical elements of staff training and methods for building system-wide support for the application of evidence-based lessons day-long. |
Activities: This workshop will include direct lecture as well as applied practice opportunities for participants to develop individualized program books for use across all environments. Participants will have opportunities to review samples and work with templates to ensure appropriate familiarity with the workshop content. |
Audience: This workshop is targeted toward practitioners with an intermediate familiarity with individualized program planning. It is designed to address contemporary issues with program planning that ABA-based program faced when attempting to support full and effective integration practices within educational settings. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): individualized instruction, natural environment, program planning, staff training |
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Designing Classroom Environments to Produce Generative Behavior |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
St. Gallen 1, Swissotel |
Area: EDC/AUT; Domain: Service Delivery |
CE Instructor: Kent Johnson, Ph.D. |
KENT JOHNSON (Morningside Academy), VICCI TUCCI (Tucci Learning Solutions, Inc.) |
Description: Educators cannot possibly teach everything that needs to be learned with explicit instruction and practice to fluency. Effective, independent adults must learn how to learn without teachers and instruction. They must demonstrate generativity, the emergence of complex behavioral repertoires without explicit instruction. Many studies have been published demonstrating the process of generativity (e.g., Johnson & Layng, 1992; Andronis, 1999; Layng, Twyman & Stikeleather, 2004; Epstein, 1999). People must engage in behaviors they've learned in instruction in a wider variety of contexts than the classroom. We call this kind of generativity, application. They also engage in novel, untaught blends and re-combinations of behavior that they learned in school, in the context of new stimuli not encountered in classrooms. We call this kind of generativity, adduction, or contingency adduction. In this workshop participants will examine two instructional models that promote generativity, the Morningside Model of Generative Instruction (MMGI) for typical and near-typical learners (e.g., Johnson & Street, 2004, 2012, 2013), and the Competent Learner Model (CLM) for learners with autism and developmental disabilities (e.g., Tucci & Hursh, 1991; Tucci, Hursh & Laitinen, 2004). Participants will also design MMGI and CLM-based classroom environments to produce application and contingency adduction. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) break down a selected curriculum into its key tool skills, component skills, and composite repertoires; (2) design a generative application environment for one or more instructional objectives that they currently teach, using either MMGI or CLM procedures, including key motivational operations; (3) design a generative environment that is likely to produce contingency adduction of one or more instructional objectives that they currently teach, using either MMGI or CLM procedures, including key motivational operations. |
Activities: Workshop presenters will teach each objective through lecture, study guides, and discussion. Participants will work in pairs or trios to analyze a selected curriculum area into its key tool skills, component skills and composite skills. Participants who work with children with autism will work in pairs or trios to design a CLM non-directed classroom environment to produce generative application of selected instructional objectives. Participants who work with typical or near-typical learners will work in pairs or trios to design an MMGI application classroom environment for selected instructional objectives. Each participant will be able to compare and contrast MMGI and CLM procedures employed to guarantee application. Participants who work with children with autism will work in pairs or trios to design a CLM non-directed classroom environment to produce generative contingency adduction of selected instructional objectives. Participants who work with typical or near-typical learners will work in pairs or trios to design an MMGI classroom environment to produce generative contingency adduction of selected instructional objectives. Each participant will be able to compare and contrast MMGI and CLM procedures employed to guarantee contingency adduction. |
Audience: Those who deliver instructional services to typically developing children and youth, near-typical children such as those with ADHD and learning disabilities, and children with autism and developmental disabilities. This includes BCBAs, teachers, professionals of all types, and anyone interested in teaching higher-level skills. |
Content Area: Practice |
Instruction Level: Intermediate |
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Part 1: Effective Supervisors Do What It Takes! Improving Staff and Organizational Performance to Achieve Desired Client Outcomes |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Skyway 260, Hyatt Regency, Blue East |
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 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. Please note: This workshop takes place in three parts; attendees must register for all 3 parts (WPBID #20; WPBID #50; WPBID #80) and must attend all 3 parts to receive continuing education credits. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called "celeration efficiency;" (2) define desired staff performance at the system, process, and individual levels; measure and evaluate current staff performance at each level; (3) perform a data-based analysis of staff performance problems to identify their causes; (4) recommend solutions to performance problems with the best return on investment; (5) design and implement those solutions, which may include staff resources, training and management; (6) evaluate the effectiveness, efficiency, and return on investment of those solutions. |
Activities: This workshop provides a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software. |
Audience: This three-part workshop is for supervisors, staff trainers, program designers, and directors of schools and agencies serving people with learning difficulties. Attend this workshop to learn the skills needed to ensure that employees are effective in helping clients achieve their goals! Earn a total of 12 CEUs by completing all three parts. (You may use 3 of these to meet the new BACB requirement for supervisors.) |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Celeration Efficiency, Improvement Process, Organizational Performance, Pragmatism |
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How to Use ABA to Sustain Leanand Six Sigma Results in Business and Industry |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Columbus Hall IJ, Hyatt Regency, Gold East |
Area: OBM/TBA; Domain: Service Delivery |
CE Instructor: Michael McCarthy, M.Ed. |
MICHAEL MCCARTHY (www.SustainLeanGains.com) |
Description: When companies adopt Lean or Six Sigma methods, they often conduct many “Rapid Improvement Events” also known as “Kaizen Events.” Although many of these activities are conducted, and many process improvements are discovered, only a small percentage survive as standard operating procedure for the company operations. This means the time spent on these process improvement activities are wasted because the new methods are not used. The improvement gains are not sustained. In the analytical ABC model of applied behavior analysis, these activities are “antecedents,” which last only a short time. In order to build these new methods into daily habits, consequences are needed, specifically positive reinforcement. This workshop gives OBM consultants and company managers an ABA “preventive maintenance” methodology for sustaining gains called “process behavior maintenance” (PBM). Participants learn three skills for sustaining lean gains. They can add these skills to their own leader standard work for maximum effectiveness. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) name 3 common causes for failure to sustain Lean & Six Sigma programs within companies and healthcare organizations; (2) complete an ABC analysis of one case study; (3) name 3 ABA skills that will enable supervisors in organizations to sustain the new process behaviors derived from a process improvement project using Lean or Six Sigma methodologies. |
Activities: Lecture,small group break-out,guided practice of ABC analysis of case studies,group discussion |
Audience: OBM practitioners, ABA students considering a career in OBM, managers and supervisors in healthcare, manufacturing, and service delivery, and ABA professors considering part-time consultation/projects with business, industry, and healthcare. |
Content Area: Methodology |
Instruction Level: Basic |
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Implementing Effective Competency-Based Parent and Caregiver Training |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Montreux 3, Swissotel |
Area: PRA/AUT; Domain: Service Delivery |
CE Instructor: Gail Clifford, M.S. |
GAIL CLIFFORD (Advances Learning Center), WENDY GREENHALGH (Advances Learning Center), GINA FUGAZZOTTO (Advances Learning Center), KATHERINE A. JOHNSON (Advances Learning Center), GINETTE WILSON BISHOP (Advances Learning Center) |
Description: The importance of generalizing effective behavioral support strategies and techniques to parents and caregivers of clients with challenging behaviors is critical. Providing an effective and successful training model for teaching parents and caregivers to implement these strategies with competence and fluency can promote the generalization of these strategies.This workshop will present a competency-based parent/caregiver training model. The components include a social validity rating scale to measure the parent/caregiver’s interest relative to topics in ABA, pre-test and post-test measures of relevant skills, didactic instruction, modeling and role-plays of appropriate techniques for responding to challenging behavior, procedural integrity data collection on the implementation of skills practiced during role-plays, and performance feedback. Hands-on activities for each component will be included, along with strategies for individualization of both content and pacing, and for utilizing data-based programming decisions to ensure optimal success and effectiveness. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) develop individualized, competency-based parent training models based on specific client profiles; (2) effectively utilize teaching strategies, including lecture, modeling, role-play, and performance feedback when educating parents/caregivers of clients with ASD and developmental disabilities; ( 3) develop a data collection system to accurately record procedural integrity of parent/caregiver implementation of behavior support strategies; (4) design user-friendly behavior support guidelines for parents/caregivers; (5) implement data-based decision-making strategies relative to ongoing content and pace of instruction. |
Activities: Learning objectives will be met by alternating between lecture, discussion, and small group activities including role plays. |
Audience: The intended audience includes: BCBAs who design and implement parent/caregiver training; teachers, SLPs, behavioral instructors, or therapists who implement parent/caregiver training under BCBA supervision;anyone interested in developing effective parent/caregiver training models for clients and their families. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Competency-Based Training, Generalization, Parent Training, Social Validity |
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Using Physical Activity to Enhance Learning, Social Skills, and Self-Control With Autistic and Typical Populations |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Vevey 3, Swissotel |
Area: PRA; Domain: Service Delivery |
CE Instructor: Eitan Eldar, Ph.D. |
EITAN ELDAR (Kibbutzim College, Israel) |
Description: The presented model (Eldar, 2006) emphasizes the uniqueness of movement and game as an ideal context enabling teachers and clinicians to design a challenging learning atmosphere for their students. The model is based on a series of scripts offering a simulation of real-life situations. It can support a specific clinical goal (such as developing self-control); support a school curriculum; serve as an extended behavioral program for individuals/groups. The model has recently been implemented with autistic children, supporting communication and social skills on an individual level and as a preparation for inclusion. The rationale behind developing the model (Eldar & Ayvazo, 2009) will be discussed and specific behavioral procedures and principles supporting the model will be cited (Eldar, 2008). The structure of the model will be described, followed by implementation examples. Components of the model, modified during the past 18 years, will then be portrayed. The workshop will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. Attention will be devoted to using these procedures as a part of an individual program for autistic populations and for supporting their inclusion in the regular education system. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) explain the unique characteristics of physical activity and games as supportive learning contexts; (2) cite behavioral principles and procedures that enhance learning in these contexts; (3) present the general structure of the model and describe its components; (4) design various physical activities as clinical scripts, serving specific behavioral goals; (5) use and modify observation forms to evaluate students’ progress; (6) adapt the components of the model to different populations and programs; (7)explain the rationale of the model to parents and practitioners. |
Activities: Activities will include: a presentation of the theoretical background of the model, defining the rationale behind it; an open discussion on how physical activity can serve as a learning context; a video presentation illustrating the implementation of the model in various settings and in different cultures; active demonstration of games involving the workshop's participants; planning trials involving the participants practicing activity and program design based on the model. |
Audience: Behavior analysts, teachers,clinicians, psychologists. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism, Physical-Activity, Self-Control, Social-Skills |
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Navigating the 10th Circle of Hell: A Road Map to Writing Medically Necessary Treatment Plans |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Grand Suite 3, Hyatt Regency, Gold East |
Area: PRA/AUT; Domain: Service Delivery |
CE Instructor: William Tim Courtney, M.S. |
WILLIAM TIM COURTNEY (Little Star Center), VINCENT LAMARCA (Little Star Center), BREANNE K. HARTLEY (Little Star Center), MARY ROSSWURM (Little Star Center) |
Description: Board Certified Behavior Analysts (BCBAs) are very well-trained in the implementation of procedures that are conceptually systematic and evidence based. Even if you have an intervention with several peer reviewed studies, if it is not presented to the insurance company, highlighting the medical necessity, then it will not be funded. In this workshop, we cover an equally necessary component to intervention that is often neglected in BCBA training activities: writing treatment plans that are based upon medical necessity. The presenters will review strategies for evaluating diagnostic reports as well as assessment probes to provide sufficient justification for areas targeted for intervention. The presenters will discuss developing goals specifically addressing symptoms and impairments directly related to an autism diagnosis. The workshop will review discharge and transition planning, as well as determining the intensity of intervention. Workshop attendees will be provided with a treatment plan template. The treatment planning process presented in this workshop has resulted in the approval of countless hours of insurance-funded comprehensive ABA intervention for individuals with autism. The organization has been in effect for over 10 years, practicing in a state with mandated ABA coverage. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define medical necessity; (2) create goals and objectives directly related to symptoms and impairments related to an autism diagnosis; (3) describe the necessary components of a comprehensive treatment plan, to include background, progress, transition, discharge, and recommendations; (4) discuss factors to consider when determining the intensity of ABA services. |
Activities: The workshop will follow a behavior skills training format. The presenters will provide instructions and model relevant behavior. The attendees will complete activities to demonstrate competency in key areas of the treatment planning process. The workshop consists of both lecture and small group activities. |
Audience: This workshop is designed for all levels of practitioner. The workshop covers basic strategies, such as headings and formatting of the treatment plan, to more advanced topics like translating verbal behavior targets into medically necessary ones. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABA Practice, Autism, Treatment planning |
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Maximizing Your Behavior Analytic Results by Changing Others' Behaviors |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
St. Gallen 3, Swissotel |
Area: PRA/TPC; Domain: Service Delivery |
CE Instructor: Kent A. Corso, Psy.D. |
KENT A. CORSO (NCR Behavioral Health, LLC) |
Description: There are many ways for us to maximize our behavior analytic interventions. Certainly, behavior analysts have been trained to use various models of teaching to increase or decrease overt behaviors of those who they serve. But the magnitude of our impact sometimes depends on our ability to change others' behavior including caretakers, parents, and supervisors. Applying behavioral science to the behavior of those people who are not our direct client can be elusive. Even more challenging is applying operant principles to their inner behaviors. This workshop focuses on what the behavioral addictions literature calls motivational interviewing, an evidence-based method of helping others change their behaviors. In behavior analytic terms this means targeting another's antecedent inner behaviors which precede the overt behavioral changes in the individual's life. Attendees will learn the applications, nuts and bolts of motivational interviewing as this pertains to behavior analytic services and non-clinical professional responsibilities (e.g., management, supervision, collaboration). At the conclusion of the workshop, learners will be able to apply motivational interviewing to maximize the impact of their practice, particularly when their success relies on changing others' inner behavior - something which is very difficult for an "outsider" to do. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) explain the transtheoretical model of behavior change; (2) describe the mechanics and techniques of motivational interviewing; (3) apply the course material to your own challenges with changing others' behavior in clinical or non-clinical contexts; (4) demonstrate one motivational interviewing skill which may be applied to your job. |
Activities: Workshop activities will include lecture, discussion, video clips, and role plays in order to practice these skills. Learning objectives will be met through a combination of these activities. |
Audience: The target audience is advanced practitioners who operate in clinical, supervisory, and other team-based roles. Anyone who has ever been frustrated by the challenges of having someone else implement a behavior plan or program that you created, would find this helpful. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): inner behaviors, motivational interviewing, operant conditioning, practice enhancement |
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ABA for Adult Managed Care: Building a Clinical Package That Works and Passes Audits |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Vevey 1, Swissotel |
Area: PRA/DDA; Domain: Service Delivery |
CE Instructor: Elizabeth McKee, M.S. |
RISHI CHELMINSKI (Services for the UnderServed), VIVIAN A. ATTANASIO (Services for the UnderServed), ELIZABETH MCKEE (Services for the Underserved, Inc.) |
Description: Implementing applied behavior analysis (ABA) based services within a managed care setting can be a daunting task. In these settings, Board Certified Behavior Analysts (BCBAs) work within interdisciplinary teams, alongside clinicians from other disciplines who may have different clinical standards and practices. Their work is scrutinized by auditors, accreditors, and funders who require varying degrees of procedural rigor. Finally, their work must ultimately be implemented by direct support professionals who have a wide variety of learning histories and proficiencies with clinical services. The facilitators of this workshop will present a standardized, yet flexible clinical package that meets the needs of all of these various stakeholders, while remaining true to the standards and practices recommended by the field of ABA. This clinical package has been honed for over three years at a New York City-based agency providing adult residential services, and has proven robust through many audits, while streamlining the inputs required of BCBAs. The facilitators' discussion of their design process may prove helpful to attendees who wish to implement similar packages within their own agencies. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify some essential components of behavior support plans; (2) identify some fundamental clinical standards common to many regulatory environments (examples will be drawn from the Commission on Accreditation of Rehabilitation Facilities, an international accreditation agency, and the New York State Office for Persons with Developmental Disabilities); (3) identify ways in which required inputs of BCBAs can be minimized, while still meeting the needs of multiple stakeholders. |
Activities: Instructional strategies include: lecture, discussion, targeted reading, and breakout practice. |
Audience: Clinicians and administrators tasked with creating and overseeing agency policies, procedures, standards, and practices. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Compliance, Implementation, Organizational Management, Systems |
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Ethics and Technology in BACB Supervision: Safe and Effective Practices |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Randolph, Hyatt Regency, Bronze East |
Area: TBA/PRA; Domain: Service Delivery |
CE Instructor: Dana R. Reinecke, Ph.D. |
DANA R. REINECKE (Long Island University Post), CHERYL J. DAVIS (7 Dimensions Consulting/Endicott College) |
Description: Current training and supervision requirements of the Behavior Analyst Certification Board (BACB) require prospective BCBAs to receive supervision from trained supervisors. After the initial 8-hour training, supervisors are required to earn 3 CEUs in supervision skills every cycle. This workshop addresses specific supervision skills related to the BACB's Compliance Code (implemented as of 2016), with particular attention to the use of technology in the implementation of evidence-based supervision practices. Distance supervision is a common practice in the field, and relies increasingly on various forms of technology, which may or may not meet ethical requirements for confidentiality, privacy, and effective teaching and training. Participants will learn about how the Compliance Code applies to their practice in providing supervision, and how they may use technology safely and effectively to facilitate both distance and face-to-face supervision. A variety of applications of technology will be discussed and practiced during the workshop. This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) discuss and implement the Compliance Code with regard to the use of evidence-based practices in supervision; (2) describe the ethical implications of using various forms of technology in supervision, as per the Compliance Code; (3) implement the use of at least two applications of technology to the practice of effective supervision. |
Activities: Instructional strategies include lecture, discussion, whole-group demonstrations of technology, and small-group breakouts to practice specific applications of technology. Objectives will be described through lecture and discussed and demonstrated with the group as a whole. Small groups will be formed based on common interests and needs, and workshop facilitators will work with each group to practice developing and using supervision strategies to meet learning objectives on an individual level. |
Audience: Target audience is BACB supervisors who have completed an 8-hour supervision training. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): ethics, supervision, technology |
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Practicing Stimulus Equivalence Experiments With MTSLab Software |
Friday, May 27, 2016 |
4:00 PM–7:00 PM |
Columbus Hall CD, Hyatt Regency, Gold East |
Area: TBA/EAB; Domain: Theory |
CE Instructor: Celso Socorro Oliveira, Ph.D. |
CELSO SOCORRO OLIVEIRA (UNESP - Sao Paulo State University) |
Description: MTSLab is a simple software that uses ASCII text files to design matching-to-sample (MTS) sessions. It was first developed by the presenter during his doctorate in 2002 to attend sign language teaching of mentally retarded deaf students of a Brazilian special school. This workshop proposes to prepare MTS sessions using this software considering the graph theory approach. The software will be freely distributed. The theoretical part of the workshop aims to introduce the concept of MTS as an operator in stimulus equivalent classes, which includes the concepts of nodes, arcs, trees, nodal distance, and strength of the relations. The practice will be conducted preparing sample sessions based on papers usually taught within stimulus equivalence experiments in behavior analysis journals. The sample stimuli used will be available through a website. At the end of the workshop, the audience should be able to prepare different sessions with the software and analyze its data to decide if the equivalence emerged or not. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) review concepts of stimulus equivalence and MTS; (2) prepare MTS sessions with MTSLab software; (3) evaluate data resulted of the practice and registered by the software |
Activities: Lecture of stimulus equivalence under graph theory approach and guided practice of sessions preparation using the software MTSLab. |
Audience: Undergraduate professors;teachers of disabled people who want to use stimulus equivalence as a tool |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): matching-to-sample, MTS software, stimulus equivalence |
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Applying the Professional and Ethical Compliance Code for Behavior Analysts in Everyday Practice |
Saturday, May 28, 2016 |
8:00 AM–11:00 AM |
St. Gallen 1, Swissotel |
Area: CSE; Domain: Service Delivery |
CE Instructor: Amanda L. Little, Ph.D. |
AMANDA L. LITTLE (The University of Texas at Austin/The Meadows Center) |
Description: Ethics in behavior analysis is of utmost importance in today's world. Certified behavior analysts and applicants are now required to abide by the new compliance code (BACB, 2014). This newly approved document became enforceable on January 1, 2016. Changes to the document involve: supervisory volume by supervisors, multiple relationships, media presentations, advertising, and many more. Addressing the "real world" ethical dilemmas during implementation of behavior analysis can be a challenging endeavor especially for new professionals (Bailey & Burch, 2011). This workshop will actively engage participants in discussions surrounding ethical dilemmas that occur in the home, clinics, and within schools and other organizations. These examples will demonstrate the 10 guidelines that comprise the new professional and ethical compliance code (BACB, 2014). The instructors will quiz participants on their knowledge of each of the 10 guidelines, review each guideline, assist participants in identifying the appropriate ethical guideline related to case scenarios, foster conversation around appropriate actions to take, and revisit quiz questions. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state the 10 guidelines in the Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2014); (2) accurately identify ethical dilemmas presented in video and/or case examples; (3) accurately state which guideline addresses the dilemma; (4) correctly answer quiz questions related to ethics in behavior analysis. |
Activities: Take pre/post quizzes regarding ethical behavior of behavior analysts. Lecture on the 10 Guidelines in the Professional and Ethical Compliance Code for Behavior Analysts that became effective January 1, 2016. Lecture on Bailey and Burch (2011) viewpoints on ethical guidelines of behavior analysts. Watch and discuss video examples (or discuss written scenarios) for each of the 10 Guidelines in the Professional and Ethical Compliance Code for Behavior Analysts. Discussion on how to respond to "real world" dilemmas that professionals in the field have encountered and shared with the group. |
Audience: BCBA-D, BCBA, BCaBA, RBTs, 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, supervisors/supervisees, and other service providers. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): compliance code, ethics, home/community |
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Takin' It to the Zoo: ABA Solutions for Animals in Human Care |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Vevey 1, Swissotel |
Area: AAB/TBA; Domain: Service Delivery |
CE Instructor: Susan G. Friedman, Ph.D. |
SUSAN G. FRIEDMAN (Utah State University/Behavior Works), STEVE MARTIN (Natural Encounters, Inc.) |
Description: The window of opportunity is wider now than ever before to disseminate behavior analysis science and technology to new user groups. Professionals working with exotic zoo and aquarium animals and companion animals are increasingly interested and in need of ABA solutions. Although the fundamental principles and procedures in our field are universal, working with different species, individuals, and conditions poses different challenges that often require creative tailoring quite different than working with children with special needs. The issues run the gamut from responsibly managing the motivation to work for food to shaping new behavior without frustration lest a six-ton animal behave aggressively. This workshop is designed for all behavior analysts interested in learning more about the growing field of ABA with non-human animals. Topics include the relevance of the natural science of behavior change, incorporating different levels of analysis, operationalizing respectful and trusting relationships with animals (what it looks like and how to achieve it), creating motivation through distant and immediate antecedent arrangement, and a hierarchy of behavior change procedures based on the least intrusive effective alternative concept. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe the different focuses and relevance of the ethological and behavioral models as they apply to solving behavior problems with zoological and companion animals; (2) describe 5 or more motivating operations to establish strong reinforcers working with non-human animals; (3) shape new behaviors without words or gestures. |
Activities: Participants will operationalize common animal behavior labels, conduct ABC assessments from video observation, brainstorm strategies and new skills to replace problem animal behavior, and shape new behavior with participants without words or gestures. |
Audience: This workshop is designed for all behavior analysts at any level of education or experience who are interested in learning more about the growing field of ABA with zoo and companion animals. |
Content Area: Practice |
Instruction Level: Basic |
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Following a Safer and More Efficient Functional Analysis and Treatment Model |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Columbus Hall EF, Hyatt Regency, Gold East |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Joshua Jessel, Ph.D. |
JOSHUA JESSEL (Child Study Center), MAHSHID GHAEMMAGHAMI (Western New England University) |
Description: Functional analysis is a powerful methodological tool that can provide an effective and humane treatment for problem behavior (Hanley, Iwata, & McCord, 2003). Despite its growing empirical support, a recent survey (Oliver, Pratt, & Normand, 2015) suggests that the majority of practicing behavior analysts are not conducting functional analyses to inform treatment considerations. Practitioners may be avoiding functional analysis because of concerns that it places the patient or clinician in a dangerous environment and requires too much time or resources. The instructors will teach the audience how to conduct a safe functional analysis that takes an average of 25 min and as little as 5 min based on their research (e.g., Jessel, Hanley, & Ghaemmaghami, in press; Ghaemmaghami, Hanley, & Jessel, accepted) and collection of replications from clinical practice. The instructors will also discuss how to use the functional analysis results to design effective, function-based treatments that include teaching complex and developmentally appropriate functional communication skills, and skill-based delay tolerance procedures that increase other social behaviors (e.g., compliance, task engagement, and social interaction) to effect more global changes in the functional repertoires needed to be successful in contextually complex environments. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) conduct a functional analysis of problem behavior in 5 to 25 minutes; (2) teach a child complex functional communication skills; (3) teach a child how to tolerate delays and denials to reinforcement; (4) program for generalization and maintenance of these skills. |
Activities: Workshop activities will include a lecture broken up with discussions and activities. Activities will include example vignettes where the audience will practice conducting interviews, videos where they will practice collecting data, and a workbook to be filled out throughout the lecture. |
Audience: BCBAs, BCBA-Ds, BCaBAs, licensed psychologists, and other behavior analytic providers who need to learn a fast and safe approach to assessing and treating problem behavior. This approach has been empirically validated for those with and without intellectual disabilities, with children as young as 1 and adults as old as 30, and can be conducted in multiple contexts such as classrooms, clinics, or homes. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): FCT, functional analysis, problem behavior, tolerance training |
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Mastered Picture Exchange Communication System: What's Next: Transitioning From PECS to Speech Generating Devices |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Columbus Hall CD, Hyatt Regency, Gold East |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Catherine Horton, M.S. |
CATHERINE HORTON (Pyramid Educational Consultants, Inc.), ANNE OVERCASH (Pyramid Educational Consultants, Inc.), DONNA MARIE BANZHOF (Pyramid Educational Consultants, Inc.), JAIME WEDEL (Pyramid Educational Consultants, Inc.), JESSECA COLLINS (Pyramid Educational Consultants, Inc.) |
Description: High-tech speech generating devices (SGDs) are being used more frequently with children with autism spectrum disorders. While research is expanding on the use of various communication apps on smart tablets, many recent publications are fraught 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 guidelines (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, the participant will 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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Exploring the Systematic Use of Self-Monitoring as a Behavioral Intervention: The Self & Match System |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Roosevelt, Hyatt Regency, Bronze East |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Jamie Siden Salter, Ed.S. (School Psychologist) |
JAMIE SIDEN SALTER (San Diego County Office of Education), KATHARINE M. CROCE (Bucks County Intermediate Unit #22) |
Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring 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 the Self & Match System, 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. The Self & Match System can be incorporated into individualized behavior systems or class-wide and school-wide management procedures as a part of school-wide positive behavioral intervention and supports. It has been successfully implemented in a variety of settings, including, but not limited to, public and private schools, clinics, homes, and recreational settings. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the research-based benefits of self-monitoring; (2) effectively apply, individualize, and monitor progress of a self-monitoring system; (3) identify the necessary components of an effective motivational system; (4) identify the importance of pre-treatment planning on the effectiveness of intervention; (5) identify the basic components of the Self & Match System; (6) systematically individualize an intervention based on collaborative and critical thinking; (7) create a Self & Match self-monitoring system to implement in their workplace; (8) 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. The format combines lecture, small group collaboration, whole group responding utilizing interactive digital polling software, and discussion. Core content will be taught through a combination of lecture, video examples, data analysis, and guided practice. |
Audience: 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 pre-K to 21 in school, home, or clinic settings. This is a great workshop for individuals and/or teams! |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism, behavior intervention, school, self-monitoring |
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From Assessment to Behavior Plan Implementation: Creating Comprehensive Interventions That Work |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Columbus Hall IJ, Hyatt Regency, Gold East |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Mark P. Groskreutz, Ph.D. |
MARK P. GROSKREUTZ (Southern Connecticut State University), NICOLE C. GROSKREUTZ (University of Saint Joseph) |
Description: Effective BCBAs must be able to use principles of ABA to inform their assessment, intervention development, and training responsibilities. There are many sources available that describe various behavioral assessments and interventions, yet there are fewer resources that cover how ABA practitioners should select from among available options and individualize these interventions for a variety of clients and settings. This workshop will provide specific information on how to use various assessment strategies to inform decision making, including selecting and designing assessments, as well as using the results of those assessments to create effective interventions. Specific strategies and practical extensions will be discussed, such as preference assessment (e.g., Fisher et al., 1992; DeLeon et al., 1996), reinforcer assessment (e.g., Roscoe et al., 1999), and functional behavior assessment (e.g., Hanley, 2012; Iwata et al., 1982/1994). However, the primary goal of the workshop will be to identify when to use which assessments and how to use the outcomes to inform specific details within a developing intervention plan. Interventions will cover topics from imitation and chaining to differential reinforcement and stimulus control procedures, but again, the focus will be on how to select from the various well-researched intervention options. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify and state behavioral priorities in objective terms and identify relevant measures; (2) based on priorities, identify and design relevant assessments to inform intervention development; (3) select and plan assessments targeting identification of prerequisite skills, motivating operations, and maintaining variables; (4) use assessment results (prerequisite skills, MOs, and maintaining variables) to create comprehensive interventions for skill acquisition and behavior reduction priorities; (5) draft intervention guidelines (skill acquisition and behavior reduction) with content and format to improve treatment integrity. |
Activities: Activities will include lecture, discussion, small group work, scenario-based instruction (i.e., videos, role playing) Workshop activities will generally use the following format for each subtopic area and last roughly 25-45 min each:short lecture, guided practice, small group or individual practice, review and relation of subtopic to overall topic (behavior intervention planning process). A variety of self-management tools will be provided throughout to help attendees identify the critical variables influencing assessment and intevention design, as well as to serve as a reference for later use in practice. |
Audience: Early or intermediate level BCBAs who are looking to improve or expand their selection, use, and design of a variety of assessment and intervention paradigms. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Behavior Plans, Behavioral Interventions, Consultation, Functional Assessment |
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Socially Savvy: An Assessment and Curriculum Guide for Young Children |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Zurich B, Swissotel |
Area: AUT/EDC; Domain: Service Delivery |
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, the participant will 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 |
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Running Effective Behavior Analytic Social Skills Groups |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Montreux 1, Swissotel |
Area: AUT/CSE; Domain: Service Delivery |
CE Instructor: Hazel Baker, M.S. |
HAZEL BAKER (Advances Learning Center and Endicott College), ASHLEY RODMAN (Advances Learning Center), MEGHAN GLADU (Advances Learning Center), KATHERINE A. JOHNSON (Advances Learning Center), GINETTE WILSON BISHOP (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 will also 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, the participant will 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; (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; 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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Strategies and Tactics in Training Topographical Mands for Students With Autism |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
St. Gallen 2, Swissotel |
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: Mand training is frequently a central skill deficit for children and young adults with autism spectrum disorder. The Pennsylvania Training and Technical Assistance Network Autism Initiative has established a range of training procedures that have been widely accepted in Pennsylvania school-based autism support programs in relation to establishing topographical mand repertoires for students with autism. This workshop will include a brief review of relevant literature regarding procedures for teaching vocal and signed mands. Additionally, the workshop will specify and review instructional skills such as evoking response variability, transfer of control from prompted to unprompted mands, and a thorough description of strategies to manipulate motivative variables. Aspects of programming to be addressed include selecting and sequencing mand targets, selecting effective prompt strategies, and issues such as spontaneity and generality of mands. Basic and complex mand protocols will be reviewed. The workshop will review strategies for transferring response forms from signed to vocal mands. Teaching practices will be related to data collection, analysis, and decision making. School-based programs to teach the mand will be emphasized. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) develop skills related to the use of mand training for students with autism; (2) practice procedures related to prompt and prompt fading for vocal and signed mands; (3) identify strategies related to the manipulation of motivating variables; (4) review sequences of mand skill acquisition and context variables relevant to the generalization of mand function. |
Activities: Workshop activities will include a balanced presentation of lecture, guided practice, video review of mand training processes, and opportunities for participant responding and discussion. |
Audience: Behavior analysts and other practitioners involved in supervising or implementing programs to establish or extend mand repertoires for individuals with ASD. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism Interventions, Mand Training |
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Programming for Pragmatics: Bringing Assessment to Practice for High-Functioning Learners on the Autism Spectrum |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Skyway 272, Hyatt Regency, Blue East |
Area: AUT; Domain: Service Delivery |
CE Instructor: Alexia Stack, M.Ed. |
ALEXIA STACK (A Block Above Behavioral Consulting), MAGDALENA A. MARKIEWICZ (A Block Above Behavioral Consulting) |
Description: It is well known that individuals with autism spectrum disorders (ASD) experience qualitative impairments in social skills development (DSM-5, 2013), including especially impaired pragmatic language skills. Moreover, pragmatic language deficits place individuals with ASD at risk for social bullying, limit their ability to develop and maintain friendships and romantic relationships, and increase their likelihood of suffering from anxiety and depression. Support for the assessment and development of pragmatic language skills is crucial for individuals with high-functioning ASD. There is an increase in evidence-based practice within the fields of applied behavior analysis, speech and language pathology, and developmental psychology for pragmatic language assessment and programming. Therefore, early intervention addressing pragmatic language skills is necessary for individuals with ASD. Learning to use assessment tools to select goals for intervention, designing programs based on assessment results, and on-going data analysis to monitor learning are all skills required by behavior analysts in delivering services to high-functioning learners on the autism spectrum. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define pragmatic language skills; (2) discuss higher order pragmatic language skills that are known to be challenging for learners on the autism spectrum; (3) name the assessment tools that can be used to guide program development; (4) use assessment tools to identify missing component skills needed for higher order pragmatics; (5) design programs based on assessment results; (6) clearly define target behaviors and effective measurement procedures. |
Activities: Workshop objectives will be met through a combination of lecture, group discussion, data analysis, video analysis, sample assessment data, small group practice, program development coaching, and application of data-based decision making. Participants will receive supplemental materials to follow lecture material and for note taking purposes. Example assessment data will be made available for small group practice. Sample worksheets and sample data will be included for small group learning objectives. |
Audience: BACB certificants and licensed psychologists, behavior analysts, and service delivery staff |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): pragmatic language, program development |
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Making and Maintaining Friendships: Interventions for Developing Meaningful Relationships for Individuals With Autism Spectrum Disorder |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Zurich G, Swissotel |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Jennifer Yakos, M.A. |
JENNIFER YAKOS (Institute for Behavioral Training (IBT)), CECILIA KNIGHT (Center for Autism and Related Disorders (CARD)), ANGELA M. PERSICKE (Autism Research Group, Center for Autism and Related Disorders (CARD)) |
Description: Individuals with autism spectrum disorder (ASD) often demonstrate core deficits in the areas of social interaction and the development of appropriate social relationships with others, especially peers. Developing and maintaining friendships involves the interplay of multiple complex skill repertoires, including perspective taking, basic and complex social behaviors, maintaining appropriate social boundaries, understanding non-vocal social behavior, and demonstrating appropriate emotional responses to the private and non-private behaviors of others. This workshop will review various evidence-based procedures to address these and other skill repertoires necessary to develop successful social relationships, including specific strategies to teach skills such as giving compliments, identifying the preferences of others, maintaining appropriate social boundaries, and developing empathy. Additionally, behaviors related to the appropriate use of social media will be identified and discussed. The presentation will also include video clips of teaching strategies, as well as learning activities for participants to practice developing intervention strategies for teaching key skills. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify core skill deficits within several skill domains common to individuals with ASD which impact the development of successful social relationships; (2) identify various behavior analytic intervention strategies to teach skills such as perspective taking, complex social behaviors, following social rules and maintaining appropriate boundaries, and developing appropriate social and emotional responding to others; (3) identify areas of need and develop intervention strategies to improve the social behaviors of individuals with ASD within sample case vignettes and/or other practice activities. |
Activities: Workshop objectives will be met using instructional strategies including: lecture, discussion, case review and video review, small group practice activities, and group feedback. |
Audience: Behavior analysts, BCBAs, BCaBAs, teachers, psychologists, speech therapists, social skills instructors, and other professionals who work with individuals diagnosed with ASD, specifically in the areas of social skill development. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism, Perspective Taking, Social Relationships, Social Skills |
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Mobile Technologies for Autism Intervention: Strategies for Communication and Visual Support, and Remediating Challenging Behavior |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Zurich D, Swissotel |
Area: AUT/DDA; Domain: Applied Research |
CE Instructor: Mandy J. Rispoli, Ph.D. |
OLIVER WENDT (Purdue University), MANDY J. RISPOLI (Purdue University), MATTHEW T. BRODHEAD (Purdue University), RAVI NIGAM (Governors State University) |
Description: This workshop will focus on the use of mobile technologies to implement augmentative and alternative communication (AAC), functional communication training (FCT), and visual supports into behavioral services for individuals with severe autism. Approximately 25–50% of children on the autism spectrum have complex communication impairments resulting in a lack of functional speech and language and unresolved challenging behaviors. AAC augments or replaces spoken language through alternative means of communication. AAC can remediate challenging behaviors within a FCT approach. Graphic AAC materials such as photographs, symbols, and line drawings provide visual support to enhance comprehension and learning. Breakthroughs in contemporary mobile technologies offer new opportunities to provide these interventions in efficient yet motivating and engaging ways to learners with severe autism. This workshop will start with evidence-based AAC strategies for functional and social communication, as well as natural speech production. Subsequently, presenters will address FCT applications for remediating challenging behaviors, and showcase how to use visual activity schedules to promote independence, choice-making, and social interactions. Particular emphasis will be on suitable tablet and app solutions to support these intervention goals. Data and video-cases from recent single-subject experiments will illustrate successful implementation into daily activities in clinical and school settings. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) successfully apply principles of AAC and FCT to enhance behavioral programming for learners with severe autism; (2) effectively select technology solutions that are most suitable for a variety of AAC, FCT, and visual support applications; (3) effectively implement visual supports for a range of instructional and behavior modification activities; (4) distinguish well-designed from poorly-designed communication apps, and identify app features that are important to facilitate sensory-processing and prevent cognitive overload; (5) explain how single-subject research is used to evaluate the effectiveness of AAC and related interventions. |
Activities: Workshop goals will be met through a balanced delivery of lecture, hands-on activities with follow-up discussion, and video case demonstrations. Infusion of empirical data will promote an evidence-based practice approach. Participants will learn the role of single-subject experimental designs for evaluating intervention efficacy for the presented strategies and approaches. Videotaped case studies will illustrate differences between AAC approaches and provide a better understanding of intervention components. Video cases will also demonstrate how to use AAC for facilitating natural speech development and remediating aggression and self-injury. Group discussion will evolve around the presentation of different types of app solutions and evaluation of app features; these will be examined in terms of ease of access and programming, suitability for ABA instruction, symbol iconicity, cost-efficiency, and ability to track progress. Finally, resources will be discussed that are available to practitioners seeking for further resources and treatment evidence. Attendees will be provided with supplemental materials and digital handouts of the information covered in the workshop. |
Audience: Do you currently have learners with severe communication disorders and challenging behaviors such as aggression and self-injury? Are you finding your students are successful with manding but have difficulties with advanced communicative functions and complex language? Practitioners with motivation to implement evidence-based practices in AAC and particular interest in learning about mobile technology applications will find this workshop very suitable for their needs. This target audience includes applied researchers, Board Certified Behavior Analysts, licensed psychologists, special education teachers, speech-language pathologists, and graduate students in any of these disciplines. A basic understanding of single-subject research methodology is advantageous to fully benefit from this workshop, but not strictly necessary. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): challenging behavior, communication intervention, mobile technology, visual supports |
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Evolving More Nurturing Societies Through Behavioral Science |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Zurich A, Swissotel |
Area: CSE; Domain: Applied Research |
CE Instructor: Anthony Biglan, Ph.D. |
ANTHONY BIGLAN (Oregon Research Institute) |
Description: This workshop is designed to assist behavior analysts in using their skills and knowledge to bring about significant improvements in prevalence of wellbeing. The workshop will explain the public health framework and the ways it relates to behavior analysts’ aspirations to improve wellbeing in society. A precise definition of wellbeing will be provided within that framework. The instructor will provide an overview of the prevention and treatment interventions that have been developed and tested over the preceding 40 years and the contextualist principles that underlie the success of these interventions. The instructor will show how the same contextualist principles are relevant to understanding how the larger social system of corporate capitalism affects wellbeing and how and why it has evolved in a problematic direction in recent years. The instructor will then describe successful efforts to change practices at the level of corporations. Finally, the instructor will assist participants in identifying specific outcomes that they would like to work toward and will help small groups plan to take specific steps toward their goals. The workshop will have ample opportunity for participants to interact with each other and with the instructor. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe at least five evidence-based family interventions; (2) describe at least five evidence-based school interventions; (3) describe the four principles that characterize nurturing environments; (4) describe the recent evolution of corporate capitalism and its impact on human wellbeing; (5) state at least one specific goal for improving human wellbeing that they plan to pursue; (6) describe a plan for pursuing their goals. |
Activities: Workshop Activities will include: lecture, discussion, small group discussion and planning, presentations of the small groups to the entire workshop. |
Audience: Professionals, including behavior analysts, health care providers, teachers, school administrators, and family therapists. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): community development, cultural evolution, nurturing environments, prevention |
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Verbal Behavior Development Protocols: The Foundations of Language Development From Imitation to Naming |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Montreux 3, Swissotel |
Area: DDA/VBC; Domain: Applied Research |
CE Instructor: Lin Du, Ph.D. |
LIN DU (Teachers College, Columbia University), SUSAN BUTTIGIEG (Fred S. Keller School) |
Description: This workshop will teach attendees about five different verbal behavior developmental cusps (generalized imitation, listener literacy, auditory matching, observational learning, naming) necessary to access a variety of contingencies in school and in life. The instructors will present assessment and intervention procedures (Greer & Ross, 2008; Greer & Speckman, 2009), sources of reinforcement, and appropriate candidates for these interventions. Skill and next steps once the cusps/capabilities are acquired will be discussed. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) detail vocally how to probe for and induce five cusps/capabilities; (2) role play and run errorless instruction (probe and intervention); (3) list the change in the source of reinforcement once each cusp is induced; (4) describe a candidate for each intervention; (5) describe how they can teach the child differently once each cusp is induced. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials will be provided in order to support participant learning. |
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): behavioral cusps, CABAS, conditioned reinforcement, developmental protocols |
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Promoting Appropriate and Effective Sexual Education and Instruction for Individuals With Developmental Disabilities and Autism Spectrum Disorder |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Alpine, Swissotel |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Frank R. Cicero, Ph.D. |
FRANK R. CICERO (Eden II Programs), SORAH STEIN (Partnership for Behavior Change) |
Description: Sexuality is a topic that is difficult, or at least uncomfortable, for many professionals and parents to discuss, but it is a topic that will often be an issue needing to be addressed for the many individuals with developmental disabilities and autism spectrum disorders (ASD). Issues vary from individual to individual but may include social skills deficits impacting romantic relationships and interpersonal sexual relations, deficits in independence as related to personal hygiene, issues with masturbation, inappropriate sexual behaviors in public, sexual advances towards inappropriate people, and issues with perspective taking to name a few. Applied behavior analytic treatments can be highly effective in promoting appropriate sexual behaviors and sexual expression in adolescents and adults. This workshop will focus on behaviorally based strategies useful for individuals with developmental disabilities including individuals on all ends of the autism spectrum. This talk will begin with an overview of general issues regarding sexuality development as it relates to individuals with developmental disabilities. We will address the understanding of problem sexual behavior through functional assessment methods and discuss replacement treatment options based on function. 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 more specific topics which could be included within a behaviorally-based sexual education curriculum designed for individuals with developmental disabilities and ASD. 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 or early adulthood, information on sexuality is important for individuals of all ages. Topics related to ethical decision making will also be discussed. Audience questions and discussion will be welcomed. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state common issues experienced by people with developmental disabilities and ASD as they relate to appropriate and satisfying sexual development and expression; (2) develop several teaching programs for skill acquisition of several sexual behaviors using techniques and theories consistent with applied behavior analysis; (3) conduct a functional assessment of problem behavior as it relates to sexual expression and develop a behavior intervention plan based on the function; (4) identify issues associated with consent. |
Activities: The workshop will consist of the following activities: didactic instruction from the presenter; group discussion; presentation and review of teaching materials; role play and practice of presented teaching procedures. |
Audience: The current workshop content is geared towards the following 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 with developmental issues that have needs in the area of sexuality; (3) although not specifically geared towards parents and family members of individuals with needs, parents would be welcomed to attend. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, developmental disabilities, sexual behavior, sexuality |
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Part 2: Effective Supervisors Do What It Takes! Improving Staff and Organizational Performance to Achieve Desired Client Outcomes |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Skyway 260, Hyatt Regency, Blue East |
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 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. Please note: This workshop takes place in three parts; attendees must register for all 3 parts (WPBID #20; WPBID #50; WPBID #80) and must attend all 3 parts to receive continuing education credits. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called "celeration efficiency;" (2) define desired staff performance at the system, process, and individual levels; measure and evaluate current staff performance at each level; (3) perform a data-based analysis of staff performance problems to identify their causes; (4) recommend solutions to performance problems with the best return on investment; (5) design and implement those solutions, which may include staff resources, training and management; (6) evaluate the effectiveness, efficiency, and return on investment of those solutions. |
Activities: This workshop provides a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software. |
Audience: This three-part workshop is for supervisors, staff trainers, program designers, and directors of schools and agencies serving people with learning difficulties. Attend this workshop to learn the skills needed to ensure that employees are effective in helping clients achieve their goals! Earn a total of 12 CEUs by completing all three parts. (You may use 3 of these to meet the new BACB requirement for supervisors.) |
Content Area: Practice |
Instruction Level: Intermediate |
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Designing Sustainable Behavior Change with Habit Design |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Columbus Hall AB, Hyatt Regency, Gold East |
Area: OBM; Domain: Service Delivery |
CE Instructor: Douglas A. Johnson, Ph.D. |
MICHAEL KIM (Habit Design), DOUGLAS A. JOHNSON (Western Michigan University) |
Description: Programs that “motivate behavior change” frequently fail to generate sustained engagement: over 80% of those who attempt to create new, healthy behaviors still fail at continuing their training after just the first 30 days. Corporate lifestyle management programs return only $0.50 for every $1 invested. The CDC attributes 80% of chronic conditions to this inability to form successful wellbeing habits, resulting in almost $1 trillion in lost productivity. The problem isn’t that people resist change, but they resist being changed. While health promotion may motivate episodic, temporary changes, when it comes to creating lasting results, learning the skill of creating habits is what is vital for long-term behavior change. The reason: While motivation may get you started, habit keeps you going. Developed by licensed, clinical psychologists from Yale and the University of Washington, this workshop covers best practices in the design of sustainable behavior change protocols that have led to the successful training of unconscious, daily habits, derived from more than eight years of clinical testing of evidence-based research from over 100 behavioral researchers. More than 500 companies and 100,000 employees helped to clinically test and refine the tools, methods, and techniques which serve as the focus of this session.
Attendees should download the Poll Everywhere app before the workshop. It is available for iOS and Android. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify 4 key ingredients that must be present for creating successful behavior change; (2) differentiate and diagnose behavior change into 15 distinct classes; (3) define 3 key strategies that successfully harness motivation for sustainable behavior change; (4) translate 15 design principles and tactics to create winning recipes for training new habits, or “habit designs;” (5) apply 5 impactful tactics for creating lasting, self-perpetuating communities of practice. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, real-time mobile polling, and group discussion & exercises. Supplemental printed material will be provided in order to support participant learning. |
Audience: Individuals interested in developing long-term practices to sustain initial behavior change. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Contingency Management, Habits, Routinization, Social Contagion |
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Behavior Analytic Supervision at Work: What Every Behavior Analyst Needs to Know About Delivering Effective Supervision |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Zurich C, Swissotel |
Area: PRA; Domain: Service Delivery |
CE Instructor: Alyssa N. Wilson, Ph.D. |
ALYSSA N. WILSON (Saint Louis University), HEATHER LYNN LEWIS (Saint Louis University) |
Description: The code for responsible conduct for behavior analysts clearly states the importance of effective supervision and supervisory activities. Behavior analytic research on supervision has identified the effectiveness of using behavioral applications (e.g., behavioral skills training) to teach competent trainees. Supervisors may need additional assistance with identifying evidence-based practices when it comes to implementing effective and competency-based supervision, particularly when supervising large groups of trainees. Therefore, the current experiential workshop seeks to assist supervisors who work with multiple trainees in a given period of time and collaborate with outside corporations, including universities, in order to provide attendees an opportunity to refine their supervision skill sets. The workshop will highlight 5 domains of the supervision process: (1) supervisor-trainee relationship during and after supervisory period; (2) delivering competency-based supervision; (3) successful tips for managing independent and group supervision; (4) organization strategies (e.g., evaluation rubrics, mapping clinical projects, goal setting, etc.); and (5) shaping professional behavior. Attendees will be provided supplemental materials during the workshop, to practice the skills presented. The workshop will use in-vivo training paired with problem-based learning paradigms to assist attendee’s with acquiring skills discussed during the workshop. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) list important features and elements of supervision; (2) determine best-practices for supervision; (3) list aspects of appropriate supervisor-trainee relationship throughout various phases of supervision; (4) demonstrate competency-based supervision skills; (5) demonstrate skills for conducting individual and group supervision; (6) design and implement organization strategies; (7) demonstrate skills to shape professional behaviors. |
Activities: The workshop will use lecture, discussion, video observation, in-vivo modeling, rehearsal, and feedback to assist trainees with achieving the learning objectives. Problem-based learning (e.g., small groups work through a supervision issue/problem) will be used to assist attendees with putting the discussed skills into practice. In-vivo and video demonstrations of strategies will be conducted with group discussions and role-play to ensure skill acquisition. Supplemental materials will be provided to support attendee learning during the workshop. Attendees will also be able to use the supplemental materials after the workshop, as an example/guide for the supervision process. |
Audience: The nature of the workshop is geared towards behavior analysts who have had minimal supervision experience. The content of the workshop will be focused on more intermediate and advanced topics often faced by supervisors, and attendees with little to no (or basic) knowledge and/or experience with supervision might find themselves lost or unable to connect with content and other attendees. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): education, evidence-based training, service delivery, supervision |
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Acting Out: Learning BACB Ethics and Problem-Solving Strategies Through Interactive Teams |
Saturday, May 28, 2016 |
8:00 AM–11:00 AM |
Randolph, Hyatt Regency, Bronze East |
Area: PRA/CSE; Domain: Service Delivery |
CE Instructor: Wayne Fuqua, Ph.D. |
WAYNE FUQUA (Western Michigan University), JON S. BAILEY (Florida State University) |
Description: This workshop is designed primarily for practitioners who have some familiarity with the Professional and Ethical Compliance Code for Behavior Analysis from the Behavior Analysis Certification Board (BACB) and wish to improve their skills to (a) identify and analyze ethical challenges, (b) develop strategies to resolve ethical challenges, (c) refine their skills to tactfully and effectively resolve ethical challenges, and (d) obtain CEUs in the ethics domain as required for BACB recertification. Others, including licensed psychologists, who are interested in applying BACB ethical guidelines to real-world ethical challenges in practice and research are also encouraged to attend. Participants should be prepared to describe and discuss real world ethics cases in a manner that protects the identity of those individuals involved in the ethics cases. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify and analyze ethical challenges; (2) identify and troubleshoot strategies to resolve ethical challenges; (3) refine their skills to tactfully and effectively resolve ethical challenges. |
Activities: This workshop will include very limited lecture content. Emphasis will be placed on small group activities and discussion, role plays, guided practice and fluency building exercises. |
Audience: Intermediate level. This workshop assumes some familiarity with the Professional and Ethical Compliance Code for Behavior Analysis from the Behavior Analysis Certification Board (BACB). |
Content Area: Practice |
Instruction Level: Intermediate |
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Special Education Law and Ethical Issues for Practicing Behavior Analysts |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Columbus Hall KL, Hyatt Regency, Gold East |
Area: PRA/EDC; Domain: Service Delivery |
CE Instructor: Melissa L. Olive, Ph.D. |
MELISSA L. OLIVE (Applied Behavioral Strategies LLC) |
Description: This day-long workshop will focus on the Individuals With Disabilities Education Improvement Act (IDEIA) and the issues that practicing behavior analysts should be apprised of. Participants will learn about federal requirements for conducting functional behavioral assessments (FBAs), writing behavior intervention plans, understanding the term “positive behavior supports” as used in the IDEIA, and the requirements for independent educational evaluations (IEE) including FBAs. Information will be linked to the 2016 BACB Professional and Ethical Compliance Code. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer. Detailed handouts will be provided. Please note: this workshop will apply to United States law only, but all are welcome to attend. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the major components of the IDEIA; (2) identify the areas of IDEIA that impact the practicing behavior analyst; (3) identify the types of disabilities that behavior analysts may serve under IDEIA; (4) identify the legal requirements of an independent educational evaluation; (5) identify when an FBA must be completed under the IDEIA; (6) identify when a behavioral intervention plan must be developed under the IDEIA; (7) identify how often data must be collected under the IDEIA; (8) describe how the 2016 Professional and Ethical Compliance Code relates to special education law. |
Activities: Lecture, discussion, case study analysis, question and answer. |
Audience: Practicing behavior analysts, supervisors of practicing behavior analysts, school administrators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Ethics, Special Education |
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BACB-Compliant, Multi-Media Supervisor Training |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Lucerne I, Swissotel |
Area: PRA/TBA; Domain: Service Delivery |
CE Instructor: Karen R. Wagner, Ph.D. |
KAREN R. WAGNER (Behavior Services of Brevard, Inc; TheBehaviorAnalyst.com) |
Description: Hundreds of BCBAs have participated in this mixed-media, BACB-compliant supervision training workshop since 2013, with overwhelmingly positive feedback! This workshop prepares BCBAs to become BACB-approved supervisors. Offered as a six-hour live workshop with an additional 2.5 hours online through www.TheBehaviorAnalyst.com, participants receive almost 9 hours of content while using only 6 hours of conference time! Through live interaction, scenarios, and interesting video situations, participants will experience skill building, as well as effective documentation. Multiple populations and environments are represented, including child welfare, education, and in-home. Additionally, participant-trios will participate in supervisory sessions with interesting ethical dilemmas as supervisors, supervisees, and fidelity observers. Because of varied experience, participants will be offered choices of clinical focus at key points in the live workshop. This helps keep all participants invested and engaged with the material. The online material, an additional 3 CEUs at no additional cost, includes a review of the workshop material, video scenarios, extensive coverage of the BACB Experience Standards, and opportunities to test understanding of the material. *This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe the purpose of supervision, how to incorporate important features of supervision, their obligations regarding behavioral skills training, and methods to evaluate the effects of supervision; (2) demonstrate how to deliver performance feedback. |
Activities: Participants will engage in: Didactic lecture, critiques of video supervision scenarios, and guided and directed discussions of professional and ethical responsibilities. Additionally, all participants will be divided into triads for multiple role play scenarios, taking turns as supervisor, supervisee and observer with each new scenario. |
Audience: This workshop is for BCBAs who will be supervising pre-certification interns, BCaBAs, and Registered Behavior Technicians |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Ethics, supervision, Supervisor, supervisor training |
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Creating Free Online Data Collection Systems: No Programming Skills Necessary |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Vevey 3, Swissotel |
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), ASHLEY KATE ABBOTT (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 information. 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, the participant 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 (e.g., 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; (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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Navigating Insurance Coverage for Applied Behavior Analysis Services: An Organizational Process for Obtaining Insurance Approval |
Saturday, May 28, 2016 |
8:00 AM–3:00 PM |
Michigan ABC, Hyatt Regency, Bronze East |
Area: PRA/AUT; Domain: Service Delivery |
CE Instructor: Gwen Dwiggins, Ph.D. |
GWEN DWIGGINS (Accelerated Learning Clinic), KARA BATSON (Accelerated Learning Clinic), JILLIAN JARVIS (Accelerated Learning Clinic) |
Description: As insurance coverage for applied behavior analysis in the treatment of autism expands, BCBAs need to become proficient in the processes of the insurance industry. Providers will need to be prepared to field questions regarding insurance coverage, understand the steps to obtaining benefits, prior authorizations, and the development of treatment plans. The process can be overwhelming to practitioners unfamiliar with insurance funding. While regulations vary in every state in accordance to each plan, several steps in the process are common across carriers. Practitioners opening a new practice often have no mentoring in working with insurance companies. The goal of this workshop is intended to alleviate participants learning through trial and error. Presenters will share lessons learned in navigating insurance funding and provide solutions to challenges faced along the way. The workshop will also serve as a work group. Participants will create documents they can use in practice to include an organizational flow chart, tracking and intake forms, and an initial evaluation and treatment plan. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define key terminology and technical jargon related to the insurance industry and how these terms translate into behavioral terms; (2) create their own organizational flowchart from intake to setting up initial assessments with families outlining each step in the insurance approval process; (3) identify all the key components required for initial evaluation and treatment plans as outlined by the insurance industry; (4) produce a template of their flow chart, tracking forms, and initial evaluation and treatment plans. |
Activities: Instructional strategies will include: lecture, group discussion, role-play, and small-group activities |
Audience: The workshop is at the intermediate level. Participants should have a basic knowledge of assessment and treatment planning. The targeted audience is practitioners looking for information on how the insurance process works. |
Content Area: Practice |
Instruction Level: Intermediate |
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Best Practices and Ethical Considerations for Behavior Analysts in Public School Consultation |
Saturday, May 28, 2016 |
12:00 PM–3:00 PM |
St. Gallen 1, Swissotel |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Dena Shade-Monuteaux, Ph.D. |
DENA SHADE-MONUTEAUX (Beacon ABA Services), DAVID M. CORCORAN (Beacon ABA Services) |
Description: This workshop will provide educators and behavior analysts with strategies and frameworks for optimizing the role of the BCBA in a public school setting in an ethical, effective, and clinically sound manner. Beginning with an overview of the scope of practice for BCBA’s, the workshop will provide attendees with a basic understanding of the parameters in which they are expected to competently operate. These parameters include: the new BACB Professional and Ethical Conduct Code, BCBAs as consultants, functional behavioral assessments, instructional programming, data collection, staff/parent trainings, and on-going treatment efficacy monitoring. Finally, this workshop will teach providers how to translate this knowledge into effective and operationally defined applied behavior analytic and educational procedures. A primary focus of the workshop is on the establishment of effective collaboration between the BCBA and school personnel. The collaborations this workshop will focus on are in the areas of BCBA services in public schools; roles and responsibilities of key stakeholders; individualized education programs; the Individuals With Disabilities Education Act and special education law; understanding the role of BCBAs as school consultants; identifying some limitations of the application of ABA principles and technologies in public schools; and identifying the critical elements of a successful school-based ABA program. Participants will learn how to apply these elements in school settings with a focus on antecedent interventions. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the types of BCBA services available in a public school; (2) identify roles and responsibilities of key stakeholders; (3) articulate the basics of IDEA and special education law and regulations; (4) understand the role of BCBAs as school consultants; (5) identify the application of ABA principles and technologies in the public school and the limitations; (6) identify the critical elements of a successful school-based ABA program; (7) understand applications of these elements in different school-based settings; (8) understand and identify antecedent and consequent interventions. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, group discussion, small group activities, exemplars of permanent products and competency and knowledge based evaluations. |
Audience: Special education teachers, BCBAs, students in BCBA programs |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism, Behavior Assessment, Ethics, School Consultation |
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Extending Behavior Analysis in Zoos and Aquariums |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Lucerne I, Swissotel |
Area: AAB/TBA; Domain: Service Delivery |
CE Instructor: Lindsay Mehrkam, Ph.D. |
LINDSAY MEHRKAM (Oregon State University), LANCE MILLER (Chicago Zoological Society - Brookfield Zoo) |
Description: Today's accredited zoos and aquariums are held to high standards of animal welfare. This involves assessment, implementation, and evaluation of current animal husbandry practices across a wide range of species, a task for which behavior analysis is well suited. This workshop will provide attendees with an overview of how behavior analytic methods are being extended in zoo settings to evaluate enrichment and training effectiveness. Participants will learn how to successfully implement behavioral assessments using single-subject designs in a zoo setting. Participants will be guided through video demonstrations of preference assessments and positive reinforcement training with a variety of zoo species to observe the generalizability of these procedures. Attendees will also participate in discussions on future directions for behavior analysts in these nontraditional animal settings. This workshop is designed for individuals interested in the application of behavior analytic principles in zoos and aquariums. Participants will learn how zoos develop and review training and enrichment programs using single-subject design methodology and individual-level analysis to facilitate husbandry goals for a variety of species. Participants will also learn how to successfully implement assessment and evaluation tools for husbandry strategies in zoological settings. On the day prior to the workshop (Friday), participants are invited to travel to world-renowned Brookfield Zoo and directly observe how behavioral principles are being used to guide animal care practices in zoos. The visit is planned from 1:00 pm to 4:00 pm, meeting at 12:00 pm and returning to the Hyatt Regency by 5:00 pm. For those interested, there will be an additional fee of $45, payable directly to the workshop presenters. (Please note: there are no more spaces available for the visit to Brookfield Zoo.) |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) operationally define environmental enrichment and identify ways in which enrichment strategies are evaluated and deemed effective; (2) identify, review, and critique applications of operant conditioning in behavioral husbandry practices for variety of species; (3) recognize and discuss variables to consider to ensure ethical and effective implementation and evaluation of behavioral assessments in zoos and aquariums using single-subject designs. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, direct observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies and procedures will be provided. Participants will be encouraged to participate in open discussions about content and future directions for practical application. Supplemental materials for reviewing training plans and ethograms will also be provided. |
Audience: This workshop is designed for individuals interested in the application of behavior analytic principles in zoos and aquariums. Participants will learn how zoos develop and review training and enrichment programs using single-subject design methodology and individual-level analysis to facilitate husbandry goals for a variety of species. Participants will also learn how to successfully implement assessment and evaluation tools for husbandry strategies in zoological settings. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): environmental enrichment, preference assessment, single-subject, zoo |
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Assessing and Teaching Functional Skills to Children With Autism in Home, School, and Community Settings |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Columbus Hall IJ, Hyatt Regency, Gold East |
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 individuals 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, 48 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, the participant will be able to: (1) identify the differences between functional and basic/conceptual skills; (2) identify 6 broad skill clusters of functional skills; (3) identify and assess 48 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; (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 individuals with autism or other developmental delays. |
Content Area: Practice |
Instruction Level: Basic |
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Developing Social Skills in Learners With Autism Spectrum Disorders: From Assessment to Intervention |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Vevey 3, Swissotel |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Mary Ellen McDonald, Ph.D. |
MARY ELLEN MCDONALD (Hofstra University), ERIN ARCHIBALD (Eden II Programs/ The Genesis School), SANJA CALE (SUNY Old Westbury) |
Description: Children with autism exhibit many deficits in the area of socialization. It is difficult for children with autism to respond to peers in social situations as well as to initiate to others. There are many other areas of socialization that children with autism have great difficulty with, such as ending a conversation, listening to another conversation to obtain information, and knowing how to join in a conversation. This workshop will discuss a variety of innovative strategies that have been successful for improving social skills in children with autism. Specific strategies to be discussed will include topics such as the use of behavioral rehearsal, role playing, using video modeling and video rehearsal, along with other technology-based interventions, and conducting ABC analyses of social situations. Carol Gray’s social stories will also be reviewed. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify a minimum of three new methods for increasing social skills in children with autism; (2) operationalize advanced concepts such as friendship when teaching a child with autism; (3) use behavioral rehearsal with children with autism to improve social skills; (4) use self-monitoring for children with autism to help them to monitor their social skills. |
Activities: Participants will watch video clips of a variety of strategies that can be used to increase social skills in individuals with autism. Specific activities will include writing a story about a social situation or a student, conducting an ABC analysis on a social situation, and operationalizing a variety of advanced social concepts. |
Audience: Psychologists, special educators, social workers, speech pathologists, and parents. |
Content Area: Practice |
Instruction Level: Basic |
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Incorporating iOS (Apple) Apps into Effective Behavioral Programming in Applied Settings |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Montreux 1, Swissotel |
Area: AUT/CSE; Domain: Service Delivery |
CE Instructor: Lindsey Clark, M.S. |
LINDSEY CLARK (Advances Learning Center), FRANCES NIEVES SERRET (Advances Learning Center), KATHERINE A. JOHNSON (Advances Learning Center), GINETTE WILSON BISHOP (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 1,300,000 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 the workshop, the participant will be able to: (1) identify evidence-based apps appropriate for programming and practice using apps from the following categories based on cost, description, pre-requisite exemplars and reputable sources: (a) instructor tools apps (e.g., data collection, discrete trial implementation, graphing, preference assessments, assessment of target behavior, self-monitoring, social stories, video modeling and data conversion), (b) apps for teaching (e.g., 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 (e.g., 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 (e.g., based on AAC features including cost, age range, compatibility, text to speech output, accessibility (e.g., switch output, eye gaze, sequential, row/column, auditory scanning), 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; (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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Building Foundational Social Skills in Children With Autism Spectrum Disorder |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Montreux 2, Swissotel |
Area: AUT/EDC; Domain: Applied Research |
CE Instructor: Ian Melton, M.Ed. |
IAN MELTON (Endicott College/Hopebridge Pediatrics), LORRAINE OTTE (Endicott College), BRITANY MELTON (Endicott College), JILL E. MCGRALE MAHER (Autism Intervention Specialists), ASHLEY HUDSON (Hopebridge Pediatric Specialists) |
Description: One of the most prevalent challenges for students with autism is in the area of social skills, including difficulty with observational skills, imitation, play interactions, joint attention, and social pragmatics. Consistent with recommendations in the literature (Gresham, et. al, 2001; Peters, et. al, 2007; and Quinn, et. al, 1999), the teaching of foundational skills is essential to effective social relationships. Effective social relationships can be defined as, “socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist the person in avoiding negative responses.” (Elliott, Racine & Busse, 1995) As with all of what we do, these learned social responses are emitted over time in efforts to access reinforcement and to avoid punishment. The difficulty with children with autism is that they often cannot access these skills, and so become what many refer to as “withdrawn.” |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe evidence based teaching methodologies for effective social skills instruction; (2) identify assessment tools to identify foundational social skills deficits in learners of varying cognitive functioning; (3) implement teaching methodologies for foundational social skills. |
Activities: Instructional strategies include lecture, discussion, small group breakout, and targeted reading. Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture, and video demonstrations of strategies will be provided. Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning. The format combines lecture, small group activities, guided practice, and frequency building exercises. |
Audience: This workshop is appropriate for BCBAs that 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: Basic |
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Help! Successful Home Programs: A How-To for BCBAs |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Randolph, Hyatt Regency, Bronze East |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Laura Kenneally, Ed.D. |
LAURA KENNEALLY (Advance Learning Center) |
Description: Many parents have access to home programs for students with autism via insurance, but the programs are challenging for BCBAs to manage effectively due to issues with challenging behaviors, treatment integrity, parental adherence, and lack of a full-proof curriculum. Unfortunately, without a proper plan in place, BCBAs are often managing home programs that are ineffective and frustrating to all and may inadvertently cause other side effects such as a lack of respect by outsiders for the science of applied behavior analysis. This workshop is a step-by-step simple curriculum to help a BCBA create a simple, effective program that all staff and parents can implement. This program teaches the student to perform a range of skills from simple directions to complex communication, and independent activities. Using positive behavioral supports, the student will learn to increase his attention span, markedly improve his direction-following skills, and decrease self-stimulatory behavior and other disruptive behavior including aggression and self-injurious behaviors. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) determine and make environmental changes that reduce the need for behavior analysis services; (2) identify the contingencies governing the behavior of those responsible for carrying out behavior change procedures and design interventions accordingly. |
Activities: Instructional strategies include: lecture, hands-on tasks, small group breakouts, and videos. |
Audience: Intermediate BCBAs, teachers, administrators, CST members |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): behavior management, parental adherence |
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Assessing and Addressing Anxiety-Related Behavior in Students With Autism Spectrum Disorders |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Roosevelt, Hyatt Regency, Bronze East |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Joanne Sgambati, Ph.D. |
JOANNE SGAMBATI (Eden II/Genesis Programs), JAMIE OBRIEN (Eden II/Genesis) |
Description: There is considerable evidence that children and adolescents with autism spectrum disorders (ASD) are at increased risk of anxiety and anxiety disorders. Anxiety may worsen during adolescence, as young people face increasingly complex social situations. In some instances, individuals with ASD may become more aware of their differences and interpersonal difficulties and this in turn may lead to higher levels of anxiety. This workshop will address assessment of anxiety through multiple means. The role of functional assessment and functional analysis in the assessment of behavior related to anxiety will be discussed. This workshop will discuss the prevalence of anxiety, a description of anxiety based on the research, specific potential causes of anxiety, and clinical interventions. There will be a focus on the use of self-assessment and self-management. Clinical case examples will be provided throughout the session. Attendees will have an opportunity to work on cases of students with ASD during the workshop. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe specific risk factors for anxiety in ASD; (2) select tools for assessment of anxiety-related behavior; (3) develop at least 2 proactive strategies to address anxiety-related behavior; (4) identify at least 2 self-management strategies to be used with students. |
Activities: Participants will work on clinical cases provided in a case study format, watch videos of interventions and develop alternative strategies to be used, develop a proactive intervention based on a student case. |
Audience: Psychologists, special education professionals, social workers, speech pathologists, parents |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Anxiety, ASD, Asperger's, Autism |
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Treating Children With Behavioral and Emotional Disorders: Integrating Emotional and Moral Behaviors to Promote Generalization |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Michigan ABC, Hyatt Regency, Bronze East |
Area: CBM/EDC; Domain: Service Delivery |
CE Instructor: Jeannie A. Golden, Ph.D. |
JEANNIE A. GOLDEN (East Carolina University) |
Description: Children that have been victims of abuse and/or neglect often exhibit behaviors that appear to be callous, unemotional, antisocial and immoral. Often, the learning histories of these children affect their emotional and moral behaviors and these behaviors can serve as motivational operations. Behavioral treatment facilities 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, but do not prepare these children to function in a generalized setting. The presenter will provide a behaviorally-based explanation of why these children lack a repertoire for appropriate emotional and moral behaviors. She will also discuss what environmental factors can encourage appropriate emotional and moral behaviors and ways to develop effective behavioral treatments that are relationship-based, focus on emotional and moral skills, and promote generalization. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe how the learning histories of children that have been victims of abuse and/or neglect effect their emotional and moral behaviors; (2) explain why these children lack a repertoire for appropriate emotional and moral behaviors and how those behaviors can serve as motivational operations; (3) describe the difference between contingency-based and relationship-based treatment approaches; (4) describe what environmental factors can encourage appropriate emotional and moral behaviors; (5) describe ways to develop effective behavioral treatments that are relationship-based and promote generalization. |
Activities: Participants will listen to didactic information and real-life case histories in homes, schools and community settings, take notes, ask questions, view a PowerPoint presentation, present their own cases for feedback, and participate in role-play situations. |
Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically-developing who have emotional difficulties and/or have been given psychiatric diagnoses. |
Content Area: Practice |
Instruction Level: Intermediate |
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Stimulus Control and its Relationship to Teaching, Prompting, Error Correction, and Errorless Learning |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Zurich B, Swissotel |
Area: DDA/AUT; Domain: Applied Research |
CE Instructor: Andy Bondy, Ph.D. |
ANDY BONDY (Pyramid Educational Consultants, Inc.), ANTHONY CASTROGIOVANNI (Pyramid Educational Consultants) |
Description: Behavior analysis can be succinctly described as the study of “behavior under what conditions.” That is, while the emphasis on behavior per se is novel to many people, the most unique characteristic of behavior analysis is the emphasis on how environmental conditions systematically influence behavior. In the study of operant behavior, not only did Skinner place emphasis on the role of consequences but his work also emphasized how the three-term contingency brings about stimulus control. Furthermore, an in-depth understanding of stimulus control may reduce the likelihood of engaging in ineffective, ritualistic teaching strategies. The first section will introduce critical nuances in the establishment of stimulus control, using examples from discrimination training. We will note that the definition of “prompt” is just as dependent upon behavior as is the term “reinforcer.” Next, we will focus in detail on the critical distinction between prompts and cues. The content will then focus on a major current aspect of most lessons, the removal of the prompts. Finally, we will focus on stimulus control and error-correction as well as various errorless teaching formats. We will use a variety of didactic strategies to review common teaching errors and practice identifying stimulus control issues within various lessons. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe stimulus control as defined within the laboratory and applied situations; (2) describe how stimulus control related to applied definitions of prompt and cue; (3) describe a variety of teaching strategies in terms of changes in stimulus control; (4) describe simple rules associated with prompt inclusion and removal; (5) describe how stimulus control relates to both error-correction strategies and errorless learning strategies within their own lessons. |
Activities: Review standard definitions of stimulus control including the dependency between discriminative stimuli and behavior, review operational distinctions between the terms prompt and cue, review a variety of lesson formats and identify critical stimulus control issues within each lesson type (e.g., least-to-most prompt hierarchy, time delay, etc.), review video and case descriptions of a variety of teaching errors in terms of poor stimulus control, review various strategies commonly grouped as errorless-learning strategies, and review the difference between error fixing and error correction. |
Audience: Anyone arranging lessons for a variety of learners in which prompts or shaping play a prominent role. 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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Neurobehavioral Analysis of Epileptic Seizures |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Zurich D, Swissotel |
Area: DDA/BPN; Domain: Applied Research |
CE Instructor: John C. Neill, Ph.D. |
JOHN C. NEILL (Long Island University) |
Description: Up to 50% of individuals with severe developmental disabilities have epilepsy. Remarkably, behavior analysts are often unaware of how epilepsy impairs their client's ability to learn and remember contingencies of reinforcement. In addition, persons with epilepsy often have behavior disorders which can be exacerbated by seizures. These could be better managed, and important new life skills could be acquired, if their behavior analyst knew basic epileptology. This workshop will educate behavior analysts about epilepsy with a behavioral approach. The neuroanatomy, neurophysiology, and molecular events responsible for seizures and seizure-induced impairments in learning and behavior will be briefly reviewed. The etiology, genetics, and classification of various seizure disorders will be reviewed. Behavioral research on several animal models of seizures will be related to analog human studies. Many clients are incorrectly medicated for pseudo-seizures. Electroencephalography (EEG) is a crucial test for accurate diagnosis of epilepsy, and participants will learn how to prepare a client for cooperating with this test, without sedation or anesthesia. Epileptic seizures dynamically modulate an organism's ability to operate on their environment. Conversely, the environment often modulates the frequency, intensity and duration of epileptic seizures. Behavior analysts will benefit their clients who have epilepsy by learning about these relationships. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define an epileptic seizure; (2) describe some of the developmental and neurological events responsible for epileptic seizures; (3) recognize the importance of measuring the effects of seizures on learning and behavior; (4) objectively describe, count, and time seizures in relation to environmental conditions, (5) recognize the importance of reviewing a client's history to determine etiology, and its particular impact on behavioral progress; (6) recognize the effects of the environment on epileptic seizures; (7) prepare a client for cooperating with EEG tests, without sedation or anesthesia; (8) discriminate pseudoepileptic versus epileptic seizures, (9) manage learning and behavior disorders effectively in clients with epilepsy. |
Activities: Examples of epileptic and non-epileptic behaviors and state of the art ways of analyzing them with EEG and behavior analysis will be presented in lecture and video presentations. Audience questions and experiences regarding epilepsy are welcome. |
Audience: Applied behavior analysts, special education teachers, psychologists and therapists who write behavior plans for individuals with developmental disabilities (autism, mental retardation, psychosis, cerebral palsy) and a history of seizures. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): autism, behavior analysis, electroencephalography, seizures |
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Part 3: Effective Supervisors Do What It Takes! Improving Staff and Organizational Performance to Achieve Desired Client Outcomes |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Skyway 260, Hyatt Regency, Blue East |
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 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. Please note: This workshop takes place in three parts; attendees must register for all 3 parts (WPBID #20; WPBID #50; WPBID #80) and must attend all 3 parts to receive continuing education credits. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called "celeration efficiency;" (2) define desired staff performance at the system, process, and individual levels; measure and evaluate current staff performance at each level; (3) perform a data-based analysis of staff performance problems to identify their causes; (4) recommend solutions to performance problems with the best return on investment; (5) design and implement those solutions, which may include staff resources, training and management; (6) evaluate the effectiveness, efficiency, and return on investment of those solutions. |
Activities: This workshop provides a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software. |
Audience: This three-part workshop is for supervisors, staff trainers, program designers, and directors of schools and agencies serving people with learning difficulties. Attend this workshop to learn the skills needed to ensure that employees are effective in helping clients achieve their goals! Earn a total of 12 CEUs by completing all three parts. (You may use 3 of these to meet the new BACB requirement for supervisors.) |
Content Area: Practice |
Instruction Level: Intermediate |
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Developing Applied Behavior Analysis Departments in Public School Systems |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Zurich C, Swissotel |
Area: OBM/PRA; Domain: Service Delivery |
CE Instructor: Daniel Almeida, Ph.D. |
DANIEL ALMEIDA (University of Massachusetts-Boston/Newton, MA Public Schools) |
Description: This workshop will provide participants with an introduction to the steps required to develop an ABA department within a public school system. Development of quality ABA services within the bureaucratic and multi-disciplinary public school environment poses many regulatory, organizational, and ethical challenges for behavior analysts. This workshop will present the chronology of the development of a ABA department within a culturally diverse public school system of over 12,500 students. Over the course of 8 years, the department expanded from a single BCBA to 8 BCBAs. The development of organizational structures, service delivery models, and policies and procedures within the school district will be reviewed. Participants will conduct self-assessments of their current settings and use the workshop content to develop plans for expanding the ABA services within their work setting. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the challenges to providing quality behavioral analytic services in public school settings; (2) identify organizational structures, service delivery models, and policies and procedures that are effective in public school settings; (3) assess their work settings and develop plans for organizational growth. |
Activities: Workshop objectives will be achieved by lecture, small group discussion, and review and completion written case study materials. |
Audience: The workshop is directed to behavior analysts working in or are interested in working in public school settings. |
Content Area: Practice |
Instruction Level: Basic |
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Will Work for Reinforcement: Creating Organizational Alignment to Enable Robust Management Across Systems, Processes, and Behaviors |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Columbus Hall AB, Hyatt Regency, Gold East |
Area: OBM/PRA; Domain: Service Delivery |
CE Instructor: Adam E. Ventura, M.S. |
ADAM E. VENTURA (World Evolve, Inc.), DENNIS URIARTE (Florida Intstitute of Technology), MANUEL RODRIGUEZ (ABA Technologies, Inc.) |
Description: The driving force behind every business is its employees. Too often, we forget that just like the individuals we serve and provide services to, employees are products of their environment. Unfortunately, many businesses today are afflicted with common issues such as poor mission statements and misaligned job responsibilities and roles, all of which amount to a detrimental work environment for employees. Organizational behavior management (OBM) provides the fundamental principles of behavior analysis applied to business, offering the business leader steps to creating organizational alignment from mission statements, balanced scorecards, to job matrices and performance management systems. This hands-on workshop will instruct attendees on how to create an organizational mission statement based on both behavior and results, align job responsibilities and roles in part to help ABA supervisors provide ethical supervision with this mission statement, and design employee scorecards based on objective measures to help create a performance pay system for your organization. This workshop will also address how the ethical considerations involved in assigning job responsibilities can be addressed using OBM. In addition to receiving feedback for their performance in the workshop, attendees will also receive supplemental materials to carry on what they have learned about OBM. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define a mission statement; (2) describe the features of a mission statement; (3) create a mission statement based on behavior and results; (4) define a behavior-based pinpoint; (5) create behavior-based pinpoints based on objectives measures; (6) develop scorecards and job matrices. |
Activities: Lecture and discussion: Instructions and examples provided on how to identify the organization and individual job missions using both behavior and results. Instructions and examples on how to create balanced scorecards and develop performance matrices. Video presentations will be provided to compliment traditional direct instruction. Small group breakout: Guided practice sessions will be conducted where small groups will be able to develop their own mission, measures, and pinpoints. Feedback will be provided to each group based on their performance. Group presentation: Each group will present their work to the class for feedback. Supplemental material: Each learner will be provided with materials to take with them to continue their education on OBM concepts and specific material presented during the workshop. |
Audience: The workshop level is Intermediate. This workshop will target BCBA-level business owners, administrators, and behavior analysis entrepreneurs. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Mission statements, Performance matrices, Performance Pay, Scorecards |
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Molecular Functional Analysis: An Alternate Approach for Applied Settings |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Zurich G, Swissotel |
Area: PRA/AUT; Domain: Service Delivery |
CE Instructor: Michael Weinberg, Ph.D. |
MICHAEL WEINBERG (Innovative Learning), WILLIAM T. MARSH (Brevard Public Schools) |
Description: Participants in this workshop will learn a new and unique method for functional assessment and functional analysis referred to as molecular functional analysis. This approach will offer a different view of functional analysis and assessment and offer practice opportunities for participants. Through the use of vignettes, role play, and practice exercises, as well as video clips in small groups during the workshop, participants will be actively engaged in learning processes throughout this workshop. Participants will practice use of the new functional assessment tools to aid in identifying concurrent reinforcement schedules affecting problem and functional behavior of a person such as in school, along with demonstrations via video vignettes. Participants will have opportunities to practice using the approach to quickly identify function and use the data to devise an initial functionally linked treatment intervention based on these tools. Utilizing vignettes, participants will practice applying molecular functional analysis design logic to determine single or multiple functions of problem behavior in-vivo while the motivating operation is in effect. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) complete and implement new descriptive assessment tools to identify function and replacement behaviors to incorporate in the behavior plan; (2) identify at least 3 primary differences in the functional analysis approach presented in this workshop relative to prevailing functional assessment logic; (3) use molecular functional analysis methods for the purpose of determining function based on a modified single-trial alternating treatments design procedure; (4) identify at least 3 situations in which these approaches can be applied, based on interactive practice opportunities during this workshop; (5) identify function of behavior when there are multiple functions, using the approaches practiced in this workshop. |
Activities: Instructional strategies will include use of multimedia presentation of the concepts, principles and processes of Molecular Functional Analysis incorporating PowerPoint Slides, videos, lecture and group discussion, as well as small group practice activities during the workshop. Participants will be provided with vignettes in small groups during which each group will complete the contingency assessment form, devise a procedure to conduct single trial functional analyses to identify function, and practice use of the approach via role play in dyads to demonstrate the application of the procedure and potential results. |
Audience: This workshop targets all audiences and will provide a review of basic principles of behavior involved in the identification of multiple functions and use of systematic manipulations and descriptive assessment of behavior. Review of the basic 4-term contingency, definition and identification of motivating operations, and the introduction of new terms needed to describe the process and concepts of this methodology will also be provided so that those at the entry level will be able to understand the principles involved. New terms will be defined to permit all participants to understand the concepts necessary for optimal use of this approach in their own practice settings. |
Content Area: Practice |
Instruction Level: Intermediate |
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Learning to Behave Well Using Mindfulness-Based Cognitive and Behavior Analytic Practices |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
St. Gallen 1, Swissotel |
Area: PRA/CBM; Domain: Service Delivery |
CE Instructor: Robert Stromer, Ph.D. |
ROBERT STROMER (George Brown College), ELISABETH KINNEY (Behavioral Learning and Leadership), MARK GEREN (QBS Inc) |
Description: The instructors share the opinion that, “To enjoy life at any age one must view each difficulty as simply a problem to be solved” (Skinner & Vaughan, 1997). For many, “enjoying life” includes being the best practitioner one can be; and doing that may require being well self-managed and as stress-free as possible. For the instructors, being well self-managed meant retooling their existing problem-solving skills. They opted to add mindfulness practices to better manage life’s stressors and ongoing concerns of health and wellness. This approach resulted in improved ways of dealing with and replacing verbal behavior that often got in the way of enjoyment. So, this workshop is about supplementing one’s problem-solving skills to better cope with life’s challenges and to reduce the likelihood of disabling emotional states such as stress, anxiety, and depression. The mindfulness practices stem from evidence-based mindfulness-based cognitive therapy (MBCT) that blends traditional meditative teachings and behavior therapy techniques. Williams and Penman’s (2011) self-help version of MBCT is introduced; its skills can be readily learned and generalized, if regularly practiced and used in real life. As a take-home practice, and to begin a little therapeutic self-change, attendees learn MBCT’s signature meditation, the “three-minute breathing space.” |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state potential benefits of mindfulness meditation as a supplement to one’s self-managed, problem-solving repertoire; (2) describe some of the key elements of the skill set involved in mindfulness practices common to mindfulness-based cognitive therapy and other “third wave” cognitive therapies; (3) demonstrate the recommended chair-supported sitting posture used during formal practices and the kinds of self-talk used to practice the three-minute breathing space; (4) identify exemplary digital and other resources for further mindfulness study and practice. |
Activities: In a large-group format, we introduce mindfulness, describe its nature and relevant background and rationales for offering a workshop on it. We also provide guided opportunities to participate in several “warm-up” meditations. Then, during the bulk of the workshop, methods resembling aspects of behavioral skills training and interteaching (e.g., dyadic discussion, question-and-answer, feedback) are used to inform meaningful practice opportunities in a pivotal meditation of the Mindfulness-Based Cognitive Therapy program, the Three-Minute Breathing Space. Activities include the use of (a) live and video demonstrations, (b) written rationales and scripts appropriate for the two roles to be rehearsed by pairs of attendees, facilitator or teacher, and meditative student, (c) dyadic rehearsal of scripted and unscripted guidance of the Breathing Space and evaluative discussions of experiences, and (d) informative feedback while the instructors oversee dyad rehearsals. Finally, a wrap up period addresses questions and comments from the entire group and we share knowledge of several digital resources found helpful in our ongoing practices and self-study. |
Audience: The workshop is designed for all certified behavior analysts (full or assistant), those who already practice mindfulness, but especially those with little or no experience in mindfulness meditation. |
Content Area: Practice |
Instruction Level: Basic |
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Navigating the 10th Circle of Hell: A Road Map to Effectively Appealing Insurance Denials |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
St. Gallen 3, Swissotel |
Area: PRA/AUT; Domain: Service Delivery |
CE Instructor: William Tim Courtney, M.S. |
WILLIAM TIM COURTNEY (Little Star Center), BREANNE K. HARTLEY (Little Star Center), VINCENT LAMARCA (Little Star Center), MARY ROSSWURM (Little Star Center) |
Description: In this workshop, the presenters will discuss how to respond when an insurance company has partially, or completely denied hours. Unfavorable determinations of medical necessity and the subsequent appeals is a fairly common aspect of providing medical services. In 2011, the Center for Medicare and Medicaid services (CMS) paid out 37.9 million dollars as a result of medical appeals. The appeal process can be very timely and heavy on clinical resources. This presentation looks to reduce the time required to analyze adverse determination letters, formulate appeal arguments, and solicit the help from parents and other key players. Attendees will review a case that consisted of several levels of internal appeals, as well as the external appeal process. The workshop is laid out in a behavior skills training format, in which the presenters will model effective procedures, provide instructions, and then have attendees role play behavior with feedback provided by the presenters. Attendees will receive example appeal letters, worksheets for reviewing denial letters, and example spreadsheets utilized to track the appeal process. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) analyze denial letters to determine the primary reason for the denial; (2) describe the internal and external appeal process; (3) develop appeal letters, grounded in medical necessity, specifically addressing the reason for the denial; (4) develop strategies to involve family members and other advocates in the appeal process. |
Activities: The workshop follows a behavior skills training format. The presenters will provide instructions and model strategies effective within their organization. Attendees will then practice strategies, while receiving feedback from the presenters. |
Audience: The workshop is primarily targeting providers with experience providing medically necessary services, with a history of working through the appeal process. Attendeesthat are just starting to provide medically necessary services could benefit by being aware and practicing the presented appeal strategies. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABA Practice, Autism, Billing, Insurance Mandate |
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Conducting Functional Analyses in Home-Based Settings |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Vevey 1, Swissotel |
Area: PRA/AUT; Domain: Applied Research |
CE Instructor: Ashley Williams, M.S. |
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. Workshop activities will include a pre- and post-test, guided notes, and small-group discussions and case studies. |
Learning Objectives: At the conclusion of the workshop, the participant will 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; (3) articulate in writing the risks associated with performing a functional analysis of that behavior; (4) 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); (5) 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; (6) articulate in writing his or her evaluation of functional analysis outcomes; (7) match function-based treatments with the functional analysis outcomes; (8) articulate in writing a variety of issues that occur while planning for and conducting functional analyses and how to respond to such issues. |
Activities: Instructional strategies include: lecture, group-discussion, targeted case-studies, and small group breakout. 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: Graduate students, BCaBA or BCBA with limited experience designing and/or conducting functional analyses seeking to expand his/her knowledge of functional analyses in home-based settings. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): challenging behavior, Functional-analysis, home-based |
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Beyond the Elementary Verbal Operants: Teaching Complex Generalized Verbal Behavior to Children With Autism |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Columbus Hall EF, Hyatt Regency, Gold East |
Area: VBC/AUT; Domain: Service Delivery |
CE Instructor: Francesca Degli Espinosa, Ph.D. |
FRANCESCA DEGLI ESPINOSA (ABA Clinic, UK), DAVID C. PALMER (Smith College) |
Description: In this workshop we will review the concepts of multiple control, intraverbal control, and recall. For each topic to be addressed, we will firstly provide a conceptual analysis, and, consequently, illustrate how that analysis can be translated into applied procedures to establish flexible and contextually appropriate verbal behavior in children with autism. We will explore the following conceptual distinctions in both theory and practice: (a) divergent and convergent multiple control; (b) the intraverbal as an elementary operant and intraverbal control as a pervasive variable in the control of autoclitic frames; (c) recall as the endurance of stimulus control and recall as novel problem solving. We will demonstrate the generality of the analyses presented by showing applied examples from children in both Italy and the United Kingdom. In so doing, we will offer a conceptual and applied framework within which to sequence language objectives and that participants can directly adopt or modify for use in their own clinical practice. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define the role of convergent and divergent multiple control in the teaching of language objectives; (2) define the role of intraverbal control and autoclitic frames in the establishment of verbal conditional discriminations; (3) sequence language objectives along a continuum of stimulus control complexity. |
Activities: The workshop theoretical and applied objectives will be achieved through a balanced use of spoken lecture and video demonstrations. |
Audience: Advanced |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): autoclitic frames, conditional discriminations, intraverbal control, multiple control |
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Derived Stimulus Relations: Understanding Equivalence and RFT |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
Alpine, Swissotel |
Area: VBC/TPC; Domain: Theory |
CE Instructor: Timothy M. Weil, Ph.D. |
TIMOTHY M. WEIL (Tandem Behavioral Health & Wellness) |
Description: Derived stimulus relations is a topic that has been around for awhile but is recently growing in interest with both scientists and practitioners of behavior analysis. There is a great deal of basic behavior analytic research supporting the emergence of derived relations which is currently extending into the applied research domain. Equivalence in particular has been accepted as a necessary topic for behavior analysts as can be seen with its inclusion in the fourth edition of the BACB Task List. Students and practitioners will benefit from this workshop in its basic level, and focus on providing a link from theory to practice. This workshop will gently start with the theoretical system of radical behaviorism/functional contextualism and move towards understanding through presentation on basic and applied research. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe basic characteristics of stimulus equivalence; (2) describe basic characteristics of RFT and contrast these with stimulus equivalence; (3) describe transformation of stimulus function as a process and identify its crucial outcomes; (4) diagram relational networks and identify transformation of function via myriad relations as a first step towards inclusion in their programming. |
Activities: Instructional strategies will include lecture and discussion of derived stimulus relations from theory to practice. Small group break out periods will occur as interteach sessions in an effort to facilitate understanding of the material. |
Audience: This workshop will be focused on the basic level to ensure all who participate receive a solid foundation in understanding of derived stimulus relations and the implications of this approach. Although delivered at the basic level, this topic is seemingly a tough one for first timers, thus a concerted effort will be made to deliver the information in a consumable manner by those who know little to nothing of the topic. |
Content Area: Theory |
Instruction Level: Basic |
Keyword(s): Derived Relations, Equivalence, Relational Responding, RFT |
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American Sign Language Training for Professionals Who Work With Children on the Autism Spectrum |
Saturday, May 28, 2016 |
4:00 PM–7:00 PM |
St. Gallen 2, Swissotel |
Area: VBC/AUT; Domain: Service Delivery |
CE Instructor: Karelix Alicea, M.S., BCBA, M.S. |
KARELIX ALICEA (Lotus Behavioral Interventions) |
Description: The workshop will actively engage participants in understanding why American Sign Language (ASL) is a beneficial response form for non-verbal children on the autism spectrum through the use of guided notes, brief quizzes, and immediate feedback. Participants will be taught how to employ ASL in a “total communication” format in order to learn a basic vocabulary of at least 30 items/activities that commonly function as reinforcers for children with autism spectrum disorders. Finally, participants will be guided on how to use these newly acquired signs for mand training with the opportunity to break into groups for role-playing opportunities. Data and video from individual cases will be presented to further support learning, with an opportunity to discuss these practices with the group at large. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the difference between topography-based and selection-based verbal behavior; (2) describe the benefits of using sign language as a starting point for mand training in comparison to other more popular methods such as the Picture Exchange Communication System, Augmentative/Alternative Communication (AAC) devices, and others; (3) discriminate between children who would benefit from sign language training and the few who would not; (4) manually sign at least 30 commonly preferred items/activities in ASL that can be used as a starting point for skill acquisition with their clients; (5) effectively conduct motor imitation training trials of manual signs within the context of a motivating operation. |
Activities: Workshop activities will include the following: lecture, discussion, brief quizzes, small group breakouts, immediate feedback, data and video presentation. |
Audience: This is a basic workshop level for all professionals who work with non-verbal children on the autism spectrum. |
Content Area: Practice |
Instruction Level: Basic |
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Opening Event and Society for the Advancement of Behavior Analysis Awards Ceremony |
Sunday, May 29, 2016 |
8:00 AM–9:20 AM |
Grand Ballroom, Hyatt Regency, Gold East |
Instruction Level: Basic |
Keyword(s): Opening Event, SABA Awards |
Chair: Linda J. Parrott Hayes (University of Nevada, Reno) |
CE Instructor: Linda J. Parrott Hayes, Ph.D. |
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SABA Award for Distinguished Service: Behavior Analysis: A Consilient Future |
Abstract: Modern behavior analysis must be consilient to prosper as a discipline. E. O. Wilson wrote, "The love of complexity without reductionism makes art; the love of complexity with reductionism makes science." Necessarily our science will profit from integrating reductionistic and artistic elements in the service of answering significant questions about behavior and addressing behavioral and other psychological challenges facing humanity. Over his career Dr. Thompson has been fortunate to use such strategies for basic theoretical matters concerning the integration of behavior, as well as applied problems in pharmacology, architecture, development of children with autism, and making the lives of people with disabilities better. |
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TRAVIS THOMPSON (University of Minnesota) |
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Dr. Travis Thompson received his doctoral training in psychology at the University of Minnesota and completed postdoctoral work at the University of Maryland with Joseph V. Brady and at Cambridge University (UK) with Robert Hinde. His earliest work dealt with the relations among concepts from behavior analysis, ethology, and pharmacology. He was director of the John F. Kennedy Center for Human Development at Vanderbilt University and Smith Professor of Psychiatry at the University of Kansas Medical Center before returning to Minnesota in 2003.
Dr. Thompson co-authored, with Charles R. Schuster, the first textbook in behavioral pharmacology and has done basic and applied interdisciplinary research in developmental disabilities, including genetics, pharmacology, and neuroscience. He was involved in developing one of the first large-scale behavioral intervention programs for individuals with intellectual disabilities, and for the past several years has directed home-based early intervention services for young children with autism in Minnesota.
Dr. Thompson's publications include 225 articles and chapters and 29 books. A total of 48 doctoral students have completed their training under his mentorship. He has received numerous awards, including the APA Division 1 (Society for General Psychology) Ernest Hilgard Award, Division 25's Don Hake Award, and the Division 33 (Intellectual and Developmental Disabilities) Edgar Doll Award. He is a Fellow of the Association for Behavior Analysis International. |
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SABA Award for International Dissemination of Behavioral Analysis: A Behavior-Analytic World View |
Abstract: What started in the late 1920s at Harvard University as a small research project of a young graduate student involving several rats, some Rube Goldberg-like apparatus, and a handful of home-made food pellets is quite different today. Behavior analysis has grown in numbers, knowledge, and impact, and we have changed in composition. We have become, and continue to become even more of an international movement. This presentation comprises a brief historical analysis of some of the variables that have contributed to this internationalization of behavior analysis. They include seminal individuals crossing the oceans in all directions to bring and take behavior analysis to the four corners of the earth; scientific, conceptual, and application developments within the discipline; broader cultural events and technological developments; and personal contacts and exchanges of ideas among behavior analysts from different countries. The breeching of obstacles such as economic and resource limitations, perceived cultural incompatibilities with a behavior-analytic world view, language barriers, entrenched competing world views, and physical distance has required persistence, dedication, commitment, and ingenuity, but our internationalization has great momentum. Indeed this internationalization is essential to our future well-being. |
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KENNON ANDY LATTAL (West Virginia University) |
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Andy is Centennial Professor of Psychology at West Virginia University, where he has taught and conducted research for the last 44 years, although his colleagues have suggested that it is really more like 5 years, he is out of the country so frequently! His sojourns include two sabbatical years at the University of Lille, France (including one as a Fulbright Research Fellow); appointments as a Fellow of the Japanese Society for the Promotion of Science, a Global Professor at Keio University in Tokyo, a Visiting Professor at the Jordan University of Science and Technology; and as a Visiting Scholar at the Universities of Brasilia and São Paulo in Brazil, the National Autonomous University and the University of Guadalajara in Mexico; and University College London. When he has been in Morgantown he has hosted and mentored sabbatical visitors and students from universities in Australia, Brazil, Colombia, France, Japan, and Mexico, and has been the doctoral advisor of several international students at WVU. One outcome of these collaborations has been some 30 co-authored research publications with international scholars. Another is service on the editorial boards of three international journals, including three terms as the English Language Editor of the Mexican Journal of Behavior Analysis. Through his many and diverse activities in the world arena, Andy has served as a behavior-analytic ambassador carrying in his portfolio outstanding teaching, scientific acumen, and good will in promoting the international development of our discipline. |
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SABA Award for Scientific Translation: Forty Years of Research: Doing a Lot, Learning a Little |
Abstract: Dr. Poling’s first publication appeared in 1976 and since that time he has conducted basic, translational, and applied research in several areas, resulting in publications in more than 50 different journals. This presentation will overview what he has learned regarding how to succeed as a researcher. Topics to be considered include selecting topics to study, being steadfastly pragmatic, persisting in the face of apparent failure, working successfully with other people, securing funds to support projects, writing well, publishing articles, and evaluating one’s own work. |
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ALAN D. POLING (Western Michigan University) |
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Dr. Alan Poling is Professor of Psychology at Western Michigan University. He received his BA from Alderson-Broaddus College, his MA from West Virginia University, and his Ph.D. from the University of Minnesota. A Fellow of Divisions 3, 25, and 28 of the American Psychological Association, Dr. Poling has published 12 books and roughly 350 articles and book chapters and served as the research advisor of 35 Ph.D. recipients. They, and he, have conducted research and done conceptual work in several areas, including behavioral pharmacology, clinical psychopharmacology (with special emphasis on the effects of psychotropic drugs in people with developmental disabilities), applied behavior analysis, gender issues, animal welfare, quantitative analysis, learning processes, and research methods. Dr. Poling was recognized as a Distinguished Faculty Scholar at Western Michigan University in 1996 and as a Distinguished Alumnus of West Virginia University in 1999. In 2003, he received the Western Michigan University College of Arts and Sciences Outstanding Achievement in Research and Creative Activity Award. In 2016, he will receive a Lifetime Achievement Award from the California Association of Behavior Analysis, a Translational Research Award from the Association for Behavior Analysis International, and an International Humanitarian Award from the American Psychological Association. |
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SABA Award: Enduring Programmatic Contributions in Behavior Analysis: University of California, Santa Barbara, Koegel Autism Center |
Abstract: We begin with a video example of children with autism in the 1960s, chained to their beds, receiving electric shocks, etc.; and then move on to a video example from modern times showing a child receiving a motivational pivotal response treatment. The emphasis here is on the power of programmatic research, with successive scientific findings building on each other to accomplish extremely dramatic results for improving the symptoms of autism. We will also discuss areas that still are in desperate need of research and intervention, such as parent stress, co-morbid disabilities, sex education, and employment. |
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LYNN KERN KOEGEL (University of California, Santa Barbara), ROBERT L. KOEGEL (University of California, Santa Barbara) |
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Lynn Kern Koegel, Ph.D., is the Clinical Director of the Koegel Autism Center at the University of California, Santa Barbara. She has been active in the development of programs to improve communication in children with autism, including the development of first words, development of grammatical structures, and pragmatics. Dr. Koegel is co-author and co-editor of major textbooks on autism and positive behavioral support and is co-author of the bestselling book Overcoming Autism: Finding the Answers, Strategies, and Hope That Can Transform a Child’s Life (Penguin, 2004). In addition to her published books and articles in the area of communication and language development, she has developed and published procedures and field manuals in the area of self-management and functional analysis that are used in school districts throughout the United States and have been translated in most major languages used throughout the world. Dr. Lynn Koegel is actively involved in providing support and intervention services in school districts, both locally in California and throughout the United States. Dr. Koegel, and her husband Robert, were awarded the first annual recipient of the Sesame Street Children’s Television Workshop Award for brightening the lives of children. She has also been featured in news reports on television stations throughout the United States and has appeared on episodes of the internationally broadcast ABC television series Supernanny. |
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Robert Koegel, Ph.D., has focused his career on autism, specializing in language intervention, family support, and school integration. He has published more than 200 articles and papers relating to the treatment of autism. He is the founding editor of the Journal of Positive Behavior Interventions. Models of his procedures have been used in public schools and in parent education programs throughout California, across the United States, and in other countries. He has trained health care and special education leaders in the United States and abroad. Dr. Koegel and his wife, Dr. Lynn Kern Koegel, are the developers of Pivotal Response Treatment, which focuses on motivation. They were the recipients of the first annual Children’s Television Workshop Sesame Street Award for Brightening the Lives of Children and the first annual Autism Speaks Award for Science and Research. The University of California, Santa Barbara, received a $2.35 million gift to expand the physical space of its autism center, which was renamed the Koegel Autism Center in recognition of the Koegels’ work on behalf of children with autism, and a large gift from the Eli and Edythe L. Broad Foundation to start the Eli and Edythe L. Broad Asperger Center, which is now part of the Koegel Autism Center. |
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SABA Award for Effective Presentation of Behavior Analysis in the Mass Media: Why Doesn't the World Appreciate ABA? |
Abstract: Almost every major challenge in the world today can be seen as a failure to appropriately shape behavior, including chronic disease, economic inequality, violence and climate change. Why, then, isn't the proven science and practice of benignly shaping behavior widely embraced by the public and all our institutions? The problem is that the public clings to emotional appeal, and ABA bristles with data, evidence and rationalism. Therein lies a communications challenge on which rest not only the prospects for the field, but those for the human race. |
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DAVID H. FREEDMAN (Journalist) |
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David H. Freedman is a contributing editor at The Atlantic, a contributor to Scientific American, and a consulting editor for Harvard's Brigham & Women's Hospital, and has at various times written regularly for The New York Times, Science, Newsweek, Discover, Forbes and Inc. He is the author of five books, the most recent of which is WRONG, about the problems with the published findings of medical scientists and other experts. Much of his current work is related to the roles of policy, industry and journalism in addressing health-related behavior change, as well as to the improvement of healthcare systems globally. He has served as a consulting journalist to several major academic medical centers, including Johns Hopkins, NYU and McGill University, and is the founding editor of a forthcoming global healthcare information resource. He received a Bachelor's degree in physics from Oberlin College. |
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Target Audience: Licensed psychologists, BCBAs, graduate students. |
Learning Objectives: Pending. |
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Keyword(s): Opening Event, SABA Awards |
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Applied Behavior Analysis and Autism: A Latin America Case |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Roosevelt, Hyatt Regency, Bronze East |
Area: AUT/DDA; Domain: Service Delivery |
Chair: Mapy Chavez Cueto (Alcanzando) |
Discussant: Mapy Chavez Cueto (Alcanzando) |
CE Instructor: Mapy Chavez Cueto Cueto, Ph.D. |
Abstract: Alcanzando is a not for profit organization that provides educational services based on the principles of applied behavior analysis to children with autism around the Spanish speaking world. This Symposium is meant to share the data from their services over the last 7 years. |
Keyword(s): autism, early intervention, latin america, spanish |
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Applied Behavior Analysis and Autism Services in Latin America |
ANTUANETE CHAVEZ (Alcanzando), Mapy Chavez Cueto (Alcanzando), Sandra Granados (Alcanzando) |
Abstract: This presentation will discuss the Ethical and Cultural considerations that should be in place when providing early intervention behavioral services to children with autism in various Spanish speaking countries. |
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Strategies to Promote Appropriate Play Skills in Children Within the Autism Spectrum |
SILVIA ESCOBAR (Alcanzando), Patricia Rojas (Alcanzando), Belen Rodriguez (Alcanzando), Elizabeth Rojas (Alcanzando), Jarume Angulo (Alcanzando) |
Abstract: Play and Social Skills are key necessary components to lead successful adult lives. This presentation will provide information regarding strategies that were found to be successful in teaching these skills to young children diagnosed in the Autism Spectrum in Peru. |
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Assessment and Applications in Clinical Behavior Analysis |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Crystal Ballroom B, Hyatt Regency, Green West |
Area: CBM/VBC; Domain: Applied Research |
Chair: Grayson Butcher (University of Louisiana, Lafayette) |
Discussant: Emily Kennison Sandoz (University of Louisiana at Lafayette) |
CE Instructor: Timothy M. Weil, Ph.D. |
Abstract: The development of behavior analytic approaches in clinical areas other than intellectual and developmental disabilities began flourishing in the early 1970's and then dissipated in favor of alternative approaches that focused moreso on explanatory fictions and entity postulation to account for the behavior of individuals. Thankfully, the last decade has seen a resurgence in clinical behavior analysis with research and practice that focus' on these more mainstream areas typically dominated by clinical psychology but with efforts to remain behavior analytic at its roots. A primary approach to those suffering from behavioral and mental health issues is Acceptance and Commitment Therapy which brings behavior analytic principles and procedures into the mainstream and challenges the status quo. Generally, this approach posits that much suffering occurs due to relational responding and subsequent transformation of stimulus function which may bring aversive stimulation present wherever we may roam. In response to this, we are likely to engage in avoidant responding that restricts our contact with- and range of-reinforcers. This symposium will present on difficulties inherent in both building a coherent theoretical/scientific system to approach mainstream issues as well as practical difficulties in implementation of protocols while remaining within ethical and professional boundaries of applied behavior analysis. Data will be presented on applications within each talk. |
Keyword(s): ACT, Clinical BA, Values, Verbal Behavior |
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Applying Behavior Analysis to Clinical Populations: A Case Study in Phobia |
TIMOTHY M. WEIL (Tandem Behavioral Health & Wellness) |
Abstract: Applications of behavior analysis in the area of phobias has a long history of success. Today, research is still conducted in the area of phobias that rely on therapies developed 40 years ago in behavior analysis. Added to these is an understanding of derived avoidance via relational framing and Acceptance and Commitment Therapy as a clinical approach to experiential avoidance of the verbal sort. This case study sought to remediate cynophobia, or rather, fear of dogs, in a 9-year-old boy. Avoidant behavior was reported to have emerged and persisted 7 years, with no known aversive experience prior to onset. Previous exposure interventions were unsuccessful in reducing the child’s fearful behaviors. This study sought to decrease the avoidant behavior of the child through graduated exposure, distraction, and a rule-based verbal behavior component. Results of the intervention utilizing a multiple-baseline across dogs design show decreasing proximity to both sized dogs and increasing duration of exposure through increasing task demands. Implications of the verbal intervention are discussed in the context of expanding interest, understanding, and application by behavior analysts. |
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Effectiveness of a Brief Acceptance and Commitment Therapy Intervention to Increase Physical Therapy Adherence |
ANN ROST (Missouri State University), Jennifer Ashley Battles (Missouri State) |
Abstract: Compliance with physical therapy is one of the most salient difficulties physical therapists face with patients (Pisters, et. al., 2010). Methods to improve physical therapy adherence have only been mildly successful, and many modalities fail to address psychological components that effect compliance (Freidrich, et. al., 1998). Acceptance and Commitment Therapy (ACT) is a third wave behavior analytic therapy that emphasizes mindfulness, values, and psychological flexibility and has recently been utilized to influence health behavior change (Hayes, 2014; Butryn, et. al., 2011). The purpose of the current study is to evaluate the effectiveness of a brief ACT intervention on physical therapy adherence including compliance with prescribed home exercises and attendance at sessions. Participants were recruited from a campus physical therapy clinic and had a variety of physical injuries. Utilizing a single-subjects design, participants complete four individual ACT therapy sessions after measuring physical therapy adherence for a baseline period. Data was collected for the entire duration each participant was in physical therapy, ranging from six to eight weeks. Additional questionnaires were administered prior to and following the ACT intervention that assessed values connectedness, mindfulness, psychological flexibility, distress tolerance, and pain acceptance. Implications for future research will be discussed. |
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The Ethics of Social Media: Regulations, Research, and Recommendations |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Vevey 1 & 2, Swissotel |
Area: CSE/PRA; Domain: Applied Research |
Chair: Michael F. Dorsey (Endicott College) |
CE Instructor: Elizabeth C. Nulty, M.S. |
Abstract: In the age of the internet, organizations and business rely on a web presence for advertising. Companies post information on their websites including the type of services provided, the credentials of their owner and employees, and their contact information. Behavior analytic organizations are no different than any other business utilizing websites and social media websites (e.g., Facebook, Twitter, Instagram, blogs), in an effort to boost referrals. There is no harm in behavior analytic organizations and business in maintaining websites for advertising purposes unless the rights of consumers are violated with regards to confidentiality, disclosures, and a misrepresentation of practice. The Behavior Analysis Certification Board (BACB), the American Psychological Association (APA), and HIPPA all have codes of conduct and/or regulations for professional behavior; however, many behavior analytic websites are in violation of these codes. Crucial changes in social media content are required in order for the consumers of behavior analysis to be protected. This symposium reviews the regulation from the BACB, APA, & HIPPA related to confidentiality and social media. A review of behavior analytic websites is discussed with regards to ethical violations based on the BACBs Professional and Ethical Compliance Code for Behavior Analysis, followed by recommendations for avoiding future violations on behavior analytic websites. |
Keyword(s): ethics, public policy, regulations, social media |
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A Review of the BACB, APA, and HIPPA Regulations Related to Social Media |
SOLANDY FORTE (Endicott College/CCSN) |
Abstract: It is essential for behavior analyst to understand the regulations that guide our profession and ethical practices with regards to social media including organizational and business websites, Facebook and Twitter accounts, and blogs. Many businesses and organizations use social media as a means to increase advertising for client referrals through the use of testimonials. A major concern with the use of testimonials is the lack of confidentiality related to testimonials. The Behavior Analysis Certification Board (BACB), the American Psychological Association (APA), and HIPPA all have codes of conduct and/or regulations for professional behavior. While many of the regulations are comparable, subtle variations across each exist. This presentation compares and contrasts the regulations of BACB, APA, and HIPPA regarding professional behavior and the use of social media, as well as examines our obligation to follow such codes of conduct. A review of confidentiality standards is included, particularly around the use of written and video testimonials on websites. |
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A Review of Behavior Analysis Websites: A Research Project |
ELIZABETH C. NULTY (Endicott College/CCSN) |
Abstract: The Behavior Analysis Certification Board’s (BACB) Professional and Ethical Compliance Code for Behavior Analysis goes into effect on January 1, 2016. The BACB’s new code includes several regulations that are applicable to social media sites including professional websites for behavior analysis organizations and their corresponding Facebook account, Twitter account, and blogs. The 15 specific BACB compliance codes that may apply to social media accounts are reviewed. This presentation includes an analysis of over 50 behavior analytic websites for organizations from across the country. Each website was reviewed for ethical violations on the 15 compliance codes (i.e., boundaries of competence, integrity and reputation of the profession, patient/therapist relationship or professional boundaries, multiple relationships and conflict of interest exploitative relationships, confidentiality, disclosures, behavior analytic assessment, affirming principles, avoiding false or deceptive statements, intellectual property, statements by others, media presentation, testimonials and advertising, confidentiality and BABC intellectual property, discouraging misrepresentation). The results of this study revealed that over half of the websites reviewed were found to have at least one ethical violation. |
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Recommendations for Prevention of Ethical Violations on Social Media Sites |
KARI ANNE DUNLOP (Endicott College/HMEA) |
Abstract: Although behavior analysts are responsible for understanding their ethical obligations from the Behavior Analysis Certification Board (BACB), many behavior analyst violate codes of professional conduct. A concern is the rate of ethical violation related to confidentiality and disclosures on the websites of behavior analytic organizations. With an increased use of web based advertising on social media (i.e., websites, Facebook and Twitter accounts, and blogs), behavior analysts must understand the how do develop social media sites without violating ethical standards. In a review of over 50 behavior analytic websites, over half were found to have at least one ethical violation according to the BACB’s Professional and Ethical Compliance Code for Behavior Analysis. This presentation includes recommendations for those behavior analysts responsible for social media content on websites (i.e., organization and business websites, Facebook and Twitter Accounts, and blogs). Suggestions are also included for the BACB’s consideration: the development of social media guidelines that include specific continuing education on the subject of social media content in an effort to provide better guidance to behavior analytic community. |
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Current Applications of Applied Behavior Analysis in the Military and Veteran Community |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Montreux, Swissotel |
Area: CSE/CBM; Domain: Translational |
Chair: Kent A. Corso (NCR Behavioral Health, LLC) |
CE Instructor: Kent A. Corso, Psy.D. |
Abstract: The current applications of applied behavior analysis (ABA) discussed in this symposium call attention to many of the social issues inherent in the practice of ABA with members of the military and veteran population. All presenters address the social significance of each problem they discuss, while explaining the potential benefits that ABA poses in understanding these problems and deriving potential behavioral solutions. The proposed solutions and future directions are intended to improve human social functioning within the military and veteran community, while also improving how those outside the community understand this population. Each author discusses issues ranging from the assessment and intervention of traumatic brain injury to the functional analysis of gambling within this population. Finally, there is a discussion about the greater civilian community’s perceptions of the military and law enforcement community and how this is influenced by recent controversial media reports of lethal use of force among police officers. |
Keyword(s): gambling, law enforcement, military/veteran, TBI |
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Investigating Relationships Among Veterans' Service Experiences, Functions of Behavior, and Problem Gambling |
SETH W. WHITING (Yale University), Marc Potenza (Yale University), Sherry McKee (Yale University), Carolyn Mazure (Yale University), Rani Hoff (Department of Veterans Affairs) |
Abstract: Gambling disorder is more common in military veterans than in the general population, but little is known about how military experiences affect gambling behavior. The present study investigated relationships among military service factors, problem gambling, and functions of gambling behavior in veterans. Veterans of Operation Iraqi Freedom, Operation Enduring Freedom, and Operation New Dawn (n=738) completed the Deployment Risk and Resilience Inventory which measured environmental factors and experiences pre-, peri-, and post-deployment, and other clinical assessments. A subset (N=156) completed the Gambling Functional Assessment (GFA). Approximately 4.2% of veterans indicated at-risk or probable pathological gambling (ARPG) and showed greater probabilities of escape-related conditions including post-traumatic stress disorder, substance dependence, panic disorder, and depression. For service experiences, those with ARPG reported higher general harassment during deployment, and lower social support and more stressful life events post-deployment. The GFA most frequently identified attention and tangible functions for gambling, and the rate of escape-maintained gambling mirrored the rate of ARPG. The study suggests problem gambling is a significant concern among veterans is related to several aspects of veteran experiences. How behavior analysis can contribute to treatment in this population via functional analyses and function-based interventions will be discussed. |
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Further Development of a Verbal Behavior-Based Assessment Instrument for Military and Veterans With Traumatic Brain Injury |
THEODORE A. HOCH (George Mason University), Kent A. Corso (NCR Behavioral Health, LLC) |
Abstract: To date there have been 327,299 diagnoses of traumatic brain injury (TBI) since the wars began in 2001 (Congressional Research Report, 2015). Current methods of assessing TBI include neuropsychological assessment batteries which adequately reveal areas of deficit in language functioning. Yet these methods are not closely tied to the therapies used during rehabilitation, which include: speech and language pathology services; rest, relaxation, and avoidance of stress and substances. By contrast, verbal behavior assessments have been used to measure the functioning of operant learning channels in other populations and yield more specific information about possible interventions for rehabilitation. Given the absence of verbal behavior assessment and intervention tools for typically developing individuals, the authors present data on the first phase of development of the Verbal Operant Channel Assessment of Learning for Military and Veterans (VOCAL-MilVet). The authors connect current neuropsychological diagnostic terms with verbal behavior terminology. Next, the authors explain the results of administering the pilot instrument to a sample of veterans with and without TBI, while presenting specific items which characterize the various channels assessed by the instrument. Finally, implications for future instrument development and intervention for TBI are discussed. |
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Law Enforcement and Media Reports: Discrepancies and Social Implications |
Amy D. Wiech (ABC Group, Inc. Hawaii), JAMES MEADOR (Grand Canyon University), Kent A. Corso (NCR Behavioral Health, LLC) |
Abstract: Police force occurs in less than 1.5% of police-citizen contacts (Miller, 2015). Yet, high profile deadly force incidents such as the Michael Brown and Freddie Gray shootings have sparked national debates and public outcry. Applied behavior analysis (ABA) includes the human behaviors of media consumption and opinion formation, which bear social relevance on other behaviors such as voting, political activism, and other social behavior (Cooper, Heron and Heward, 2007). This study examines the recent trends in media coverage of lethal use of force and the known patterns of police lethal use of force using the standard celeration chart. The authors contend that media reports of lethal conflict between law enforcement and suspects are discrepant from the raw data of these trends. These same relationships are observed on celeration charts as many media reports erroneously portray these lethal encounters as unlawful. The authors discuss the negative impact that these media reports bear on the social exchanges and overall perception between the police and the public (Bolgiano, Banks, and Patterson, 2015). The authors suggest several behavior analytic solutions to improve perceptions, encourage objective assessment of media coverage, and improve relations between police and the community at large. |
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SQAB Tutorial: Reducing Impulsivity: Current Knowledge & Future Directions |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Lucerne, Swissotel |
Area: EAB; Domain: Service Delivery |
PSY/BACB CE Offered. CE Instructor: Gregory J. Madden, Ph.D. |
Chair: Amy Odum (Utah State University) |
Presenting Authors: : GREGORY J. MADDEN (Utah State University), JILLIAN RUNG (Utah State University) |
Abstract: Steeply discounting the value of delayed outcomes is robustly correlated with addictions and poor health decision-making. Longitudinal studies suggest that this form of impulsivity precedes and predicts acquisition of substance use, and animal studies reveal a similar pattern. Despite the evidence that delay discounting is a trait, this tutorial will review studies that have discovered methods for decreasing impulsive choice. We will discuss procedures that produce acute, context-dependent effects (e.g., framing effects), and when these may prove useful in positively influencing human decision making. We will also discuss learning-based procedures that have proven effective in humans (e.g., delay fading and working memory training) and nonhumans (e.g., interval-timing or delay-exposure training) in reducing impulsive choice. Finally, we will discuss practicality issues that will need to be addressed if learning-based approaches are going to impact human behavior. We will not discuss effects of drugs or neurological manipulations on impulsive choice. |
Instruction Level: Basic |
Target Audience: Licensed psychologists, certified behavior analysts, graduate students. |
Learning Objectives: At the conclusion of the event, the participant will be able to: (1) define delay discounting and discuss why it is of relevance to health decision-making; (2) discuss the direction in which it is therapeutic to change delay discounting; (3) discuss the methods that have proven successful in changing delay discounting among humans and among non-humans. |
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GREGORY J. MADDEN (Utah State University), JILLIAN RUNG (Utah State University) |
Dr. Madden received his training from the University of North Texas, West Virginia University, and the University of Vermont. Dr. Madden's research is largely focused on the behavioral economics of addiction and health decision-making. His early research documented extreme impulsivity in individuals addicted to illicit drugs and cigarettes. Later research revealed that impulsive decision-making predicted cocaine self-administration in rats. His current work explores methods that may be used to therapeutically reduce impulsivity. Dr. Madden's second, line of research explores game-based behavioral-economic approaches to influencing children's health decision-making. These research endeavors have been supported with more than $4 million in grants from the National Institute on Drug Abuse and the US Department of Agriculture. Dr. Madden frequently serves on NIH grant-review panels, he has published more than 70 papers in 25 different journals, and his peer-reviewed publications have been cited more than 4,500 times. From 2011 until 2015, he served as the Editor of the Journal of the Experimental Analysis of Behavior. He has edited two books including the two-volume APA Handbook of Behavior Analysis. He is currently co-writing an introductory behavior analysis textbook. |
Jillian Rung completed her BA at Southern Illinois University at Carbondale and is completing her third year of graduate training at Utah State University. Her previous work involved decision-making in dynamic environments, and her current research involves the environmental determinants of impulsivity and how processes, such as reward valuation, affect impulsive decision-making. Jillian has served as ad-hoc reviewer for the APA Graduate Student Association’s Basic Psychological Science Grant, and has also guest reviewed for several journals such as the Journal of the Experimental Analysis of Behavior, Experimental and Clinical Psychopharmacology, and Cognition. When she finishes her Ph.D., she plans to continue her research on impulsive-decision making, with the goal of developing preventative behavioral training and treatment programs for addictions and related behavioral maladies. |
Keyword(s): Delay disounting, Impulsivity |
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An Inquisition of Facilitated Communication |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Regency Ballroom A, Hyatt Regency, Gold West |
Area: EDC/PRA; Domain: Translational |
CE Instructor: Jason Travers, Ph.D. |
Chair: Jason Travers (University of Kansas) |
JAMES T. TODD (Eastern Michigan University) |
GINA GREEN (Association of Professional Behavior Analysts) |
CHRISTOPHER HURLEY (Hurley McKenna & Mertz, P.C.) |
Abstract: Facilitated communication, also known as "supported typing" and "rapid prompting method”, are becoming increasingly popular. To date, no evidence exists for the validity of either of these methods and facilitated communication remains clearly refuted. Despite proclamations to the contrary, no person has become an independent author of thoughts via these methods. Nonetheless, both methods have been endorsed by various professionals, parents, advocacy groups, government agencies, and university faculty. A growing anti-ABA sentiment stems largely from allegations made by users of these methods and have been disseminated by academic journals, professional and research conferences, and online media. Given facilitated communication is classified as potentially harmful, simply listing it (and others) as a method for professionals to avoid appears only a partially effective prophylactic. Professional behavior analysts may better adhere to their ethical obligation to abstain from unproven practices if prepared to recognize and respond to arguments from proponents of pseudoscientific and disproven interventions. Accordingly, an inquisition of panelists will be conducted to reveal common tactics used by proponents of facilitated communication. Panelists will respond to unrehearsed lines of questioning to demonstrate ways to respond to arguments for this and other disproven or controversial interventions. |
Keyword(s): Autism, Communication, Developmental Disabilities, Ethics |
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Extensions of Research on Common Classroom Behavior Management Procedures |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Regency Ballroom B, Hyatt Regency, Gold West |
Area: EDC; Domain: Applied Research |
Chair: Claudia L. Dozier (The University of Kansas) |
CE Instructor: Claudia L. Dozier, Ph.D. |
Abstract: Previous research has suggested the efficacy of various classroom behavior management procedures for decreasing disruptive behavior and increasing appropriate behavior in classroom environments. In this symposium, three research studies will be presented that extend research on some of these common classroom procedures including the Good Behavior Game, descriptive praise, and token economies. Christopher Rubow will present research on procedural variations of the Good Behavior Game to increase intervention efficacy, treatment integrity, student engagement, and acceptability of the intervention. Bertilde Kamana will present research comparing the efficacy of and preference for descriptive and general praise for teaching new skills to young children. Erica Jowett Hirst will present research evaluating the influence of net token opportunity within the context of differential reinforcement versus response cost token economy procedures. |
Keyword(s): classroom management, descriptive praise, GBG, token economy |
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Using ClassDojo and Merits to Improve Implementation and Outcomes of the Good Behavior Game |
CHRISTOPHER RUBOW (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: The Good Behavior Game is an effective classroom behavior management procedure, and procedural variations may make it more feasible and effective. In five second- to sixth-grade classrooms in an alternative school for students with emotional/behavioral disorders, we investigated the effects of the standard Good Behavior Game (Barrish, Saunders, & Wolf, 1969) and the Good Behavior Game with procedural variations that involved training staff to implement the Game using a free online/mobile classroom behavior management platform, ClassDojo. Additionally, we added a merits component to the Game to increase student engagement. Results indicated the Good Behavior Game reduced disruption, increased teacher praise, and reduced teacher reprimands, but had little impact on student engagement; however, engagement increased when we added merits to the Game. For teachers using the standard Good Behavior Game, implementing the Game via ClassDojo significantly improved treatment integrity and outcomes. Treatment effects maintained throughout the entire school year for both classrooms that participated from September through May. Social validity measures from both teachers and students indicated strong preferences for ClassDojo and merits over the standard Good Behavior Game. Data from all classrooms strongly suggested the Good Behavior Game plus merits, implemented via ClassDojo, was the most effective and preferred intervention. |
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A Comparison of the Effects of Descriptive Praise and General Praise for Acquisition in Preschool-Age Children |
BERTILDE U KAMANA (University of Kansas), Claudia L. Dozier (The University of Kansas), Jessica Foster Juanico (The University of Kansas), Elizabeth Foley (University of Kansas) |
Abstract: Delivering praise for correct responding is common practice in behavioral instructional programs (e.g., Gable & Shores, 1980; Goetz & Bear, 1973). Descriptive praise refers to praise in which the individuals behavior is explicitly identified (Polick, Carr, & Hanney, 2012), whereas general praise refers to the mere affirmation of correctness in an individuals responding (Brophy, 1981). Descriptive praise is often recommended over general praise with teaching both typically developing children (National Association for Education of Young Children [NEAYC], 2009) and children with intellectual and developmental disabilities (IDD; Sandall, Hemmeter, Smith, & McLean, 2005). Therefore, we extended research by isolating the type of praise delivered in the context of acquisition of novel tacts in preschool-age children and comparing the effects of these different types of praise. Results showed that descriptive praise was somewhat more effective for several participants; however, for the majority of participants, similar rates of acquisition occurred across the two types of praise. In these latter cases, results suggest that mere exposure to the correct response may have influenced acquisition. Finally, we assessed child preference for the different types of praise; preliminary results suggest no different preference for the two types of praise. |
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Evaluation of the Influence of Net Token Opportunity on the Efficacy of and Preference for Reinforcement and Response Cost in Token Economies |
ERICA JOWETT HIRST (Southern Illinois University), Claudia L. Dozier (The University of Kansas), Jessica Foster Juanico (The University of Kansas), Bertilde U Kamana (University of Kansas), Amy M. Harper (Trumpet Behavioral Health) |
Abstract: Results regarding the efficacy of and preference for differential reinforcement (DR) and response cost (RC) within token economies have been inconsistent (e.g., Brent & Routh, 1978; Donaldson et al., 2014; Tanol et al., 2010). Therefore, it is possible that certain variables may influence the efficacy of and preference for the two procedures. The purpose of the current study was to evaluate whether varying the opportunity for net tokens influences the effectiveness of or preference for these procedures. Results showed that when the opportunity for net tokens was equal, DRA and RC were similarly effective for increasing on-task behavior for the majority of preschool-age participants, and preference was idiosyncratic. When the opportunity for net tokens was unequal, all participants engaged in similar increases in on-task behavior. However, when DRA resulted in more opportunity for net tokens, all participants preferred DRA; whereas, when RC resulted in the opportunity for net tokens, preferences were idiosyncratic. |
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Refinement of Reinforcement Techniques in Organizational Behavior Management |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Vevey 3 & 4, Swissotel |
Area: OBM; Domain: Applied Research |
Chair: Byron J. Wine (Florida Institute of Technology) |
Discussant: Byron J. Wine (Florida Institute of Technology) |
CE Instructor: Byron J. Wine, Ph.D. |
Abstract: This symposium presents two studies that examine aspects of reinforcement in Organizational Behavior Management. The first study investigates the effects of different payout percentages in lottery systems. The second study examines the effects of delayed reinforcer delivery on responding. Issues related to applied reinforcement systems for employees will be discussed. |
Keyword(s): Lotteries, OBM, Reward Delay |
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Further Effects of Lottery Odds on Responding: Experimental and Practical Applications |
ANITA LI (Western Michigan University), Byron J. Wine (Florida Institute of Technology), Leigh Edgerton (Florida Institute of Tech), Emily Inzana (Florida Institute of Technology), Eli T. Newcomb (The Faison School for Autism) |
Abstract: Lotteries are a commonly used intervention in Organizational Behavior Management. Although common, there are many permutations of lotteries used in the literature and they are often combined with other interventions. One key variable that may influence the effectiveness of lotteries are the odds that the lottery will pay out to those who earn entry. Experiment 1 in the current investigation extended literature concerning how thin the odds of winning could become while maintaining responding. Experiment 2 used the results from the analog setting of experiment 1 and applied the lowest effective percent chance of winning to an applied problem faced by a human service organization. |
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Effects of Reward Delay on Staff Performance |
ADRIANA FOX (Florida Institute of Technology/Connecticut Center for Child Development), Byron J. Wine (Florida Institute of Technology) |
Abstract: In the Organizational Behavior Management literature rewards are not always delivered immediately when they are earned. This study examined the effects of four common delays (no delay, 4 days, 7 days, 1 month) on employee responding. The implications of various delays will be discussed. |
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Gateway Back Into the Community: Using ABA to Transition Institutionalized Individuals to Community-Based Care |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Columbus Hall CD, Hyatt Regency, Gold East |
Area: PRA/DDA; Domain: Translational |
CE Instructor: Rishi Chelminski, M.S. |
Chair: Rishi Chelminski (Services for the UnderServed) |
VIVIAN A. ATTANASIO (Service for the UnderServed) |
JOSEPH O'KEEFE (Services for the UnderServed) |
JAYRESA SASS (Services for the UnderServed) |
Abstract: Starting with the Olmstead decision of 1999, and accelerated by the nationwide transition to Managed Care, mental health institutions across the country are shuttering. States are under increasing pressure to move individuals out of such institutions and into community-based settings. If an individual engages in severe challenging behavior, executing this transition can be prohibitively difficult and dangerous. In 2014, one New York City agency was awarded a federal grant to integrate advanced care coordination and ABA-based practices into adult residential services. The agency applied this grant to assist the state of New York in the closure of a large mental health institution. Board Certified Behavior Analysts and Registered Behavioral Technicians were tapped to support the work of a newly-assigned interdisciplinary clinical team. In many cases, results were immediate; Challenging behaviors that had persisted for decades under the mental institution's previous auspices were drastically reduced in both frequency and intensity. Over the course of the next 15 months, the individuals in this facility were gradually moved to community-based housing. The discussants will reflect on the strengths and pitfalls of this approach to transition, as well as the overall potential for generalizing these results to other treatment settings. |
Keyword(s): Adult Services, Care Coordination, Developmental Disabilities, Implementation |
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A Functional-Cognitive Framework for Cooperation Between Functional and Cognitive Researchers and Practitioners |
Sunday, May 29, 2016 |
10:00 AM–10:50 AM |
Grand Ballroom AB, Hyatt Regency, Gold East |
Area: VBC; Domain: Theory |
Instruction Level: Basic |
CE Instructor: Barbara E. Esch, Ph.D. |
Chair: Barbara E. Esch (Esch Behavior Consultants, LLC) |
JAN DE HOUWER (Ghent University), Dermot Barnes-Holmes (Ghent University), Yvonne Barnes-Holmes (Ghent University), Sean Hughes (National University of Ireland, Maynooth) |
After receiving his PhD from the University of Leuven (Belgium) in 1997, Jan De Houwer was a Lecturer at the University of Southampton (UK) from 1998 to 2001. Since 2001, he works at Ghent University (Belgium) where he heads the Learning and Implicit Processes Laboratory. His research is related to the manner in which spontaneous (automatic) preferences are learned and can be measured. Regarding the learning of preferences, he focuses on the role of stimulus pairings (associative learning). With regard to the measurement of preferences, he developed new reaction time measures and examined the processes underlying various measures. Jan De Houwer (co-)authored more than 250 publications in international journals including Psychological Bulletin and Behavioral and Brain Sciences. He was co-editor of the journal Cognition and Emotion and is a member of the editorial board of several journals including Journal of Experimental Psychology: General, Psychological Bulletin, and Personality and Social Psychology Review. |
Abstract: Functional (e.g., Skinnerian) and cognitive approaches in psychology are often seen as competing and mutually exclusive. We argue that although both types of approaches have fundamentally different aims, they are situated at different levels of explanation and can therefore be mutually supportive. More specifically, whereas functional research on the environmental determinants of behavior can help constrain cognitive theories about the mental processes that mediate environment-behavior relations, cognitive research can highlight new empirical phenomena that could help functional researchers to refine behavioral principles and their conceptual or theoretical analyses. We then highlight two implications of our framework for psychotherapy and research on human cognition. First, the framework clarifies the relation between behavior therapy, cognitive behavior therapy, and acceptance and commitment therapy. Second, it sheds new light on the study of rule-governed behavior. |
Target Audience: Licensed psychologists, certified behavior analysts, graduate students. |
Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) understand cognitive and functional psychology as fundamentally different but not mutually exclusive approaches in psychology; (2) understand the functional-cognitive framework for psychological research as a framework for interactions between cognitive and functional psychology; (3) identify potential benefits of a possible cooperation between cognitive and functional psychology. |
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An Evaluation of Prompting and Error Correction Procedures |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Grand Ballroom EF, Hyatt Regency, Gold East |
Area: AUT/PRA; Domain: Translational |
Chair: Sandra L. Harris (Rutgers University) |
Discussant: John James McEachin (Autism Partnership) |
CE Instructor: Joseph H. Cihon, M.S. |
Abstract: Prompting and error correction are two essential components of teaching which can result in rapid behavior change. Despite the effectiveness of these procedures, there are numerous questions which remain to be addressed by researchers. These questions include what variables make error correction the most effective, how effective are various prompt types, and what is the most effective prompting systems. This symposium includes four different papers which examine several variables affecting the effectiveness of prompting and/or error correction. The first presentation explores parameters of error correction as it relates to learning. The second presentation discusses the comparison of two different prompting procedures to teach expressive labels to individuals diagnosed with ASD. The third presentation evaluated the effectiveness of positional prompts on increasing receptive labeling. The final presentation includes data from a randomized control trial comparing three different prompt systems for teaching expressive labels. Practical implications and future research will be discussed. The discussant will provide further considerations on how this research can be used in clinical settings and what is needed in future research. |
Keyword(s): error correction, multiple prompts, positional prompt |
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Using an Abbreviated Assessment to Compare the Effectiveness of Different Error-Correction Procedures on Skill Acquisition |
JENNIFER OWSIANY (West Virginia University), Regina A. Carroll (West Virginia University), Jessica Cheatham (West Virginia University) |
Abstract: Previous research supports the use of a variety of error-correction procedures to facilitate skill acquisition during discrete trial instruction. At present there is no quick and easy way for caregivers to determine which error-correction procedure is most effective for an individual learner. In the current study we used an abbreviated assessment to rapidly compare the effects of error-correction procedures on skill acquisition for three children diagnosed with an autism spectrum disorder. First, we conducted an abbreviated assessment exposing participants to 36 to 60 trials of each error correction procedure. Next, we conducted validation assessments and compared the effectiveness of the different error-correction procedures. Finally, we assessed participants’ preference for the different error-correction procedures using a concurrent-chains assessment. Overall these findings suggest that an abbreviated assessment consisting of 36 to 60 trials may be a useful tool for identifying the most effective error-correction procedure for individual learners diagnosed with autism spectrum disorder. |
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Evaluation of Multiple Alternative Prompts During Tact Training |
ADITT ALCALAY (Autism Partnership), Joseph H. Cihon (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership) |
Abstract: Prompting is an essential component of discrete trial teaching and can be used to help promote language development. Today, there are multiple prompt types teachers can use to promote language and can include full vocal prompts, partial vocal prompts, and written prompts. This study compared two methods of fading prompts while teaching expressive labels to three children diagnosed with autism spectrum disorder (ASD). The first method involved use of an echoic prompt and prompt fading procedure. The second method involved providing multiple alternative answers and fading by increasing the difficulty of the discrimination. The results of an adapted alternating-treatments design indicated that both procedures were effective relative to a no-intervention control condition. The use of multiple alternatives did not increase error rates or teaching time compared to using an echoic prompt. Furthermore, all of the children responded more accurately during maintenance probes for labels taught using the multiple-alternative prompt. Both clinical implications and areas for future research will be discussed during the presentation. |
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An Evaluation of Various Prompting Systems: A Randomized Control Trial |
JOSEPH H. CIHON (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership) |
Abstract: Prompting is an essential component of discrete trial teaching. Researchers have developed prompting systems which essentially act as rules for when a teacher should provide and/or fade a prompt. To date, there are multiple prompting systems which have been evaluated in empirical research and implemented within clinical practice. These prompting systems include: no-no prompting, simultaneous prompting, least to most prompting, most to least prompting, constant time delay, and flexible prompt fading. This study we compared the use of three prompting systems (i.e., most-to-least prompting, constant time delay, and flexible prompt fading) to teach expressive labels of cartoon characters for 30 individuals diagnosed with ASD. The researchers utilized a randomized control group design to evaluate the effectiveness and the efficiency of the three prompting procedures. The data will be discussed in terms of statistical significance of effectiveness and efficiency between the three prompting strategies. Additionally, single-subject data will also be presented to provide an analysis of individual performance. Both clinical implications and areas for future research will be discussed during the presentation. |
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The Effectiveness of Positional Prompts for Teaching Receptive Labels to Individuals Diagnosed With Autism Spectrum Disorder |
KEVIN MILLER (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership) |
Abstract: There are multiple prompting methods with which a teacher can use to teach children diagnosed with autism to correctly label pictures. These can include, but are not limited to, full physical, partial physical, gestural, and reduction of the field prompts. Teachers can also utilize positional prompts to promote correct responding by placing the correct target closer to the learner. Positional prompts have been described by professionals in curriculum books and explored within various clinical studies. Despite the widespread use of positional prompts several professionals have recommended against their use citing the possibility of establishing faulty stimulus control. The current study evaluated the effectiveness of positional prompts to teach six children diagnosed with autism receptive labels (i.e., nine cartoon or comic book characters). The results of a multiple baseline across behaviors indicated that positional prompts were effective for some participants and ineffective for others. The potential variables responsible for the outcomes will be discussed when analyzing the data collected for each participant. Both practical implications and future areas of research will be described. |
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Treatment of Problem Behavior Without Extinction |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Columbus Hall KL, Hyatt Regency, Gold East |
Area: AUT/DDA; Domain: Applied Research |
Chair: Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University) |
Discussant: SungWoo Kahng (University of Missouri) |
CE Instructor: Kimberly Sloman, Ph.D. |
Abstract: This symposium includes four papers on the assesssment and treatment of problem behavior in individuals with Autism Spectrum Disorder without the use of extinction. The first presentation by Clelia Deltour describes the assessment and treatment of problem behavior during activity transitions using differential reinforcement of appropriate behavior without extinction. The second presentation by Zoe Newman will describe a comparison of positive and negative reinforcement of approrpiate requests in the treatment of problem behavior maintained by escape from social situations, without extinction. The third presentation by Rebecca Schulman will describe an evaluation of the effects of within activity choices on escape-maintained problem behavior, without the use of extinction. The fourth paper by Chelsea Fleck will describe the treatment of meal refusal by manipulation of meal preference and modified protective equipment. Dr. SungWoo Kahng will serve as discussant. |
Keyword(s): Escape, Functional Analysis, Problem Behavior, Without Extinction |
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Assessment and Treatment of Problem Behavior Occurring During Activity Transitions |
CLELIA GARANCE DELTOUR (New England Center for Children), Stacy Cohen (New England Center for Children), William H. Ahearn (New England Center for Children) |
Abstract: Children with autism often present with difficulties during transitions (Davis, 1987). It is therefore important to develop procedures for assessing and treating problem behavior during transitions. The purpose of the present study was to replicate McCord, Thomson, and Iwata (2001) by developing and conducting an assessment and intervention for the transition-related problem behavior of two participants with disabilities. Following some pre-assessment analyses, we conducted a functional analysis of problem behavior during transitions between activities. The results suggested that problem behavior occurred in transitions involving a worsening in activity preference, for example terminating a preferred or neutral activity and initiating a non-preferred activity. Finally, we examined the effectiveness of an intervention consisting of differential reinforcement of alternative behavior without extinction on the problem behavior occurring during the transitions identified as problematic. The results suggested that differential reinforcement of alternative behavior without extinction effectively decreased problem behavior in all targeted activity transitions. Future directions will be discussed. Interobserver Agreement (IOA) was collected for at least 30% of all trials and averaged over 90% for all scored responses. |
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Comparison of Positive and Negative Reinforcement in the Treatment of Problem Behavior Maintained by Escape From Social Interactions |
ZOE NEWMAN (University of Florida), Allen J. Karsina (New England Center for Children) |
Abstract: Some individuals diagnosed with autism and related disabilities engage in dangerous behavior when presented with social demands. We compared the efficacy and social validity of differential positive and negative reinforcement in the treatment of problem behavior maintained by escape from social interactions. We conducted latency functional analyses of aggression in a 16-year-old male individual diagnosed with autism and Landau-Kleffner syndrome. The results of the initial analogue analysis were inconclusive, therefore we conducted a modified analysis that included a control and test for verbal attention and physical proximity. After determining aggression was maintained by social avoidance in the form of physical proximity, we compared the use of positive reinforcement (requests for food) and negative reinforcement (requests to be alone) using a reversal design. Results indicate both procedures were equally effective in reducing rates of problem behavior to zero without the use of extinction. Social validity was assessed through surveys of caregivers and the participant's preference, and caregivers were satisfied with the procedures and the results. Generalization of treatment effects was assessed by extending the procedures to caregivers using a multiple-baseline design, and effectiveness of treatment was replicated across all caregivers. Overall, subject was able to engage in appropriate social interactions in order to access functional and arbitrary reinforcers as an alternative to aggression. |
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Effects of Within Activity Choice Interventions on Escape-Maintained Problem Behavior |
REBECCA SCHULMAN (Rutgers University), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University) |
Abstract: Historically, individuals with developmental disabilities have been given few opportunities to make choices in their daily lives across various contexts. However, research has shown that not only are individuals with Autism Spectrum Disorder (ASD) capable of making choices, but that choice-making interventions can be effective in reducing problem behavior and increasing appropriate behavior. To date, studies have evaluated the effects of across-activity choices (e.g., order of demands) on problem behavior and task engagement. Within activity choices (e.g., choice of materials, work location) has not been evaluated in isolation. The current study assessed the effects of providing within-activity choice for individuals who exhibited escape maintained problem behavior, with and without extinction. Results showed idiosyncratic effects of the within-activity choice across two participants in terms of rates of problem behavior, task engagement, and preference for the choice-making intervention. |
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Treating Meal Refusal Related to Competing Protective Equipment |
CHELSEA R. FLECK (Western New England University), Jason C. Bourret (New England Center for Children) |
Abstract: Individuals diagnosed with autism and related disabilities often engage in self-injurious behavior that can create tissue damage. Protective equipment is sometimes used to decrease the severity of tissue damage when self-injury occurs. However, wearing protective equipment may be incompatible with some forms of adaptive behavior, such as meal consumption. The purpose of this analysis was to identify a treatment for meal refusal in a child diagnosed with autism who wore protective gloves to prevent tissue damage from face pinching. A second participant, also diagnosed with autism, wore protective gloves and arm splints. Two treatments were evaluated: one involved manipulation of the reinforcing efficacy of the meal (HP Meal), and the other allowed continued access to protective equipment during meal presentation (Modified Equipment). Both treatments produced increases in meal consumption for the first participant, and an additional differential reinforcement manipulation (HP Meal + DRA) was necessary to produce increases in eating in the second participant. Interobserver agreement was collected for 37.7% of sessions with 100% agreement. |
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Non-Vocal to Verbal: Improving Verbal Behavior in Children With Autism |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Randolph, Hyatt Regency, Bronze East |
Area: AUT/VBC; Domain: Translational |
Chair: Joyce C. Tu (Center for Behavioral Sciences, Inc.) |
Discussant: Caio F. Miguel (California State University, Sacramento) |
CE Instructor: Vincent Joseph Carbone, Ph.D. |
Abstract: A typically developing 2 year old would be saying sentences with 2 to 4 words. A 4 year old would have a vocabulary of over 1000 words and be able to put together sentences of 4 or 5 words (Mannheim, 2015) . Significant proportions of children with autism do not acquire functional speech and remain non vocal even until age 9 or later. The studies in this symposium demosntrate effectiveness of specific behavioral technologies, namely sign mand training with prompts with and without delays and intraverbal training in inducing first instances of speech and in increasing vocal responding in children with autism. An additional study assessed tact-mand transfer in 7 early learners with autism, established this abstract relation in participants for whom it was initially absent, and concluded that functional independence (absence of tact-mand transfer) may often be a temporary aspect of an early learner's repertoire. |
Keyword(s): Inducing vocalization, Prompt Delay, sign-mand, Tact-mand transfer |
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Inducing Vocalization in Non-Vocal Children With Autism |
SMITA AWASTHI (Queen's University Belfast), Sridhar Aravamudhan (Behavior Momentum India), Karola Dillenburger (Queen's University Belfast) |
Abstract: The current study spanning 5 years examines the effectiveness of sign mand training with vocal prompts and intraverbal training in inducing first instances of speech in non-vocal children on the autism spectrum. These technologies leverage the power of motivating operations. A total of 91 non-vocal children between the ages of 1.5 to 13 years participated in the study that uses several multiple baseline design sub-studies across subjects. The interventions were carried out in 6 centers across 4 cities in India. 81.6% of children below the age of 6 years became vocal and the success rate was 87% in children between 6-13 years. Vocals emerged as mands, echoics and intraverbals in 23%, 24% and 21% respectively of the 75 who acquired vocals. 64% of the children acquired their first vocal within 180 days. Both the technologies were effective in inducing first instances of speech in 82.4% of the participants. The time to vocalization and the stimulus conditions under which they emerged are explored. |
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Increasing the Vocal Responding of Children With Autism and Other Developmental Disabilities |
VINCENT JOSEPH CARBONE (Carbone Clinic) |
Abstract: Some reports estimate that approximately one-third to one-half of individuals with autism do not use speech functionally (National Research Council, 2001). The high incidence of non-vocal persons with autism has lead parents, educators, and clinicians to search for procedures that may facilitate the development of vocal responding and potentially lead to effective vocal verbal behavior repertoires. The purpose of this study was to determine the effect of manual sign mand training combined with time delay and vocal prompting procedures on the production of vocal responses in non-vocal children with developmental disabilities. A multiple baseline design across participants was used to verify the effectiveness of this intervention. All participants showed increases in vocal production following the implementation of the independent variables. |
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Assessing and Establishing an Abstract Relation Between Tacts and Mands in Early Learners With Autism |
GENAE HALL (Behavior Analysis and Intervention Services), Jennifer Elia (Behavior Analysis Center for Autism), Mark L. Sundberg (Sundberg and Associates) |
Abstract: The present study replicated and extended Hall & Sundberg (1987) by first assessing tact-mand transfer in 7 early learners with autism (4 vocal, 3 signing plus vocal), ranging from 3.6-5.8 years of age. All participants met VB MAPP entry criteria of tacting at least 4 items and manding at least 4 visible, but 0 missing items via the interrupted chain procedure. For each participant, the study targeted 3 tact-mand response forms for each of 3 chains of behavior (9 total) and probed mands after all tacts were trained to criterion. If 0/9 untrained mands emerged, a participant was considered nave with respect to tact-mand transfer and received mand training on targets previously trained as tacts--a version of multiple exemplar instruction. After each mand was trained, remaining untrained mands were probed to assess the point of transfer. Results showed that untrained mands emerged after direct mand training on 4-5 targets with 2 participants, 1 target with 3 participants and 0 targets with 2 participants. Findings from participants requiring multiple exemplar instruction replicate those of Hall & Sundberg, and suggest that functional independence (absence of tact-mand transfer) is a temporary aspect of the learners repertoire rather than a static entity. |
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Role of Intraverbal Training in Inducing First Instances of Speech in Non-Vocal Children With Autism |
SRIDHAR ARAVAMUDHAN (Behavior Momentum India), Smita Awasthi (Association for Behavior Analysis of India), Karola Dillenburger (Queen's University Belfast) |
Abstract: A variety of technologies such as Echoic training, Shaping, Antecedent Rapid Motor Imitation sequence, Stimulus Stimulus Pairing (SSP) procedures and Mand training with and without time delay continue to be studied for their effectiveness in increasing vocalizations in children with autism. Intraverbal fill-in training with rhymes, fun and contextual fill-ins builds anticipation and excitement creating opportunities for vocals to be emitted under the control of specific verbal stimuli. In the current study spanning 5 years involving simultaneous administration of sign mand training with vocal prompts and intraverbal fill in training to children with no vocal-verbal repertoire, the latter was found valuable in inducing first instances of speech in non-vocal children with autism. Of the 91 children, each serving as a single subject, first instances of speech were induced successfully in 75 and of these, 51 had at least one vocal emerge during intraverbal training. 16 participants had vocals emerge predominantly under intraverbal fill- in training. Inter observer agreement was taken for every specific vocal acquired for every participant and was at 100% throughout the study. The role of motivating operations in intraverbal fill-in training and comparisons with vocals emerging as echoics and mands during implementation of intervention package are explored |
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Translational Investigations With Individuals With Autism: Token Economies, Resurgence, and Response Variability |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Columbus Hall EF, Hyatt Regency, Gold East |
Area: AUT; Domain: Translational |
Chair: Megan A. Boyle (Missouri State University) |
Discussant: Chata A. Dickson (New England Center for Children) |
CE Instructor: Megan A. Boyle, Ph.D. |
Abstract: This symposium will present investigations that incorporated findings from basic research to design evaluations of clinical interventions with individuals with autism. Findings from basic research have recently begun to be recognized as valuable sources of information to researchers interested in applied problems. Procedures and results from basic research are interpreted in ways that further the conceptual understanding of behavior change. Using procedures from basic research may allow translational and applied researchers to determine how to increase the effectiveness of clinical interventions. The first investigation incorporates basic-research findings on token and tandem schedules of reinforcement to compare methods of increasing compliance and decreasing escape-maintained problem behavior. Two investigations in this symposium incorporate basic-research findings on resurgence to investigate methods to decrease the likelihood that problem behavior will recur following successful implementation of FCT. The fourth study incorporates basic research on lag schedules of reinforcement to increase the variability in vocal mands. The importance of translational research will be highlighted throughout. |
Keyword(s): FCT, Resurgence, Token Economies, Translational Research |
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Comparison of Token and Tandem Reinforcement Schedules in the Treatment of Escape-Maintained Problem Behavior |
MEGAN A. BOYLE (Missouri State University), Mary Elizabeth Daniels (Missouri State University), Stephanie L. Aholt (Missouri State University), Alexandra Beckman (Missouri State University), Ginny Keenan (Missouri State University) |
Abstract: Token economies are widely used, research-based interventions for the treatment of problem behavior (e.g., in increasing compliance). However, few studies have compared the effectiveness of token economies to other reinforcement-based procedures. Results from basic and translational investigations suggest that second-order schedules of reinforcement that deliver stimulus changes for the completion of each response requirement in the schedule (e.g., token delivery in token schedules) produce longer pre-ratio pauses and slower rates of responding in the initial schedule requirements or links than in corresponding second-order schedules that do NOT involve stimulus changes for the completion of each response requirement (e.g., tandem reinforcement schedules). It could therefore be the case that token economies are relatively less effective than single-schedule (i.e., "back-up" reinforcement only, without token delivery) reinforcement procedures. The purpose of this study was to compare token and tandem reinforcement schedules (identical with the exception of token delivery) in the treatment of escape-maintained problem behavior with two children with autism. A functional analysis was conducted that confirmed that both subjects emitted escape-maintained problem behavior. A multiple schedule was implemented to compare token and tandem schedules with respect to compliance, pre-ratio pausing, and problem behavior. Results thus far suggest that tokens are not superior in any measure. |
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Increasing Communication Under Conditions in Which the Resurgence of Problem Behavior is Probable: Applications of Serial FCT |
SARAH SHAW (Vanderbilt), Joseph Michael Lambert (Vanderbilt University), Kate Chazin (Vanderbilt), Lillian Stiff (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Consulting Services), Danielle Bartlemay (Vanderbilt University) |
Abstract: During the maintenance stages of functional communication training (FCT), failure to reinforce mands could result in a resurgence of problem behavior. Recent translational work on arbitrary human responses suggests that incorporating multiple-mand instruction into a serial-training format may increase the probability of a recency effect, and a reversion of response resurgence (both desirable outcomes when mands are the most recently reinforced responses prior to extinction). However, when procedures were replicated with socially significant human behavior (i.e., problem behavior and mands), primacy was consistently observed and no manding resurged for one participant. In the current investigation, we modified the serial-FCT program and evaluated the probability of mand resurgence and response variability when functional reinforcement was temporarily unavailable. |
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Further Evaluation of the Resurgence of Problem Behavior |
OLIVIA GRATZ (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Resurgence is the recurrence of a previously reinforced, extinguished response. To date, little is known regarding the extent to which three members of a response class will resurge. The purpose of the current study was to examine the extent to which members of a response class will resurge under periods of extinction. Four school-aged children (M = 9, SD = 3.37) diagnosed with Intellectual Disabilities (including Autism), and extensive histories of problem behavior, participated in the study. Researchers utilized a linear strip design to evaluate the level of resurgence after systematically providing and withdrawing reinforcement for engagement in problem behavior or precursors to problem behavior and two topographically different, functionally equivalent responses (e.g., hand raising, signing, and/or handing a picture of the preferred item to the researcher). Resurgence of problem behavior and precursors to problem behavior were observed in all children during all extinction sessions. However, functionally equivalent communicative responses did not resurge during extinction. Results suggest that resurgence may occur for one (but not all) of the responses within the same response-class. |
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Effects of a Lag Schedule of Reinforcement With Progressive Time Delay on Variability in Vocal Mand Topographies Emitted by Children With Autism |
BRYANT C. SILBAUGH (The University of Texas at Austin, Special Education Department), Raechal Ferguson (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin) |
Abstract: Reinforcement of operant variability may have clinical utility in the treatment of repetitive and stereotyped behavior (RSB). For example, studies have shown lag schedules of reinforcement can replace RSB with variability in the verbal and play behavior of children with autism spectrum disorder (ASD). The need for additional work in this area is highlighted by recent advances in the behavior analytic conceptualization of RSB as a problem with invariance and calls from researchers in behavioral neuroscience for more translational studies of operant variability. This study is a translational extension of lag schedules to vocal mand training. A multiple baseline across behaviors with embedded reversal design was utilized to evaluate the effects of a procedure consisting of a combined lag schedule of reinforcement and progressive time delay on operant variability of otherwise repetitive vocal mand topographies of children with autism. Two participants have completed the study. The procedure replaced topographically repetitive patterns of vocal manding with topographically variant vocal manding. Some limitations of the current study and implications for future research will be discussed. |
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Applications and Refinements of Functional Communication Training and Related Procedures in the Treatment of Problem Behaviors |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Columbus Hall GH, Hyatt Regency, Gold East |
Area: AUT/DDA; Domain: Translational |
Chair: Amanda Zangrillo (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Discussant: Henry S. Roane (Upstate Medical University) |
CE Instructor: Amanda Zangrillo, Psy.D. |
Abstract: Differential reinforcement procedures (e.g., functional communication training; FCT) and other related procedures (e.g., noncontingent reinforcement; NCR) are commonly used approaches in the treatment of problem behaviors. In this symposium, we will present a series of empirical investigations examining extensions and refinements of the effects of FCT and other related procedures in the treatment of problem behavior. The paper by Owen and colleagues extends the findings of DeRosa et al. by comparing limited versus extended EO exposures during FCT across one response topography (i.e., a card touch). The paper by Mead and colleagues evaluates the relative contributions of teaching a variety of appropriate requests on the development of problem behavior when shifting from a continuous to an intermittent schedule of reinforcement. Slocum et al., evaluate a signaled, reinforcer-thinning procedure during NCR to reduce severe problem behavior maintained by social-positive reinforcement. Finally, The paper by Kopleman et al., evaluates the effectiveness of parent-implemented FCT within a randomized clinical trial. The overall theme and implications of these for empirical studies will be discussed and summarized by Dr. Henry Roane. |
Keyword(s): Functional Communication, Noncontingent Reinforcement |
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The Effects of Limited Versus Extended Establishing-Operation Exposure During Functional Communication Training |
TODD M. OWEN (University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center), Daniel R. Mitteer (Munroe-Meyer Institute, University of Nebraska Medical Center), Patrick Romani (University of Colorado School of Medicine and Children's Hospital Colorado), Andresa A. De Souza (University of Nebraska Medical Center) |
Abstract: Treatments for problem behavior often include teaching an alternative response to access a functional reinforcer (i.e., functional communication training; FCT), while simultaneously withholding reinforcement for problem behavior (i.e., extinction; Tiger, Hanley, & Bruzek, 2008). Initially, the individual is immediately prompted to engage in the alternative response, thus limiting their exposure to the relevant establishing operation (EO) for problem behavior. DeRosa, Fisher, and Steege (2015) compared rates of problem behavior and the rate of acquisition of the functional communication response (FCR) when participants used either a vocal or card-based (e.g., exchange, touch) FCR. Use of the card-based FCR resulted in quicker acquisition of the response, less bursting in rates of problem behavior, as well as larger and more rapid reductions in problem behavior. DeRosa et al. proposed that these differences were likely the result of limited (card-based FCR) and extended (vocal FCR) exposure to the relevant EO for problem behavior. In the current study, we extended the findings of Derosa et al. by comparing limited versus extended EO exposure during FCT across one response topography (i.e., a card touch). Results suggest that limiting EO exposure can result in a larger and more rapid reductions in problem behavior during FCT. |
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Effects of Appropriate Request Repertoire Size on the Development of Problem Behavior |
SARAH C. MEAD (University of Florida), Brian A. Iwata (University of Florida), Leah Julia Koehler (University of Florida) |
Abstract: Decades of research have shown that one effective approach to the treatment of problem behavior consists of teaching a socially-appropriate request as a replacement behavior. However, the preventive effects of acquiring a repertoire of appropriate alternative responses have not been established. That is, would teaching a variety of appropriate requests for a reinforcer actually prevent the onset of problem behavior that otherwise might develop? We conducted a translational investigation to determine if teaching a larger repertoire of appropriate requests (mands) prior to shifting from a continuous to an intermittent schedule of reinforcement would prevent the development of problem behavior. Six preschool-aged children, all of whom were diagnosed with an intellectual or developmental disability or developmental delay, participated in the project. Results provide preliminary evidence that teaching a large variety of appropriate requests may serve as a preventive factor against the onset of problem behavior. Clinical implications of the findings will be discussed. |
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Evaluating a Reinforcer-Thinning Procedure to Reduce Severe Problem Behavior Maintained by Social-Positive Reinforcement |
SARAH K. SLOCUM (Rollins College), Emma Grauerholz-Fisher (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Noncontingent reinforcement (NCR) is a function-based treatment often used to reduce problem behavior. We evaluated a specific application of an NCR procedure which involved providing three subjects with continuous access to the functional reinforcer initially and slowly increasing the amount of time subjects experienced the unavailability of the reinforcer (i.e., extinction). Periods of extinction were signaled with a colored card, and a rule about the card was presented at the beginning of each session. This procedure relates to FCT because the signaled extinction period is analogous to those used in multiple-schedule FCT research. Results show immediate and substantial reductions in aggression for all three subjects. |
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A Randomized Clinical Trial of Functional Communication Training |
Todd G. Kopelman (The University of Iowa Hospitals and Clinics), DAVID P. WACKER (The University of Iowa), Alyssa N. Suess (University of Iowa), Scott D. Lindgren (The University of Iowa) |
Abstract: Functional communication training (FCT) is a widely used approach in the treatment of problem behavior. The purpose of this federally funded project was to evaluate the effectiveness of FCT within a randomized clinical trial (RCT). 38 young children with autism who engaged in problem behavior participated. The children’s parents conducted the sessions within their homes with coaching provided by behavior analysts via telehealth. Following completion of a functional analysis, function-based FCT programs were implemented for all participants. Participants were assigned to one of two groups following the functional analysis. Participants assigned to the immediate group started FCT immediately following the baseline extinction sessions. Participants assigned to the delayed group (control group) were delayed from starting FCT for three months and completed baseline extinction sessions once per month during the wait period. Results showed that participants in both groups engaged in high levels of problem behavior before FCT (Time 1). Problem behavior was reduced substantially only after FCT had been implemented with participants in the immediate (Time 2) and delayed (Time 3) groups. Treatment results maintained for both groups during a 6-month follow-up visit (Time 4). This federally funded project provided the first RCT of FCT, and the results support the use of FCT to treat problem behavior. |
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Current Status and Future Directions of Headsprout Early Reading and Headsprout Reading Comprehension for Individuals With Autism and Intellectual Disabilities |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Columbus Hall IJ, Hyatt Regency, Gold East |
Area: AUT/EDC; Domain: Applied Research |
Chair: Julie L. Thompson (Michigan State University) |
Discussant: Janet S. Twyman (University of Massachusetts Medical School; Center on Innovations in Learning) |
CE Instructor: Julie L. Thompson, Ph.D. |
Abstract: Individuals with Autism Spectrum Disorders and Intellectual Disabilities often require an explicit, systematic approach to reading in order to acquire literacy skills. Recently, a handful of studies have explored Headsprout@ Early Reading and Headsprout Reading comprehension to teach literacy skills to individuals with autism, developmental, and intellectual disabilities with promising results. The Headsprout programs are online behavior analytic programs that provide explicit, systematic reading instruction. The proposed session includes reports on four recent studies: (a) an investigation of Headsprout Reading Comprehension on answering comprehension questions by children with mild to moderate intellectual disabilities; (b) a study examining the effects of Headsprout Early Reading on early literacy skills of adult offenders with intellectual disability, (c) an investigation of contingent reinforcement and match-to-sample training on the fluency and independence of children with ASD using Headsprout Early Reading, and (d) a study exploring the use of contingent reinforcement plus physical prompting and prompt fading on progression through Headsprout Early Reading by children with ASD who were minimally vocal. Taken together, results of these four studies indicate that Headsprout Early Reading and Headsprout Reading Comprehension demonstrate promise as an approach to teaching early literacy and comprehension to individuals with autism and intellectual disabilities. |
Keyword(s): Autism, computer-assisted instruction, Headsprout, Intellectual Disability |
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Evaluating the Use of Headsprout Reading Comprehension With Children With Mild to Moderate Intellectual and Developmental Disabilities |
CORINNA F. GRINDLE (University of Wales Bangor), J. Carl Hughes (Bangor University), Olivia Kurzeja (Step by Step Academy), Richard P. Hastings (University of Warwick), Rina Cianfaglione (Positive Behaviour Solutions UK) |
Abstract: Headsprout Reading Comprehension (HRC) is an online program that teaches learners to answer reading comprehension questions in four categories: literal comprehension, inferential comprehension, main idea (summative) comprehension, and derived meaning (vocabulary) comprehension. These skills are notoriously difficult for many children who present with Intellectual and Developmental Disabilities (IDD). The present study evaluated and investigated the use of HRC with six children with IDD. The research used a single subject pre/post test design. A number of standardised tests were taken prior to and following HRC to assess the effects on the participants key reading repertoires, including reading comprehension and to assess possible links between improved reading comprehension and auditory comprehension. Results are discussed with reference to improved reading and auditory comprehension in this population and the practical strategies required to support children with IDD in order that they may benefit from the HRC program. |
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Evaluating the Use of Headsprout Early Reading With Adult Offenders With Mild Intellectual and Developmental Disabilities |
DAVID O'SULLIVAN (n/a), Corinna F. Grindle (University of Wales Bangor), J. Carl Hughes (Bangor University) |
Abstract: Headsprout Early Reading (HER) is an online program, developed for children, that teaches learners basic reading skills. Several studies have found HER to be effective with typically developing children and children with intellectual and developmental disabilities (IDD). The program has not yet been evaluated with an adult population. The present study evaluated the feasibility of using HER with two adult offenders with mild intellectual and developmental disabilities (IDD) in a secure hospital. The research used a single subject pre/post test design with two standardised literacy tests completed at baseline prior to HER, one during, and one following HER to assess the effects on the participants reading skills. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two treatment as usual control participants who were assessed at the same points but did not complete the program. Results are positive in terms of the feasibility of running the program and improved reading skills and self-concept scores for both treatment participants. Results are discussed in the context of the limitations with the current research design and challenges relating to the fidelity of implementation. |
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Mediating Access to Headsprout Early Reading for Children With Autism Spectrum Disorders |
JOSHUA PLAVNICK (Michigan State University), Julie L. Thompson (Michigan State University), M. Y. Savana Bak (Michigan State University) |
Abstract: Many children with autism spectrum disorder require instructional programs that simultaneously address academic content, interfering behavior, and potential gaps in prerequisite skills for a given curriculum. This study examined the impact of an intervention package consisting of contingent reinforcement and match-to-sample training on the independent progression of 3 children with autism spectrum disorder through Headsprout Early Reading, a behavior analytic online reading program. A multiple baseline across participants design was used to examine the effects of the intervention package on participants' correct interactions per minute and total episodes completed. Transfer of training to oral reading of companion print books was also assessed. All participants demonstrated an increase in correct interactions per minute. Two participants learned to independently complete a Headsprout Early Reading episode each day and could orally read companion print books. The results suggest individualized behavior analytic programs can support the use of Headsprout Early Reading as a computer-based reading program for some children with autism spectrum disorders. |
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Supporting Progression Through Headsprout Early Reading using Systematic Prompt Fading |
JULIE L. THOMPSON (Michigan State University), M. Y. Savana Bak (Michigan State University), Joshua Plavnick (Michigan State University) |
Abstract: Recent research has indicated that children with autism spectrum disorder who are minimally vocal can independently access Headsprout Early Reading when provided with a token economy system for behavioral support. This study examined the effects of contingent reinforcement plus most-to-least physical prompting and prompt fading on progression through Headsprout by four elementary-aged children with autism spectrum disorder. A multiple baseline across participants design was used to examine the effects of the intervention package on the cumulative number of segments completed. Performance on Woodcock Johnson early reading tests were also assessed as pre- and post-test measures. All participants demonstrated an increase in number of segments completed per session. One participate was able to progress through Headsprout with contingent reinforcement only. Three participants required prompting for correct answers and two of these three were able to correctly respond with minimal-to-no support by the end of the study. All participants demonstrated an increased performance on the Woodcock Johnson assessments. The results suggest that some children with ASD may benefit from physical prompting for correct answers during Headsprout Early Reading. The range of responses across all participants suggests that a multi-tiered approach to support progression through Headsprout may be needed. |
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Further Exploration of Trial-Based Functional Analysis |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Grand Ballroom CD South, Hyatt Regency, Gold East |
Area: DDA; Domain: Applied Research |
Chair: Cynthia M. Anderson (Appalachian State University) |
Discussant: Jennifer L. Austin (University of South Wales) |
CE Instructor: Cynthia M. Anderson, Ph.D. |
Abstract: Trial-based functional analysis has been shown to be a viable method of identifying operant function. The TBFA is particularly useful when time is limited or the intensity of the response precludes conducting a more traditional functional analysis. In this symposium we explore several research questions surrounding use of TBFA. Two papers extend TBFA to home settings for the first time. Both Gerow et al. and Standish et al. trained parents to implement the TBFA. Gerow et al. used behavioral skills training to teach parents to implement the TBFA and matched interventions to results of the TBFA. All parents implemented the assessment with fidelity and documented a functional relation between intervention implementation and child outcomes. More specifically, FCT-based interventions were used resulting in reductions in problem behavior and increases in alternative responses. Standish et al. also trained parents to implement the TBFA using behavioral skills training. Standish et al. explored effects of different variations of TBFA seen in the literature including (a) segment duration, (b) use of control segments, and (c) number of trials conducted. Some variability was found however, in general, results support briefer (60 s) segments, use of a post-control only, and using stability criterion to determine when the TBFA is complete. Next, Sellars et al. explored methods for training residential care providers in implementation of TBFA with a particular focus on maintenance over time. They successfully trained direct are staff to implement the TBFA and, for five of six participants, skills were maintained after training however only one participant went on to use the TBFA. XXX Finally, Dr. Jennifer Austin will serve as discussant for this study, exploring ramifications of each study separately and directions for TBFA--and functional analysis more generally--in the future. . |
Keyword(s): functional anlaysis, parent training, problem behavior, Trial-based |
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Effects of A Performance Management Package on Sustained Implementation of Trial-Based Functional Analyses in Adult Residential and Day Programs Following Training |
SHAWNEE D. COLLINS (Chrysalis), Tyra P. Sellers (Utah State University) |
Abstract: Clinicians working with individuals with developmental disabilities frequently conduct functional analyses (FA) to determine the function of problem behavior and to facilitate the development of an intervention plan to reduce problem behavior. One version of FA methodology, the trial based functional analysis (TBFA), is a viable alternative to a traditional FA when resources are limited. Researchers have demonstrated that teachers and residential staff can be trained to effectively implement TBFAs. However, to date, no studies have looked at the maintenance of implementation following training, or if additional supports (e.g., added coaching/performance feedback, incentive systems) are needed to ensure sustained use of the skill. This study examined the effects of a post-workshop training performance management intervention package of goal setting with data reporting, coaching, and incentives on the implementation of trial-based functional analyses (TBFA) by behavior clinicians in adult residential and day settings. Five of the six participants demonstrated increased implementation of TBFAs only after the performance management intervention was introduced. One participant implemented TBFAs following the workshop training. |
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Evaluation of Methodological Variables Affecting Outcomes of the Trial-Based Functional Analysis |
CASSANDRA STANDISH (Appalachian State University), Cecilia Smith (Appalachian State University), Cynthia M. Anderson (Appalachian State University) |
Abstract: Prior studies suggest that trial-based functional analyses (TBFA) can be used to identify the function of problem behaviors for individuals with intellectual and developmental disabilities. To date, there have been 16 published studies concerning TBFAs, however, across these studies there have been several variations in the procedures that appear to have been decided upon somewhat arbitrarily. For example, of the 16 studies, eight used a control segment after the test segment; five used a control segment prior to the test segment; one randomized the order of the test and control segments; and two studies used a control both before and after the test segment. Additionally, the number of trials conducted per test condition has varied between 3 and 20 trials. Despite the variation in the number of trials conducted, it appears as if researcher decided upon the number of trials to conduct prior to the TBFA, rather than using a stability criterion. The purpose of this study is to (a) examine patterns of responding in pre and post-control segments to determine if either or both are necessary and (b) evaluate response patterns within and across test conditions to determine if using stability criterion might be more appropriate to use when determining the number of trials to conduct. This study is also distinguished from prior studies in that primary caregivers will implement the TBFA in the homes of the children. Three children with developmental and intellectual disabilities participated in this study. At least one function was identified for two of the three participants. Of the two TBFAs in which a function was identified, both showed problem behavior occurring multiple times in the test and post-control segments; there was only one instance of problem behavior in the pre-control segments across all three participants.This suggests that there may have been carry-over effects occurring. For the two TBFAs in which a function was identified, a stable pattern of responding emerged prior to the termination of the TBFA, suggesting that a stability criterion could be a viable measure to use to decide when to terminate the TBFA. Finally, for both of the TBFAs in which a function was identified, a similar pattern of responding was found to occur when each segment was evaluated at 120-s and 60-s, suggesting that the segment could be conducted for only 60-s and capture the function of the problem behavior. |
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Functional Analysis of Elopement in Naturalistic and Contrived Settings |
Mindy Christine Scheithauer (Marcus Autism Center; Emory University), STEPHANIE L. KINCAID (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center; Emory University), Mirari Elcoro (Armstrong State University), Nathan Call (Marcus Autism Center; Emory University) |
Abstract: Elopement is a high-risk behavior, as individuals who run away may encounter life-threatening situations (e.g., getting hit by a car). Prior functional analyses of elopement reported in the literature have been conducted in a variety of settings ranging from highly-controlled settings to naturalistic settings such as the classroom or playground. However, assessments conducted in these settings have not been compared within the same individual to determine if similar results are acquired across settings. We conducted trial-based functional analyses (FA) of the elopement of 2 children diagnosed with autism in both naturalistic (i.e., a classroom, playroom, and general unit of a day treatment clinic) and contrived (i.e., 2 adjoining session rooms) using a latency measure. Results were compared across settings. Additionally, results of the trial-based FA were compared with a subsequent FA that used a rate measure similar to Piazza and colleagues (1997). Correspondence among assessment methods, limitations of each assessment, and implications of the assessment results for treatment will be discussed. |
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Parent-Implemented Trial-Based Functional Analysis Matched to Treatment With Young Children With Autism Spectrum Disorder |
STEPHANIE GEROW (Texas A&M University), Mandy J. Rispoli (Purdue University), Lisa Rodriguez Sanchez (Texas A&M University), Emily Gregori` (Texas A&M University) |
Abstract: The purpose of this study was to assess the efficacy of a parent-implemented trial-based functional analysis (TBFA) in accurately identifying the function of challenging behavior in the home setting. Three young boys with autism and their mothers participated in the study. The mothers implemented a TBFA with coaching from a behavior consultant. TBFA procedures were adapted from Bloom, Iwata, Fritz, Roscoe, and Carreau (2011) to increase contextual fit and to capture typical parent-child interactions within home settings. With coaching, all parents were able to implement the TBFA with high fidelity. TBFA results were matched to a functional communication training (FCT) intervention and evaluated using a multiple baseline design across parent-child dyads. Following parent training, parents accurately implemented FCT, child challenging behavior decreased, and childrens use of the alternative communication response increased. These results speak to the promise of parent-implemented TBFA in identifying social functions of challenging behavior. Implications for research and practice will be presented. |
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Incorporating Client Preference Into Intervention Design: Using the Results of Preference Assessments to Inform Practice |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Grand Suite 3, Hyatt Regency, Gold East |
Area: DDA/EDC; Domain: Applied Research |
Chair: Hannah Geiger (University of Wisconsin - Milwaukee) |
Discussant: Joel Eric Ringdahl (University of Georgia) |
CE Instructor: Joel Eric Ringdahl, Ph.D. |
Abstract: Preference assessments were initially designed to identify potential reinforcers for use in behavioral programming. However, as these procedures have become more refined, researchers have begun asking questions of more subtle aspects of interventions that can affect the efficacy and social validity of interventions with the consumers who experience them. The current symposium provides four examples that investigate the role of client preference for reinforcer gain vs. loss, reinforcer distribution vs. accumulation, and the relative ratio of work to reinforcement (i.e., unit price). These studies combine translational and applied research approaches to inform practice applications. |
Keyword(s): preference assessment |
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Some Effects of Loss Aversion in Token Systems |
BARBARA J. DAVIS (University of Maryland, Baltimore County & Little Leaves Behavioral Services), John C. Borrero (University of Maryland, Baltimore County), Amber E. Mendres-Smith (University of Maryland, Baltimore County), Jessica Becraft (UMBC), Megan Lampson (University of Maryland, Baltimore County) |
Abstract: Few studies have directly compared the differential effects of reinforcer gain and reinforcer loss in a token system. In general, results are mixed. The behavioral economic principle, loss aversion, may be a variable that contributes to the differential effectiveness of a token system. In the first of two experiments, we evaluated whether six preschool children exhibit loss aversion using a human operant preparation. In this arrangement, children made successive selections between two options that resulted in identical payout. In the second experiment, we examined the effects of token gain and loss systems on the task completion of five preschool children from Experiment 1 using symmetrical contingencies of gain and loss. To date, five of six preschoolers exhibited loss aversion in the initial experiment. For three of the five participants, the token loss contingencies produced higher levels of task completion and/or less variability relative to token gain contingencies. In addition, when given the choice between the token gain, token loss, and baseline contingencies, three of four participants preferred the token loss system. These initial results provide support for arranging token loss systems and are consistent with the behavioral economic principle of loss aversion. |
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Student Preference for Positive or Negative Punishment During the Good Behavior Game |
KARA SAMAJ (Monongalia County Schools), Claire C. St. Peter (West Virginia University) |
Abstract: We compared student preference for versions of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), in which students either earned points following infractions (positive punishment) or lost points following infractions (negative punishment) in an alternative education setting with four students during academic instruction. In the Point-Earning condition, students were required to have two or fewer points to win the game. In the Point-Loss condition, the students were required to keep at least four of six available points to win the game. We defined an infraction as the student leaving his designated space during the course of the game. We started with a phase of brief forced exposures to each condition. After each student had experienced each condition at least once, the teacher asked each student which version of the game he preferred to play at the start of each instructional period, and then implemented the selected game for the remainder of the instructional period. The teacher recorded out of area and inappropriate language. Only one student showed a strong preference for a reinforcer arrangement. There was an increase in game wins for three out of the four students when the teacher provided students with choices. |
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Assessing the Efficacy of and Child Preference for Massed and Distributed Work Conditions With a Child With Escape Maintained Problem Behavior |
HANNAH GEIGER (University of Wisconsin-Milwaukee), Melissa Krabbe (University of Wisconsin-Milwaukee), Jeffrey H. Tiger (University of Wisconsin-Milwaukee) |
Abstract: Differential reinforcement of compliance is a common treatment for children present with escape-maintained problem behavior. This treatment involves providing positive reinforcement following compliance with simple instructions. Although effective, practically this intervention is challenging in home and school settings when it is preferable for children to complete chains of responses (e.g., putting away all of their toys prior to consuming reinforcement rather than following each toy). However, engaging in multiple responses (which we will term massed work periods) results in increasing establishing operations for escape and greater delays to reinforcement relative to conditions that require a single response (which we term distributed work conditions), and thus could potentially result in greater problem behavior. In the current study, we exposed a child with escape-maintained aggression to both massed and distributed work conditions to assess the efficacy of both arrangements. We then assessed this childs preference for both arrangements using a concurrent-chains procedure. Massed and distributed work conditions both resulted in near zero levels of aggression, but the child demonstrated a robust preference for distributed work conditions. |
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A Behavioral Economic Analysis of Self-Control: The Influence of Unit Price on Self-Control and Impulsive Choice Responding |
WILLIAM SULLIVAN (Upstate Medical University), Terry S. Falcomata (The University of Texas at Austin), Henry S. Roane (Upstate Medical University) |
Abstract: Three experiments were conducted to evaluate the influence of unit price on self-control and impulsive choice responding exhibited by individuals with attention deficit hyperactivity disorder and autism spectrum disorder. In Experiment 1, unit price was altered via manipulations of reinforcement magnitude associated with the delayed option. In one condition, unit price favored the immediate option and in the second condition, unit price favored the delayed option. In Experiment 2, unit price was also altered via manipulations of reinforcement magnitude associated with the delayed option. In one condition, unit price favored the immediate option and in the second condition, unit price was equal for both options. In Experiment 3, reinforcement magnitude always favored one option, while unit price was manipulated via delay. In one condition, delay was held constant and in the second condition, the delayed option was associated with the larger reinforcement magnitude. Results of each Experiment demonstrated that self-control and impulsive choice responding was biased toward the more economical option. These results show that the application of behavioral economic principles in the form of unit price may provide a framework for the study and conceptualization of impulsivity and self-control choice responding. |
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Examining the Effects of Medication on Behavioral Assessment and Treatment |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Grand Ballroom CD North, Hyatt Regency, Gold East |
Area: DDA/BPN; Domain: Applied Research |
Chair: Griffin Rooker (Kennedy Krieger Institute) |
Discussant: M. Christopher Newland (Auburn University) |
CE Instructor: Griffin Rooker, Ph.D. |
Abstract: Individuals with intellectual and developmental disabilities (IDD) are at a greater risk for having psychiatric conditions than their typically developing peers (Emerson, 2003). Furthermore, individuals with IDD who engage in severe problem behaviors (aggression, self-injury, etc.) are three times more likely be diagnosed with a psychiatric condition and provided medication as one aspect of clinical care than those who do not engage in severe problem behavior (Rojohn, Matson, Naglieric, and Mayville, 2004). The four studies presented here examined the effects and side effects of medication during the assessment and treatment of severe problem behavior. Hardesty et al. and Valdovinos et al. both examined the effects and side effects of medication on severe problem behavior during assessment in two different populations and using two different methods (collected case series and prospective analogues). Similarly, Maley and Bourret and Retzlaff et al. both examined the effects of medication during treatment for different target behavior and using two different methods (collected case series and applied treatment). Results of these studies suggest several interesting findings that are directly applicable to clinical care and new prospects for future research. In addition, Dr. Chris Newland will lend his expertise in behavioral pharmacology by serving as discussant. |
Keyword(s): Assessment, Medication, Problem Behavior, Treatment |
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The Impact of Medication on Functional Analyses Outcomes: Findings From 12 Inpatient Cases |
SAMANTHA HARDESTY (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute and Johns Hopkins University School of Medicine) |
Abstract: Numerous studies have demonstrated drug specific (i.e., risperidone) effects on FA outcomes (i.e., Crosland et al 2003; Zarcone et al 2004); however, no descriptive studies examined how medication modifications may impact the clarity (i.e., differentiation) or results (i.e., masked functions) of subsequent FAs. The purpose of this study was to examine the extent to which psychotropic medication changes altered FA outcomes on an inpatient unit. A review of electronic medical charts was conducted between the years 1995-2014. In total, 12 FA cases (out of 81total) had sufficient evidence (i.e., multiple FAs, detailed medication changes) for further review. Participants were aged 7 to 21 years and were diagnosed with IDD. In each case, 2-4 FAs were conducted. Attending psychiatrists directed medication changes with the guidance of the interdisciplinary team, and those who collected data for FAs remained blind to changes. To determine differentiation, criteria were established similarly to Hagopian et al. (1997), and a quotient score was generated. In half of the cases, alterations to medication (dosage and/or type) led to different conclusions, while the other half did not. In 10 of the 12 cases quotient scores were improved following medication changes. Implications for practicing clinicians will be offered. |
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Using Functional Analysis to Evaluate the Adverse Side Effects of Psychotropic Medication on Challenging Behavior |
Maria G. Valdovinos (Drake University), ELIZABETH SCHIEBER (University of Florida), Lisa Beard (Drake University), Meara McMahon (University of Maryland, Baltimore County) |
Abstract: Psychotropic medications are often prescribed and used in conjunction with behavioral interventions to reduce challenging behavior in individuals with intellectual disabilities (ID). Functional analyses (FAs) are conducted to determine the conditions under which challenging behaviors are likely to occur and subsequent impact that psychotropic medications may have on challenging behavior function. Under-assessed, however, is the impact psychotropic medication side effects have on challenging behavior. The presence of adverse side effects (ASEs) are difficult to identify given the communication impairments those with ID may often possess. The present study used FA methodology to assess the impact of psychotropic medication adverse side effects on challenging behavior of five individuals diagnosed with IDD. Conditions were selected for assessment based on individual’s initial medication regimen. FAs were conducted when a participant began the study and two weeks after a change in psychotropic medication regimen. Results indicated different rates of challenging behavior during ASE conditions across medication changes for all participants, higher rates implying a more severe experience of specific side effects. These data demonstrate that this method of evaluation may provide feedback for informative decisions about psychotropic medication regimens that could improve quality of life for individuals with ID. |
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Telehealth Treatment of Sleep-Related Trichotillomania and Trichophagia Using Improved Sleep Hygiene and Melatonin |
BILLIE RETZLAFF (Munroe-Meyer Institute, University of Nebraska Medical Center), Katie Lichtblau (Munroe-Meyer Institute, University of Nebraska Medical Center), Patrick Romani (University of Colorado School of Medicine and Children's Hospital Colorado), Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Allie Bragdon (Childhood Autism Services, Inc.) |
Abstract: We used a telehealth model to treat one young girls sleep-related trichotillomania and trichophagia using a night-vision webcam placed in the girls bedroom. Data collectors recorded intervals with trichotillomania and trichophagia remotely from a university-based program using video footage of preceding nights, and the girls mother carried out all of the procedures in their home. We implemented a biobehavioral treatment package consisting of sleep-hygiene recommendations (e.g., a structured bedtime and wake time) in combination with the titrated use of melatonin, which decreased the girls trichotillomania and trichophagia and improved her sleep pattern, as depicted by both nightly and hourly analyses, and results maintained at a onemonth follow up. We discuss the use of behavior-analytic research strategies and tactics to evaluate treatments not commonly implemented by behavior analysts. |
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The Effect of Psychotropic Medication on Severe Problem Behavior in Individuals With Autism |
AVA MALEY (The New England Center for Children), Jason C. Bourret (New England Center for Children) |
Abstract: Psychotropic medications are often prescribed to individuals diagnosed with various mental illnesses. Physicians also prescribe psychotropic medication such as anti-psychotics, anti-depressants and psychostimulants to individuals diagnosed with autism spectrum disorder (ASD) to treat behavior problems. In this study, we sampled archival data on problem behavior for individuals previously or currently prescribed one or more psychotropic medications. Data were analyzed in terms of the probability of psychotropic medications of various categories producing decreases in problem behavior and the amount of change observed. In addition, dose response curves were plotted to examine dose-dependent effects. The findings are discussed in terms of implications for behavior analysts working with individuals who may be prescribed various forms of psychotropic medication. |
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Infants and Children at Risk of Autism Spectrum Disorder: Procedures for Establishing Early Social Skills |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Crystal Ballroom A, Hyatt Regency, Green West |
Area: DEV/AUT; Domain: Applied Research |
Chair: Martha Pelaez (Florida International University) |
Discussant: Martha Pelaez (Florida International University) |
CE Instructor: Katerina Monlux, Ph.D. |
Abstract: We have initiated a programmatic line of research to apply and adapt the existing procedures to treating very young children who are at risk for developing autism or other developmental problems. Infant engagement responses such as vocalizations, eye contact, joint attention, and social referencing are critical developmental milestones that serve as prerequisites for early communication and social skills (Pelaez, 2009). The purpose of this symposium is to identify the early behavioral indicators of at-risk infants and to report operant-learning procedures shown to be successful in establishing early social-learning repertoires. The first presentation analyzes previous research on behavioral procedures used to establish infant eye contact using a synchronized reinforcement procedure. The second presentation reviews existing research on procedures using adult vocal imitation and motherese speech for improving early infant vocalizations in young children. The third presentation examines the establishment of joint-attention and social referencing via the operant-learning paradigm in infants and toddlers with developmental deficits. The fourth presentation will apply the behavioral systems approach (Novak & Pelaez, 2004) to the development of autism. Early behavioral interactional deficits in the development of autism will be identified. In sum, ongoing programs of research will be discussed. |
Instruction Level: Basic |
Keyword(s): Behavioral Systems, Eye Contact, Joint Attention, Social Referencing |
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Using Synchronized Reinforcement Procedure to Increase Eye Contact in Infants at Risk of Developmental Disorders |
JACQUELINE MERY (California State University, Northridge), Martha Pelaez (Florida International University), Jonathan J. Tarbox (FirstSteps for Kids), Hayley Neimy (Shabani Institute - Center for Behavior Analysis & Language Development), Katerina Monlux (California State University, Northridge) |
Abstract: Parents can successfully increase infant engagement behaviors such as eye contact and positive affect with young children at risk of developmental disorders. This reviews and discusses a synchronized reinforcement procedure, described by Pelaez and colleagues (1996), to strengthen infant eye contact. The procedure includes brief parental training where mothers are taught to contingently provide behaviors such as smiling, verbal praise, and rhythmic touch to reinforce infant eye contact in the natural environment. Establishing eye contact in young children may aid in the development of foundational skills required to build nonverbal and social communicative behaviors. The presentation stresses the importance of contingent mother and child interactions. |
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Promoting Vocalizations in Infants and Toddlers Using Vocal Imitation and Motherese Speech |
HAYLEY NEIMY (Shabani Institute - Center for Behavior Analysis & Language Development), Martha Pelaez (Florida International University), Jonathan J. Tarbox (FirstSteps for Kids), Katerina Monlux (California State University, Northridge), Jacqueline Mery (California State University, Northridge) |
Abstract: Emission of vocalizations during infancy serves as the preverbal foundation towards the development of subsequent functional language skills in childhood (Novak & Pelaez, 2004). To help facilitate the acquisition of these engagement skills, research has found that contingent maternal vocal imitation and motherese speech can be used to increase the rate of infant vocalizations (Pelaez et al., 2011). This presentation reviews and analyzes previous literature on the use of both contingent and noncontingent vocal imitation and motherese speech on increasing the rate of infant vocalizations among at risk infants through a parent-training model. The procedure includes parent-training where caregivers are taught to vocally imitate the sounds of their infants or provide motherese speech in both a contingent and noncontingent reinforcement paradigm. Promoting pre-verbal vocalizations may help facilitate the development of subsequent verbal vocalizations among at risk infants, and potentially prevent the onset of language delays and disorders throughout later development. |
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Establishing Joint Attention and Social Referencing via Operant Learning Paradigm |
KATERINA MONLUX (California State University, Northridge), Martha Pelaez (Florida International University), Jonathan J. Tarbox (FirstSteps for Kids), Jacqueline Mery (California State University, Northridge), Hayley Neimy (Shabani Institute - Center for Behavior Analysis & Language Development), Nadya Ariano (Florida International University) |
Abstract: Lack of social engagement skills is one of the defining features and foundational deficits among children with autism spectrum disorder (ASD). Common social skills deficits include joint attention and social referencing and these deficits may be rectified through specific behavioral techniques and brief parent-infant engagement training models. This presentation reviews and critiques previously published procedures for training of joint attention and social referencing modeled after Pelaez and colleagues’ (2012) paradigm. Further, a model for expanding on their findings by evaluating the development of social referencing using maternal expressions in the natural environment is proposed. Targeting specific social skills in the natural environment could potentially prevent the development of later onset behavior and language disorders commonly associated with ASD. |
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Resurgence and Relapse: From Bench to Bedside |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Zurich D, Swissotel |
Area: EAB/EDC; Domain: Translational |
Chair: Claire C. St. Peter (West Virginia University) |
Discussant: Christopher A. Podlesnik (Florida Institute of Technology) |
CE Instructor: Claire C. St. Peter, Ph.D. |
Abstract: Resurgence refers to the recovery of responding during a disruptor to a previously effective differential reinforcement procedure. Although resurgence is known to be a relatively robust phenomenon, we do not yet know the factors that exacerbate or mitigate resurgence effects. In this symposium, the presenters will use data-based evaluations from laboratory studies with nonhuman subjects to clinical interventions for severe challenging behavior to explore the conditions under which resurgence occurs and variables that could be manipulated to affect resurgence. These variables include features of the response (like the effort necessary to emit the response) and of the reinforcement-schedule arrangement (alternation of contingencies, reinforcer magnitude, or response-independent reinforcement in place of traditional extinction). In all cases, resurgence occurs during the transition from differential reinforcement to extinction. However, the magnitude of the resurgence changes as a function of variables in the organism’s histories. Further understanding these variables may illuminate behavioral process and allow clinicians to design interventions that are more resistant to treatment disruptors. |
Keyword(s): behavioral momentum, extinction, relapse, resurgence |
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Alternative-Reinforcer Magnitude Effects on Response Suppression and Resurgence |
KAITLYN BROWNING (Utah State University), Andrew R. Craig (Utah State University), Timothy A. Shahan (Utah State University) |
Abstract: Differential reinforcement of alternative behavior (DRA) based treatments are commonly used approaches to suppressing problem behaviors. However, removal of alternative reinforcement following treatment often results in resurgence of problem behavior. The quantitative model of resurgence based on behavioral momentum theory proposed by Shahan and Sweeney (2011) predicts that larger magnitude alternative reinforcement should produce faster suppression of the target behavior but also greater resurgence following removal of treatment. To date, these novel predictions have not been directly tested. Thus, the present study assessed the effects of alternative reinforcer magnitude on response suppression and resurgence. Following baseline, rats responded for either a high- (5 pellets) or low- (1 pellet) magnitude alternative reinforcer during extinction of the target response. Resurgence was then assessed following removal of alternative reinforcers. High-magnitude alternative reinforcement was more effective in suppressing target responding compared to low-magnitude alternative reinforcement. Further, there was a greater increase in target responding following removal of high-magnitude alternative reinforcement but target responding did not increase following removal of low-magnitude alternative reinforcement. Thus, high-magnitude alternative reinforcement might produce more desirable effects than low-magnitude reinforcement during DRA-based treatment, but it may also produce behavior that is more susceptible to resurgence following treatment. |
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Resurgence During Local Extinction Periods Following VI to FI Schedule Transitions |
TYLER NIGHBOR (West Virginia University), Christian Yensen (West Virginia University), Kennon Andy Lattal (West Virginia University) |
Abstract: Resurgence of a previously reinforced response occurs reliably following the introduction of conventional extinction of an alternatively reinforced response. Resurgence also may occur following local periods of extinction, such as those present within fixed-interval schedules. Four pigeons were trained to key peck under a VI 60-s schedule in the initial phase. Then an alternative reinforcement phase was implemented wherein responding was extinguished on the initial key and alternatively reinforced on an alternative key according to a VI 90-s schedule. During the resurgence phase, rather than conventional extinction, the VI 90-s condition was changed to an FI 90-s schedule. A resurgence effect occurredfor one subject. The FI value then was increased to 180 s, and resurgence occurred with three of the four subjects. Following these across-session resurgence assessments, a within-session resurgence procedure was used, wherein all three phases of the resurgence procedure occurred within individual sessions. The resurgence effect occurred with all subjects when the FI value was either 90 s or 180 s. The analysis of responding within each FI interreinforcer interval revealed that resurgence occurred during the post-reinforcement pause. |
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Translational Research: Examining the Effects of Response Effort on Resurgence |
KIMBERLY M. WALTER (New England Center for Children), Chata A. Dickson (New England Center for Children) |
Abstract: Little is known about effects of response effort on behavioral resurgence. In this translational study we evaluated rate of responding following reinforcement and extinction of two different responses. Six typically developing adults received points on a VI 3 s schedule for touching moving targets (R1 and R2) on a computer screen. To create disparity in response effort we manipulated the speed and size of the targets. Each session consisted of three phases: Establishment of R1, Differential Reinforcement of an Alternative Response (DRA), and a test for Resurgence (EXT for R1 and R2). Rate of responding in the Resurgence test was compared across three conditions: (a) R1 and R2 were the same size and speed (equal difficulty), (b) R1 was a larger, slower-moving target (easy response) and R2 was a smaller, faster-moving target (difficult response), and (c) R1 was the difficult response and R2 was the easy response. The order of conditions b and c was balanced across participants. In 9 of 12 cases, there was greater resurgence when the easy response was established first than when the difficult response was established first. |
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Reducing Resurgence Using Fixed-Time Reinforcement Schedules |
LUCIE ROMANO (West Virginia University), Claire C. St. Peter (West Virginia University), Gabrielle Mesches (West Virginia University), Apral Foreman (West Virginia University) |
Abstract: We evaluated the extent to which using clinically acceptable fixed-time schedules of reinforcement would prevent resurgence of protesting displayed by four elementary-aged children. Two of the four participants experienced thinning of a fixed-ratio schedule during the alternative phase, and two of the four participants experienced a variable-ratio 3-s schedule. Reinforcement rates during the fixed-time phase were yoked to reinforcement rates experienced by each individual participant during the last three sessions of the preceding alternative phase. Levels of resurgence during the fixed-time phase were evaluated in comparison to levels of resurgence during an extinction probe. Resurgence occurred to a lesser extent during the fixed-time phase than during the extinction probe for all four participants. |
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Novel Applications of Demand Curve Analyses to Evaluate Reinforcer Efficacy in Laboratory and Applied Contexts |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Zurich FG, Swissotel |
Area: EAB; Domain: Translational |
Chair: Matthew Novak (University of Kansas) |
Discussant: Derek D. Reed (University of Kansas) |
CE Instructor: Derek D. Reed, Ph.D. |
Abstract: Progressive ratio (PR) schedules of reinforcement are commonly used in basic research to assess reinforcer efficacy and are often evaluated within a behavioral economic context using demand curve analyses. Recent research has also demonstrated the value of using PR schedules in applied contexts, such as when evaluating preference with individuals with disabilities or identifying reinforcers for use in an organizational incentive system. This symposium includes both basic and applied researchers to explore novel applications of demand curve analyses with progressive reinforcement contingencies. The first paper (Jarmolowicz, Sofis, & Hale) evaluated the relative valuation of food rewards for nonhuman animal models of obesity in a laboratory setting. The second paper (Henley & DiGennaro Reed) compared the effects of different incentive magnitudes on work performance and assessed the predictive validity of a hypothetical work task in an online work environment. The remaining papers took place in clinical settings and included an evaluation of (1) the generality of preference assessment outcomes as response requirements increase (Castile & Bourret), and (2) shifts in reinforcer preference and efficacy following differential reinforcement of appropriate toy play (Wiggins et al.). |
Keyword(s): Behavioral Economics, Demand, Reinforcer Efficacy |
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On the Valuation of Food in Animal Models of Obesity: Progressive and/or Increasing Schedule Analysis |
DAVID P. JARMOLOWICZ (University of Kansas), Michael Sofis (University of Kansas), Luanne Hale (University of Kansas) |
Abstract: Approximately two thirds of all US citizens are either obese of overweight. Because of the widespread comorbidity between overweight/ obesity and health conditions such as type 2 diabetes and heart disease, these high rates of obesity/overweight are a pressing societal concern. Although considerable progress has been made on elucidating various aspects of this condition, the precise gene by behavioral interactions that cause obesity remain unclear. The Obese Zucker rat is an animal model of obesity which resulted from a spontaneous mutation in the genes that encode for the processing of leptin. With the Obese Zucker rat being one of the earliest obesity models, considerable information is available regarding their physiological profile. Less, however, is known about these models’ behavioral profile. For example, although Obese Zucker rats discount delayed rewards at higher rates than controls, and have higher response rates than controls at some schedule values, a comprehensive profile of these models relative valuation of food rewards across a range of schedule parameters remains underdeveloped. The present study examined Obese Zucker and Lean Zucker rats responding across a range of progressive and/or increasing schedule arrangements. |
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Effects of Incentive Magnitude on Work Performance and Predictive Validity of a Hypothetical Work Task |
AMY J. HENLEY (University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: Behavioral economics is an approach to understanding decision-making and behavior by integrating principles from behavioral science and microeconomics (Hursh, 1980). Recently, researchers have effectively applied behavioral economic demand curve analyses to employee behavior. This study sought to employ demand curve analyses to evaluate the effects of three incentive magnitudes on quantity and accuracy of work completion and the correspondence between observed performance and participant self-reports of projected work performance. Participants included 289 Amazon Mechanical Turk Workers who completed a work task assessed with a progressive ratio schedule. Participants were assigned to one of three incentive magnitudes ($0.05, $0.10, and $0.20) available in exchange for the completion of each ratio requirement. The work task required participants to slide a visual analog scale to match a target number. The results indicate demand was highest for the $0.05 incentive and lowest for the $0.20 incentive for actual and self-reported performance. Within each incentive magnitude, aggregate demand did not differ between actual and self-reported work performance. Accuracy on the work task was significantly higher in the $0.05 condition. Predictive validity of self-reported performance improved as the incentive magnitude increased. These results may inform the development of novel methods for identifying functional reinforcers in organizations. |
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Using Demand Curves to Determine the Generality of Preference Assessment Outcomes |
ALLISON JOSEPHINE CASTILE (New England Center for Children), Jason C. Bourret (New England Center for Children) |
Abstract: Choice behavior on a concurrent schedule is not only sensitive to the other available items, but the price, or the amount of work required to gain access to the item, matters. Research in the field of behavior economics has supported this assertion, demonstrating that work requirements on different fixed-ratio (FR) schedules may yield differences in reinforcing efficacy of the items assessed. As practitioners, this point may be of interest when thinking about what reinforcers to deliver during skill acquisition or behavior reduction programs. Since preference assessments are conducted at a low schedule value (i.e., FR1), there may be reason to believe that preference shifts may occur if an individual was offered the same choice between stimuli after completing an increasing amount of work. The purpose of the current study is to extend the results of the current literature assessing the generality of preference assessment outcomes and test to see if the results fit traditional demand curve analyses, by assessing preference for all stimuli from initial preference assessments at higher FR values. Interobserver agreement was collected for all five participants, for at least 33% of sessions, agreement ranged from 93-100% agreement. |
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Evaluating Shifts in Preference and Reinforcer Efficacy of Leisure Items Following Differential Reinforcement of Appropriate Toy Play |
MEGAN WIGGINS (Marcus Autism Center), Nathan Call (Marcus Autism Center), Kerri C. Suiter (Marcus Autism Center), Seth B. Clark (Marcus Autism Center), Summer Gholston (Marcus Autism Center) |
Abstract: The identification of items that serve as reinforcers is essential to the success of any reinforcement-based intervention program. Thus, it is important to expand preferences to provide effective services for individuals with limited interest in activities. Several studies have shown respondent and operant conditioning procedures can be used to establish previously neutral or low preferred stimuli as conditioned reinforcers (Eason et al., 1982; Delgado et al., 2009; Greer et al., 1985; Hanley et al., 1999; Hanley et al., 2003; Miguel et al., 2002; Nuzzolo-Gomez et al., 2002; Smith et al., 1996; Sundberg et al., 1996; Tsai & Greer, 2006; Yoon & Bennett, 2000). However, less attention has been dedicated to evaluating the degree to which conditioned low preference leisure items/activities will serve as reinforcers, and the degree to which preference may be altered following conditioning procedures. The focus of this project was to evaluate if preference and/or reinforcing efficacy could be increased through conditioning procedures for individuals with limited interest in activities. Preference did not increase for 3/3 participants, and the results regarding reinforcer efficacy were mixed. Potential factors in producing these results are discussed. |
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Cross-Species Analysis of Social Reinforcement: Evaluation and Quantification of Social Reinforcers in Rats, Dogs, and Humans |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Zurich AB, Swissotel |
Area: EAB; Domain: Translational |
Chair: Timothy D. Hackenberg (Reed College) |
Discussant: Allen Neuringer (Reed College) |
CE Instructor: Timothy D. Hackenberg, Ph.D. |
Abstract: Social reinforcement is a topic of enormous conceptual and applied significance. The basic mechanisms of social reinforcement are not well understood, however. The goal of this session is to bring together several lines of research designed to assess the efficacy of social reinforcement across a range of species and different reinforcer types. Feuerbacher & Wynne will discuss research aimed at measuring the reinforcing efficacy of human social interaction for dogs, including analyses of reinforcer duration. Pinkston and colleagues will describe research on social/sexual reinforcement with rats, as a baseline against which to measure the response weakening effects of antidepressant drugs. Call and colleagues will present data comparing the relative efficacy of social and non-social reinforcers in autistic and non-autistic children, putting a sharper quantitative point on general methods for assessing social deficits in autism. Hackenberg and colleagues will discuss research exploring the effects of social familiarity on preference for social reinforcement in rats. Together, the work illustrates some promising methods for assessing and quantifying the efficacy of social reinforcement across species, settings, and reinforcers a first step in a comparative analysis of social reinforcement. |
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Longer Human Social Interaction Can Function as a Reinforcer for Some Dogs |
ERICA N. FEUERBACHER (Carroll College), Clive Wynne (Arizona State University) |
Abstract: Whether human social interaction can function as a reinforcer for domestic dog behavior remains unclear, but is an important question for owners hoping to maintain desirable behavior in their dogs through social interaction. Previously, we demonstrated that brief human interaction did not function as an effective reinforcer for dog behavior. However, others suggested longer interaction might, although confounding contingencies prevented clear conclusions. Thus, we examined whether 30 s of social interaction would function as a reinforcer for dog behavior. We saw little effect and no difference compared to dogs that received 4 s of interaction. To investigate a transient response spike in some subjects, we provided some dogs 4 min of presession noncontingent interaction. This did not affect responding. Finally, we implemented a multielement design in which dogs alternated within and across days between abolishing operation (presession attention) and establishing operation (presession ignore) conditions. Half of the dogs showed a reinforcement effect of 30 s social interaction, although with little distinction between abolishing operation and establishing operation conditions. The other half showed no reinforcement effect. Our results suggest that for some dogs, longer social interaction can function as reinforcer for their behavior, but session spacing might be a critical variable. |
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An Operant Paradigm for the Study of Antidepressant-Induced Sexual Dysfunction in Females |
JONATHAN W. PINKSTON (University of North Texas), Lynda Uphouse (Texas Woman's University), Duane Baade (Texas Woman's University) |
Abstract: One of the most common side-effects of antidepressants is reduced motivation for and satisfaction from sexual activity, and this is especially true among women. The search for effective screens and treatments for antidepressant-induced sexual dysfunctions in the laboratory has been slow because current approaches have not reproduced the clinical findings; this likely stems from the fact current models have focused on sexual performance, not motivation to obtain sex. We report on a novel operant procedure for studying sexual motivation in rodents to assess dysfunction in sexual motivation. Ovariectomized Fischer 344 rats nose poked to raise a guillotine door, which allowed the female access to a compartment housing a sexually active male rat. Motivation to open the door and enter the male’s compartment was examined following hormone primes with 10 ug estradiol benzoate with or without 500 ug progesterone. Fluoxetine, a commonly prescribed antidepressant, was tested at 5, 10, and 15 mg/kg following hormone priming. Fluoxetine reliably reduced the number of nose pokes, delayed opening the door to the male’s compartment, and increased the latency to cross into the male’s compartment. The findings suggest the operant approach may provide a sensitive measure for screening antidepressant-induced sexual dysfunctions in females. |
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Measuring the Reinforcer Efficacy of Social Interactions in Children With Autism and Related Disorders |
NATHAN CALL (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Sarah J. Miller (Marcus Autism Center; Emory University School of Medicine), Sarah Wymer (Marcus Autism Center) |
Abstract: There is growing support for the theory that disruptions in the degree to which social interactions are reinforcing may constitute a root cause of autism spectrum disorder (ASD). This paper will present studies that have attempted to develop methods for quantifying the degree to which social interactions function as reinforcers for children with ASD. This will include the results of a study that used PR schedules to compare the relative reinforcing efficacy of social attention and leisure items in children with ASD (n=8), Williams Syndrome (WS; n=4), and typically developing peers (n=9). Participants in the ASD group exhibited higher breakpoints and Omax for leisure items than for attention, whereas children in the typically developing and WS groups exhibited the opposite pattern. Results will be discussed in terms of how these methods compare to other approaches to quantifying the reinforcing efficacy of social interactions in children with ASD. |
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The Role of Familiarity in Preference for Social Reinforcement in Rats |
TIMOTHY D. HACKENBERG (Reed College), Lauren Vanderhooft (Reed College), L. B. Miller (Reed College), Emma Schweitzer (Reed College), Shirin Porkar-Aghdam (Reed College), Lavinia C. M. Tan (Reed College) |
Abstract: In a concurrent schedule procedure, female rats made repeated choices between two options, each of which opened into side compartments in a three-compartment apparatus. Responses on levers in the middle chamber opened guillotine doors separating the middle from the side compartments, permitting 45-s access to the side compartment adjacent to target lever. In baseline conditions, one side compartment contained a familiar female rat (the focal rats cagemate, with which it was housed outside the experiment), whereas the other side compartment was empty. In a second condition, the empty chamber was replaced with a new female rat, unfamiliar to the focal rat, thereby permitting a choice between a familiar and unfamiliar rat. This was followed by a return to baseline conditions, with choice between a familiar rat and an empty chamber. The focal rats showed a clear and consistent preference for the familiar rat over the empty chamber in baseline conditions, but reversed their preference in favor of the unfamiliar rat when pitted against a familiar rat. The methods show promise as an experimental paradigm for evaluating and quantifying preference between qualitatively different social reinforcers. |
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Basic Research on Verbal Behavior |
Sunday, May 29, 2016 |
10:00 AM–11:50 AM |
Michigan ABC, Hyatt Regency, Bronze East |
Area: VBC/EAB; Domain: Basic Research |
Chair: Bailey Devine (Texas Christian University) |
Discussant: David C. Palmer (Smith College) |
CE Instructor: Bailey Devine, M.S. |
Abstract: Skinner (1938) wrote of his own work that It is a serious mistake to allow questions of ultimate application to influence the development of a systematic of a systematic science at an early stage (p.441). His analysis of verbal behavior (Skinner, 1957) has generated much applied research, but relatively little basic research. This symposium reminds us of the value of asking and answering questions which may not have immediate applied relevance, because they provide information about uniformities in verbal behavior which lead to practical benefit. Topics include studies on the parity hypothesis, grammar and production of novel prepositional sentences, the effects of blocking verbal behavior on joint-controlled sequencing and a direct replication of Skinners verbal summator experiment. |
Keyword(s): grammar, verbal-mediation |
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Examining the Parity Hypothesis With English-Speaking Undergraduate Students |
SAMANTHA BERGMANN (University of Wisconsin-Milwaukee), Tiffany Kodak (University of Wisconsin-Milwaukee), Brittany LeBlanc (University Of Wisconsin-Milwaukee) |
Abstract: Skinner (1957) hypothesized that ones vocal pattern is automatically reinforced if it is similar to the vocal patterns of preferred individuals which results in borrowing verbal behavior from the community (p. 164). Palmer (1996) describes this process as parity which occurs when a speaker, who is a competent listener, differentially reinforces his/her own vocal verbal behavior to conform to that of the verbal community. The current study replicates and extends stvik, Eikeseth, and Klintwall (2012) by examining if English-speaking undergraduate students would alter their vocal verbal behavior to conform to an experimenters model of tacts in the passive voice in the absence of socially-mediated reinforcement. Undergraduate students were assigned to either the control group, which was never exposed to modeling; the waiting quietly group, which replicated previous procedures; or the vocal imitation group, which extended previous procedures by including echoic tasks during the wait interval. Participants in the control group had consistent grammatical forms of tacts across phases and rarely engaged in vocal verbal behavior with passive voice, whereas the majority of participants assigned to the waiting quietly or vocal imitation groups showed increased use of passive voice following modeling. However, the degree of change differed across participants. Verbal behavior theoretical implications and future directions will be discussed. |
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The Production of Novel Prepositional Sentences Following Instruction on Autoclitic Frames |
JAMES R. MELLOR (Texas Christian University), Kiley Hiett (Texas Christian University), Anna I. Petursdottir (Texas Christian University), Ruth Anne Anne Rehfeldt (Southern Illinois University) |
Abstract: The purpose of the current study was to evaluate the effects of multiple exemplar instruction on the production of novel prepositional sentences. A multiple-baseline design was used to assess the effects of instruction on the productivity of novel sentence structures for typically developing 5 year old children. The instruction consisted of showing the participants a variety of cartoon pictures of commonly known animals, arranged so that each animal corresponded to a specific spatial relation with another animal (i.e., below). The participant was then taught to describe the pictures within a particular autoclitic frame (e.g., the X is next to the Y above the Z). There were three autoclitic frames targeted for instruction, with each frame containing prepositional phrases corresponding to the spatial relations of the cartoon animals. Preliminary data indicate that instruction for two of the target frames was sufficient to establish novel production of all three sentences. Implications for the instruction of generative sentence production are discussed. |
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A Systematic Replication of B. F. Skinner's Verbal Summator |
SPENCER GAUERT (University of the Pacific), Stephen Pangburn (University of the Pacific), Matthew P. Normand (University of the Pacific) |
Abstract: The verbal summator was a device created by B. F. Skinner to assess verbal behavior. Skinner's original 1936 verbal summator study was an early attempt to study echoic (originally termed imitative) and intraverbal (originally termed summative) behavior. Extensions of the original study focused on the use of the summator as a diagnostic or assessment tool rather than using it to study the function of verbal behavior. No previous studies have directly replicated Skinner's original experiment. For the current study, researches recorded new samples resembling Skinner's original audio recordings using modern digital recording technology. These samples, like the originals used by Skinner, were arrangements of preverbal sounds that were played slightly distorted at a low volume. During the experimental sessions, we presented random selections of these audio recordings to 30 subjects and asked to report what they heard. The audio samples were repeatedly presented until the subject provided a word or phrase describing what they heard. The resulting data analysis was conducted as described by Skinner (1936). Implications of these results and directions for future research will be identified. Data will be presented on the number of samples, organized by the number of syllables. In addition, data will be presented on the similarity of the collected responses to real speech, as described in Skinner (1936), through the use of Zipf's law analysis. Finally, responses were collected and ranked according to their frequency of occurrence. |
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The Effects of Blocking Verbal Behavior on Joint-Controlled Sequencing |
CAREEN SUZANNE MEYER (California State University, Sacramento), Curtis Clough (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: The current study evaluated the effects of vocal and motor blocking tasks on sequencing visual stimuli for 12 participants. In Experiment 1, we presented a vocal blocking task while asking participants to sequence pictures that they had learned to vocally tact. In Experiment 2, we presented vocal and motor blocking tasks while asking (vocally or via signs) participants to sequence pictures they had learned to tact vocally or through signs. In Experiment 3, we presented vocal blocking tasks while asking participants to sequence stimuli they learned to tact or that they could match without the need of any verbal behavior. All participants sequenced pictures after learning to tact them vocally or with signs. One of four participants required joint control training for stimuli taught via hand signs. Vocal blocking prevented accurate sequencing on both vocal and hand signed sequences, but not sequences established via matching. Combined results suggest vocal blocking procedures may serve to prevent verbal behavior that could be mediating non-verbal sequencing, and that joint control training may not be necessary for adults to perform the sequencing task. |
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Preparing Individuals With Autism for Learning in Group Environments: Assessing Readiness for Staff Fading |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Roosevelt, Hyatt Regency, Bronze East |
Area: AUT; Domain: Applied Research |
Chair: Samantha Smith (Melmark) |
CE Instructor: Jennifer Croner, M.S.Ed. |
Abstract: Research suggests that individual instructional arrangements are highly effective with individuals with intellectual and developmental disabilities who display challenging behavior, however the resources necessary to provide intensive staffing to all students are rare (Kamps & Walker, 1990). Not only is intensive staffing often unrealistic, some research indicates that individual instructional formats hinder generalization of skills, eliminate the potential for observational learning, and require far more instructional time than do group formats (Favell, Favell, & McGimsey, 1978; Keel & Gast, 1992; Koegel, Egel, & Dunlap, 1980). The ability to follow instructions delivered to a group is essential to successful integration in school, vocational, and community settings. This symposium will explore ways to assess the ability to acquire novel skills and maintain existing skill repertoires in individual instruction, dyad instruction, and small group instruction. Additional information about instructional efficiency and the rates of challenging behaviors in these instructional formats will be discussed. |
Keyword(s): Group Instruction |
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Getting to Group Instruction: Evaluating the Ability of Learners With Autism to Work in Small Groups |
HELENA L. MAGUIRE (Melmark New England), Catherine Judkins (Melmark New England), Katrina Grandelski (Melmark New England) |
Abstract: Fading intensive staffing is essential to the promotion of independence and successful transitioning to less restrictive settings. However, concerns about behavioral regression and slower rate of acquisition coupled with limited guidelines on the assessment of instruction arrangements often result in long term provision of individual instruction. Therefore, an instructional protocol was designed to assess a learners academic and clinical performance in individual and group instruction. Variables assessed included the ability to learn new material, levels of engagement in independent activities, rates of challenging behavior, and maintenance of mastered targets in individualized and group instructional arrangements. Initial data collected using this protocol demonstrate that a learner continued to learn novel skills while maintaining previously mastered skills in small group instruction. Data also demonstrate that the learner engaged in low level problem behavior while engaging in adaptive skills such as functional communication, leisure and waiting skills. Follow-up data will be shared with a focus on the expansion of this protocol for larger periods of the instructional day. |
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Group Instructional Strategies With Clients With Autism Spectrum Disorder |
Jill E. McGrale Maher (Autism Intervention Specialists), KRISTI LOMBARDO (Autism Intervention Specialists), Britany Melton (Britany Melton), Ian Melton (Endicott College) |
Abstract: A series of studies exploring the impact of instructional ratio on learning will be described. The presentation will begin by reviewing various levels of staffing support provided to individuals with autism. The first study evaluated criteria to guide clinicians in moving students to group instructional formats. Targeted behaviors included stereotypy, engagement, active responding, and the presence of other challenging behaviors, and three different instructional content areas were evaluated. Criteria were set to guide clinicians in decisions to reduce the intensity of staffing along the various levels of support. Study two looked at skill acquisition in individual and dyad instruction, with an additional focus on observational learning opportunities. The final study looked at individual, dyad and triad instruction across learners, and evaluated how the size of the group affected rates of learning. The discussion will highlight individual differences in appropriateness for transitioning to group instruction, and will hypothesize about predictive variables. |
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Differential Performance in Individual and Dyad Instructional Arrangements |
JENNIFER CRONER (Melmark), Samantha Smith (Melmark), Jessica Woods (Melmark), Mary Jane Weiss (Melmark), Helena L. Maguire (Melmark New England) |
Abstract: The ability of individuals with autism to learn in a group instructional format will promote independence and facilitate transition into settings with less intensive staffing. The purpose of this study was to compare acquisition and maintenance of verbal behavior targets in individual and dyad arrangements. The participants of this study were two young males diagnosed with autism, who attend an approved private school and reside at home with their parents/guardians. An alternating treatments design was used to evaluate the differences between individual and dyad instruction across several dependent variables. The dependent variables measured were cumulative targets mastered, out-of-seat behavior, and amount of time spent in instruction, on break, and waiting. Individual and group instruction were compared across three different verbal behavior operants: match to sample, motor imitation, and listener responding. Sessions were randomized across type of instruction and operant. Interobserver agreement and procedural integrity were collected for at least 25% of sessions across treatments. Preliminary data suggest that performance is based on individual differences. Therefore, future directions for evaluating performance should focus on measures related to characteristics of the individual. |
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Having a Gay Day: Distress and Psychological Flexibility Among LGBTQ Communities |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Crystal Ballroom C, Hyatt Regency, Green West |
Area: CBM/VBC; Domain: Basic Research |
Chair: Benjamin Ramos (University of Louisiana at Lafayette) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Abstract: The legalization of gay marriage throughout the United States combined with an increased degree of support for gay rights has made this an historic decade for the gender and sexual minority (GSM) community. However, GSM stigma and discrimination remain a significant problem across many different domains of living. How individuals respond to ongoing GSM discrimination and to efforts to decrease that discrimination may be, in part, attributable to certain psychological skills for experiencing unwanted cognitions and emotions. This symposium will explore the role of psychological flexibility in GSM stigma and discrimination. The first paper will explore the role of psychological flexibility in predicting LGBTQ stigma. The second paper will explore the role of psychological flexibility in predicting GSM individuals’ reactions to perceived LGBTQ stigma. The implications of both studies for promoting continued societal change will be discussed. |
Keyword(s): gender identity, psychological flexibility, sexual orientation, stigma |
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Examining Psychological Flexibility and Willingness to Engage in Behaviors That Benefit Members of the LGBTQ Campus Community |
MAUREEN FLYNN (Metropolitan State University of Denver) |
Abstract: Although acceptance of gender and sexual minorities is increasing in the United States, individuals in the LGBTQ community continue to experience negative responses from society. LGBTQ individuals can internalize such negative responses, which can lead to psychological difficulties (e.g., Szymanski, Kashubeck-West, & Meyer, 2008; Meyer & Dean, 1998). Acceptance and Commitment Therapy (ACT) interventions, which are designed to increase psychological flexibility, have been shown to decrease stigmatizing attitudes towards substance abusers (Hayes et al., 2004) and people with mental illness (Masuda et al., 2007). Psychological flexibility is also related to attitudes towards other ethnicities (Levin, Luoma, Lillis, Hayes, & Vilardaga, 2014). To date, there aren’t any published studies examining psychological flexibility with LGBTQ-related stigmatizing thoughts. The aims of this study were to examine 1) the relationship between psychological flexibility and homophobia and transphobia and 2) whether psychological flexibility moderates the relationship between negative attitudes towards LGBTQ individuals and willingness to engage in behaviors that help the LGBT community among Hispanic college students. |
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Stigma in Context: Perceived Discrimination, Psychological Distress, and Coping of Gender and Sexual Minorities |
ALYSON GIESEMANN (University of Louisiana at Lafayette), Lauren Griffin (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Gender and sexual minorities experience stigma and discrimination in a number of domains, leaving them at an increased risk of psychological distress, mental health symptomatology, and risk-taking behaviors. Some GSM individuals are resilient, however, thriving even in the face of clear discrimination and subsequent distress. It may be that the impact of discrimination and distress depends on the psychological skills one applies. For example, both self-compassion and psychological flexibility have been shown to mitigate the impact of psychological stressors on well-being. The current study aimed to consider 1) the extent to which daily experiences of perceived discrimination lead to psychological distress and disruption of well-being in GSM individuals and 2) how psychological flexibility, self-compassion and other coping mechanisms might mitigate the impact of perceived discrimination on distress and well-being. Participants tracked their daily experiences of discrimination, their private reactions to those experiences, and functions of those reactions. Implications for interventions targeting discrimination-relevant distress and dysfunction will be discussed. |
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ABA: Addressing the Needs in Neurorehabilitation |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Crystal Ballroom B, Hyatt Regency, Green West |
Area: CBM/PRA; Domain: Applied Research |
CE Instructor: Michael P. Mozzoni, Ph.D. |
Chair: Michael P. Mozzoni (Mozzoni Associates LLC) |
DIXIE D. EASTRIDGE (Learning Services) |
ANNEKA HOFSCHNEIDER (Centre for Neuro Skills) |
MICHAEL P. MOZZONI (Mozzoni Associates LLC) |
Abstract: The Brain Injury Association of America has reported CDC estimates of 2.4 million Traumatic Brain Injuries (TBI) each year. Of those injuries 3-5% will result in chronic impairments of mood, function and cognition. ABA offers a significant addition to neurorehabilitation in terms of accountability, quantification and effectiveness. This panel will cover some of the more frequently encountered challenges and demonstrate the effectiveness of the behavioral approach within a multidisciplinary team. This panel will review effective treatment procedures and strategies that increase an individual's quality of life and reduce the burden for caregivers. The panelists will cover topics including: bowel and bladder training using an auditory cue vs. scheduled toileting, anger management utilizing massed practice of relaxation using cue card training, and timely intervention for adjustment problems including depression and anxiety that lead to improved participation and engagement in rehabilitation, which allow individuals to better accept their "new normal." |
Keyword(s): Anger-Management, Continence training, Neurorehabilitation, TBI |
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SQAB Tutorial: Philosophy of Science and the Quantitative Analysis of Behavior |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Lucerne, Swissotel |
Area: EAB; Domain: Basic Research |
PSY/BACB CE Offered. CE Instructor: Lewis A. Bizo, Ph.D. |
Chair: Lewis A. Bizo (University of New England) |
Presenting Authors: : RANDOLPH C. GRACE (University of Canterbury), Brian Haig (University of Canterbury) |
Abstract: Single-subject methodology and Skinner's caution against inferential statistics based on group averages have been very influential with researchers in behavior analysis. Here we review recent developments in the philosophy of science and methodology, including the "new statistics," and consider their implications for the quantitative analysis of behavior. We describe an account of scientific methodology—the Abductive Theory of Method (ATOM; Haig, 2005)—which details how empirical phenomena are detected and contribute to theory construction via inference to the best explanation, and show how it is relevant for behavior analysis. |
Instruction Level: Basic |
Target Audience: Licensed psychologists, certified behavior analysts, graduate students. |
Learning Objectives: At the end of the presentation, participants should be able to: (1) describe and contrast important themes in the philosophy of science, including realism and empiricism, and how these relate to radical behaviorism; (2) describe the Abductive Theory of Method (ATOM) and how it relates to research and applied practice in the experimental analysis of behavior; (3) contrast current and historical conceptions of validity. |
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RANDOLPH C. GRACE (University of Canterbury), Brian Haig (University of Canterbury) |
Randolph C. Grace is Professor of Psychology at the University of Canterbury (Christchurch, New Zealand). He received his PhD from the University of New Hampshire in 1995 and has published over 120 articles and book chapters in a variety of basic and applied research areas including choice behavior and decision making, behavioural economics, methodology, comparative cognition, conditioning and learning, clinical/forensic psychology, tobacco control and neuropsychology. He is past President of the Society for the Quantitative Analyses of Behavior and a Fellow of the American Psychological Association. |
Keyword(s): Science |
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The Relation Between Academic Performance and Challenging Behavior |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Regency Ballroom C, Hyatt Regency, Gold West |
Area: EDC; Domain: Applied Research |
Instruction Level: Basic |
CE Instructor: Florence D. DiGennaro Reed, Ph.D. |
Chair: Florence D. DiGennaro Reed (University of Kansas) |
JENNIFER J. MCCOMAS (University of Minnesota) |
Jennifer McComas is Professor of Special Education at the University of Minnesota. Dr. McComas was a special education teacher for students, grades 7-12, with high-incidence disabilities in rural Iowa before completing her Ph.D. at the University of Iowa. She went on to complete her post-doctoral training at the Children’s Hospital of Philadelphia/University of Pennsylvania and taught in the Psychology Department at Queens College/the City University of New York before joining the faculty at the University of Minnesota in 1999. Professor McComas holds the Rodney S. Wallace Professorship for the Advancement of Teaching and Learning and is head of the teacher licensure program in Emotional Behavior Disorders at the University of Minnesota. In addition, she co-directs the Urban Indian Education Partnership between the University of Minnesota and the Minneapolis Public Schools, a partnership aimed at improving outcomes for American Indian Youth. Dr. McComas teaches undergraduate, masters, and doctorate-level courses in emotional/behavior disorders, principles of behavior, and functional analysis of challenging behavior in academic and community-based settings. Her recently launched telepresence lab is a means by which to reach families of individuals with intellectual and development disorders and severe behavior problems across a wide geographic area and to conduct related research. Dr. McComas conducts translational research pertaining to the influence of principles of behavior on challenging behavior and using those principles to affect meaningful changes in behavior. She has published in several peer-reviewed journals including the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior. She is currently the Editor in Chief of the Journal of Behavioral Education, was an Associate Editor for the Journal of Applied Behavior Analysis, and continues to serve on the editorial board of several journals including the Journal of the Experimental Analysis of Behavior and The Psychological Record. |
Abstract: Academic and behavior problems are highly co-morbid, yet little more is known about the relation between the two. Does one lead to the other? It is easy to imagine that as behavior problems persist and instructional time is lost to disciplinary procedures such as time-out and suspension, the lost instructional opportunities result in poor academic performance. However, it is also easy to imagine that as a young student's academic difficulties persist, school becomes increasingly aversive and socially reinforced behavior problems emerge. Effective interventions exist for both learning and behavior problems separately, but is it possible to implement intervention for one and achieve concomitant improvement in the other? If so, under what conditions is it possible to implement treatment that results in improvement in both academic performance and behavior? This presentation will begin with the question of the relation between learning and behavior problems and include data from several investigations of the influence of motivating operations, stimulus control, and reinforcement on academic performance and behavior. |
Target Audience: Licensed Psychologists, certified behavior analysts, graduate students. |
Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) discuss influence of reinforcement on challenging behavior during academic tasks; (2) discuss the influence of motivating operations on challenging behavior during academic tasks; (3) consider a variety of approaches to the assessment and treatment for students who display poor academic performance and challenging behavior in school. |
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Designing Sustainable Behavior Change |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Grand Ballroom AB, Hyatt Regency, Gold East |
Area: OBM; Domain: Service Delivery |
Instruction Level: Basic |
CE Instructor: Douglas A. Johnson, Ph.D. |
Chair: Douglas A. Johnson (Western Michigan University) |
MICHAEL KIM (Habit Design) |
Michael Kim is Founder and CEO of Habit Design, the leading platform for crowdsourcing sustainable behavior change. Over 500 companies and 100,000 people have used Habit Design's behavior-change training to create successful daily habits that last beyond 100 days. Clinically tested by licensed, published clinical psychologists, Habit Design transforms training into automatic, habitual routines. Built on evidence-based research from over 100 behavioral scientists, the simple, easy, and effective training includes three main components: coaching, practice teams, and rewards. |
Abstract: Programs prioritizing ?motivating Behavior Change? frequently fail to generate sustained engagement: over 80% of employees who attempt to create new, healthy behaviors still fail at continuing their training after just the first 30 days, and corporate lifestyle management programs return only $0.50 for every $1 invested (RAND, 2015). The CDC attributes 80% of chronic conditions to this inability to form successful wellbeing habits, resulting in almost $1 Trillion in lost productivity alone (CDC, 2009). The problem is not that people resist change, but they resist being changed. While health promotion can motivate employees to make episodic, temporary changes, when it comes to creating lasting results, learning the skill of creating new habits is what is vital for long-term Behavior Change. The reason: While motivation may get you started, habit keeps you going. Developed by licensed, clinical psychologists from Yale and the University of Washington, this session covers best practices in the design of sustainable Behavior Change systems that have led to the successful training of unconscious, daily habits, derived from more than eight years of clinical testing of evidence-based research from over 100 behavioral researchers. Habit Design has trained more than 500 companies and 100,000 employees - from UnitedHealthcare, Humana, Aetna, Kaiser Permanente, Stanford Medical School, Boeing, Google, The White House, and many others. |
Target Audience: Practitioners in the field. |
Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) identify four key ingredients that must be present for creating successful behavior change; (2) differentiate and diagnose behavior change into fifteen distinct classes; (3) define three key strategies that successfully harness motivation for sustainable behavior change; (4) translate design principles and tactics to create winning recipes for training new habits, or "habit designs." |
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Modifications and Refinements of Functional Analyses Targeting Challenging Behavior |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Columbus Hall CD, Hyatt Regency, Gold East |
Area: PRA/DDA; Domain: Applied Research |
Chair: Joanna Lomas Mevers (Marcus Autism Center) |
CE Instructor: Joanna Lomas Mevers, Ph.D. |
Abstract: Functional analysis (FA) technology developed by Iwata et al., 1982/1994 is considered the gold standard for identifying the function of problem behavior. Despite the success of this methodology it is important to continue to refine and develop this technology. This symposium will present recent research comparing single topography FAs to multiple topography FAs, correspondence between brief and extended FAs, and new methods to evaluate self-injurious behavior (SIB) maintained by both social and automatic functions. Findings will show that FAs that include multiple topographies are as effective when problem behavior is maintained by negative reinforcement and less effective when problem behavior is maintained by access to tangible items. Correspondence between brief FAs and extended FAs is lower than what has been previously reported in the literature. In addition SIB maintained by both social and automatic reinforcement can be successfully identified using sensory extension and typical FA contingencies. Taken together these results provide support for refinements and modifications of FA procedures to more effectively identify the function of problem behavior. |
Keyword(s): Automatic Reinforcement, Functional Anlaysis, Problem Behavior |
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Further Analysis of the Correspondence Between the Results of Functional Analyses and Brief Functional Analyses |
COLIN S. MUETHING (Marcus Autism Center), Nathan Call (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Amanda Zangrillo (Munroe-Meyer Institute, University of Nebraska Medical Center), Andrea R. Reavis (Marcus Autism Center), Natalie A. Parks (Positive Behavior Supports Corporation) |
Abstract: Past research comparing brief and lengthier functional analyses has generally shown high rates of correspondence. In 1995, Vollmer, Marcus, Ringdahl, and Roane, proposed an assessment model that progressed from brief functional analyses to lengthier functional analyses following undifferentiated results. This study sought to examine the proposed model by comparing the results of brief functional analyses and lengthier functional analyses conducted according to procedures from Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) with participants from a day treatment program for severe problem behavior. Results showed low correspondence between the brief and lengthy functional analyses across 22 comparisons indicating possible false positive or false negative results. Low correspondence may be due to the various differences between assessments or the particulars of the participants and behaviors included in the study. Past research has shown both assessments have demonstrated successful treatment development. Therefore, future research is necessary to evaluate correspondence between assessments in other settings and with other types of participants. |
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A Comparison of the Utility of Multiple and Single Topography Functional Analysis Procedures |
JONATHAN DEAN SCHMIDT (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), Natalie Rolider (Kennedy Krieger Institute), Kevin J. Schlichenmeyer (Eunice Kennedy Shriver Center, University of Massachusetts Medical School), Eileen M. Roscoe (The New England Center for Children), Heather Jennett (Little Leaves Behavioral Services), Jennifer R. Zarcone (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: When a functional analysis (FA) is conducted on multiple topographies of behavior simultaneously, the function of certain behaviors may be confounded due to response class hierarchies or a lack of discrimination if the participant does not contact the programmed contingencies. For this study, we concurrently conducted multiple (consequences for all target behaviors) and single (consequences for a specific target behavior, one at a time, in a sequential fashion) topography FAs for 12 individuals with developmental disabilities and examined each method’s ability to identify behavioral function. Two observers simultaneously but independently scored behaviors during 50% of all FA sessions; IOA for target behaviors ranged from 71% to 100%. Both multiple and single topography FAs were equally effective for identifying escape maintained problem behaviors. However, single topography FAs were more likely to identify a function when results of a multiple topography FA were undifferentiated, and to identify a tangible function. Additionally, although only occurring in a small number of cases, multiple topography FAs were more likely to produce false positives regarding the functions of behaviors when these results were considered in aggregate. Attendees will gain guidance regarding factors to consider and when to utilize a multiple or single topography FA. |
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Using a Test for Multiply Maintained Self-Injury to Guide Treatment Decisions |
MINDY CHRISTINE SCHEITHAUER (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Nathan Call (Marcus Autism Center), Alex Shrewsbury (Marcus Autism Center) |
Abstract: In interpreting results of a functional analysis, an automatic function may be determined either because problem behavior is elevated in the alone/ignore condition comparative to other conditions or because problem behavior is elevated and undifferentiated across multiple conditions. In the latter, it is difficult to determine if problem behavior is maintained by automatic reinforcement alone or is multiply maintained. The current projects replicates and expands upon past research that evaluated social reinforcement conditions in a functional analysis after controlling for automatic reinforcement through sensory extinction. Specifically, we evaluate multiple social reinforcement conditions within each participant while the participant wore protective equipment to eliminate automatic reinforcement. Results suggest that self-injury was maintained by automatic reinforcement alone for one participant and both automatic reinforcement and physical attention for another participant. Outcomes are discussed in the context of implications and importance for treatment. |
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Improving Social Functioning for Children With Autism |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Regency Ballroom D, Hyatt Regency, Gold West |
Area: TBA/AUT; Domain: Applied Research |
Chair: Jeremy H. Greenberg (The Children's Institute of Hong Kong) |
CE Instructor: Jeremy H. Greenberg, Ph.D. |
Abstract: This symposium contains three presentations regarding improving social functioning for children with autism by teaching them important skills. The first paper involves teaching basic skills of understanding perspective taking. The second presentation is teaching the identification of false-belief tasks, which are commonly used by developmental/cognitive psychologist to test the ability of "theory of mind." The third presentation uses an evaluation form along with video modeling to train parents how to teach their children with autism. |
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Basic Skills for Learning Perspective Taking in Children With Autism |
WENCHU SUN (National Changhua University of Education), Gabrielle T. Lee (Michigan State University), Hua Feng (National ChangHua University of Education) |
Abstract: Previous research has reported that the inability of children with autism to discriminate between the reality and non-reality of events may contribute to their difficulties in understanding others perspectives. The purpose of this study is to use behavior analytic approach to teach children with autism to tact mental vs. physical state of verb. A seven year-old child with autism, who had advanced speaker and listener repertoires, participated in this study. A multiple probe across three behaviors design was used. Three target behaviors included (a) discrimination of physical and mental states of events (e.g., Tony takes a train in his hands. Kevin is thinking about the train. Who has the train?) (b) discrimination of reality and imagination (e.g., Mary locked the door. Tim wanted to lock the door. Who indeed lock the door?), and (c) discrimination of reality with and without evidence (e.g., John saw the candy on the table. Helen heard that the candy is on the table and believes the candy is on the table. Who can get the candy for sure?) Multiple exemplar teaching strategy with picture stimuli along with verbal instructions were used during training. Data showed that the rate of correct responses was increased after training. The skills were also generalized to novel scenarios. |
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Teaching "Theory of Mind" Tasks to Children With Autism |
Yuen Tsai (National Changhua University of Education), Wenchu Sun (National Changhua University of Education), HUA FENG (National ChangHua University of Education) |
Abstract: Children with autism often have difficulty taking others' perspective--a developmental capacity commonly observed in typically developing children, termed the theory-of-mind (ToM). Teaching the children to tact other's belief is the fundamental skill in ToM. The purpose of this study is to use behavior analytic approach to teach children with autism to identify false-belief tasks. Two children, age 6-7 diagnosed with autism, who had advanced speaker repertoires, participated in this study. A combination of multiple probes across subjects and behaviors was used. Ten scenarios with pictures illustrating the stories were created as instruction materials. The teaching procedure included showing the scenario with drawn pictures, and asking questions regarding the belief of each person. Two target behaviors included:(a) tacting other's belief, (e.g., John is looking for his pencil box. Pencil box may be on the shelf or dining table. John thinks that it should be on the shelf. Where is John going to find his pencil box? Why?) (b) tacting other's false belief (e.g., John is looking for his pencil box that he left on the dinning table. Mary has put John's pencil box on the shelf. Where is John going to find his pencil box? Why?) Both children showed positive results for the acquisition and generalization of the tasks. |
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Effects of Video Self-Monitoring Using Teacher Performance Rate Accuracy Scale on Accuracy and Fluency of Parent-Delivered Discrete Trial Training |
HYE-SUK LEE PARK (Seoul Metropolitan Children's Hospital), Ok Kim (Seoul Metropolitan Children's Hospital), Da Yun Kim (Seoul Metropolitan Children's Hospital), Hyo Min Ahn (Seoul Metropolitan Children's Hospital), DongSoo Suh (Seoul Metropolitan Children's Hospital) |
Abstract: The study was conducted in an Early Intensive Behavioral Intervention (EIBI) program of a public children's hospital in the Seoul city. Three mothers whose children were receiving the EIBI service participated in the study. A multiple baseline across participants design was used in the study. During the baseline, a behavioral skill training package was implemented in which lecture, written instruction, modeling, coaching, role-playing, and feedback were provided to the parent during DTT sessions. During the intervention phase, parents were required to watch their performance video scoring their own performance with TPRA forms. Percent of trials which were delivered without errors and rate of delivery of correct trials were measured using TPRA, and overall performance during DTT were evaluated using "Performance Checklist" throughout the study. The results showed that video self-monitoring using TPRA forms were effective in improving parents' performance during DTT with their children with ASD. The improved performance of parents during DTT was maintained during follow-up sessions. |
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The Value of Values: Looking at Values Through a Behavioral Analytic Lens |
Sunday, May 29, 2016 |
11:00 AM–11:50 AM |
Zurich E, Swissotel |
Area: TPC/CBM; Domain: Translational |
CE Instructor: Joshua K. Pritchard, Ph.D. |
Chair: Sam Leigland (Gonzaga University) |
EMMIE HEBERT (University of Mississippi) |
EMILY KENNISON SANDOZ (University of Louisiana at Lafayette) |
JOSHUA K. PRITCHARD (Florida Institute of Technology) |
Abstract: Emerging research supports the psychological benefits of engaging in values-consistent patterns of behavior (e.g. Crocker, Niiya, & Mischkowski, 2008). In psychology, multiple definitions of values have been proposed. However, most of these definitions include terms that are not useful for scientific analysis and application. It is important to remember that behavior analysis "does not insist upon truth by agreement and can therefore consider events taking place in the private world within the skin" (Skinner, 1945). Given the occurrence of "values" in popular culture and in our scientific discussions, it seems appropriate to delineate a behavioral definition and discuss the potential benefits of examining interactions between the environment and values-consistent behavior(s). The aim of this panel is to discuss behavioral analytic definitions of values and the roles that values can play in behavior analysis in practice. Panelists will discuss the function of values in behavior analysis, Acceptance and Commitment Therapy (ACT), Relational Frame Theory (RFT). |
Keyword(s): ACT, behavioral terms, RFT, values |
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Expanding Opportunities for Social Involvement Through the Analysis and Treatment of Challenging Behavior During Transitions |
Sunday, May 29, 2016 |
2:00 PM–2:50 PM |
Randolph, Hyatt Regency, Bronze East |
Area: AUT/CSE; Domain: Applied Research |
Chair: James Chok (Melmark Pennsylvania) |
CE Instructor: Jennifer Quigley, M.Ed. |
Abstract: Every day, individuals with developmental disabilities are asked to complete multiple transitions across environments, from school programs to home settings, home settings to the community, and the community to vehicles. By being able to complete these transitions without challenging behavior, individuals gain access to a larger variety of areas including less restrictive placements and more frequent community access. Through systematic evaluation, clinicians can identify the functions of challenging behavior during transitions and teach functionally-equivalent behaviors. Following treatment, students may be able to transition more successfully, therefore, increasing their access to more settings including the community. When in the community, challenging behavior may bring about different risks including potential police involvement, less support staff, vehicle safety concerns, and negative interactions with bystanders. Frequently the first response is to limit the students access to the community following challenging behavior. In doing so, teaching opportunities are decreased and the individuals activities are more restricted. By evaluating effective treatments in the community, individuals regain access to a variety of settings therefore increasing the individuals overall quality of life. Evaluating and treating challenging behavior which may impact an individuals ability to transition is essential for increasing access to social opportunities via their school or community. |
Keyword(s): autism, community, transitions |
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Treatment of Aggression During Transitions for an Individual With Autism and Physical Impairments |
CORY WHELAN (Melmark New England) |
Abstract: One component of an intervention package for aggression maintained by avoidance of physical contact would be to remain out of arms reach of the individual engaging in aggression. However, for an individual with severe physical impairments who requires staff to be within one foot of him when walking, that type of environmental manipulation is impossible. This research aimed at reducing the rate in which an individual engaged in aggressions while walking throughout a school building. Data showed that the rate of aggressions decreased when a gait trainer was introduced which allowed the student to walk next to someone without making physical contact. Interobserver agreement was assessed during 50% of baseline sessions and 50% of treatment sessions. Average agreement for the occurrence of aggression was 83% during baseline sessions and 90% during treatment sessions. These data provide practitioners with an antecedent-based intervention strategy to reduce aggressive behavior for an individual with physical impairments who needs support while walking. This intervention allowed the student to navigate not only throughout the school building with minimal staff assistance, but also throughout the community. |
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Functional Analysis and Treatment of Problematic Transitions |
KAYLA CRUICKSHANK (Registered Behavior Technician), Miranda DePoy (Partnership for Behavior Change), Sorah Stein (Partnership for Behavior Change) |
Abstract: Transitions comprise a significant amount of the average child’s school day. Thus, being able to make successful transitions is necessary for academic success. (McCord, Thompson, & Iwata 2001; Wilder, Chen, Atwell, Pritchard, & Weinstein, 2006). McCord, Thompson, & Iwata (2001) conducted a structural analysis and operationally defined transitions as “the termination or initiation of an activity, with or without a change in location” (p. 206). In the current study, an eight-year-old boy, diagnosed with autism, engaged in various topographies of disruptive and self-injurious behavior when presented with transitions. Researchers assessed behavior in response to termination of an activity, movement to a new location, and initiation of a new activity (McCord, Thompson, & Iwata, 2001) and determined the most significant trigger to be movement from outside to indoors, i.e., the most likely function was avoidance of going indoors. Thus, treatment was initiated with focus on stimulus fading from outside to indoors, with a modified environment to reduce extraneous stimulation. Initial data indicate success with this function-based intervention with decreasing rates of most topographies. |
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Evaluating Reinforcement Systems in the Community Through Alternating Treatment Designs |
JENNIFER QUIGLEY (Melmark), Lauren M. Palmieri (Temple University) |
Abstract: An alternating treatment design was utilized to evaluate the effectiveness of two reinforcement systems in the community as a treatment for non-compliance across multiple individuals. All participants had a history of challenging behavior in the community including non-compliance, stealing, aggression, and elopement which had impacted their ability to access the community. All participants were admitted to a Residential Treatment Facility at the time of treatment. General locations in the community were identified for each participant prior to treatment to establish a schedule of systematic access. The reinforcement systems evaluated were individualized for each student based on the students interests, related components of their current treatment plans, and functions of challenging behavior. The more effective reinforcement system was then utilized during generalization training and adapted into the students treatment plan. Effective reinforcement systems were identified for all participants with a decrease in challenging behavior and increase in compliance while in the community. These examples show multiple ways in which to systematically reintroduce individuals into the community and increase their ability to access less restrictive settings. |
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Behavioral Medicine SIG Presents: A Discussion Regarding Methodology Utilized in Health Psychology Research: Advantages and Limitations of Within-Subjects and Between-Groups Experimental Designs |
Sunday, May 29, 2016 |
2:00 PM–2:50 PM |
Crystal Ballroom B, Hyatt Regency, Green West |
Area: CBM; Domain: Translational |
CE Instructor: Gretchen A. Dittrich, Ph.D. |
Chair: Gretchen A. Dittrich (Simmons College) |
RICHARD K. FLEMING (University of Massachusetts Boston) |
RAYMOND G. MILTENBERGER (University of South Florida) |
MICHAEL PERONE (West Virginia University) |
Abstract: Health promotion research often includes randomized control trials (between-groups design); however, in practice, clinicians may utilize single-subject designs (within-subjects design) to evaluate the efficacy of an intervention. Within-subject experimental designs may provide additional information that cannot be gleaned from group designs (i.e., individual trends in responding); however, group designs control for many of the variations that cannot be controlled in a single-subject design (e.g., demographic variations). There are advantages and disadvantages in utilizing each type of experimental design. The purpose of the panel discussion is to review differences in within-subjects and between-groups experimental designs, discuss the strengths and limitations of each design, and make recommendations for conducting research using either methodology. |
Keyword(s): Behavioral Medicine, Between-groups analyses, Experimental methodology, With-subject analyses |
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From the Lab to Practice: Variations on Resurgence Procedures and Their Implications |
Sunday, May 29, 2016 |
2:00 PM–2:50 PM |
Zurich D, Swissotel |
Area: EAB/PRA; Domain: Translational |
Chair: Tyler Nighbor (West Virginia University) |
CE Instructor: Kathryn M. Kestner, Ph.D. |
Abstract: Resurgence is the reoccurrence of a previously reinforced response, typically following (conventional) extinction of an alternatively reinforced response. Resurgence is both of research interest and applied relevance. Presenters in this symposium will discuss variations on resurgence procedures in both laboratory and applied contexts. In the first presentation, presenters will describe an animal model for studying resurgence of punishment-suppressed behavior using rats, and theoretical and applied implications of results will be discussed. In the second presentation, a human operant arrangement will be presented that investigated the effects of varying density of reinforcement and the addition of an aversive auditory stimulus during Phase 2 on subsequent resurgence. Basic and applied implications will be discussed. In the third presentation, researchers will present an evaluation the use of noncontingent reinforcement (NCR) to attempt to mitigate the resurgence phenomenon in a clinically relevant context. Results will be discussed in the context of previous research showing similar effects with NCR as a disruptor and its comparison to traditional extinction as a disruptor. |
Keyword(s): Noncontingent Reinforcement, Punishment, Relapse, Resurgence |
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Resurgence of Punishment-Suppressed Behavior |
RUSTY NALL (Utah State University), Timothy A. Shahan (Utah State University) |
Abstract: Relapse (resurgence) often occurs following removal of alternative reinforcement used in differential reinforcement of alternative behavior treatments. Animal models are useful for examining resurgence, but traditionally use extinction to suppress target behavior. Sometimes negative consequences (i.e. punishment) serve along with alternative reinforcers to suppress problem behavior as either programmed consequences (e.g. Functional communication training + punishment) or inherent aspects of the problem behavior (e.g. substance abuse). Further, in treatment contexts, it may be difficult to withhold or remove reinforcers for problem behavior. Foot shock punishment has been used to model some relapse phenomena following response suppression by punishment with rats, but not resurgence. In the present study, we developed an animal model for studying resurgence of punishment-suppressed behavior using two groups of rats lever pressing for sucrose. Later, shock accompanied reinforcement obtained from lever pressing for both groups. One group also received concurrent sucrose for nose poking. Finally, consequences for both responses were removed, and lever pressing increased (resurged) only for rats that received alternative reinforcement. These results indicate that resurgence follows alternative reinforcer removal even when target response suppression is obtained through punishment. Theoretical and applied implications will be discussed. |
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The Effects of Phase 2 Manipulations on Resurgence in a Human Operant Arrangement |
KATHRYN M. KESTNER (West Virginia University), Stephanie M. Peterson (Western Michigan University) |
Abstract: Behavior analysts in applied practice commonly use differential reinforcement of alternative behavior to reduce
undesired behavior. Resurgence of problem behavior has been demonstrated following changes to reinforcement schedules due to errors in treatment integrity or intentional fading. Identifying methods for reducing the potential for treatment relapse would contribute to the utility of these interventions. Previous research suggests that the arrangement of reinforcement for alternative behavior affects the degree of resurgence obtained during an extinction test. Data will be presented from a human operant arrangement on the effects of varying density of reinforcement and the addition of an aversive auditory stimulus during Phase 2 on subsequent resurgence. The implications of the results will be discussed from both a basic and applied perspective. |
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Effects of Noncontingent Reinforcement as a Disruptor on Resurgence of Severe Problem Behavior Following Functional Communication Training |
ANNA ING (The University of Iowa), Joel Eric Ringdahl (University of Georgia), Wendy K. Berg (The University of Iowa), David P. Wacker (The University of Iowa) |
Abstract: Treatment relapse refers to the return of an unwanted condition that has previously been successfully treated. One such treatment relapse phenomenon is called resurgence. Resurgence occurs when a previously extinguished response returns following extinction of an alternative response that has been reinforced. It is commonly produced by a three-phase procedure: 1) a target behavior is reinforced until responding is steady, 2) the target behavior is placed on extinction and an alternative behavior is reinforced until responding is steady for both, and 3) both behaviors are placed on extinction. If the initial target behavior re-emerges in the final phase, it is called resurgence. Most applied and basic studies have used "traditional" extinction during the disruptor phase; that is, the behaviors are not met with reinforcement. However, more recent studies have been evaluating the use of noncontingent reinforcement (NCR) to attempt to mitigate the resurgence phenomenon. In this study, two participants with a history of communicative difficulties and socially maintained problem behavior experienced the three-phase procedure in which participants were exposed to NCR during the final disruptor phase. One participant demonstrated mild resurgence of problem behavior, whereas resurgence of problem behavior did not occur for the second participant. Results are discussed in the context of previous research showing similar effects with NCR as a disruptor and its comparison to traditional extinction as a disruptor. |
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SQAB Tutorial: Characterization of Delay Discounting Using Multiple Models and Effective Delay 50 |
Sunday, May 29, 2016 |
2:00 PM–2:50 PM |
Lucerne, Swissotel |
Area: EAB; Domain: Basic Research |
PSY/BACB CE Offered. CE Instructor: Amy Odum, Ph.D. |
Chair: Amy Odum (Utah State University) |
Presenting Authors: : CHRISTOPHER FRANCK (Virginia Tech) |
Abstract: The study of delay discounting, or valuation of future rewards as a function of delay, has contributed to understanding the behavioral economics of addiction. Accurate characterization of discounting can be furthered by statistical model selection given that many functions have been proposed to measure future valuation of rewards. This tutorial will present a convenient Bayesian model selection algorithm that selects the most probable discounting model among a set of candidates chosen by the researcher. The approach assigns the most probable model for each individual subject using an asymptotic approximation to model probability based on the Bayesian Information Criterion. Importantly, effective delay 50 (ED50) functions as a suitable unifying measure that is computable for and comparable between several popular functions, including both one- and two-parameter models. Software to execute the combined model selection/ED50 approach is illustrated using empirical discounting data collected from a sample of 111 undergraduate students with five discounting models proposed between 1937 and 2006. The work this tutorial is based upon was published in the January, 2015, special issue of the Journal of the Experimental Analysis of Behavior studying experimental manipulations of delay discountingand related processes. |
Instruction Level: Basic |
Target Audience: Licensed psychologists, certified behavior analysts, graduate students. |
Learning Objectives: At the conclusion of the event, the participant will be able to: (1) describe the devaluation of future rewards as a function of delay in terms of delay discounting; (2) recognize several proposed models of delay discounting both mathematically and graphically, and state the computational approach to fit these models to observed data; (3) explain Effective Delay 50 (ED50); (4) execute approximate Bayesian model selection to choose among candidate models given observed data using the Bayesian Information Criterion (BIC). Make informed decisions about the merits and caveats of choosing among candidate models on the basis of observed data. |
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CHRISTOPHER FRANCK (Virginia Tech) |
Christopher Franck received his Ph.D. from the Department of Statistics at North Carolina State University in 2010. Dr. Franck is an Assistant Research Professor in the Department of Statistics at Virginia Tech, where he also serves as the assistant director of the Laboratory for Interdisciplinary Statistical Analysis (LISA). Dr. Franck collaborates with researchers from the Addiction Recovery Research Center (ARRC) in the Virginia Tech Carilion Research Institute studying a variety of psychological, behavioral economic, and statistical aspects of those who suffer from addiction and are successful in recovery. Dr. Franck's research interests include non-additivity in unreplicated studies with a focus on the identification of latent-groupings, predictive modeling of health outcomes, spatial modeling, and bioinformatics. |
Keyword(s): Bayesian Model, Delay Discounting, Effective Delay50 |
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Issues in Rural Behavior Analysis: Ethical Practice, Tele-Practice, and Remote Supervision |
Sunday, May 29, 2016 |
2:00 PM–2:50 PM |
Columbus Hall CD, Hyatt Regency, Gold East |
Area: PRA/CSE; Domain: Translational |
CE Instructor: Cheryl A. Young-Pelton, Ed.D. |
Chair: Robert C. Pennington (University of Louisville) |
CHERYL A. YOUNG-PELTON (Montana State University in Billings) |
MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
CECILIA KNIGHT (Center for Autism and Related Disorders (CARD)) |
Abstract: Rural behavior analysts face many issues. This panel will bring together three practitioner-researchers who are working within the scope of these issues. Panelists will present issues pertinent to ethical practice in small communities, reviewing telehealth and telepractice constraints, and issues related to remote supervision of behavior analysts, assistants, students, and RBTs. |
Keyword(s): remote supervision, rural ethics, tele-practice |
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Ethics for the Rest of Us: Impact of Cultural Differences in the Practice of Ethics |
Sunday, May 29, 2016 |
2:00 PM–2:50 PM |
Columbus Hall AB, Hyatt Regency, Gold East |
Area: PRA; Domain: Service Delivery |
Chair: Karen Chung (Special Learning, Inc. ) |
Discussant: Jon S. Bailey (Florida State University) |
CE Instructor: Jon S. Bailey, Ph.D. |
Abstract: How do cultural differences affect the practice of ethics? How do Board Certified Behavior Analysts who practice outside the U.S. define ethics? Are there country-specific challenges that arise and how can we handle these challenges? What about cultural and religious differences?
In an era where access to someone living across the world is literally only a click away, subtle and not-so-subtle boundaries exist, particularly as it pertains to what is considered culturally acceptable. Even among countries that may seem homogenous (i.e. America and Canada), significant differences do exist that can and should affect how behavior analysts practice and make decisions in the field.
The most common challenge faced by behavior analysts across borders, in both developed and developing countries, are related to misrepresentation and unethical practices. In some cases, the “right” answer appears straightforward, however, the cultural norms of different regions make doing the “right” things more challenging for behavior analysts practicing outside the U.S.
The group will begin our discussion by talking about the implications of cultural differences in the practice of ethics by sharing their own experiences. The group will also engage in a group discussion to begin to construct a high level framework that behavior analysts can use as a tool to help them make practical, ethically correct decisions independently. |
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Talking About Ethics, eh? A Canadian Perspective on Multicultural Issues |
ROSEMARY A. CONDILLAC (Brock University) |
Abstract: There are different ethical challenges that arise in different parts of Canada, including our work with individuals from first nations communities, remote locations where direct supervision becomes a significant challenge, etc. Canada self-defines itself as multi-cultural, and as such, encourages New Canadians to stay true to their culture of origin and bring their traditions with them with the caveat that they not contravene Federal, Provincial, or Municipal Law or the Charter of Rights and Freedoms.
There is an expectation of cultural acceptance, and typically training is provided to practitioners to increase their cultural sensitivity. Some aspects of the Ethical Code for Behaviour Analysts are inconsistent with cultural norms, and in some cases tediously so. As an example, small token gifts of appreciation are inherent in many cultures and professions, but completely forbidden in ABA practice. Language barriers often require the use of interpreters in the delivery of services; unfortunately, some interpreters bring cultural biases and put a cultural spin on the discussion that can impact service delivery. Further, the lack of professional designation for Behaviour Analysts in regulatory bodies makes them subject to institutional rules and policies that may conflict with our Code of Conduct.
During this session, content will be covered through discussion of ethical dilemmas and how to deal with “tricky” situations in a manner that is consistent with the Professional and Ethical Compliance Code for Behavior Analysts yet is practical in application. |
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Ethics in Third World Countries |
MOLLY OLA PINNEY (Global Autism Project) |
Abstract: It is common knowledge that there is an acute shortage of qualified behavior analysts in the world. According to the most recent numbers from the Behavior Analyst Certification Board (BACB), there are approximately 20,000 Board Certified Behavior Analysts (BCBAs) in the world; of those, only 8% live outside the U.S. With an estimated 70 million people around the world with Autism, this means that there are only 1/3 of 1% qualified experts available to meet this growing need.
As more and more organizations spring up that attempt to overcome this issue by putting in place systemic methods that can be self-sustaining, we must acknowledge that important culture and language differences significantly hamper the way behavior analysts are able to do their jobs in a manner that is consistent with the Professional and Ethical Compliance Code for Behavior Analysts.
As an example, when dealing with developing countries where commonly held belief is that a child with autism is “possessed,” questions arise regarding how must time a behavior analyst can and should spend educating parents and educators on non-technical skills when their primary “job” is to use their skills to change the lives of as many children with autism as possible and “every moment is priceless.”
Other growing dilemma is to determine what happens after the fact. Within a very compressed period of time, there is only so much training one can impart to people who will be actually doing the work. In the U.S. we are beginning to see standards and qualifications put in place for people who implement ABA. However, given the relative “prevalence” of qualified behavior therapists capable of supervising cases, ongoing training and case supervision is a means that we can use to maintain quality control. Outside the U.S., even developed countries do not have sufficient number of behavior analysts to make this model feasible. How do we solve this global dilemma in a manner that can generate immediate results while we look for a long-terms solution?
During this session, we will bring to light not only ethical situations facing the profession of behavior analytics but also begin a dialogue to create a paradigm shift that can affect global, long-term, sustainable change. |
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Walden Two and Beyond: Expanding the Scope of Applied Behavior Analysis |
Sunday, May 29, 2016 |
2:00 PM–2:50 PM |
St. Gallen, Swissotel |
Area: TPC/PRA; Domain: Translational |
Chair: Neal Miller (University of Memphis) |
Discussant: Amanda N. Kelly (BEHAVIORBABE (Hawaii)) |
CE Instructor: Neal Miller, Ph.D. |
Abstract: These papers will examine issues related to the growth of applied behavior analysis. As the field attempts to move beyond traditional areas of practice to address large-scale social problems, it raises both opportunities and challenges. The first paper will examine the relevance of Walden Two (Skinner, 1948) to the applied field, examining both similarities and differences in their scope and methods. It will suggest specific lessons that we might learn from re-examining the proposals within this utopian novel. The second paper will examine ways that behavior analysts might expand their impact by engaging social issues that have not been traditionally addressed by practitioners. Finally, our discussant will provide her own perspectives on these topics. |
Keyword(s): ABA, practice, Skinner, Walden Two |
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Applied Behavior Analysis and Walden Two: Revisiting Skinner’s Utopia |
NEAL MILLER (University of Memphis), Mallory Garrett (The University of Memphis) |
Abstract: In Walden Two (1948) B. F. Skinner described a utopian community in which the science of behavior analysis had been harnessed to improve peoples’ lives. Though this was a bold and ambitious work, at the time it was a purely speculative account. However, the field of Applied Behavior Analysis (ABA) is closely aligned to the purpose of this novel, and has contributed a significant body of research over the past 50 years. A comparison between the areas of application outlined in Walden Two and those currently being addressed by the field of ABA reveals both similarities and differences. We will examine a wide range of topics (from education and child-rearing to religion and government), and identify some that were addressed in depth in Walden Two, but have been largely neglected by our applied field. Finally, recommendations will be made for how the lessons of Walden Two might assist behavior analysts in meeting the challenges we face in our society. |
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Applied Behavior Analysis Beyond Autism: Finding Solutions to Important Societal Problems |
MOLLY BENSON (Hawaii Association for Behavior Analysis) |
Abstract: B. F. Skinner’s vision of how behavior analysis could be applied to tackle issues of major social significance represents the foundation of our profession. However, as a professional discipline, the practice of behavior analysis tends to be fairly restricted in terms of its scope and the type of populations it serves. One of the challenges facing behavior analysts is to apply the principles of our science to impact society’s problems. Given that there are so many areas of social significance that need to be addressed (e.g., economic disparity, social injustice, the threat of nuclear war, public health, and climate change), it would seem that the field of applied behavior analysis has significant potential for growth and change. In this presentation, we will examine some of the challenges that exists for behavior analysts in working on these societal problems, explore potential opportunities for growth in our field, and assess what kind of interventions may be required to impact change on a larger scale. |
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Advancing Social, Self-Advocacy, and Vocational Skills in Adolescents and Adults With Autism Spectrum Disorder |
Sunday, May 29, 2016 |
2:00 PM–3:50 PM |
Columbus Hall EF, Hyatt Regency, Gold East |
Area: AUT; Domain: Applied Research |
Chair: April N. Kisamore (Caldwell University) |
Discussant: Bridget A. Taylor (Alpine Learning Group) |
CE Instructor: April N. Kisamore, Ph.D. |
Abstract: There is little behavior analytic research on teaching social, self-advocacy, and job-related skills to adolescents and young adults with autism spectrum disorder (ASD). The current symposium includes four papers directed toward filling this gap in the literature. In the first paper, the authors piloted an assessment for evaluating job-related socials skills that are important for individuals with ASD to succeed in work environments. In the second paper, the authors evaluated the effects of behavioral skills training to increase the social play skills of adults with ASD who were teaching social play skills to children with ASD. In the third paper, the researchers evaluated the effects of a text prompt with a time delay on the self-advocacy of an adult with ASD. In the fourth paper, the authors examined the effects of teaching a problem-solving strategy to adolescents with ASD on solving common job-related problems. |
Keyword(s): Adolescents/Adults, Job-related Skills, Self-advocacy, Social Skills |
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A Pilot Clinic-Based Assessment for Evaluating Job-Related Social Skills |
BRIDGETTE WHITE (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Courtney Laudont (University of Houston-Clear Lake), Carolyn Grob (University of Houston-Clear Lake) |
Abstract: Many individuals with Autism Spectrum Disorders (ASD) have difficulties obtaining and maintaining employment, yet little research has been conducted on methods for evaluating and improving critical vocational skills. In this study, we developed and test-piloted a standardized assessment of job-related social skills for individuals with ASD by arranging conditions that simulated on-the-job experiences in a clinic setting. The experimenter contrived situations to assess a variety of work skills, including asking for help, asking for more materials, asking questions, notifying the supervisor when completed with a task, following written and vocal instructions, and responding to corrective feedback. A total of seven individuals, aged 16 to 27 years, have participated thus far. Results suggested that the assessment was useful for identifying specific social skills that could be targeted for intervention to increase success in the work environment. These findings add to the current literature by demonstrating an objective method for assessing a variety of job-related social skills under naturalistic conditions. |
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Teaching Social Play Skills to Adults and Children With Autism as an Approach to Building Rapport |
MOLLY SHIREMAN (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Conrad Hillman (University of Houston-Clear Lake) |
Abstract: Adults with autism spectrum disorder (ASD) have deficits in social skills that may impede their success on the job. As part of a vocational training program, three adults, aged 21 to 27 years, with autism spectrum disorders (ASD) and no intellectual disabilities were taught to increase the social play skills of children with autism. Behavioral skills training (BST) was effective in increasing social play skills of the adult. Additionally, social engagement of the children increased. Probes conducted throughout the study evaluated whether the play skills training impacted a measure of rapport between the adult and child. These rapport probes showed that play skills training increased levels of proximity, our measure of rapport, between the adults and children. These findings extend previous work on using BST to teach adults with ASD to implement behavioral procedures with children with autism and suggest that this type of training is potentially valuable for the future employment of individuals with ASD who desire a vocation as a behavioral technician. |
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Teaching an Adult With Autism Self-Advocacy Statements Using Time Delay |
Danielle Schatz (Alpine Learning Group), Erin Richard White (Alpine Learning Group), JAIME DEQUINZIO (Alpine Learning Group) |
Abstract: Little research has explored procedures for teaching adults with autism to make self-advocacy statements. The present study used a multiple probe design across stimulus categories to evaluate the effects of using a text prompt and time delay procedure on the acquisition and generalization of self-advocacy responses. A twenty-five year old adult with autism participated in the study. The participant was presented with situations that required a self-advocacy response (e.g., he asks for a soda and the instructor gives him water instead). During baseline, if the participant responded correctly, the instructor corrected the situation, and if the participant errored, the instructor did not correct the situation. During intervention, a text prompt was used to prompt a self-advocacy response for each situation, and upon a correct response, the instructor corrected the situation and provided reinforcement on the participants motivational system. Results extend the literature by showing an effective procedure for teaching an adult with autism self-advocacy responses. The percentage of independent self-advocacy responses increased for the participant when the text prompt and time delay procedures were introduced across the three baselines. Results also showed generalized responding to novel examples and materials for each situation presented. Future research should investigate these procedures with additional participants as well as explore teaching more advanced self-advocacy responses to adults with autism. |
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Effects of a Problem-Solving Strategy on the Independent Completion of Vocational Tasks by Adolescents With Autism Spectrum Disorder |
CINDY LORA (Caldwell University), April N. Kisamore (Caldwell University), Kenneth F. Reeve (Caldwell University), Dawn B. Townsend (Institute for Educational Achievement) |
Abstract: The purpose of this study was to evaluate the effects of teaching a problem-solving strategy on the independent completion of vocational tasks by four adolescents with autism spectrum disorder. The strategy was presented as a textual activity schedule in a binder and it was evaluated across three types of problem situations (missing items, broken items, mismatched items) and non-problem situations. Use of the problem-solving strategy in these situations was assessed with a multiple-probe-across-participants design. None of the participants were able to complete the vocational tasks when a problem (e.g., stapler missing when stapling packets) arose during baseline. Following introduction of the problem-solving strategy all four participants completed the tasks during problem scenarios and use of the problem-solving strategy generalized in the presence of vocational tasks not associated with teaching. |
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Recent Applied and Translational Research on Response Persistence |
Sunday, May 29, 2016 |
2:00 PM–3:50 PM |
Grand Ballroom EF, Hyatt Regency, Gold East |
Area: AUT/DDA; Domain: Applied Research |
Chair: Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Discussant: Duncan Pritchard (Aran Hall School) |
CE Instructor: Brian D. Greer, Ph.D. |
Abstract: The continuation of responding in the face of disruption (i.e., response persistence) is a desired outcome in many situations. For example, one goal of early intervention is to ensure that skills acquired in the clinic or home setting generalize and maintain when the student transitions to school. Conversely, persistent responding may be problematic if destructive behavior maintains when treatment is introduced. The presentations in this symposium focus on the factors that contribute to or mitigate against behavioral persistence in applied contexts. Dr. Joel Ringdahl will present on one way to increase the persistence of social skills exhibited by adults with developmental disabilities. Stephen Ryan will discuss reinstatement of appropriate communication responses following periods of extinction. Valdeep Saini will present on the effects of discriminability on persistence of responding during and following the use of time-based reinforcement schedules. Katherine Lichtblau will discuss differential levels of resurgence of destructive behavior following two forms of differential reinforcement. |
Keyword(s): Reinstatement, Response persistence, Resurgence |
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The Effect of Magnitude of Reinforcement on the Persistence of Social Skills Exhibited by Adults With Developmental Disabilities |
Erik Otte (Southern Illinois University), JOEL ERIC RINGDAHL (University of Georgia) |
Abstract: Several studies in the basic, translational, and applied literatures have demonstrated that the frequency with which reinforcers are delivered (i.e., reinforcement rate) can impact responses persistence. Additional reinforcer parameters, including magnitude of reinforcement, have also been demonstrated to impact response persistence. However, studies relevant to this topic have been conducted in basic laboratories using nonhuman (e.g., Nevin, 1974) and human (e.g., McComas, Hartman, and Jimenez, 2008) participants. Thus, the applied impact is unknown. In the current study, the effect of magnitude of reinforcement on the persistence of socially significant behavior exhibited by adults with mild disabilities was evaluated. Initially, a BST package that included a reinforcement component was used to teach conversation and job interview skills to young adults with developmental disabilities. Performance was scored in terms of percent of steps correct, according to task analyses. The BST packages were paired with either high magnitude of reinforcement or low magnitude of reinforcement, depending on baseline performance (i.e., high magnitude of reinforcement for the skill performed with relatively worse skill during baseline). Following acquisition of the skills, the BST package was discontinued, resulting in termination of the reinforcement contingency. Results indicated that the skill taught using the high-magnitude reinforcer persisted at relatively higher levels during the maintenance period (4 weeks of follow-up) for each participant, though performance remained above criterion regardless of reinforcer magnitude. |
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An Evaluation of Reinstatement of Appropriate Communication Following Extinction |
STEPHEN E. RYAN (The University of Iowa), Wendy K. Berg (The University of Iowa), Joel Eric Ringdahl (University of Georgia), Anna Ing (The University of Iowa), David P. Wacker (The University of Iowa) |
Abstract: Behavioral momentum theory provides a conceptual framework for the study of the recovery of previously extinguished operant behavior. Commonly referred to as treatment relapse, this is the failure to maintain treatment gains (i.e., reduction in problem behavior) when there is a change in conditions under which these gains were achieved. One treatment relapse paradigm previously examined in basic and applied research is reinstatement. Reinstatement of problem behavior has been shown to occur when functional reinforcers are delivered on a fixed-time schedule following extinction. Despite the utility of examining the reinstatement of problem behavior, demonstrations of reinstatement of other behavioral topographies (e.g., appropriate behavior) are rare. During the current study, an evaluation of reinstatement was conducted within an overall study of factors influencing the persistence of communication (Ringdahl, Berg, & Wacker, 2012; Grant R01 5R01HD069377-2). A 3-year-old male with a history of problem behavior maintained by positive reinforcement and communication difficulties was exposed to functional communication training (FCT) using two mands. FCT was followed by extinction of communication and fixed-time delivery of a functional reinforcer. Problem behavior was on extinction in all phases. Reinstatement of communication occurred and problem behavior decreased from the levels observed during the preceding extinction sessions. |
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Evaluating the Effects of Discriminability on Behavioral Persistence During and Following Time-Based Schedules of Reinforcement |
VALDEEP SAINI (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: Using a human-operant preparation and guided by Shahan and Sweeneys (2011) model of resurgence based on behavioral momentum theory (BMT), we evaluated a refinement to noncontingent reinforcement (NCR) designed to reduce persistence of problem behavior during NCR and mitigate response resurgence during extinction following NCR. The refinement involved increasing the saliency and discriminability of the change from contingent reinforcement (during baseline) to NCR, which BMT predicts should lead to faster reductions in target responding and decrease the likelihood of resurgence. We present data on four subjects, all of whom responded in ways predicted by BMT to varying degrees. Our results are discussed within a translational research framework and broader context of strategies used to mitigate treatment relapse for severe destructive behavior, as NCR is one of the most commonly prescribed interventions for destructive behavior displayed by individuals with intellectual and developmental disabilities. |
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Examining Resurgence of Problem Behavior Following Differential Reinforcement With and Without Extinction |
KATIE LICHTBLAU (Munroe-Meyer Institute, University of Nebraska Medical Center), Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: Nevin and Shahans (2011) Equation 7 of behavioral momentum theory (BMT) predicts that when all other variables are held constant, the rate of alternative reinforcement (Ra) predicts the degree to which responding recurs when disrupted. In the current investigation, we used extinction as a disruptor to evaluate levels of resurgence of problem behavior following two forms of differential reinforcement of alternative behavior (DRA) in which overall rates of reinforcement were equated. In one condition, reinforcement remained available for problem behavior, as well as for a communication response (i.e., DRA without extinction), whereas in the other condition, DRA was implemented with extinction, but we added noncontingent reinforcement to yoke the obtained rates of reinforcement to the DRA without extinction condition. Both DRA conditions suppressed rates of problem behavior with one individual, but we observed higher levels of resurgence following DRA without extinction. We discuss these results in light of BMT, as well as other treatments for problem behavior that do and do not involve terminating of the response-reinforcer relation. |
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Teaching Children Who Do Not Demonstrate Repertories Critical for Academic Success |
Sunday, May 29, 2016 |
2:00 PM–3:50 PM |
Roosevelt, Hyatt Regency, Bronze East |
Area: AUT/PRA; Domain: Translational |
Chair: Richard W. Malott (Western Michigan University) |
Discussant: Richard W. Malott (Western Michigan University) |
CE Instructor: Joseph T. Shane, B.A. |
Abstract: Applied behavior analysis has been rigorously demonstrated to be an effective approach to treating children with autism. A large number of studies have shown significant improvements in participants who received Discrete Trial Training (DTT). However, studies with many participants consistently report finding a group of students who fail to make much progress with the traditional Early Intensive Behavioral Intervention (EIBI) treatment package. A concern, therefore, of everyone providing early intervention should be to determine why these children do not make adequate progress. It is possible that the standard EIBI treatment package assumes that learners have prerequisite skills that some children do not demonstrate. Even the most basic skills require some level of environmental awareness and attending to relevant stimuli. For example, simple visual discrimination is a prerequisite skill for conditional visual discrimination. Simple and conditional discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills. It is also crucial to be able to identify effective reinforcers for each learner. This presentation consists of four studies, each of which addressed one of the following areas of concern for lower functioning students with autism: increasing vocalizations, teaching auditory and visual discriminations, and teaching imitation. |
Keyword(s): Discrimination Training, Echoic Training, Imitation, Matching-to-Sample |
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Increasing Vocal Behavior and Establishing Echoic Stimulus Control in Children With Autism |
JOSEPH T. SHANE (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: Many children with autism fail to demonstrate echoic behavior as early as their typically developing peers. Some also make very limited vocal sounds in general, remaining mostly mute aside from crying or engaging in stereotypy. Echoic skills demonstrate auditory discrimination and matching, and function as a beneficial, if not necessary, prerequisite for many other vocal-verbal skills. The purpose of this study was to develop an alternative echoic training procedure for primarily non-vocal children who did not demonstrate auditory discrimination in baseline. The intervention consisted initially of sessions in which any vocal sounds were reinforced. Then reinforcement schedules were manipulated to increase the variety of sounds each child made. This was followed by a simplified echoic protocol to establish auditory stimulus control, beginning with high-rate vocalizations. Echoic skills were tested prior to and throughout the intervention. This procedure was able to produce an echoic repertoire in two out of three participants. |
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Teaching Children With Autism Who Have Difficulty Mastering Auditory Discriminations |
SARAH LICHTENBERGER (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: Simple and conditional visual and auditory discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills (Green, 2001). When auditory discrimination is not under instructional stimulus control it can result in delayed acquisition of new skills and limit academic progress. The purpose of this study was to teach auditory discrimination to children with autism who had little-to-no progress on classroom procedures that required auditory discrimination, such as selecting an object from an array when given the name of the object as the instruction. Auditory discrimination will be taught starting with teaching a particular motor response in the presence of an environmental sound, then slowly introducing other sound and response pairings. The procedure will use a variety of teaching methods based on the learner's progress. Trial-and-error, shaping, and physical prompts will be used to aid in the acquisition of discrimination skills. |
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Simple and Conditional Visual Discrimination Training for Children With Autism |
BLAIRE MICHELIN (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: Numerous everyday living skills rely on an individual having an extensive conditional discrimination repertoire. Some children with autism show difficulty in acquiring conditional discriminations, which can lead to delayed progress through classroom curricula. Green (2001) stated that it has been demonstrated that teaching simple visual discrimination tasks help cultivate the development of more complex visual discriminations. Even though some children with autism show difficulty in acquiring conditional discriminations, these individuals can acquire conditional discriminations after training on simple visual discriminations. The purpose of this study was to teach two individuals with autism simple and conditional visual discrimination tasks. Once the simple discrimination procedure was mastered, a conditional visual discrimination procedure was implemented. Both children had previously mastered classroom matching-to-sample procedures, but the skills failed to maintain. Simple and conditional visual discrimination were taught using trial-and-error and within-stimulus prompts. |
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Using Shaping to Establish Imitative Repertoires |
JENNIFER LYNN MRLJAK (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: Some children with autism are unable to acquire imitation despite receiving applied behavior analysis therapy meant to teach that and other important repertoires. Many ABA programs utilize physical prompting hierarchies either as a component of the discriminative stimulus or the correction procedure after an error. But even after lengthy exposure to these teaching techniques some children still do not acquire imitative responses. This study evaluated the use of shaping as a method to establish imitative motor responses in children who were not demonstrating any imitative behaviors under the control of the model’s behavior. The primary differences from common teaching methods included reinforcing approximations to the target behavior and increasing the response requirements incrementally over time, in addition to increasing the duration of the model’s actions and fading that over time. Three participants acquired a variety of imitative responses. |
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Broad Applications of Programming for and Assessing Generalization for Individuals With Developmental Disabilities |
Sunday, May 29, 2016 |
2:00 PM–3:50 PM |
Columbus Hall GH, Hyatt Regency, Gold East |
Area: AUT/DDA; Domain: Applied Research |
Chair: Lauren K. Schnell (Caldwell University) |
Discussant: Eileen M. Roscoe (The New England Center for Children) |
CE Instructor: Lauren K. Schnell, M.Ed. |
Abstract: The symposium includes four studies on programming for and assessing generalization in individuals with developmental disabilities. The first presentation evaluated the effect of teaching tolerance responses to children with autism spectrum disorder (ASD) following training a functional communication request. Generalization was assessed with stimuli, settings, and caregivers not associated with treatment and the effects of treatment maintained up to 6 weeks. The second presentation examined several stimulus conditions under which vicariously reinforced responding might emerge by embedding probes within an experimental arrangement that included multiple exemplars. The third presentation evaluated behavior skills training to establish generalized safety responding in children with ASD. Multiple exemplars were taught to program for generalization to stimuli and settings not associated with training. The fourth presentation taught children with ASD to tolerate medical and dental procedures and determined the extent to which tolerance transferred to settings not associated with training. Collectively these studies provide support for the value of programming for and assessing generalization for individuals with developmental disabilities across a wide range of skill areas. |
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Improving Maintenance and Generalization While Teaching Children to Mand and Tolerate Delays to Mands |
JORDAN CHUSID (Regis College), Lauren Beaulieu (Regis College) |
Abstract: We evaluated the effects of teaching tolerance responses on problem behaviors using a multiple baseline design across participants design with two young children diagnosed with autism. After identifying the function of the problem behavior by conducing a functional analysis, we taught the children simple and complex functional communication responses (FCR). Afterwards, we introduced delay and denial tolerance training. Our dependent measures were (a) problem behaviors, (b) tolerance responses, (c) simple FCR, (d) complex FCR, and (e) percentage of the delay the child was independently engaged in an alternative activity. Generalization was assessed with novel stimuli, settings and caregivers. Maintenance was assessed through a 6 week follow-up. Our results suggested that there was an inverse relationship between tolerance responses and problem behaviors. Additionally, after the children learned FCRs, they were able to accept delays or denials to reinforcement and spend the majority of the delay engaged in a less preferred alternative activity. The effects generalized to novel settings and stimuli and the results maintained at a 6 week follow-up. |
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Effects of Multiple Exemplars and Embedded Probes on Vicariously Reinforced Responding |
HYPATIA BOLIVAR (University of Florida), Brian A. Iwata (University of Florida) |
Abstract: Vicarious reinforcement refers to an increase in ones behavior as a result of observing reinforcement delivered to a model, but in the absence of direct reinforcement delivered for imitation of the models response. We examined several stimulus conditions under which vicariously reinforced responding might emerge by embedding probes for vicariously reinforced responding within an experimental arrangement that included multiple training tasks (multiple exemplars) maintained by direct intermittent reinforcement. Four subjects attending a school for students with intellectual and developmental disabilities participated. Data for one subject showed maintenance and generalization of vicariously reinforced responding across three different probe tasks. Data for a second subject showed maintenance of vicariously reinforced responding on the first probe but no generalization to a second probe. Data for the remaining two subjects showed initial vicarious reinforcement effects but did not show maintenance on any probe. Implications for the applied use of vicarious reinforcement arrangements are described. |
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Teaching Safety Responding to Children With Autism Spectrum Disorder |
Margaret Rossi (Caldwell University), Jason C. Vladescu (Caldwell University), Kenneth F. Reeve (Caldwell University), Amy Gross (University of Minnesota), JESSIE NORTHGRAVE (Caldwell University) |
Abstract: Children have been taught to demonstrate a safety response when they encounter a dangerous stimulus using behavioral skills training (BST). However, little research has evaluated the usefulness of BST to teach safety skills to children with autism spectrum disorder (ASD). In the current study, we evaluated BST to establish a generalized repertoire of safety responding in children with ASD. Three categories of dangerous stimuli were identified and multiple exemplars were taught to program for generalization to stimuli and settings not associated with training. The three participants demonstrated an appropriate safety response after BST training across trained and untrained exemplars and settings. Additionally, responding to trained exemplars maintained up to four weeks following training. High levels of social validity were also found. These results suggest BST is a viable training approach for training individuals with ASD to demonstrate safety responding and results are discussed in light of previous studies. |
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Increasing Cooperation With Medical and Dental Procedures in the Natural Environment for Children With Autism |
CATHERINE K. MARTINEZ (University of Florida/Kaleidoscope Interventions), Iser Guillermo DeLeon (University of Florida) |
Abstract: Children with autism often engage in disruptive behavior (i.e., crying, refusal, aggression) at the doctor or dentist, preventing medical or dental personnel from completing routine procedures. Previous research has demonstrated that exposing clients to a hierarchy of systematic fading steps, while differentially reinforcing compliance, can effectively decrease disruptive behavior and increase cooperation with a variety of procedures, when conducted in a therapeutic setting. However, is it unclear if cooperation generalizes to the natural environment of the doctor or dentist. The purpose of this study is to teach children with autism to tolerate routine medical and dental procedures, without engaging in noncompliance or disruptive behavior, and determine the extent to which cooperation transfers to the natural environment of the childs primary care provider (i.e., doctor or dentist) via pre- and posttest. |
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Advancements in the Assessment and Treatment of Pediatric Feeding Disorders |
Sunday, May 29, 2016 |
2:00 PM–3:50 PM |
Crystal Ballroom C, Hyatt Regency, Green West |
Area: CBM/DDA; Domain: Translational |
Chair: Suzanne M. Milnes (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Discussant: Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center) |
CE Instructor: Cathleen C. Piazza, Ph.D. |
Abstract: When left untreated, pediatric feeding problems can result in poor weight gain, weight loss, malnutrition, dehydration, cognitive impairment, compromised immune function, and dependency on tube feedings (Cohen, Piazza, & Navanthe, 2006). Therefore, it is imperative that clinicians and researchers continue to develop effective treatment procedures and disseminate their findings to a larger audience. This symposium combines 4 data-based presentations on the assessment and treatment of pediatric feeding problems from 4 different programs: Munroe-Meyer Institute, University of North Carolina Wilmington, Marcus Autism Center, and University of Kansas. Following the 4 presentations, Dr. Cathleen Piazza (Munroe-Meyer Institute) will discuss the presentations and the implications of each presenters findings. The first presentation will focus on the use of applied behavior analysis to treat feeding problems in children with autism spectrum disorder. The second presentation will compare descriptive and functional analyses in the treatment of feeding disorders. The third presenter will discuss the use of alternative bite presentation methods in the treatment of expulsion and packing. The final presenter will discuss the use of response blocking to distinguish between motivational and skill deficits in pediatric feeding disorders. |
Keyword(s): feeding disorders, food refusal, food selectivity |
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Treatment of Feeding Problems in Children With Autism Spectrum Disorder: Applied Behavior Analysis Versus Wait-List Control |
VIVIAN F IBANEZ (Munroe-Meyer Institute, University of Nebraska Medical Center), Kathryn M. Peterson (University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: Children with autism spectrum disorder (ASD) often display feeding problems, and food selectivity, defined as consumption of a limited variety of foods (Schreck, Williams, & Smith, 2004), is the most commonly reported feeding problem. Results of studies have shown that treatments based on applied behavior analysis (ABA) are effective as treatment for feeding disorders in the general pediatric population (e.g., Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Volkert & Piazza, 2012). Although ABA treatments have empirical support for feeding problems, and ABA also has empirical support for the treatment of the core symptoms of ASD, there are no ABA randomized clinical trials with a well-defined cohort of children with ASD and food selectivity. We conducted a randomized clinical trial of ABA treatment of food selectivity in children with ASD relative to a wait-list control group. We randomly assigned 3 children to ABA and 3 children to a wait-list group and compared the effects of treatment in a multiple baseline design across novel, healthy groupings of foods. Results demonstrated that ABA treatment increased acceptance of all food groupings for all six children who participated in the study. |
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Comparison of Descriptive and Functional Analyses in the Treatment of Pediatric Feeding Disorders |
JESSICA ASHLEY KEANE (UNCW), Melanie H. Bachmeyer (University of North Carolina Wilmington), Catherine Elizabeth Graham (University of North Carolina Wilmington), Jessica Woolson (University of North Carolina Wilmington), Hannah Edwardson (University of North Carolina Wilmington), Sydney Ball (University of North Carolina Wilmington), Natalie Jones (University of North Carolina Wilmington) |
Abstract: Previous research on the correspondence between hypotheses derived from descriptive and functional analyses has shown mixed findings (e.g., Lalli et al., 1993; Lerman & Iwata, 1993; Thompson & Iwata, 2007). Further, studies comparing the relative effects of treatments matched to each hypothesis when results of these analyses do not correspond are scarce. To our knowledge, no studies to date have conducted a systematic comparison of descriptive and functional analyses outcomes in the treatment of pediatric feeding problems. Therefore, we compared the results of a descriptive analysis and caregiver- and therapist-conducted functional analyses of the inappropriate mealtime behavior of three children with feeding disorders. Then, using a reversal design, we compared treatments matched to the results of each analysis. Results of the descriptive and functional analyses did not correspond for any of the children. Results of the subsequent treatment evaluations showed that treatments matched to the functional analysis were more effective for all children. Interobserver agreement was collected on at least 33% of sessions. Agreement was above 80% for each child. Clinical implications of these findings will be discussed. |
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An Evaluation of Alternative Bite Presentations in the Treatment of Feeding Difficulties |
HAILEY ORMAND (Marcus Autism Center), Valerie M. Volkert (Marcus Autism Center), William G. Sharp (The Marcus Autism Center) |
Abstract: Interventions utilizing nonremoval procedures and reinforcement have yielded positive outcomes, including increased acceptance and decreased inappropriate mealtime behavior, in the treatment of feeding difficulties (e.g., Patel, Piazza, Martinez, Volkert, & Santana, 2002; Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Reed et al., 2004). However, challenging behaviors (i.e., expels, packs) often persist even after a bite is accepted. Alternative bite presentations, such as depositing bites with a flipped spoon or Nuk, are antecedent manipulations that have been shown to reduce these behaviors for children who are unsuccessful with bites presented on an upright spoon (e.g., Sharp, Harker, & Jaquess, 2010). The current study expands on past research examining alternative bite presentations by providing a review of pediatric cases from an intensive day-treatment feeding program to determine the frequency with which these presentations are utilized clinically. We will present descriptive information about the assessment and/or treatment protocols implemented with these individuals and summarize observed outcomes by topography. Finally, the implications of alternative bite presentations in the treatment of pediatric feeding disorders will be considered. |
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Using Response Blocking to Distinguish Between Motivational and Skill Deficits in Pediatric Feeding Disorders |
ALEC BERNSTEIN (University of Kansas), Danielle L. Gureghian (Garden Academy), Henry S. Roane (Upstate Medical University), Courtney Moore (University of Kansas), Pamela L. Neidert (University of Kansas) |
Abstract: Children typically gain the skills to appropriately feed themselves by the age of two years (Carruth et al., 2004). Those whose skills are delayed have statistically been shown to consume less nutrients (Carruth et al., 2004) and are at risk for both developmental and growth delays (Manikam & Perman, 2000; O?Brien et al., 1991). Though previous research has assessed a multitude of treatments for feeding delays and disorders (Cooper et al., 1995; Manikam & Perman, 2000; Piazza & Carroll-Hernandez, 2004), little research has evaluated whether such delays are maintained by motivational or skill deficits. The current study describes the treatment of age-inappropriate self-feeding skills for four children with developmental disabilities. Response blocking was used to determine whether the absence of appropriate self-feeding was a motivational or skill deficit. Results of response blocking for one child suggest a motivational deficit, whereas results for the other three children suggest a skill deficit. Results will be discussed in terms of response blocking as an assessment procedure as well as backward chaining as a procedure for increasing self-feeding skills. |