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| Employee of the Month, the Compliment Sandwich, and Mandatory Fun: What Works When Supervising Direct Service Staff |
| Friday, May 24, 2019 |
| 8:00 AM–11:00 AM |
| Swissôtel, Event Center Second Floor, Montreux 1 |
| Area: AUT/OBM; Domain: Service Delivery |
| CE Instructor: Diana Parry-Cruwys, Ph.D. |
| DIANA PARRY-CRUWYS (Regis College), JACQUELYN M. MACDONALD (Regis College), CATIA CIVIDINI-MOTTA CIVIDINI (University of South Florida) |
| Description: Challenges in supervising human services staff can include high turnover and emotional burnout. Recent research has helped to clarify how best to use performance management to provide training and feedback for direct service providers; however, logistical and environmental arrangements may continue to produce challenges in the proper implementation of these techniques. Those supervising direct service staff may also be considering how to incorporate reinforcement programs into their efforts toward staff retention. In this workshop, participants will review and practice strategies for training direct care staff and providing meaningful feedback. Additionally, recommendations on the use of reinforcement (both group and individual contingencies) will be reviewed and participants will have opportunities to devise potential reinforcement plans for their organizations based on current research. |
| Learning Objectives: • Participants will summarize evidence-based training practices for direct service staff. • Participants will practice providing effective feedback to direct service staff. • Participants will identify recommended reinforcement practices for effecting change and retaining staff in a human services setting. |
| Activities: The format of this workshop will include a review of the current research through lecture and video examples. Participants will also complete small group activities such as brainstorming, scenario review, and problem solving. Behavioral skills training will be used to teach participants to provide feedback according to best practice. |
| Audience: The target audience for this workshop is newer BCBAs (within the last 5 years) who are supervising RBTs and paraprofessionals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Direct Service, Staff Training, Supervision |
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| The Apprentice: An Innovative Approach to Meet the BACB’s Supervision Standards |
| Friday, May 24, 2019 |
| 8:00 AM–11:00 AM |
| Swissôtel, Concourse Level, Zurich E |
| Area: AUT/OBM; Domain: Service Delivery |
| CE Instructor: Breanne K. Hartley, Ph.D. |
| BREANNE K. HARTLEY (LittleStar ABA Therapy) |
| Description: Increased standards for supervision is needed for the betterment of the field. However, it is a challenge for organizations to meet these standards. Throughout the ages, experts in all trades have passed along their wisdom through apprenticeship opportunities. An apprenticeship model to mentor, educate, and train students on the science of human behavior will be discussed, including a summary of the model, typical supervision activities, and meeting schedules. In addition, the presentation will include billing considerations and general logistical issues associated within an apprenticeship model. |
| Learning Objectives: 1. Identify the key responsibilities in an apprenticeship model for BCBA supervisors 2. Identify the key responsibilities of the supervisees to gain fieldwork experience to become BCBA’s 3. Identify performance-based objectives relevant to what the supervisee will both experience and accomplish through the apprenticeship model |
| Activities: The workshop will include a combination of lecture, large group question asking as it relates to various supervision scenarios, and small group break-out discussions. |
| Audience: Intermediate audience. BCBAs who are new to supervising those pursuing board certification, and BCBAs and/or non-BCBAs who are leading ABA programs and looking for a better model in order to provide his/her employees with supervision strategies. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Part 1: Writing and Reviewing an Ethical Intensive Behavior Program |
| Friday, May 24, 2019 |
| 8:00 AM–11:00 AM |
| Swissôtel, Lucerne Ballroom Level, Lucerne 2 |
| Area: CBM/TBA; Domain: Service Delivery |
| CE Instructor: Karen R. Wagner, Ph.D. |
| KAREN R. WAGNER (Behavior Services of Brevard, Inc and TheBehaviorAnalyst.com), BETHANY DOWDING (Behavior Services of Brevard) |
| Description: This workshop is intended to advance skills relating to writing and reviewing Individual Behavior Plans for recipients with challenging behavior. Starting with provider self-evaluation regarding accepting a recipient, moving through authoring plans, and then reviewing those written by others, this is an active-participant workshop. Among topics to be covered; The "rules" in various areas for addressing dangerous and challenging behaviors, researching relevant legislation and policy obligations, determining agency policy for the use of restraint and/or restrictive procedures, and reviewing journals for efficacious interventions, will be covered. We will also review the ethical obligations of providing services to these difficult recipients, including the need for crisis management training when restraint "isn't used" in regular programming. Evaluating, training and supervising staff will be reviewed at length. Additionally, we will review obligations to the recipient, the family, the agency, and families who private pay. A peer-review system will be presented and evaluated by participants, as well as the need for experienced clinicians to have mentors of their own. Using a format for "old school" (non-computer generated) IBPs, and case studies, we will examine recommended components, organization, wordsmithing, effective data collection, and the importance of explicit, detailed, instructions. Attendance of Part 1 of this workshop includes 3 BACB supervision CE credits. |
| Learning Objectives: Participants will be able to identify behaviors that meet criterion for dangerous and challenging, intensive behaviors. Participants will be able to systematically format IBPs to allow consistency for all implementers, without software. Participants will be able to differentiate legal and ethical requirements when addressing intensive behaviors. Participants will be able to efficiently and effectively review IBPs for individuals with dangerous and challenging behavior. Participants will be able to give appropriate feedback to clinicians who are incorrectly authoring IBPs for intensive behaviors. |
| Activities: Workshop activities will include; lecture, participant self-evaluation, identification of policies and rules regarding restrictive procedures in various (participant) areas, using sample programs and videos to review, evaluate, and revise interventions. |
| Audience: This workshop is intended to inform experienced clinicians who are struggling with service provision for recipients with dangerous and challenging behavior, those BCBAs who are looking to refresh/expand their own behavioral repertoires, and those who find themselves supervising pre-certificants and established staff who are writing behavior plans for this challenging population. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): agency policy, Crisis Management, Ethics, Supervision |
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| Functional Assessment Consultation Support in Schools |
| Friday, May 24, 2019 |
| 8:00 AM–11:00 AM |
| Swissôtel, Concourse Level, Zurich C |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Edward J. Daly, Ph.D. |
| EDWARD J. DALY (University of Nebraska-Lincoln) |
| Description: This workshop will present a model for conducting school-based consultation which embeds functional-assessment into the process. The consultation model incorporates innovations not commonly used in functional assessment (direct academic assessment, observations of active responding, reinforcer validation, performance-deficit analysis, brief experimental analysis). The model follows a sequence of problem validation, treatment validation, and treatment evaluation. Protocols for the consultative interviews and the assessments will be shared with participants. The assessments involve curriculum-based measures, classroom observations of active responding, preference assessment, reinforcer validation, and brief experimental analysis. Guidance will be given in terms of how to conceptualize, structure, and interpret the results to present the consultee with evidence-based treatment options for classroom application. Research and case examples will be presented to illustrate each step of the process. |
| Learning Objectives: This session will help participants 1. integrate interview, observational data, basic skill assessment data, work samples, preference assessments, performance-deficit analyses, and brief functional analyses into the consultation process; 2. guide consultees in a strategic and structured decision-making process that prioritizes improving academic performance; 3. support teacher implementation of empirically derived treatments through antecedent control strategies and performance feedback; and 4. evaluate the results within cases to produce recommendations for future programming and across cases to examine the effectiveness of their own consultative services |
| Activities: The format combines lecture, guided practice with skill objectives, and group discussion. |
| Audience: This workshop is intended for an intermediate-level audience; that is, individuals who have skills in identifying principles of behavior, functional assessment (including descriptive assessment, preference assessment, and functional analysis), and who wish to learn how to apply them efficiently in the schools in a way that meets the typical concerns and priorities of school-based professionals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): academic intervention, behavioral intervention, Consultation, functional assessment |
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| Behavioral Leadership |
| Friday, May 24, 2019 |
| 8:00 AM–11:00 AM |
| Swissôtel, Concourse Level, Zurich D |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Natalie A. Parks, Ph.D. |
| NATALIE A. PARKS (Behavior Leader), ADAM E. VENTURA (Behavior Leader), ERICA CROWLEY (Invo-Progressus) |
| Description: Leadership is set of skills that effectively energizes followers to accomplish the mission of the company in an ethical manner. Unfortunately, many leaders are promoted due to their excellent technical skills without being provided any specific training in the skills of leadership. Behavior analysts have the specific skills necessary to motivate others, teach new skills, and maintain behavior over time; however, applying these skills organizationally can be difficult. Several questions emerge including: What is leadership in behavior analysis? Why is it important? Who can be a leader? and How do you shape the behavior of a behavior analysis leader? This workshop will discuss the Leadership in Behavior Analysis (LIBA) model and provide an outline for the ideal behavior analysis leadership formula so that you can achieve a high level of prominence within our field, establish a long-lasting positive legacy for everyone in your organization, and grow your organization. |
| Learning Objectives: 1. State the different components of the Leadership in Behavior Analysis (LIBA) model. 2. Complete the LIBA assessment and identify current leadership skills. 3. Conceptually analyze leadership in behavior analysis. 4. State how to write a vision, mission, and values that align with the BACB Code of Professional Conduct. 5. Pinpoint strategies and behaviors that will lead to best performance in followers. 6. Identify how to create a performance management system. |
| Activities: 1. Instructional Strategies Include: lecture, discussion, and completion of practice activities and assessments. 2. Workshop objectives will be met through completion of practice activities, completion of worksheets and assessments, feedback from presenters, and group discussion. |
| Audience: Behavior Analysts (BCBAs, BCBA-Ds, BCaBAs) |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Ethical Cultures, Leadership, Performance Management, Vision Mission |
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| Train the Trainer: Skills for Behavioral Staff Working With Caregivers |
| Friday, May 24, 2019 |
| 8:00 AM–11:00 AM |
| Swissôtel, Concourse Level, Zurich B |
| Area: OBM/TBA; Domain: Service Delivery |
| CE Instructor: Janet L. Montgomery, M.S. |
| JANET L. MONTGOMERY (ABA Technologies/Florida Tech), EVETTE A. BERARDI-COX (ABA Technologies; Florida Tech) |
| Description: While behavior practitioners are specifically trained in applying behavioral principles with client behavior, they often need additional training to train caregivers to apply these same principles with their children. This behavioral staff training workshop will provide tools for staff to provide to caregivers, consisting of specific behavioral skills and strategies based on Glenn Latham’s work, The Power of Positive Parenting (1994). This staff training includes common parenting problems, how to avoid them, and two caregiver tools. Attendees will participate in small groups while learning evidence-based skills. Participants will practice identifying applicable tools to scenarios. The workshop will be taught via lecture and Behavior Skills Training. This workshop is based on the Behavior Analysis Services Program which was funded by yearly grants in the Florida Child Welfare system from 2001 – 2008 with the lead author as one of the curriculum contributors. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Teach caregivers to identify common caregiver behaviors that result in ineffective outcomes. (2) Describe and teach the first two foundational behavioral caregiver tools taught in caregiver training sessions. (3) Given a scenario, be able to identify the specific caregiver behavioral tool that applies. (4) Implement the behavior skill training strategies used to train caregivers. |
| Activities: The workshop will include a lecture with presentation slides followed by specific skill instruction, modeling, rehearsal, and feedback with active individual participation in small groups. Supplemental handouts including skill checklists will also be provided. |
| Audience: Intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): caregiver training, parent training, parenting tools, staff training |
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| Behavior Analytic Social Skills Group Assessment and Skill Development |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Lucerne Ballroom Level, Alpine 1 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Laura Squiccimara, M.S. |
| LAURA SQUICCIMARA (Advances Learning Center; LEARN Behavioral), CATHERINE RUSSO (Advances Learning Center; LEARN Behavioral), HAZEL BAKER (Advances Learning Center; LEARN Behavioral), GINETTE WILSON BISHOP (Advances Learning Center; LEARN Behavioral), KATHERINE A. JOHNSON (Advances Learning Center; LEARN Behavioral) |
| Description: Teaching social skills in a group setting requires a multitude of skills: assessment of appropriate social skills, assigning clients to appropriate groups, planning prompting and reinforcement for a large caseload, staff training for targeted social skills support, and programming activities that are conducive to supporting social skills. This workshop will prepare participants to choose the best social skills assessment tools available, efficiently place students into groups conducive to optimal service delivery, individualize programming across a large caseload of learners, track skill development across semesters, train staff to implement skill acquisition procedures in a small-group setting, and assess staff’s procedural integrity and reliability of program implementation for a group of students. |
| Learning Objectives: Participants will be able to: 1. Choose assessment tools that are appropriate to students and settings. 2. Develop attainable social objectives for varied student profiles. 3. Identify common objectives or overlapping supporting activities to group students into effective learning clusters. 4. Program individualized prompt levels and reinforcement schedules while running an instructional activity with several students. 5. Facilitate activities that teach body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking. 6. Create systems to collect data on multiple students simultaneously and graph student data in a standardized and flexible way. 7. Take procedural integrity and reliability measures on social skills group leaders. |
| Activities: This workshop will alternate between lecture and hands-on activities. Participants will work in groups and individually to practice components of the outcome skills and receive feedback on their work products. |
| Audience: The intended audience includes: BCBAs who train staff to run social skills groups, Public school ABA professionals whose students participate in group social skills support, ABA professionals currently running social skills groups or wishing to run them in the future, Program directors planning to introduce or develop social skills groups at their practice |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): assessment, generalization, pragmatics, social skills |
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| Successful Inclusion Practices for Students With Autism Spectrum Disorder |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Concourse Level, Zurich A |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Sonja R. de Boer, Ph.D. |
| SONJA R. DE BOER (Remi Vista, Inc.) |
| Description: With widespread and effective early intervention for children with autism spectrum disorders (ASD) occurring, more and more children with ASD are also now being included in general education classrooms. But, educators, school administrators and behavior analysts are still struggling to figure out how to effectively educate and support these children in the general education classrooms. Thus, many children with ASD are not meeting their goals and objectives and struggle with maladaptive behaviors (e.g. disruptive behavior, off-task behavior) which result in pulling them out of the general education classroom. Many of these difficulties are due to the lack of preparation and ongoing coaching for the educators, school administrators and behavior analysts. This presenter/author will discuss the key components contributing to the success of inclusion of children with ASD, including the instructional and behavioral methods which must be considered and utilized with children with ASD in the general education environment. This training is taken from the presenter's book Successful Inclusion for Students with Autism: Creating a Complete, Effective ASD Inclusion Program. These strategies and techniques are ABA-based and include many checklists, data sheets, forms and handouts to use immediately upon return to your school or work place. |
| Learning Objectives: Therefore, as it concerns each child with ASD, with no regard to race, age, level of ability or amount of inclusion time he or she might be receiving in the general education classroom, each participant will depart from this workshop with the ability to: 1. describe the key components contributing to the success of an inclusion program; 2. utilize specific forms and checklists to ensure appropriate implementation of specific inclusion program components and implementation of strategies; 3. utilize specific data collection and evaluation methods for analyzing a student's progress and effectiveness of instructional and behavioral methods being utilized with a student; and 4. utilize a specific annual evaluation tool to analyze the effectiveness of an inclusion program. |
| Activities: Each participant will receive a booklet of checklists, forms, data collection sheets and specific handouts to use throughout the inclusion process. The workshop format is centered around the use of these tools to guide professionals through the inclusion process, thus workshop objectives are met through lecture, discussion, video demonstration of specific strategies and guided practice with forms, checklists and data collections tools through video observation. |
| Audience: Educational Professionals (teachers, inclusion facilitators, administrators, school psychologists) and Behavior Analysts (BCBA, BCaBA, RBT) working with students with ASD in both special education and general education school environments. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, general education, inclusion |
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| BITES®: A Behavioral InTEgrated with Speech Approach to Feeding Therapy |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Concourse Level, Zurich G |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Laura J. Seiverling, Ph.D. |
| LAURA J. SEIVERLING (Ball State University ), ELISE JUSKO (St Mary's Hospital for Children) |
| Description: Pediatric feeding problems are complex and often require a multi-disciplinary approach to assessment and treatment. The Behavioral InTEgrated with Speech approach, known as BITES, focuses specifically on how speech-language pathologists (SLPS) and Board Certified Behavior Analysts (BCBAs) can work together to assess feeding problems and develop interventions for them. With over 30 years of combined experience in the field of pediatric feeding disorders, Laura Seiverling, Psychologist and BCBA-D, and Elise Jusko, CCC-SLP, will draw from their own experiences working on a multidisciplinary feeding team together and will provide an overview of how cross-discipline collaboration between SLPs and BCBAs can look when it comes to both assessment and treatment of food selectivity, chewing, packing, rapid eating, tongue thrusts, dysphagia, food overstuffing, choking phobias, and self-feeding difficulties. Case examples will be provided for each of the feeding problems discussed. In addition, the presenters will review the various factors that may lead to a feeding problem and will provide an overview of typical feeding development. Content has peer reviewed, published support beyond those publications and other types of communications devoted primarily to the promotion of the approach. |
| Learning Objectives: 1. Participants will be able to describe typical feeding development 2. Participants will be able to identify the role of various disciplines involved in multidisciplinary feeding evaluations. 3. Participants will be able to identify common medical and environmental factors that may lead to a feeding problem. 4. Participants will learn the role of both SLPs and BCBAs in the BITES approach to assessment and intervention of pediatric feeding disorders. 5. Participants will learn how to collect baseline data and determine a starting point for feeding interventions. They will also learn how to collect data on various mealtime behaviors, graph child mealtime behavior, and how to write task-analyzed feeding protocols. 6. Participants will learn how to use behavioral skills training to train caregivers to implement feeding interventions. |
| Activities: Instructional strategies include: Lecture, video, small group activities, case examples, discussion, and role-play. |
| Audience: This workshop is appropriate for BCBAs and SLPs interested in learning more about feeding interventions and interdisciplinary collaboration. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): feeding intervention, interdisciplinary collaboration |
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| Providing Appropriate and Effective Sexual Education for Individuals With Autism Spectrum Disorder and Developmental Disabilities Through the Use of Behavior Analytic Assessment and Instruction |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Lucerne Ballroom Level, Lucerne 1 |
| Area: AUT/DDA; Domain: Applied Research |
| CE Instructor: Frank R. Cicero, Ph.D. |
| FRANK R. CICERO (Seton Hall University), SORAH STEIN (Partnership for Behavior Change) |
| Description: Treatment of sexual behavior is often difficult for behavior analysts to discuss however it is a topic that will be an issue for many individuals with autism and other developmental disabilities. Issues vary however are often related to deficits in social skills. ABA treatments can be effective in promoting appropriate behaviors of a sexual topography. This workshop will focus on ABA strategies useful for individuals with developmental disabilities including individuals on the autism spectrum. The workshop will begin with an overview of general issues regarding sexuality development as related to individuals with developmental disabilities. Consistent with ethical standards, a brief overview of the physiology of human sexual behavior will be provided so that behavior analysts can identify situations where medical issues may be present. We will then address problem sexual behavior through functional assessment and discuss replacement treatments based on function. We will then move into more specific topics which could be included within an ABA sexual education curriculum. Treatment strategies will include reinforcement-based shaping, video modeling, task analyses, picture activity schedules, scripts and script fading, and social stories. Empirically supported literature and data will be presented where applicable and available. Topics related to ethics and consent will be discussed. |
| Learning Objectives: 1. At the conclusion of the workshop, participants will be able to state common issues experienced by people with developmental disabilities and ASD as related to appropriate and problem behaviors of a sexual topography, 2. At the conclusion of the workshop, participants will be able to develop 2-3 teaching programs for skill acquisition of sexual behaviors using techniques and theories consistent with applied behavior analysis, 3. At the conclusion of the workshop, participants will be able to conduct a functional assessment of problem behavior as it relates to sexual expression and develop a behavior intervention plan based on the function, 4. At the conclusion of the workshop, participants will be able to list considerations associated with consent. |
| Activities: The workshop will consist of the following activities: 1. Didactic instruction by the presenters, 2. Group discussion, 3. Presentation and review of teaching materials, 4. Role play and practice of presented teaching procedures where applicable, 5. Sharing and discussion of research data |
| Audience: The current workshop content is geared towards the following audience: 1. Intermediate and advanced 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 an advanced behavioral background and work with individuals with developmental issues that have needs in the area of sexual behavior. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): sex education, sexual behavior |
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| Utilizing the Pretend Play and Language Assessment and Curriculum to Teach Play and Language Skills |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 1 |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Nancy J. Champlin, M.S. |
| NANCY J. CHAMPLIN (ACI Learning Centers), MELISSA SCHISSLER (ACI Learning Centers) |
| Description: Play is imperative to a child's development and is identified as one of the core deficits in children diagnosed with autism, often described as lacking in symbolic qualities and flexibility (Jarr & Eldevik, 2007). Evidence-based play interventions can positively impact future communication and language skills, cognitive functioning, as well as social interactions for individuals with autism and other developmental delays. Play should be an integral part of a child’s programming because of its importance to the child’s overall development (Wilburn, 2011). The purpose of this workshop is to train participants on how to utilize the Pretend Play and Language Assessment and Curriculum (PPLAC) to systematically assess and teach pretend play and language skills to children ages 2-7. The PPLAC is a behaviorally-based curriculum formulated from the typical developmental sequence of play and language and utilized to establish and expand a child's pretend play repertoire. The five elements of play including agent, object, category of play, advanced play, and the essential skills to sociodramatic play are identified and separated into teachable components. Data collected from research supporting the efficacy of the PPLAC as an effective assessment and curriculum will be presented. |
| Learning Objectives: 1. Participants will analyze the play actions and vocalizations of typically developing children during independent and sociodramatic play opportunities 2. Participants will assess the play and language skills of a child from a video example and create appropriate goals 3. Participants will demonstrate implementation of targets from each Stage in the Pretend Play and Language Assessment and Curriculum 4. Participants will demonstrate collecting and analyzing data for each Stage of play in the Pretend Play and Language Assessment and Curriculum 5. Participants will demonstrate initiating play, positioning appropriately, effective prompting, and providing feedback following a play opportunity |
| Activities: Workshop objectives will be met by alternating between didactic instruction, discussion, video modeling, and small group activities such as role play and practicing data collection. Participants will be provided with spiral bound workbooks including presentation notes and sample data sheets. |
| Audience: BCBA, BCaBA |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Language development, Pretend Play, Sociodramatic play |
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| What About Us?: Simple, Evidence-Based Practices for Middle and High School Students With Autism to Reduce Disruptive Behavior |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Third Floor, Bianco |
| Area: AUT/TBA; Domain: Service Delivery |
| CE Instructor: Laura Kenneally, Ed.D. |
| LAURA KENNEALLY (Advance Learning Center) |
| Description: Many middle and high school aged students with autism engage in a range of disruptive behavior, which severely limit their abilities to participate in typical family, school, and community activities. This workshop details several successful data-based case studies of public middle and high school students who learned to manage their disruptive behavior. These cases include decreasing aggression, self-injury, to near zero levels and maintaining for years. In addition, we will discuss toilet training a 15 year old. |
| Learning Objectives: The simple evidence-based interventions will be described using video, hands on activities, and a step-by-step visual manual in order to help parents, special educators, and BCBAs to enact these methods with their students quickly and easily. Participants are encouraged to bring their own cases to work in small groups to create strategies to use in their work settings. |
| Activities: The simple evidence-based interventions will be described using video, hands on activities, and a step-by-step visual manual in order to help parents, special educators, and BCBAs to enact these methods with their students quickly and easily. Participants are encouraged to bring their own cases to work in small groups to create strategies to use in their work settings. |
| Audience: special educators, and BCBAs, administrators |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Implementing Azrin and Foxx's Rapid Toilet Training Protocol in Your Applied Behavior Analysis Program |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Lucerne Ballroom Level, Alpine 2 |
| Area: DDA/EDC; Domain: Service Delivery |
| CE Instructor: Amanda Keating, Psy.D. |
| AMANDA KEATING (University of South Florida) |
| Description: While many children achieve successful toileting without intervention, others need additional support. Dr. Nathan H. Azrin and Dr. Richard M. Foxx published a variety of studies on toilet training typically developing children as well as children and adults with developmental delays. During this workshop, Azrin and Foxx’s Rapid Toilet Training method will be discussed and demonstrated in detail. The research to date will be reviewed including modified and abbreviated protocols. Within the workshop, participants will be provided child readiness tests, teaching protocols, and error correction methods. Sample data sheets and fidelity protocols will also be supplied. Attendees will walk away with everything they need to incorporate Rapid Toilet Training (RTT) into their applied behavior analytic practice. |
| Learning Objectives: 1. Identify readiness test components for RTT. 2. Demonstrate the teaching protocol. 3. Describe the RTT training phases with associated activities and time frames. 4. Demonstrate the error correction protocol. 5. Describe modifications that can be made to the RTT for children with autism or developmental disabilities. |
| Activities: Instructional strategies include: lecture, demonstration, small group breakout, and behavioral skills training. |
| Audience: This workshop is intended for business owners or direct service providers who are seeking to implement RTT within their service delivery. The direct service components require a knowledge of ABA methods as well as prompt fading to a degree beyond basic knowledge. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Toilet Training |
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| Part 1: Organizational Performance Engineering to Improve Client Outcomes |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Concourse Level, Currents |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Do you work as a program designer, staff trainer, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients' progress? Behavior analysis developed a powerful technology for helping people, but too many clients don't receive the benefits. Why not? The easy answer is that employees don't do what they are told. But the employees’ performance, just like their clients’ performance, is a product of their environment. Do employees have the resources, training, and management necessary to help their clients achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide their clients with the outcomes they want. The failure of clients to make adequate progress is not usually an individual employee performance problem, but a performance problem at the system process, and individual levels of the organization. This workshop will provide you with a set of tools to pinpoint organizational performance problems, analyze their causes, recommend the best solutions, solve the problems by designing and implementing solutions that might include more efficient resources, training, and management practices, and evaluate their effectiveness, efficiency, and return on investment. Please note: attendees must register for both part 1 and part 2 of this workshop. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Define desired client results and necessary performance, then measure and evaluate current client results, performance, and progress, using measures of frequency, celeration and 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: Do you work as a program designer, staff trainer, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients’ progress? This workshop will teach you how to improve the performance of your organization so that every client will make efficient progress. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): celeration efficiency, cross-functional process, organizational performance, pragmatism |
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| Beyond the Black and White: Ethics in Human Services |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 2 |
| Area: TBA/DDA; Domain: Service Delivery |
| CE Instructor: Ann B Beirne, M.A. |
| ANN B BEIRNE (Global Autism Project) |
| Description: The field of behavior analysis continues to grow in response to the need for high-quality services, as does the need for training in responsible practice. In a world that grows increasingly morally complex, how can behavior analysts maintain a high standard of ethics and what does “ethical responsibility” mean? In this live, in person workshop, we describe the expectations of ethical practice in behavior analysis and address the challenges of maintaining high standards for ethical behavior in a world where the “right” answers to our ethical questions may be elusive. Drawing upon over 20 years of clinical experience around the world, this workshop will encourage you to ask better questions rather than looking for simple answers. We’ll discuss: “Levels of goodness”: what does “goodness” really mean? Relative and absolute ethics, and when the use of each is appropriate Professionalism as an objectively defined response class: how to engage in it and how to recognize it in others How to engage in ethical practice with colleagues and families |
| Learning Objectives: Identify “levels of goodness” Define relative and absolute ethics The Professional and Ethical Compliance Code® as task analysis Describe the case for absolutism Describe the case for relativism Identify challenges of ethical practice with clients and families Identify ways to meet and overcome these challenges Identify challenges of ethical practices as individuals and with colleagues |
| Activities: Lecture Discussion Active student responding |
| Audience: Intermediate: BCBAs and BCaBAs |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): ethics, human services, professionalism |
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| Simplivise Training: Training the Trainer on How to Simplify Training and Supervision Through the Use of Evidenced-Based Training Strategies |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Event Center Second Floor, Arosa |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Yendri Diaz, M.A. |
| YENDRI DIAZ (Skillometry Inc.) |
| Description: Recently, the number of behavior analysts in our field has increased significantly. However, as an unintended side effect, many practitioners are receiving less frequent and lower quality training and supervision. Moreover, training and supervision programs tend to be cumbersome and do not incorporate evidenced-based practices often times resulting in ineffective application of behavioral services. Establishing effective training and supervision protocol within an ABA practice is critical to its success. This workshop is designed to develop more effective trainers and supervisors within ABA organizations across learning environments. This workshop will demonstrate how to incorporate Behavioral Skills Training (BST), Precision Teaching (PT), and digital technology into a simplified training and supervision program that develops and maintains critical skills for effective ABA services. The workshop will cover training and supervision in online and in-person environments. The workshop will consist of three phases: Phase one will include an instructional design segment where attendees will learn how to create an evidenced-based training program. The second phase will involve teaching attendees how to train and supervise staff utilizing a unique blend of BST, PT, and digital technology. Lastly, the workshop will prepare attendees to maintain skill repertoires through simplified supervision and digital technology. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Identify and define evidence-based training and supervision strategies 2. Develop an outline for training and supervision content using evidence-based strategies 3. Identify and set goals for trainers, supervisors, and their learners 4. Identify how to measure quality and effectiveness of their training and supervision 5. Plan for maintenance of skills through supervision |
| Activities: Activities: Workshop objectives will be met using behavioral skills training through the following activities: 1. Instructor presentation and group discussion 2. Individual and small group guided practice 3. Individual and small group competency building exercises |
| Audience: Audience: Workshop target audience is ABA Clinical and Training Managers, Supervisors, and BCBAs |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Recent Developments in Relational Frame Theory: Implications for Clinical Behavior Analysis |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Concourse Level, Zurich F |
| Area: VRB/CBM; Domain: Applied Research |
| CE Instructor: Dermot Barnes-Holmes, Ph.D. |
| DERMOT BARNES-HOLMES (Ghent University), YVONNE BARNES-HOLMES (Ghent University), CIARA MCENTEGGART (Ghent University) |
| Description: The workshop emerges from what is currently the largest single grant awarded for RFT-focused research. The overarching aim of the workshop will be to build and strengthen the much-needed links between basic experimental models of human psychological suffering and their treatment, on the one hand, and the theoretical and conceptual analyses that are emerging from mindfulness-based cognitive-behaviour therapies, such as ACT, on the other hand. The workshop will be divided into 3 parts. Part 1 will involve an introduction to RFT, focusing on its basic concepts and how it provides a bottom-up account of human language and cognition, with a particular focus on how it explains human psychological suffering. Part 2 will examine “cutting-edge” developments in RFT, focusing on the Hyper-Dimensional Multi-Level (HDML) framework for analyzing the dynamics of arbitrarily applicable relational responding (AARR). Part 3 will illustrate how RFT, and in particular the HDML framework, may be used to facilitate links between basic experimental models of human psychological suffering and their treatment in Clinical Behavior Analysis. |
| Learning Objectives: • Attendees will be able to list and explain the basic concepts in RFT, and to give examples of how RFT has been used to help explain particular instances of human psychological suffering. • Attendees will be able to describe “cutting-edge” developments in RFT, especially the Hyper-Dimensional Multi-Level (HDML) framework. • Attendees will be able to provide examples of how RFT and the HDML framework can help in the behavioral assessment and treatment of psychological suffering. |
| Activities: Lecture, discussion, small group breakout |
| Audience: The target audience will have basic training in behavior analysis |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): RFT |
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| Assessment to Intervention With the Verbal Behavior Stimulus Control Ratio Equation |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Event Center Second Floor, Lugano |
| Area: VRB/AUT; Domain: Service Delivery |
| CE Instructor: L L Mason, Ph.D. |
| ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio), L L MASON (Univ of Texas at San Antonio) |
| Description: Skinner (1957) writes, "It is my belief that something like the present analysis reduces the total vocabulary needed for a scientific account." In many ways, then, this seems to me to be a better way of talking about verbal behavior" (p. 456). Language is a much sought after, yet elusive subject matter for scientific investigation. Skinner (1957) proposed that language fell within the scope of a science of behavior, and was therefore open to functional analysis and interpretation. Over the past 60 years, much has been done to further the scientific explanation, prediction, and control of verbal behavior as a function of environmental variables. This workshop provides a hands-on approach to conducting the Verbal Behavior Stimulus Control Ratio Equation (SCoRE), and analyzing the results of this assessment for developing individualized treatment plans for individuals with autism and other language disorders. Specifically, we describe language as a continuous variable, and explain procedures for assessing and remediating verbal behavior deficits. The procedures described in this workshop are empirically supported (Lerman et al., 2005; Mason & Andrews, 2014), and conceptually systematic with a behavior-analytic approach to language assessment and intervention (Mason & Andrews, 2018). |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a verbal operant analysis; (3) develop individualized treatment objectives from a stimulus control ratio; and (4) demonstrate the process for transferring stimulus control across verbal operants. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning. |
| Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): control ratios, referent-based instruction, VB SCoRE, verbal behavior |
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| Providing Behavior Analytic Interventions in a Trauma-Informed Environment: Enhancing Supervision, Assessment and Risk Analysis |
| Friday, May 24, 2019 |
| 8:00 AM–3:00 PM |
| Swissôtel, Concourse Level, Geneva |
| Area: CBM; Domain: Service Delivery |
| CE Instructor: Teresa Camille Kolu, Ph.D. |
| TERESA CAMILLE KOLU (Cusp Emergence) |
| Description: Behavior analysts are increasingly tasked with providing or supervising "trauma-informed behavior support", with persons with severe aversive histories and backgrounds. These conditions require effective systems support, collaboration and risk documentation and analysis, as well as the rigorous application of behavior analysis in a setting often unfamiliar with it. Behavior analysts attempting to expand their boundaries of competence may find themselves having violated our field’s own Professional and Ethical Compliance Code, if not familiar with the important ethical and legal standards specific to this sensitive population. Workshop participants will be supported using a variety of tools and practices firmly rooted in the literature, to create their own package of “trauma-informed” resources upon leaving the workshop. Participants will practice in a variety of ways including applying roleplay, modeling, and feedback to realistic scenarios and case studies, applicable across settings from collaborations with social services and educational settings to clinical, medical, and mental health environments. Strategies and tools will be demonstrated for supervisor level behavior analysts interested in taking these resources immediately into their practice settings, enhancing their supervision, risk analysis, assessment documentation, and treatment. |
| Learning Objectives: 1. State factors that help determine whether a client with "traumatic background" is within our boundary of competence, related to their repertoire, needs, and risks 2. Provide examples operationalizing and translating terms used in trauma informed teams, to insure appropriate collaboration and communication with non behavioral team members 3. State ethical components of effective supervision, documentation, assessment and treatment for cases involving significant adverse experiences, consistent with the Professional and Ethical Compliance Code |
| Activities: Instructional strategies include lecture, tool demonstration, guided practice, roleplay, and group discussion. |
| Audience: Advanced |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): aversive conditioning, ethics, supervision, trauma-informed |
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| Standing up for Science: Ethical Challenges and Opportunities for Behavior Analysts in the Autism Community |
| Friday, May 24, 2019 |
| 12:00 PM–3:00 PM |
| Swissôtel, Concourse Level, Zurich C |
| Area: AUT/CSS; Domain: Service Delivery |
| CE Instructor: David A. Celiberti, Ph.D. |
| DAVID A. CELIBERTI (Association for Science in Autism Treatment) |
| Description: There are literally hundreds of interventions for autism, although the vast majority of these lack any scientific support. Unfortunately, approaches that are not grounded in science prevail in many schools and centers, fringe treatments are afforded widespread media coverage distracting consumers and separating individuals with autism from science-based intervention such as ABA, and the internet is filled with misinformation and unsubstantiated claims. This presents ethical challenges and opportunities for behavior analysts. Science and scientific methods are not only relevant to discussions surrounding autism treatment selection but should serve as the foundation upon which treatments should be chosen, implemented, and evaluated. This workshop will highlight the role that behavior analysts can play in helping consumers, consultees, supervisees and other colleagues choose interventions, implement those interventions with high degrees of fidelity and transparency, as well as in objectively evaluating outcomes. Strategies for promoting science and the scientific method in both practice and in communication will be discussed throughout the workshop. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. identify and describe red flags in autism treatment, common media misrepresentations and diverse perspectives on treatment selection and explain the ethical concerns that result; 2. demonstrate a broader conceptualization of how the tenets of applied behavior analysis can be both a model and a framework for delivering science-based education and treatment regardless of discipline and highlight the implications conceptually and procedurally; 3. describe challenges for behavior analysts related to interdisciplinary collaboration, consumer education, and interacting with members of the media community and describe strategies for avoiding or reducing the impact of these challenges; 4. identify specific and sustainable contributions that can be made to promote science in the treatment of autism across disciplines, within interactions with the media community and consumers |
| Activities: Instructional strategies will include lecture, small group exercises, and follow up feedback and discussion. Original source material from the media will be incorporated in the exercises. |
| Audience: The workshop level is intermediate but would be suitable for behavior analytic teaching faculty, BCBAs involved in supervision and consultation, as well as BCBAs working with multi-disciplinary teams. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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 Improving Work Culture: Happier Staff and a More Productive Organization |
| Friday, May 24, 2019 |
| 12:00 PM–3:00 PM |
| Swissôtel, Concourse Level, Zurich E |
| Area: AUT/OBM; Domain: Service Delivery |
| CE Instructor: Jill E. McGrale Maher, M.A. |
| JILL E. MCGRALE MAHER (Massachusetts Preparatory Academy for Children ), COURTNEY MAHER (Michigan State University ), BRITANY MELTON (Endicott College), IAN MELTON (Endicott College, Riverbend Behavioral Health) |
| Description: A great workplace culture can appear to be rare–and creating one is elusive and near impossible for some organizations. People are often frustrated by their culture, many describing their workplace as being dominated by negative and toxic personalities, with underhanded and manipulative infighting that stifles work production, retention, and overall happiness of staff. The literature to date focuses in the areas of improving work safety (DeJoy, 2005), organizational change (Meyer, et al, 2002; Smirclch, 1983) and effective leadership (Geller, 2015; Krapfl, 2015), with minimal practical guides for managers or organizations for how to define, measure, and improve work culture in a systematic fashion (Reid, 2016) in applied settings. This workshop will provide practical and easy to implement strategies to improve culture. |
| Learning Objectives: Participants will: 1. Define work an exemplary work culture 2. Discuss why a “healthy” work culture is important 3. Define and identify at least 3 ways to improve work culture both organizationally and clinically 4. Identify specific training and supports required for Behavior Analysts and Supervisors 5. Operationally define a minimum of 3 specific staff and client behaviors that collectively yield improved work culture 6. Define and measure staff happiness 7. Discuss outcomes of staff happiness 8. Identify 3 “take homes” |
| Activities: Instructional strategies include: lecture, discussion, small group breakouts |
| Audience: Supervisors, BCBAs, and Administrators of agencies, organizations, schools providing services to clients with autism spectrum disorder and other developmental disorders. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Part 2: Writing and Reviewing an Ethical Intensive Behavior Program |
| Friday, May 24, 2019 |
| 12:00 PM–3:00 PM |
| Swissôtel, Lucerne Ballroom Level, Lucerne 2 |
| Area: CBM/TBA; Domain: Service Delivery |
| CE Instructor: Karen R. Wagner, Ph.D. |
| KAREN R. WAGNER (Behavior Services of Brevard, Inc and TheBehaviorAnalyst.com), BETHANY DOWDING (Behavior Services of Brevard) |
| Description: This workshop is intended to advance skills relating to writing and reviewing Individual Behavior Plans for recipients with challenging behavior. Starting with provider self-evaluation regarding accepting a recipient, moving through authoring plans, and then reviewing those written by others, this is an active-participant workshop. Among topics to be covered; The "rules" in various areas for addressing dangerous and challenging behaviors, researching relevant legislation and policy obligations, determining agency policy for the use of restraint and/or restrictive procedures, and reviewing journals for efficacious interventions, will be covered. We will also review the ethical obligations of providing services to these difficult recipients, including the need for crisis management training when restraint "isn't used" in regular programming. Evaluating, training and supervising staff will be reviewed at length. Additionally, we will review obligations to the recipient, the family, the agency, and families who private pay. A peer-review system will be presented and evaluated by participants, as well as the need for experienced clinicians to have mentors of their own. Using a format for "old school" (non-computer generated) IBPs, and case studies, we will examine recommended components, organization, wordsmithing, effective data collection, and the importance of explicit, detailed, instructions.Attendance of Part 2 of this workshop includes 3 BACB ethics CE credits. |
| Learning Objectives: Participants will be able to identify behaviors that meet criterion for dangerous and challenging, intensive behaviors. Participants will be able to systematically format IBPs to allow consistency for all implementers, without software. Participants will be able to differentiate legal and ethical requirements when addressing intensive behaviors. Participants will be able to efficiently and effectively review IBPs for individuals with dangerous and challenging behavior. Participants will be able to give appropriate feedback to clinicians who are incorrectly authoring IBPs for intensive behaviors. |
| Activities: Workshop activities will include; lecture, participant self-evaluation, identification of policies and rules regarding restrictive procedures in various (participant) areas, using sample programs and videos to review, evaluate, and revise interventions. |
| Audience: This workshop is intended to inform experienced clinicians who are struggling with service provision for recipients with dangerous and challenging behavior, those BCBAs who are looking to refresh/expand their own behavioral repertoires, and those who find themselves supervising pre-certificants and established staff who are writing behavior plans for this challenging population. |
| Content Area: Practice |
| Instruction Level: Advanced |
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| Improving Applied Behavior Analysis Services With Functional Analytic Psychotherapy: Creating Meaningful Relationships With Stakeholders |
| Friday, May 24, 2019 |
| 12:00 PM–3:00 PM |
| Swissôtel, Event Center Second Floor, Monte Rosa |
| Area: CBM/VRB; Domain: Service Delivery |
| CE Instructor: Yors A. Garcia, Ph.D. |
| YORS A. GARCIA (The Chicago School of Professional Psychology), AMANDA M MARTINEZ (University of Nevada, Reno ) |
| Description: ABA has developed well-grounded procedures to improve individual’s lives. One recurrent difficulty when providing ABA services is the ability to increase treatment adherence, working with intense emotional responses, and dealing with issues that have been traditionally outside of the behavior-analytic domain such as compassion, mindfulness, clinical-client relationship and acceptance. Functional Analytic Psychotherapy (FAP) is a behavioral-analytic therapy that focuses on improving interpersonal functioning and social connection. FAP assumes relationships are bidirectional and dynamic; and therefore, listener’s and speaker’s behavior need to be approached to create a meaningful and collaborative interaction. In this order, FAP utilizes behavioral procedures such as shaping, modeling, and discrimination training to promote emotional tacting, interpersonal manding, and effective discrimination of interpersonal repertoires. This workshop seeks to teach ABA providers how to use FAP procedures. For example, identify clinically relevant behaviors, notice how their own interpersonal repertoires affect their relationship with clients, evoke problem behaviors and improvements in-session, and reinforce stakeholders interpersonal behaviors with the aim of improving therapeutic outcomes and treatment adherence. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe personal’ and stakeholders’ interpersonal behaviors that aid to improve treatment adherence, (2) Apply behavior-analytic procedures to improve interpersonal behaviors and build collaborative relationships with stakeholders, (3) Combine behavior-analytic and FAP procedures to maximize clinical outcomes in parents, staff, and children, (4) Demonstrate in vivo how to implement the skills learned in the workshop with clients. |
| Activities: Workshop activities will include lecture, demonstration, experiential exercises, role-play, and discussion. Participants will be provided with copies of powerpoint slides, exercises, and a list of suggested readings. |
| Audience: Participants should include behavior analysts, psychologists, mental health professionals, social workers, counselors, administrators, teachers, and direct care staff. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): FAP, Functional Assessment, Therapeutic Relationship, Verbal Behavior |
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| Risk-Benefit Analysis of Treatments for Severe Problem Behaviors |
| Friday, May 24, 2019 |
| 12:00 PM–3:00 PM |
| Swissôtel, Concourse Level, Zurich B |
| Area: DDA; Domain: Service Delivery |
| CE Instructor: Nathan Blenkush, Ph.D. |
| NATHAN BLENKUSH (Judge Rotenberg Educational Center), DYLAN PALMER (Judge Rotenberg Educational Center and Simmons College), Joseph Tacosik (Judge Rotenberg Education Center), JASON CODERRE (The Judge Rotenberg Educational Center) |
| Description: Behavior analysts are often part of multidisciplinary teams that treat patients with severe problem behaviors that are refractory to typical interventions. Professionals within and between disciplines do not always agree on the most appropriate treatment approach for a given person. However, there is general agreement that those providing treatment should provide the most effective and least restrictive interventions available. Unfortunately, risk perception and bias sometimes influence decision making to the detriment of the person receiving treatment. Here, we review decision analysis tools that may help inform decisions made by behavior analysts and interdisciplinary teams when treating severe problem behaviors. We review ethical, legal, and regulatory policies that must be considered in relation to treating people with severe problem behaviors. |
| Learning Objectives: 1. Participants will be able to describe the elements of at least two decision analysis tools associated with treatment selection. 2. Participants will identify at least three potential fallacies or biases associated with risk and clinical decision making. 3. Participants will evaluate at least two treatments using a risk benefit approach. |
| Activities: The format combines lecture, application of decision analysis, and group discussion. |
| Audience: Behavior analysts, psychologists, and other professionals who are often confronted with people who emit severe problem behaviors refractory to typical interventions. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): Decision analysis, Risk Perception, Treatment evaluation |
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| Improving Postive Classroom Behavior Support Through Applied Behavior Analysis |
| Friday, May 24, 2019 |
| 12:00 PM–3:00 PM |
| Swissôtel, Event Center Second Floor, Montreux 1 |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Robert F. Putnam, Ph.D. |
| ROBERT F. PUTNAM (May Institute), WHITNEY L. KLEINERT (May Institute) |
| Description: This workshop will provide behavior analysts a review of the research on evidenced based practices in classwide behavior support (Simonsen & Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include: 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity. |
| Learning Objectives: Participants will learn how to: 1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced based classroom-wide behavior support practices; 3) a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) instructional and behavior support practices that establish more effective interactions between teachers and students and increase on task behavior. |
| Activities: Sample workshop activities include: Instructional strategies include lecture, discussion and small group breakout Workshop objectives will be met through a balanced presentation of lecture, guided practices of the use of a number of assessment instruments and classroom behavior support form. Participants will have an opportunity to engage in discussions with other behavior analysts, analyze sample data, draw conclusions about relevant classroom-wide interventions, and role play the direct instruction (e.g., performance feedback) provided to teachers. |
| Audience: Behavior analysts who provide training and consultation to school teachers or other educational paraprofessionals |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Lead Like a Champion |
| Friday, May 24, 2019 |
| 12:00 PM–3:00 PM |
| Swissôtel, Concourse Level, Zurich D |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Natalie A. Parks, Ph.D. |
| NATALIE A. PARKS (Behavior Leader), ADAM E. VENTURA (Behavior Leader), ERICA CROWLEY (Invo-Progressus) |
| Description: Even with the best planning and structure, there are times that things go wrong. Correct diagnosis of performance problems is essential to identifying the right solution. Additionally, feedback, although a natural part of our existence that helps to shape and maintain our daily behavior, is a very commonly used intervention for performance in a variety of different settings from for-profit and non-profit corporations to institutions of higher learning. However, the definition, form, and function of feedback have been widely disputed throughout the years despite a regular propensity for its use. This workshop will provide the steps to follow when diagnosing performance problems and examine some past and current organizational behavior management (OBM) literature on feedback. It will propose a new operational definition for feedback from a behavior analytic perspective. Furthermore, we will discuss why feedback is important and how to deliver AND accept feedback effectively and ethically. |
| Learning Objectives: 1. Learners will state the steps to follow when diagnosing performance problems. 2. Learners will identify at least one strategy that can be used for each type of performance problem. 3. Learners will identify the definition of feedback. 4. Learners will state why the use of feedback is important. 5. Learners will implement feedback effectively and ethically. 6. Learners will accept feedback effectively. |
| Activities: 1. Instructional strategies include: lecture, discussion, practice and feedback 2. Workshop objectives will be met through a balance of lecture, discussion, completion of activities, practice, feedback and coaching of skills discussed. |
| Audience: Behavior Analysts (BCBAs, BCBA-Ds, BCaBAs) |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Ethical Culture, Feedback, Leadership, Performance Diagnostics |
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| Closed Meeting: Special Interest Group Leadership Training |
| Friday, May 24, 2019 |
| 12:30 PM–3:30 PM |
| Hyatt Regency West, Ballroom Level, Regency Ballroom B |
| Chair: Michael J. Dougher (University of New Mexico) |
| Presenting Authors: |
ABAI is pleased to offer a Leadership Training Session for officers of ABAI Special Interest Groups (SIGs) for the purpose of providing strategies for guiding the growth of SIGs and providing services to members and constituents. This training is for SIG leaders only. Although the SIG training is free for up to three officers per SIG, registration is required. This event is closed; attendance is by invitation only.
Agenda
Opening Remarks
Mark Mattaini (ABAI President)
Encouraging Student Involvement in SIGs and SIG Activities
Kathryn Roose (ABAI Student Representative) and Jovonnie Esquierdo-Leal(ABAI Student Representative)
Organizing SIG-Related Presentations for the ABAI Annual Convention and Other Conferences
April Kisamore (Verbal Behavior SIG)
Effective Disseminationof Information and Research in SIGs’ Areas of Interest
Ashley Fiorilli (Dissemination of BA SIG) |
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| Closed Meeting: Affiliated Chapter Leadership Training |
| Friday, May 24, 2019 |
| 2:00 PM–5:00 PM |
| Hyatt Regency West, Ballroom Level, Regency Ballroom A |
| Chair: Steven Woolf (Beacon ABA Services) |
| Presenting Authors: |
ABAI is pleased to offer a Leadership Training Session for officers of ABAI affiliated chapters for the purpose of providing strategies for guiding the growth of chapters and providing services to members and constituents. Although this training is free for up to three officers per chapter, advanced registration is required and attendance is by invitation only.
Agenda
Opening Remarks
Michael Dougher (ABAI Past President), Steven Woolf (Outgoing Board Coordinator), and Michael Dorsey (Incoming Board Coordinator)
Aligning ABAI and State Chapter Policies/Procedures
Adel Najdowski (California ABA)
State Association Management Best Practices
Gordon Bourdon (Texas ABA)
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| Integrating Students With Autism Spectrum Disorder Into Inclusion Settings |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich B |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Sarah Weddle, Ph.D. |
| SARAH WEDDLE (May Institute ), WHITNEY L. KLEINERT (May Institute), GAIGE JOHNSON (May Institute) |
| Description: Inclusion is seemly ideal for students with autism spectrum disorder (ASD) due to increased access to (a) the general education curriculum and (b) social interactions with neurotypical peers. There is also pressure to educate students in the least restrictive environment as required by the Education for All Handicapped Children Act (1975; Public Law 94-142). Educators cite challenges with selecting the least restrictive setting due to the wide variability in the presentation of the core deficits of social interaction, communication, and restrictive/repetitive behavior, and the extent to which each core deficit interferes with learning. At the onset of school placement decisions (e.g., inclusion, general education, or substantially separate settings), school administrators commonly ask behavior analysts how to (a) identify candidates for inclusion, (b) successfully transition these students into an inclusion setting, and (c) ensure the student’s success is maintained once in a less restrictive setting. The purpose of this workshop is to provide a model for school-based behavior analysts to gather relevant information and generate inclusion plans using exemplar data. Attendees will also review empirically-based interventions, rooted in applied behavior analysis, for students with ASD (National Autism Center, 2015; Wong et al., 2015) to promote communication, social interaction, and academic success. |
| Learning Objectives: • Attendees will practice using initial screening criteria to identify potential candidates for inclusion. • Attendees will complete an Inclusion Readiness Checklist created by the first author using exemplar data to determine the extent to which a student’s core deficit of ASD interferes with expected classroom behavior. • Attendees will review exemplar data to complete an Inclusion Action Plan created by the first author for how to systematically fade-in or transition students into a less intrusive setting. • Attendees will review how to monitor relevant behavioral progress in inclusion settings to ensure continued success is maintained in the inclusion setting. • Attendees will identify how to monitor relevant academic progress in inclusion settings. • Attendees will review empirically-supported interventions for students with ASD in the context of school-based settings and how to promote treatment integrity and ensure feasibility. |
| Activities: Instructional strategies will include lecture, discussion, small group break out, and completion of checklists and planning matrices using multiple exemplars. The presenters will begin by reviewing relevant background and the core deficits of ASD as well as the impact of those deficits on classroom behavior. Initial exercises will require attendees to use basic screening criteria to determine candidates for inclusion. The presenters would like to include at least three case examples in which the first examplar is modeled. The second examplar will be completed in group with presenters providing partial assistance. The third exemplar will be done in break out groups, but independence will be encouraged. Participants will then be asked to review case exemplars which will serve as the content of the group discussion. The presenters will embed empirically-supported intervention and methodology into the didactic portions and the case examples so attendees have the opportunity to apply the content. |
| Audience: school-based behavior analysts |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): autism, inclusion, intervention, schools |
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| Ecological Assessments in School Settings: Creating Quality Transitions for Learners With Autism Spectrum Disorder and Complex Learning Needs |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich C |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Amanda Laprime, Ph.D. |
| AMANDA LAPRIME (The Center for Children with Special Needs; Northeastern University ), NICHOLE COLLINS (The Center for Children with Special Needs), KIMBERLY MARSHALL (The Center for Children with Special Needs; Endicott College), JESSICA ROHRER (The Center for Children with Special Needs; Endicott College), SHAUNESSY M. EGAN (The Center for Children with Special Needs) |
| Description: Transitions are an essential part of a child’s development into adulthood. Throughout their educational careers, individuals with autism and other developmental disabilities transition into new environments numerous times. Despite the regularity of educational transitions, the majority of practicing behavior analysts do not conduct comprehensive assessments to plan for successful transitions (Dente & Cohles, 2012). In addition, these transitions are often not designed well in advance of their execution. Ecological assessments involve the comprehensive process of identifying key behavioral requisites for a receiving environment across domains (i.e., social behaviors, academic behaviors, communicative behaviors), while simultaneously assessing an individual’s current repertoire across each of these areas. Ecological assessments allow behavior analysts, in conjunction with educational teams, to plan for successful transitions while focusing on independence and meaningful inclusion. Attendees will be introduced to a model for assessing expectations across domains in a receiving environment and utilizing this assessment to guide the development of recommendations for skill acquisition. Planning for independence will be embedded within each aspect of the assessment process. Attendees will be taught general assessment strategies, as well as methods to apply across specific transitions (e.g., transitions to kindergarten, middle school, high school, and post-secondary settings). Additionally, we will teach attendees how to design effective, skill-based treatments prior to a transition that will allow a student to be included in their receiving environment in meaningful ways. Audience members will leave the workshop with a model ecological assessment, graphic organizers for structuring assessments, sample data sheets, and model lesson plans for skill acquisition targets. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe the process of a comprehensive ecological assessment; (2) Identify targets for observation in receiving educational environments; (3) Define and quantify barriers to successful transition and inclusion; (4) Develop recommendations for skill based treatments based on the results of an individual assessment; and (5) Compare different approaches to ecological assessments across the educational lifespan (e.g., transition to kindergarten, middle school, high school, and post-secondary settings). |
| Activities: Lecture, discussion, small group breakout, and material development. |
| Audience: The target audience for this workshop will be behavior analysts who provide consultation to educational programs for learners with significant academic, behavioral, and social learning needs. |
| Content Area: Practice |
| Instruction Level: Advanced |
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| Understanding Barriers for Parental Adherence: Using Systematic Analysis Methods to Improve Fidelity of Caregivers |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich A |
| Area: AUT/TBA; Domain: Service Delivery |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| KATHLEEN MCCABE-ODRI (Partners In Learning, Inc.), ADRIENNE RIZZO (Partners in Learning), SAMARIA JUANANDRES (Partners in Learning, Inc), Melanie Erwinski (Partners in Learning, Inc.), Erica Ballard (Partners in Learning, Inc), JENNIFER CORNELY (Partners in Learning, Inc.) |
| Description: Moore, 2010, defined parental adherence as “abiding by the medical or behavioral treatment recommendations given by a trained individual both in the presence and absence of this clinical oversight.” Research shows that parental involvement within a child’s intervention has significant positive results regardless of whether the child is diagnosed with a disability; however, parents of those with ASD typically have more roles and responsibilities than other parents (Cho, 2008). Additionally, variables such as finances, perceived support, maternal stress, knowledge of treatment and spousal agreement contribute to or undermine self-efficacy (Allen & Warzak, 2000; Dillenburger et al., 2004; Hastings & Symes, 2002). These obstacles often present significant barriers to behavior analysis in a consultative or trainer role with parents or caregivers, thus limiting overall access to effective interventions when therapists are not present. Also, most parent training studies involve maternal participation (Schultz, Schmidt, & Stichter, 2011), yet fathers have shown to be critical to treatment success, often providing interactions based on a “higher level language model and more imaginative and realistic forms of play” (Flippin & Crais, 2011). This workshop reviews current research on parental adherence challenges as well as offers researched-based methods to help improve fidelity via varied training models. |
| Learning Objectives: At the conclusion of this workshop, attendees will be able to: 1) describe research-based functional analysis of parental non-adherence variables 2) identify potential barriers for parental adherence and design interventions to reduce challenges 3) utilize presented methods to effectively measure and increase fidelity with caregivers |
| Activities: Workshop objectives will be met through a balanced presentation of review of current literature, presentation of case studies addressing adherence with caregivers, and group discussion of participants experiences with non-adherence. Content will be taught through lecture and video demonstrations of strategies and sample data sheets will be provided. Supplemental materials for analysis of barriers will be shared in order to support participant learning. |
| Audience: BCBAs, staff and parent trainers, program supervisors |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Parenting Tools: How to Develop and Implement Competency-Based Parent Trainings |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Geneva |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Elizabeth C. Nulty, Ph.D. |
| ELIZABETH C. NULTY (Center for Children with Special Needs), PATRICIA A. FITZSIMONS (Institute of Professional Practice, Inc.), ADRIANNA O. ZAMBRZYCKA (Institute of Professional Practice) |
| Description: This workshop is for clinicians who would like to refine their parenting training curriculums regardless of population. Parenting Tools is based on the work of Dr. Glenn Latham who used behavioral strategies to teach parents proactive parenting skills and to avoid reactive strategies including common parenting traps. The workshop takes the Parenting Tools that Dr. Latham recommends to families and combines them with behavioral skills training to ensure that parents can effectively generalize the skills with their children. Participants will learn how to develop an effective parent training using behavioral skills training for parent training by participating in training based on this model. Participants should bring a laptop to the workshop as they will have an opportunity to develop their own parent training based on Parenting Tools while incorporating the steps of behavioral skills training. Participants will receive feedback on their parent training from the workshop presenters and their peers. |
| Learning Objectives: 1. Participants will be able to identify steps to each of the Parenting Tools as developed by Dr. Latham. 2. Participates will be able to list all of the common parenting traps as developed by Dr. Latham. 3. Participants will be able to list all of the steps to behavioral skills training in order to create competency-based parent training. 4. Participates will be able to list 2 parent training programs that used the Parenting Tools curriculum combined with behavioral skills training. 5. Participants will create a parent training that includes the components of Parenting Tools curriculum and behavioral skills training. |
| Activities: This workshop includes lecture, sample training, and guided practice and feedback to participants on development of a training. |
| Audience: This workshop is for anyone who trains parents. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): BST, parent training, Parenting, training |
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| Help for BCBAs With Challenging Ethical Dilemmas: Avoiding Multiple Relationships, Confidentiality, and Limits to Confidentiality |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 1 |
| Area: CBM/CSS; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JEANNIE A. GOLDEN (East Carolina University) |
| Description: Similar to psychologists and other helping professionals, BCBAs have several ethical responsibilities including: avoiding multiple relationships, confidentiality and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others. Although BCBAs may be aware of what these ethical responsibilities are, they may not have had the training to deal with these complicated and sometimes threatening situations. The workshop presenter is a licensed psychologist in addition to a BCBA-D and has had much experience supervising professionals, including BCBAs, who are faced with these daunting situations. This workshop will provide BCBAs and other professionals knowledge of and practice with handling these situations. Workshop participants can bring real or hypothetical ethical dilemmas to process, as well as hear about case scenarios and participate in roleplay situations. Behavior Skills Training (BST), which is an evidence-based procedure recommended for use in supervision, will be used to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas. Participants will be provided with specific tools that might be helpful in solving challenging ethical dilemmas (problem solving model, fidelity checklists, safety assessment form) and given information on how to use these tools. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Describe the reasons why ethical dilemmas of avoiding multiple relationships, confidentiality and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others are so challenging 2. Describe the problem-solving process for dealing with challenging ethical dilemmas and how it was used in specific case scenarios 3. Describe the use of Behavior Skills Training (BST), including instructions, modeling, rehearsal and feedback, to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas 4. Describe the use of specific tools that might be helpful in solving challenging ethical dilemmas (problem solving model, fidelity checklists, safety assessment form) |
| Activities: Workshop objectives will be met through lecture, discussion, role play, small group interaction, and case scenarios |
| Audience: BCBAs, psychologists, psychiatrists, teachers, counselors, nurses, social workers |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Behavioral Mindfulness: Toward a Behavioral Definition of Mindfulness and Using Approximations to Gain Greater Mindful Awareness |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, Montreux 1 |
| Area: CBM; Domain: Service Delivery |
| CE Instructor: Mark R. Clingan, Ed.D. |
| MARK R. CLINGAN (West Virginia University - Center for Excellence in Disabilities, Retired), JOHN E. HUMPHREY (Retired) |
| Description: For centuries various esoteric and religious practices have developed contemplative techniques to more effectively deal with life. These practices have helped a number of people to cope with and work on problems. Yet, these practices have often been done in haphazard ways with limited results. Behavioral mindfulness provides a starting point for defining what is meant by mindfulness. It establishes learning goals, and training procedures to make the salient features of mindful awareness work for a broader audience. In a sense, this is “East meets West.” Both the mindfulness and the Behavior Analytic approaches have somethings to offer and the combination may have a synergistic improvement over past practices. In this workshop, participants will learn a definition of mindfulness that comports to the views of radical behaviorism. They will practice various meditative techniques and learn procedures to help generalize mindful awareness into daily activities. Participants will learn how verbal behavior and private events can be used to help steer them to more composure and to be more effective in their interactions with their environments. |
| Learning Objectives: At the conclusion of this workshop the participants will be able to: 1. List two benefits that they can gain from practicing mindful awareness. 2. Define mindful awareness from a behavioral perspective. 3. Identify that they have experienced mindful awareness for one breath. 4. Identify that they have experienced mindful awareness for three consecutive breaths. 5. Demonstrate the appropriate execution of a mindful pause. 6. List two benefits that they can gain from a daily practice of meditation. 7. Tell the main goal when practicing mindful meditation. 8. List three factors that indicate they are meditating correctly. 9. During a practice meditation, identify that they have done one of the three behaviors that indicate they were doing meditation correctly. 10. Demonstrate the correct execution of three different meditative practices. 11. Explain how private events fit within the casual relations of important emotional and behavioral reactions. 12. Describe a way to improve behavioral outcomes using the analysis of private events. 13. Define a shepherd thought. 14. Given a role play scenario demonstrate the appropriate use of a shepherd thought. 15. List three situations where they will practice using a shepherd thought. 16. Tell how mindful awareness can help them be more effective in daily activities. 17. List three situations in which they will practice developing more mindful awareness. 18. Write a verbal commitment to use a data sheet to collect data on mindful awareness practices for the next month. |
| Activities: During a brief lecture, participants will fill out worksheets that list key points about behavioral mindfulness and methods of achieving it. Interspersed with the lecture will be small discussion groups where participants will describe their understanding of the material with an emphasis on highlighting experiences in their lives that exemplify the presented information. An emphasis is placed on practicing a number of meditative procedures that facilitate learning mindful awareness. A number of brief exercises will be described and rehearsed that can help generalize mindful awareness to daily activities. The workshop will end with a group discussion of the ideas, principles, practices, and ways to cultivate more frequent and more in-depth mindful awareness in the participant’s lives. Participants will be given access to the instructor’s YouTube videos for more practice in behavioral mindfulness. |
| Audience: This workshop is designed for: 1. all certified behavior analysts who are interested in developing a greater understanding of mindfulness procedures from a radical behavior perspective. 2. Behavior analysts who wish to increase their capacity for and frequency of responding with mindful awareness. 3. Behavior analysts who work with individuals who may benefit from practices that increase calm attention to important features of their current environments. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Mindfulness, Self-management |
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| Cultural Diversity and the Behavior Analyst: Addressing Ethical and Practice Efficiency Concerns |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Lucerne Ballroom Level, Lucerne 1 |
| Area: CSS/DDA; Domain: Service Delivery |
| CE Instructor: Bobby Newman, Ph.D. |
| DAMALI ALEXANDER (Proud Moments), CHANIE RUBIN (Proud Moments), BOBBY NEWMAN (Proud Moments) |
| Description: Behavior analysts are charged by our ethical code to be aware of, and to adjust behavior, according to cultural norms. Many behavior analysts are unaware of many key issues in cultural understanding, however. This workshop will provide a framework and practice in decision-making in keeping with cultural norm sensitivity. |
| Learning Objectives: 1. Attendees will accurately describe and adhere to relevant portions of the BACB ethics code regarding cultural diveristy. 2. Attendees will describe culturally dominant and non-privilege factors. 2. Attendees will use appropriate language and treatment plans when addressing clients and families. 3. Attendees will discriminate clinical situations they should take on and should refer. |
| Activities: The workshop is a mixture of lecture, media viewing and exploration, participation exercises and group experiences. |
| Audience: The target audience is intermediate level behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Behavior Analysis and Workplace Well-Being: Re-Thinking the Way We Work and Live |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich F |
| Area: CSS/OBM; Domain: Service Delivery |
| CE Instructor: Gianna Biscontini, M.Ed. |
| GIANNA BISCONTINI (W3RKWELL), ALEXANDRA FRANCES KOPACK (W3RKWELL), Malerie Gest (W3RKWELL), Miguel Flores (W3RKWELL) |
| Description: Burnout, high turnover rates, heavy clinical loads, long working hours and other stress-evoking workplace variables are becoming a scar on the field of clinical behavior analysis, detracting potential practitioners from entering and advancing the field while also resulting in illness and other high costs for businesses serving populations in need. Moreover, the need and desire for behavior analysts to expand upon their skill sets to serve other populations is greater than ever. The purpose of this workshop is to combine the evidence-based research from behavior analysis and OBM with rigorous studies on workplace health and data from organizational psychology to: 1) translate research from outside our field into behavior analytic terms, 2) offer behavior-based retention and productivity solutions to those in management, supervisory or director positions, 3) expose behavior analysts to novel topics and 4) discuss ways in which the field of clinical behavior analysis might become more productive and protective over the health of its practitioners. Content has peer-reviewed, published support beyond those publications and other types of communications devoted primarily to the promotion of the approach. This topic is innovative in its application but well-founded in its science. Framing outside content within the principles of behavior analysis provides a familiar setting for behavior analysts tasked with mission-crticial roles such as growing employees, teams and businesses. Risks involved are low; the potential benefits of collaboration and learning far outweigh any unlikely, undesired consequences. Content is limited to this workshop and should be considered a starting point from which teams and agencies can further analyze and build upon behavior-based solutions in their own companies. |
| Learning Objectives: Participants will assemble an operational definition of workplace wellbeing and a health-centric workplace. Participants will develop data collection systems and analyze common three-term contingencies that evoke stress-related behaviors in the workplace. Participants will define potential replacement behaviors and/or environmental modifications to increase retention, productivity and discretionary effort. |
| Activities: Workshop objective will be met through a combination of video, small group discussions, lecture and individual worksheets that accumulate content for a synthesized action plan. |
| Audience: Intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Leadership, Performance Management, Self-care, Wellness |
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| Using a Functional Analysis Risk Assessment Decision Tool in Applied Settings |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, Montreux 3 |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Neil Deochand, Ph.D. |
| NEIL DEOCHAND (University of Cincinnati), REBECCA RENEE ELDRIDGE (Western Michigan University) |
| Description: Risk-benefit analyses are used to weight the side-effects, restrictiveness, and potential harms of procedures against their potential benefits before proceeding. Despite behavior analysts reporting that functional analyses are the most informative assessment to develop effective treatment plans, many experience barriers to utilizing this assessment in practice (Oliver, Pratt, & Normand, 2015; Roscoe, Phillips, Kelly, Farber, & Dube, 2015). Since safety recommendations for the functional analysis are scattered in the research literature it may lead to over-estimating the risk of this procedure (Wiskirchen, Deochand, & Peterson, 2017). Therefore, developing clearer guidelines and clinical decision making tools regarding when to proceed with such a procedure is an ethical mandate. This workshop covers integrating safety precautions in functional analyses, provides attendees with an automated tool which can help train supervisees essential decision making skills of when to proceed with a functional analysis, and consider alternative experimental procedures that can be used in practice. |
| Learning Objectives: 1. Learn to create a written document outlining safety precautions used in functional analyses 2. Use an automated tool to train supervisees considerations to reducing risk prior to proceeding with functional analyses 3. Consider when reliability and validity of results are impacted by safety precautions, idiosyncratic or combined functions, and issues surrounding heavily medicated individuals. 4. Develop strategies to minimize false positives and or false negatives in functional analysis treatment conditions. |
| Activities: Lecture on safety recommendations used in the research literature Discussion regarding current safety precautions used in practice Present hypothetical case scenarios to breakout groups Use tool to assist decision making and training supervisees regarding risks of proceeding with a functional analysis |
| Audience: Board Certified Behavior Analysts that use functional analyses |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): decision tools, functional analysis, risk assessment, safety precautions |
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| Moving From 1:1 to Small-Group Instruction |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich E |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Patrick E. McGreevy, Ph.D. |
| PATRICK E. MCGREEVY (Patrick McGreevy and Associates), TROY FRY (Patrick McGreevy and Associates) |
| Description: Discrete trial instruction, a hallmark of behavior analysis, typically includes the teaching of one skill at a time to one learner at a time (1:1 instruction). Dr. McGreevy will describe and demonstrate the teaching of mands, waiting and accepting no after exhibiting mands, transitions, listener responses, and tolerating skills to each of two learners at the same time. This demonstration will include the following activities: (1) managing physical proximity, (2) contriving and capturing motivating operations, (3) effecting stimulus control transfer through errorless prompting and prompt-fading, (4) fading continuous schedules of artificial consequences, like tokens and praise, and providing intermittent schedules of naturally-occurring consequences, (5) using first opportunity of the day probe data to record small increments of learner progress, and (6) teaching to fluency, rather than percent correct. Members of the audience will be required to actively participate in this demonstration. |
| Learning Objectives: 1- Participants will describe all six activities included in the demonstration 2- Participants will perform three activities included in the demonstration 3- Participants will describe how this demonstration was different from most discrete trial instruction |
| Activities: Members of the audience will be required to actively participate in the demonstrations provided by Dr. McGreevy. |
| Audience: Workshop level: intermediate; participants should already have several years of experience with 1:1 discrete trial instruction. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): 1:1 instruction, Group instruction |
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| The Good Behavior Game: A Simple Best-Practice Procedure for Transforming Class-Wide Student Behavior |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Lucerne Ballroom Level, Lucerne 2 |
| Area: EDC/CSS; Domain: Service Delivery |
| CE Instructor: P. Raymond Joslyn, Ph.D. |
| P. RAYMOND JOSLYN (Berry College), EMILY GROVES (University of South Wales) |
| Description: The Good Behavior Game (GBG) is a well-established classroom management procedure that has been studied in our field for nearly 50 years. Extensive empirical research supports its use in reducing problem behavior (e.g., disruption) and increasing appropriate behavior (e.g., staying on task, positive peer interactions) in classrooms. The GBG is effective across school settings (e.g., mainstream, special education, alternative schools) and student age groups (e.g., preschool through high school and college), flexible and customizable, and easy to implement. However, despite the overwhelming evidence in its favor, many teachers are simply unaware of the intervention and the benefits it could bring to their classrooms. The goal of this workshop is to disseminate this best-practice procedure to those who need it most. Attendees will be able to implement the GBG, train school staff (e.g., teachers, paraprofessionals), and troubleshoot to overcome implementation barriers. The presenters will share tips from their experience for getting teacher and student buy in and discuss their own peer-reviewed research on the GBG, which includes extending the GBG to schools for children with emotional and behavioral disorders and delinquency, adapting the GBG to individual classrooms, methods for quickly and efficiently training teachers, and variations that reduce implementation effort. |
| Learning Objectives: Attendees will be able to: 1) Discuss the current and past research supporting the use of the Good Behavior Game 2) Describe the key components of the Good Behavior Game and be able to implement the procedure 3) Describe variations of the Good Behavior Game and contexts in which they are appropriate 4) Discuss methods for training teachers and overcoming barriers to implementing the Good Behavior Game |
| Activities: Workshop objectives will be taught through lecture, demonstration, group discussion, and small group breakout. Supplemental materials summarizing core content and troubleshooting will be provided. |
| Audience: This workshop is primarily intended for school-based practitioners (e.g., BCBAs, school psychologists) and teachers (e.g., elementary, middle, high school, special education) who want to learn about evidence-based classroom behavior management. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): challenging behavior, classroom management, group contingency, teacher training |
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| Essential Elements of Behavior Support Plans: What Are They, Who Decided These? Are They In Plans? |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich G |
| Area: EDC/TBA; Domain: Service Delivery |
| CE Instructor: Teresa A. Rodgers, Ph.D. |
| TERESA A. RODGERS (Missouri Department of Mental Health Division of Developmental Disabilities), RITA M COOPER (Missouri Department of Mental Health/Division of Developmental Disabilities), LUCAS EVANS (Missouri Department of Mental Health/Division of Developmental Disabilities), RHIANNON MARIE EVANS (The Chicago School and Missouri Department of Mental Health/Division of Developmental Disabilities), MELANTHA WITHERSPOON (Missouri Department of Mental Health/Division of Developmental Disabilities) |
| Description: Do you wonder if your plans are the best they could be? Would it be helpful to know the best practice elements of behavior plans? Many state funding agencies have requirements for behavior change plans including necessary elements, templates and review processes. A surprising finding from Missouri Division of Developmental Disabilities is that most of the plans developed by behavioral service providers do not include many of the elements. We will discuss requirements of several states, the BACB task list and Compliance Code. We will be sharing data regarding common elements present and missing in behavior support plans written in by behavioral service providers in Missouri. Attendees will learn best practice and ethical standards for behavior support plans and practice evaluating their own and sample behavior support plans. The intended outcome is that attendees will improve that quality of behavior plans. It is strongly suggested that participants bring a redacted, sample behavior support plan that they have written. Content has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying applying practices described. |
| Learning Objectives: 1. Attendees will review a checklist of necessary elements for behavior support plan to meet best practice, ethical standards, and improved quality of life for individuals served. 2. Attendees will identify how the checklist aligns with compliance code, task list, applied literature, and state service requirements and regulations. 3. Attendees will use the checklist to identify present and missing elements on a sample BSP. 4. Attendees will identify present and missing elements of their own BSPs. 5. Attendees will discuss barriers to including critical elements into behavior support plans. |
| Activities: Instructional strategies will include lecture, discussion, active participation, and small group breakout. Workshop objectives will be met through lecture, group discussion, frequent responding through web-based application, and group activity involving reviewing sample plans. |
| Audience: The target audience includes new practitioners who would like to develop effective formats for intervention plans as well as intermediate practitioners who are struggling with requirements from funders and effectiveness of plans. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Effective practice, Intervention Plans, |
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| Conversations: The Only Performance Improvement Intervention You Will Ever Need |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, Montreux 2 |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Nicole Gravina, Ph.D. |
| JOHN AUSTIN (Reaching Results), NICOLE GRAVINA (University of Florida) |
| Description: In this interactive workshop, attendees will learn how to effectively lead and manage employees through frequent, brief conversations. In short conversations, leaders have the opportunity to develop rapport, agree on expectations, sample work, assess, and deliver feedback and reinforcement. Getting better at having effective and strategic conversations can reduce the need for add-on intervention plans. During the workshop, attendees will explore the facets of effective conversations and how they enable behavior change and employee development. Research and case study data will be shared to support each facet. Attendees should bring 2-3 examples of recent conversations with employees as well as one business result they wish to change. Attendees will leave with an action plan for having better conversations with employees and for improving their selected business result. |
| Learning Objectives: Attendees will be able to describe the facets of effective conversations Attendees will be able to describe the performance improvement intervention elements that can be embedded into short conversations Attendees will develop an action plan for improving their conversations with employees Attendees will develop an action plan for influencing a business result |
| Activities: Instructional strategies include: Lecture, discussion, small group break outs, creating action plans |
| Audience: Business owners, directors, and supervisors |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): feedback, OBM, staff management, supervision |
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| Part Two: Organizational Performance Engineering to Improve Client Outcomes |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Currents |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Do you work as a program designer, staff trainer, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients' progress? Behavior analysis developed a powerful technology for helping people, but too many clients don't receive the benefits. Why not? The easy answer is that employees don't do what they are told. But the employees’ performance, just like their clients’ performance, is a product of their environment. Do employees have the resources, training, and management necessary to help their clients achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide their clients with the outcomes they want. The failure of clients to make adequate progress is not usually an individual employee performance problem, but a performance problem at the system process, and individual levels of the organization. This workshop will provide you with a set of tools to pinpoint organizational performance problems, analyze their causes, recommend the best solutions, solve the problems by designing and implementing solutions that might include more efficient resources, training, and management practices, and evaluate their effectiveness, efficiency, and return on investment. Please note: attendees must register for both part 1 and part 2 of this workshop. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Define desired client results and necessary performance, then measure and evaluate current client results, performance, and progress, using measures of frequency, celeration and 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: Do you work as a program designer, staff trainer, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients’ progress? This workshop will teach you how to improve the performance of your organization so that every client will make efficient progress. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Solving Ethical Dilemmas in the Practice of Applied Behavior Analysis |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Concourse Level, Zurich D |
| Area: PCH/DEV; Domain: Service Delivery |
| CE Instructor: Weihe Huang, Ph.D. |
| WEIHE HUANG (Creating Behavioral + Educational Momentum), KARRE WILLIAMS (CBEM) |
| Description: This workshop is designed to increase participants’ ability to ethically practice applied behavior analysis (ABA) by describing the characteristics of ethical dilemmas, discussing Guidelines for Responsible Conduct, and introducing an ethical decision making model. This approach incorporates codes of ethics for behavior analysts and ethical reasoning strategies. When making ethical decisions, many behavior analysts tend to believe that these decisions are solely based on the analysis of objective data and relevant evidences. However, in reality the decision-making process is also influenced by behavior analysts’ values, as well as societal values including those of services recipients. Behavior analysts often encounter ethical dilemmas when these values conflict. In facing ethical dilemmas, behavior analysts need codes of professional conduct and ethically sound strategies to reach reasonable and practical resolutions. The Guidelines for Responsible Conduct for Behavior Analysts is helpful in many situations. In some cases, however, ethical dilemmas cannot be resolved by appealing to the existing guidelines or regulations. Part of this workshop is aimed at providing applied behavior analysts with ethical reasoning strategies in the event that the Guidelines for Responsible Conduct alone are insufficient. These strategies are based on the relevant experience of the presenters and the available literature in the field of behavior analysis and related areas. The emphasis of the discussion will be on the application of Guidelines for Responsible Conduct for Behavior Analysts and the Ethical Decision Making Model to various clinical settings, including natural homes, residential facilities, day programs, and educational programs. |
| Learning Objectives: - List and describe at least five core ethical principles in the field of Applied Behavior Analysis. For example, participants will be able to select and define a core ethical principle from a group of 4 mixed rues/principles. ? - Identify and describe some most common ethical dilemmas faced by behavior analysts. For example, participants will be able to discriminate among ethical dilemmas, clinical problems, and administrative issues by selecting the correct one from a group of 4 different challenging situations.? - Demonstrate a working knowledge in the Guidelines for Responsible Conduct for Behavior Analysts by being able to identify appropriate guideline(s) that could address a particular ethical issue. - Identify, define, and explain problem-solving strategies in a variety of ethical situations. For example, participants will be able to perform the Six-Step Ethical Decision Making Model and generalize the learned skill in different scenarios by completing at least 80 % of the required steps described in the ethical decision making model for different ethical dilemmas. |
| Activities: Activities: This workshop will use cases both provided by the presenters and generated by participants to illustrate the implementation of Guidelines for Responsible Conduct for Behavior Analysts and the steps in the Ethical Decision Making Model. Participants of this workshop will be encouraged to (1) identify their values and to associate these values with primary ethical principles; (2) recognize the characteristics of ethical dilemmas in the field of ABA; and (3) apply codes in Guidelines for Responsible Conduct and six steps specified in the Ethical Decision Making Model to cases that involve ethical dilemmas. |
| Audience: Board certified behavior analysts, Licensed psychologists, Licensed therapists, Licensed clinical social workers |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Preparing High Quality Graphs for Publication and Presentation: Constructing Features of Effective Data Displays |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 2 |
| Area: TBA; Domain: Applied Research |
| CE Instructor: Sydney J Berkman, M.S. |
| SYDNEY J BERKMAN (New England Center for Children; Western New England University), CORMAC MACMANUS (New England Center for Children; Western New England University), ANDREW NUZZOLILLI (Western New England University) |
| Description: Behavior analysts rely on visual inspection of data to make clinical decisions. It follows that mastery of graphing technology and aesthetic conventions are helpful for behavior analysts in clinical practice and research. Although behavior analysts are likely to receive instruction during graduate and practicum experiences on visual analysis, less instructional time may be dedicated to creating and editing graphs, especially to a degree that meets the high standards of publication or presentation. In this workshop, participants will learn about general aesthetic and practical considerations in the creation of publication and presentation quality graphics with an emphasis on troubleshooting unclear or cluttered displays. Participants will then have opportunities to create publication or presentation quality graphs. We will conclude with a discussion of the advantages and disadvantages of different graphing software for creating single-subject design graphs. |
| Learning Objectives: Participants will describe elements of publication quality single-subject design graphs. Participants will describe and demonstrate strategies for making graphs clearer/cleaner including troubleshooting clutters graphs. Participants will create publication- and presentation-quality graphs during the workshop. Participants will describe advantages and disadvantages of Excel, Prism, & SigmaPlot for single-subject design graphing. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, guided practice (i.e., BST), and small group breakout. Supplementary materials including sample graphs, a copy of the presentation, guidelines for high-quality graphing, and links to additional resources will be provided to attendees as printed handouts. |
| Audience: BCBAs and BCBA-Ds looking to refine their graphing skills to create high-quality graphs for publication and presentation. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): graphing, presenting, publishing, software |
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| Ignite Your Audience: How to Really Present Presentations Like a Real Presenter (Really!) |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Third Floor, Bianco |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Corey L. Robertson, M.S. |
| COREY L. ROBERTSON (ABA Tech / Florida Tech) |
| Description: Presenting information to a variety of audiences is an integral part of the professional’s role in dissemination of our science and practice (BACB, 2014). Yet, as Friman (2014) reports, “apparently, the front of the room contains stimuli so aversive that, when queried, many people report fearing it more than death itself. “ Even when professionals do brave the front of the room, they may not achieve their objectives- for a variety of reasons, ranging from the quality and format of their materials to the presentation of those materials. In this three-hour WORKshop, participants will learn how to tell their story and use technology ethically and effectively to ensure their audiences achieve the learning objectives and walk away inspired! Following a brief period of lecture and demonstration, participants will develop a 5-minute presentation using these guidelines with support from the instructor and peers, deliver this presentation, and receive supportive feedback. Note: A laptop or tablet with Microsoft PowerPoint or Apple Keynote installed is required, and some prior experience with presentation software is preferred. Additionally, participants may have a specific topic or data to present, but this is not required. |
| Learning Objectives: 1. Cite elements from the BACB Professional and Ethical Compliance Code regarding Responsibility to the Profession and Public statements. 2. Recognize the key elements of “The hero’s journey”, and use these elements in a presentation 3. Define and use elements of contrast in public speaking. 4. Develop slides using thematic elements, using media with appropriate licensing to refrain from copyright or trademark infringement. 6. Present to peers in a dynamic and engaging manner. |
| Activities: The format includes a demonstration of concepts and skills, the opportunity to practice them in developing and presenting a short presentation, with feedback from the workshop author and peer audience. |
| Audience: Undergraduate or graduate students, professors, researchers, and practitioners who wish to present more effectively at conferences to peers or in the community to a general audience |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Dissemination, Presenting, Professionalism |
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| "Eyes Up Front" Teaching Generative Attending Skills Across the Spectrum |
| Friday, May 24, 2019 |
| 4:00 PM–7:00 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 3 |
| Area: VRB; Domain: Applied Research |
| CE Instructor: Richard E. Laitinen, Ph.D. |
| RICHARD E. LAITINEN (Personalized Accelerated Learning Systems (PALS)), GLADYS WILLIAMS (CIEL, SPAIN), SARA POLGAR (David Gregory School ) |
| Description: This tendency toward attending to a limited subset of environmental events predictive of contingencies of reinforcement--shown to occur both within and across sensory modalities is a potential defining characteristic of children labeled as having autism. Limited attending capacities restrict the type and range of sensory modalities that may come control responding (cf, Brown & Bebko, 2012). In response to this, ABA researchers such as Holth (2005) and Pelaez (2009) have come to more sharply focus on the identification and remediation of deficits and delays in the acquisition of simple and complex attending, joint attending and social referencing competencies. Important to today’s workshop is that “attentional” deficits are remedial and that early attentional capacities and competencies are critical to both learning and further attentional development over the life-span of the individual. |
| Learning Objectives: 1. Contingently analyze attending behaviors 2. Identify component/composite relations 3. Design conditioning contingencies to affect attending as a valued response |
| Activities: Combined lecture, discussion, and small group break out. |
| Audience: Intermediate |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Generative Instruction, Joint Attention, Visual Regard, Visual Tracking |
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| Remembering Kurt Salzinger |
| Friday, May 24, 2019 |
| 6:00 PM–7:15 PM |
| Hyatt Regency East, Lobby Level, Plaza Ballroom AB |
| Chair: Marcus Jackson Marr (Georgia Tech) |
Dr. Kurt Salzinger, who will receive this year’s highest SABA award, Distinguished Service to Behavior Analysis, died tragically in November 2018. His award will be accepted by his wife of nearly 40 years, Dr. Deanna Chitayat, on Saturday, May 25, at the Opening Event and SABA Award Ceremony.
Kurt Salzinger was a major scholarly figure and academic leader not only in behavior analysis, but in the larger world of the natural sciences. His published work, some 14 books and 200 journal articles, encompassed a huge range of topics including behavioral genetics, psychopathology, verbal behavior, history of psychology, and many others. Reflecting such accomplishments, he was elected President of the prestigious New York Academy of Sciences as well as appointed as the Executive Director of Science for the American Psychological Association. He was also a past-president of ABAI and through his many roles continued to contribute to behavior analysis and beyond.
In recognition of his many achievements, gifts, and legacies, ABAI has arranged a remembrance event with some remarks by a few close colleagues: Andy Lattal, Jack Marr, Maria Malott, and Francis Mechner. Kurt’s wife Deanna and members of his family will also speak. Other attendees will also have the opportunity to speak in honor of his memory. |
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| Behaviorists for Social Responsibility (BFSR) |
| Friday, May 24, 2019 |
| 7:00 PM–7:50 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 3 |
| Chair: Traci M. Cihon (University of North Texas) |
| Presenting Authors: |
BFSR is the oldest SIG in ABAI. BFSR members engage in theoretical, conceptual, and empirical analyses of significant social issues related sustainability, economic and social justice, violence, health and wellness, political systems, culture, among others. In the business meeting, the BFSR planners will report on our active projects, including (a) the Matrix Project which is oriented toward increasing preparation and opportunities for behavior analysts to engage in work related to major social issues, (b) international outreach, (c) social media presence, (d) education initiatives, and (e) sustainability initiatives. Discussion of opportunities for participation will follow these brief reports. |
| Keyword(s): Human Rights, Social Justice, Social Responsibility, Sustainability |
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| Organizational Behavior Management Network Business Meeting |
| Friday, May 24, 2019 |
| 7:00 PM–7:50 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 2 |
| Chair: Byron J. Wine (The Faison Center) |
| Presenting Authors: |
Founded in 1982, the Organizational Behavior Management (OBM) Network exists to develop, enhance, and support the growth and vitality of Organizational Behavior Management through research, education, practice, and collaboration. We seek to promote the field of behavior analysis as it is applied to organizational performance improvement through our Chris Anderson Student Research Grant; the Journal of Organizational Behavior Management; our biannual conference, held in different cities across the nation; our newsletter, published three times annually; and online resources offered through our website, www.obmnetwork.com. |
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| Business Meeting of the Behavior Analysis Association of Mississippi (BAAMS) |
| Friday, May 24, 2019 |
| 7:00 PM–7:50 PM |
| Swissôtel, Event Center Second Floor, Montreux 1 |
| Chair: Breanna Newborne (Behavior Analysis Association of Mississippi (BAAMS) ) |
| Presenting Authors: |
The BAAMS business meeting is held so that representatives of the BAAMS Executive Committee can update attendees on the activities of BAAMS over the past year, as well as on goals and activities for the future. This meeting is open to all current members of the Behavior Analysis Association of Mississippi and to those who are interested in joining! |
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| TBA SIG |
| Friday, May 24, 2019 |
| 7:00 PM–7:50 PM |
| Swissôtel, Event Center Second Floor, Montreux 2 |
| Chair: Dacia McCoy (University of Cincinnati) |
| Presenting Authors: |
Teaching Behavior Analysis (TBA) purpose is to improve the teaching and learning of the principles and applications of behavior analysis in any setting in which those activities occur. The purpose of this meeting is to update members and potential members on the activities of the TBA SIG. We will set goals for the upcoming year and allow time for individuals to network. All are invited to attend. You do not have to be a member of the TBA SIG. Anyone interested in the teaching of behavior analysis in all environments is welcome. |
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| Journal of the Experimental Analysis of Behavior |
| Friday, May 24, 2019 |
| 7:00 PM–7:50 PM |
| Swissôtel, Event Center Second Floor, St. Gallen 1 |
| Chair: Amy Odum (Utah State University) |
| Presenting Authors: |
In this meeting I will describe recent trends in JEAB content, changes to submission requirements, the future of the journal, etc. Authors and potential authors are encouraged to attend and ask questions. |
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| New U.S. and Non-U.S. Degree Programs Interested in Accreditation Through the ABAI Accreditation Board |
| Friday, May 24, 2019 |
| 7:00 PM–7:50 PM |
| Hyatt Regency East, Concourse Level, Michigan 1 A-C |
| Chair: Jenna Lynn Mrljak (Association for Behavior Analysis International) |
| Presenting Authors: |
This is an open meeting to disseminate information to programs interested in pursuing accreditation through the Association for Behavior Analysis International. |
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| Student Welcome Event |
| Friday, May 24, 2019 |
| 7:00 PM–8:30 PM |
| Hyatt Regency West, Ballroom Level, Regency Ballroom D |
| Chair: Kathryn M. Roose (University of Nevada, Reno) |
The ABAI Student Committee will be hosting a Special Welcome Event for current and future student members. During this session, Student Committee Members will review useful information and distribute materials to help you make the make the best of your convention experience. From tips about how to put your best foot forward, to an overview of important events – your Student Committee has you covered. ABAI 2019 Student Survival Kits will be available to attendees on a first come first serve basis, so don’t be late! |
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| Student Trivia Night |
| Friday, May 24, 2019 |
| 8:30 PM–10:00 PM |
| Hyatt Regency West, Ballroom Level, Regency Ballroom D |
| Chair: Jovonnie L. Esquierdo-Leal (University of Nevada, Reno) |
Grab your friends and join the Student Committee for a fun night of trivia! Drop in at any time and join one or all rounds of trivia, hosted by leading researchers and academics in the field of behavior analysis. Test your knowledge about the ABAI organization, the field of behavior analysis, and the city of Chicago. Questions will range from easy to difficult and prizes will be delivered for winners of each team. Come mingle with other students and faculty and kick off the conference with a friendly game of trivia! |
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| International Reception |
| Friday, May 24, 2019 |
| 9:00 PM–10:30 PM |
| Hyatt Regency West, Ballroom Level, Regency Ballroom A-C |
| Chair: Per Holth (Oslo and Akershus University College of Applied Sciences) |
All registrants are welcome to join us in celebrating the diversity of our membership and the world-wide dissemination of the science and practice of behavior analysis. A short presentation about international development in the field and ABAI global efforts will be followed by ample time to socialize with friends and colleagues from around the world. |
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