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The Urge to Smoke and the Urge to Urinate: Pavlovian Processes in Health-Related Behaviors |
Monday, May 27, 2019 |
8:00 AM–8:50 AM |
Hyatt Regency East, Ballroom Level, Grand Ballroom AB |
Area: DEV; Domain: Applied Research |
Instruction Level: Intermediate |
CE Instructor: R. Douglas Greer, Ph.D. |
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
KATHLEEN O'CONNELL (Teachers College, Columbia University) |
 Kathleen A. O’Connell, Ph.D., RN, FAAN, FABMR is the Isabel Maitland Stewart Professor of Nursing Education at Teachers College Columbia University. She received her PhD in Psychology from the University of Kansas and did a Postdoctoral Fellowship in psychology at Purdue University. She is a fellow of the American Academy of Nursing, the Association for Psychological Science, and the Academy of Behavioral Medicine Research. In her research on health behavior in diabetes, smoking cessation, and overactive bladder syndrome, she has applied various theories, including value expectancy theory, self-regulation theory, reversal theory, the theory of self-control strength, Pavlovian theory, and Pavlovian instrumental transfer. |
Abstract: Although it seems obvious that operant learning processes are important in the acquisition of addictive behaviors like smoking, I report on the importance of Pavlovian processes in the extinction of smoking and in the acquisition of urinary urge incontinence. Context is important in the extinction of behaviors. After responses to conditioned stimuli have been extinguished in one context, responding resumes when the organism enters a different context. Our work using ecological momentary assessment techniques showed that resisting urges to smoke is context-dependent and that using the stimulus control strategy of staying away from available cigarettes functions as an extinction context that does little to prepare ex-smokers for when they inevitably encounter a context with available cigarettes. Pavlovian processes are also responsible for the acquisition of some behaviors that contribute to pathological conditions, including the phenomenon of key-in-the-lock incontinence, which is cue-stimulated urinary urgency and incontinence when arriving at the entrance to one’s home. I will report our research on the effect of conditioned stimuli on daytime urinary urgency and nocturia, including the effect of displaying urge-related and neutral stimuli during urodynamic assessment of bladder contractions and during functional magnetic resonance imaging of the brains of individuals with urge incontinence. |
Target Audience: Researchers interested in Pavlovian processes in humans and researchers and clinicians interested in health behaviors. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain that extinction of conditioned stimuli is context-dependent, (2) discuss how stimulus control techniques may ultimately lead to relapse in addictive behaviors when individuals enter contexts where the stimuli are available, and (3) describe how Pavlovian processes are important in the acquisition of behaviors related to urinary urgency and incontinence. |
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When the Stars Align: Managing Behavior-Based Interventions in a Workplace Academic Unit |
Monday, May 27, 2019 |
8:00 AM–8:50 AM |
Hyatt Regency East, Ballroom Level, Grand Ballroom EF |
Area: OBM; Domain: Service Delivery |
Instruction Level: Intermediate |
CE Instructor: Douglas A. Johnson, Ph.D. |
Chair: Douglas A. Johnson (Western Michigan University) |
NELSON MILLER (Western Michigan University Cooley Law School,) |
Nelson P. Miller is a licensed lawyer and Associate Dean and Professor at the Grand Rapids campus of Western Michigan University Cooley Law School. He manages a campus academic unit of from 150 to 750 law students and 12 to 24 full-time faculty members, as part of a four-campus law school, while administering the law school’s public-university affiliation. He has published over forty books and many more book chapters and scholarly articles on law, legal education, managing firms, finances, and organizations, and related subjects. Dean Miller’s three-year project with Western Michigan University’s Instructional-Design Research Lab, implementing campus behavior-based reforms, resulted in publication of five books including Teaching Law: A Behavioral Approach and Preparing for the Bar Exam: Plans, Programs, Content, Conditions, and Skills, the latter with organizational-management expert Dr. Douglas Johnson. The Harvard University Press book What the Best Law Teachers Do recognized Dean Miller’s instruction. The State Bar of Michigan recognized Dean Miller with its Pro Bono Service Award, following substantial service to individual clients and to statewide and national professional organizations. He is a frequent speaker, blogger, and media commentator. |
Abstract: Workplaces challenge reform efforts to improve productivity and outcomes. While not unique in this respect, academic workplaces, especially those in higher education, present special challenges in getting faculty members to accept needed reforms, given faculty members’ high expertise and academic-freedom-based independence. This presentation, data-based in part, summarizes insights from a three-year research-lab-supported project implementing successful behavior-based reforms at one unit of a multi-unit organization. The reforms raised the unit’s critical outcome, graduate passage of a licensing exam, well above the organization’s other units. Passing a licensing exam is the organization’s primary validated outcome, the statistics for which it confirms as reliable for accreditation purposes. Under the positive influence of the project’s organizational-management initiative, half of the unit’s faculty members volunteered to participate in the reforms, and their participation further induced reforms by non-participating faculty members in the same unit. The project eschewed managing by policy and mandate in favor of recognition reinforcement, supportive change context, participant control and choice, evidenced-based practices, and knowledge showcasing. The project focused participants on the behaviors that they wished to induce and on measuring those behaviors, while fostering team approaches within a unit culture that inoculated participants against adverse conditions imposed centrally across the organization. |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) predict presenting problems; (2) propose potential solutions for implementing behavior-based improvements in a workplace academic unit, consistent with recognized behavior-analytic principles. |
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Theory of Mind in Autism: Parent Training in Narrative Book Reading to Improve Social Understanding |
Monday, May 27, 2019 |
9:00 AM–9:50 AM |
Hyatt Regency East, Ballroom Level, Grand Ballroom AB |
Area: AUT; Domain: Service Delivery |
Instruction Level: Intermediate |
CE Instructor: Nicole Heal, Ph.D. |
Chair: Nicole Heal (Margaret Murphy Center for Children) |
PATRICIA PRELOCK (University of Vermont) |
 Patricia Prelock, Ph.D., is Dean of the College of Nursing and Health Sciences, Professor of Communication Sciences & Disorders, and Professor of Pediatrics in the College of Medicine at the University of Vermont. Dr. Prelock coordinates parent training programs designed for caregivers of children with ASD and has been awarded more than 11 million dollars in university, state and federal funding as a PI or Co-PI to develop innovations in interdisciplinary training supporting children and youth with neurodevelopmental disabilities and their families, to facilitate training in speech-language pathology, and to support her intervention work in ASD. She has over 178 publications and 523 peer-reviewed and invited presentations/keynotes in the areas of autism and other neurodevelopmental disabilities, collaboration, IPE, leadership, and language learning disabilities. Dr. Prelock received the University of Vermont’s Kroepsch-Maurice Excellence in Teaching Award in 2000, was named an ASHA Fellow in 2000 and a University of Vermont Scholar in 2003. In 2011, she was named the Cecil & Ida Green Honors Professor Visiting Scholar at Texas Christian University and in 2015 Dr. Prelock was named a Distinguished Alumna of the University of Pittsburgh. In 2016, she received the ASHA Honors of the Association and in 2017 she was named a Distinguished Alumna of Cardinal Mooney High School. Dr. Prelock is a Board-Certified Specialist in Child Language and was named a Fellow in the National Academies of Practice (NAP) in speech-language pathology in 2018. She was the 2013 President for the American Speech-Language Hearing Association and is leading the development of the University of Vermont Integrative Health Program. |
Abstract: Theory of Mind (ToM) is understood as the ability to think about the thoughts, feelings, and intentions of oneself and others. Individuals with autism repeatedly fall behind on measures designed to test attribution of false beliefs, inference of others’ perspectives, beliefs, emotions, and motivations in varied social contexts, compared to their typically developing (TD) peers. This lecture will focus on a parent training intervention using book reading with scaffolded support to facilitate various aspects of ToM in children with autism spectrum disorder (ASD). |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define the theory of mind deficits typically observed in children with ASD; (2) describe at least two ToM outcome measures that can be used to assess change over time; (3) explain the value of parent training in supporting the social communication and social cognition of children with ASD; (4) identify at least two reasons that support the use of narrative book reading as an intervention for enhancing the ToM in children with ASD. |
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A Public Health Approach to Early Learning |
Monday, May 27, 2019 |
12:00 PM–12:50 PM |
Hyatt Regency East, Ballroom Level, Grand Ballroom CD South |
Area: VRB; Domain: Service Delivery |
Instruction Level: Intermediate |
CE Instructor: Einar T. Ingvarsson, Ph.D. |
Chair: Einar T. Ingvarsson (Virginia Institute of Autism) |
DANA SUSKIND (University of Chicago) |
Dana Suskind, MD, is Co-Director of the TMW Center for Early Learning + Public Health at the University of Chicago. A Professor of Surgery, she is Founder and Director of the Pediatric Cochlear Implant Program, and Founder and Director of Thirty Million Words. She received her MD at the University of Missouri-Kansas City School of Medicine.
At the TMW Center, she is working on advancing a novel public health approach to early learning which places parents at the center of their children’s language and cognitive development. Her research focuses on foundational brain development, with an overarching aim to affect a population-shift in the knowledge and the behavior of parents and caregivers in order to reduce the achievement gap and prevent early cognitive disparities at onset. Given the absence of any such tools in the field, she and her team developed a knowledge assessment tool, the Survey of Parent/Providers’ Expectations and Knowledge (SPEAK), which influences all three areas of her research: behavior change interventions, efficacy testing, and implementation scaling.
Her research includes numerous peer-reviewed publications, and national and international speaking engagements. Author of the book, Thirty Million Words: Building a Child’s Brain, she has been featured in The New York Times, The Washington Post, Crain’s Chicago Business, National Public Radio, and other national media outlets. |
Abstract: Dr. Dana Suskind is Co-Director of TMW Center for Early Learning + Public Health, Professor of Surgery and Pediatrics, and the Director of the Pediatric Cochlear Implant Program at the University of Chicago. Her research focuses on the role of parents and caregivers in foundational brain development, with an overarching aim to narrow the achievement gap and prevent early cognitive disparities at a population level. Dr. Suskind will share the observations that led her to create the TMW Center for Early Learning + Public Health. The Center develops evidence-based interventions that enable parents, caregivers, practitioners, and researchers to harness the power of language to impact early cognitive disparities particularly among children born into poverty. Dr. Suskind will discuss the science that drives her research and share excerpts of TMW curricula and study results. Additionally, she will highlight the need for a public health approach to early learning as well as the TMW Center’s upcoming community-wide rollout that will utilize existing social and health infrastructures to disseminate our suite of interventions and critical public health information within a single US city. |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the importance of early language exposure for foundational brain development; (2) define the 3 “Ts”: Tune in, Talk More, Take Turns; (3) discuss the importance of parent and caregiver engagement for children’s cognitive and language development. |
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