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| Incorporating Elements of the Derived Stimulus Relations Research Program Into Educational Curricula for Learners With Autism and Other Disabilities |
| Tuesday, June 1, 2010 |
| 9:00 AM–9:50 AM |
| Ballroom A (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Gregory Hanley, Ph.D.PhD |
| Chair: Dorothea C. Lerman (University of Houston-Clear Lake) |
| Presenting Authors: : RUTH ANNE REHFELDT (Southern Illinois University) |
| Abstract: Basic laboratory research on derived stimulus relations has far outnumbered applied investigations on the topic, but incorporating elements of the derived stimulus relations research program into educational curricula for learners with autism and other developmental disabilities may be an economic and efficient means of expanding basic language repertoires. Moreover, such an approach may be consistent with best practices in education articulated by Skinner (2003), as well as be particularly appropriate in light of current school legislation. The purpose of this tutorial is to outline the aspects of the derived stimulus relations research program that are relevant for inclusion into educational curricula. I will focus on how practitioners might program for the emergence of relational repertoires within the framework of other curricular approaches, and how such a technology may be used to construct basic language, reading, spelling, and other relational repertoires. The tutorial will include practitioner strategies and recommendations that are presented in Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change. |
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| RUTH ANNE REHFELDT (Southern Illinois University) |
 Dr. Ruth Anne Rehfeldt is a Professor in the Rehabilitation Services undergraduate program and an affiliated faculty in the Behavior Analysis and Therapy program. She holds a Ph.D. (1998) and M.A. (1995) from the Behavior Analysis Program (in Psychology) at the University of Nevada, and a B.A. (1993) in psychology from the University of Puget Sound. She is also a Board Certified Behavior Analyst. Dr. Rehfeldt currently teaches courses in single-subject research design, behavioral assessment and observation methods and Radical Behaviorism. Dr. Rehfeldt has authored over 60 articles and book chapters, primarily in the areas of stimulus equivalence and verbal relations, autism, developmental disabilities and verbal behavior. Dr. Rehfeldt is currently the Editor of The Psychological Record and an editorial board member for the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behaviour, the Behavior Analyst and Education and Treatment of Children. Dr. Rehfeldt's book, co-edited with Yvonne Barnes-Holmes, is entitled Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change. New Harbinger: Oakland, CA, 2009. |
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| Naming Relations and Complex Human Behaviour |
| Tuesday, June 1, 2010 |
| 10:00 AM–10:50 AM |
| Ballroom A (CC) |
| Area: DEV; Domain: Applied Behavior Analysis |
| Chair: Gary D. Novak (California State University, Stanislaus) |
| Presenting Authors: : J. CARL HUGHES (Bangor University) |
| Abstract: Horne and Lowe (1996) outlined an account of how a typically developing child may learn to name objects and events. Their account of naming relations was built largely on Skinner’s (1957) Verbal Behavior. Horne and Lowe also defined naming relations as higher-order behavioural relations, which has implications for accounts of complex human behaviours, such as categorisation, generativity, and incidental language learning. Skinner’s account of verbal operants was based on the basic principles of behaviour, including the role of motivating operations as controlling variables. The concept of motivating operations has proved central to a more complete description of the principles of behaviour, and has had clear applied implications for teaching verbal behaviour. In the tutorial I will introduce some of the basic verbal operants and explain how they may interact in the developmental progression from pre-verbal behaviours to symbolic naming, including the role of motivating operations. I will discuss how naming can be described as verbally controlled behaviour that has both behaviour-altering and value-altering functions. I will also discuss some of the recent experimental and applied research that has been conducted into the development of naming capabilities in children with and without intellectual disability. |
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| J. CARL HUGHES (Bangor University) |
 Dr. Carl Hughes, BCBA-D, is Consultant Behaviour Analyst at the School of Psychology, Bangor University, Wales, and Director of the MSc in Applied Behaviour Analysis. He studied for his BSc in Psychology in 1993 and obtained his PhD in behaviour analysis and verbal behaviour in 2000, following which he took a Teaching Fellowship at the School of Psychology teaching behaviour analysis to psychology students. In 2003 he and colleagues started the first BCBA accredited MSc in Applied Behaviour Analysis programme in Europe. The programme now enrols approximately 35 students each year. In 1998 Dr. Hughes took over the organisation of the Experimental Analysis of Behaviour Group, UK and Europe (EABG), the longest standing organisation devoted to behaviour analysis in Europe. Dr. Hughes is a founder and active member of the European Association of Behaviour Analysis, an organisation that aims to promote the dissemination and training in behaviour analysis across Europe. He has lectured internationally at universities in Spain, Ireland, Italy, and Norway. Dr. Hughes has published in several journals including the Journal of the Experimental Analysis of Behavior (JEAB), European Journal of Behavior Analysis (EJOBA), The American Journal on Intellectual and Developmental Disabilities, Behavior Modification, and the Journal of Clinical Child and Adolescent Psychology. |
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| Considering Behavioral Function Prior to the Complaint: A Tutorial on Preventing the Development of Problem Behavior by Preschoolers |
| Tuesday, June 1, 2010 |
| 11:00 AM–11:50 AM |
| Ballroom A (CC) |
| Area: EDC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Robert Ross, Ed.D. |
| Chair: Jennifer L. Austin (University of Glamorgan) |
| Presenting Authors: : GREGORY P. HANLEY (Western New England College) |
| Abstract: A class-wide, skills-based curriculum aimed at minimizing existing problem behavior of preschoolers and preventing the development of more severe behavior problems during the early elementary school years will be described. Because the class-wide procedures do not result in acquisition, maintenance, and generalization of all skills for all children, individualized and small group tactics for promoting these skills will also be described. |
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| GREGORY P. HANLEY (Western New England College) |
 Gregory Hanley, Ph.D., BCBA, has over 19 years experience applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities. Dr. Hanley is currently an Associate Professor of Psychology and Director of the Behavior Analysis Doctoral Program at Western New England College. Dr. Hanley has published over 50 articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Senior Associate Editor for Behavior Analysis in Practice and its next Editor, and a past Associate Editor of The Behavior Analyst and of the Journal of Applied Behavior Analysis. He was the 2006 recipient of the B.F. Skinner New Researcher Award by Division 25 (Behavior Analysis) of the American Psychological Association and was appointed a Fellow of the Association in 2007. |
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| Meditation and Mindfulness |
| Tuesday, June 1, 2010 |
| 12:00 PM–12:50 PM |
| Ballroom A (CC) |
| Area: CBM/TPC; Domain: Service Delivery |
| BACB CE Offered. CE Instructor: Thomas Zane, Ph.D. |
| Chair: Jonathan W. Kanter (University of Wisconsin-Milwaukee) |
| Presenting Authors: : ROBERT J. KOHLENBERG (University of Washington) |
| Abstract: Meditation and mindfulness techniques are becoming increasingly popular for both self-improvement and as part of mainstream behavioral treatment (e.g., mindfulness based cognitive therapy, dialectical behaviour therapy, mindfulness based relapse prevention). Correspondingly, these methods have garnered increased attention by behavior analysts, particularly from an acceptance and commitment therapy (ACT) perspective. Stereotypically, meditation involves sitting quietly, in silence, either in group or alone and attending to one’s own immediate experience. There are, however, some variations that do not fit this image and instead explicitly incorporate a more interpersonal context (e.g. Kelly Wilson’s “Mindfulness for Two”). Whether done in an explicitly “alone” or “interpersonal” context, therapeutic benefits are intended to extend into relational realms and thus address the interpersonal issues that are implicated in most clinical problems. This tutorial will involve a hands-on experience with two prototypical meditation and mindfulness preparations. The first is a modified version of an explicit “alone” method based on Herbert Benson’s “Relaxation Response.” The second incorporates an explicit interpersonal context that is derived from a less well known Buddhist method “insight dialogue.” We will discuss the potential mechanisms of action, benefits, and risks of these methods from a behavior analytic and functional analytic psychotherapy viewpoint. |
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| ROBERT J. KOHLENBERG (University of Washington) |
 Dr. Bob Kohlenberg received his doctorate under Ivar Lovaas at UCLA and is a Professor of Psychology at the University of Washington where he was the Director of Clinical Training from 1997 to 2004. He is certified by the American Board of Professional Psychology and received the Washington State Psychological Association’s Distinguished Psychologist Award. He uses behavior analysis to help understand, teach, and do research on the curative role of a close and intense therapist-client relationship as well as a broad range of clinical phenomena. The approach is represented by the 1991 book Functional Analytic Psychotherapy (known as FAP) by him and Mavis Tsai. Using this approach he and his colleagues (who are often first authors) have done research and published papers on electrical energy conservation, migraine, PTSD, marital counseling, OCD, depression, previously undocumented psychological side effects of anti-depressant medication, DBT, CBT, BPD, acceptance, personality, the self, DSM IV Axis II diagnosis, co-morbidity, the integration of psychotherapies, and the parallels between implanted memories and the therapy rationales presented to clients by behavior therapists. He has also contributed radical behavioral genetic material to help produce his daughter, Dr. Barbara Kohlenberg, a distinguished behavior analyst, talented clinician, teacher, researcher, and co-author. |
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| From Pigeons to People to Pandas, Panthers, and Peccaries: Moving From Conditioning to Teaching Animals |
| Tuesday, June 1, 2010 |
| 1:00 PM–1:50 PM |
| Ballroom A (CC) |
| Area: AAB/TPC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: David Lennox, Ph.D. |
| Chair: Jennifer L. Sobie (University of Illinois) |
| Presenting Authors: : SUSAN G. FRIEDMAN (Utah State University) |
| Abstract: Six decades of experience with children with special learning needs has honed a sharp edge on the technology of behavior change that is both effective and humane. This technology is currently under-utilized by many animal behavior professionals whose exposure to applied behavior analysis is often limited to four quadrants and simple schedules of reinforcement. The focus of this tutorial is to expand common approaches to behavior-change to include three crux moves fundamental to working with children's behavior and equally essential to working with animals: replacing hypothetical, psychological constructs and diagnostic labels with operational behavioral definitions; functional assessment of behavior-environment relations; and adherence to an ethical hierarchy of procedural choice, organized according to the most positive, least intrusive guideline. |
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| SUSAN G. FRIEDMAN (Utah State University) |
 Susan is a psychology professor at Utah State University. Over the last decade, she has helped pioneer efforts to apply to animals the scientifically sound teaching technology and ethical standard of Applied Behavior Analysis that is so effective with human learners. Susan has given a wide variety of workshops and conference presentations on animal learning and behavior around the world. Students from 22 different countries have participated in her courses, Living and Learning with Animals and Living and Learning with Parrots. Her articles have been translated into 9 languages. Susan is also a core member of the US Fish & Wildlife Service's California Condor Recovery Team and has been nominated for the Media Award, given by the International Association of Behavior Analysis, for her efforts to disseminate to pet owners, veterinarians, animal trainers and zookeepers the essential tools they need to empower and enrich the lives of all learners. |
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