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| The Case of the Noncompliant Child |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Republic B (Grand Hyatt) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Gilah Haber, M.Ed. |
| MICHELLE GARCIA-THOMAS (Michelle Thomas, Psy.D), JENNIFER CRAWFORD (The Learning Lane), STEPHANIE ANN HULSHOF (The Learning Lane) |
| Description: In this interactive, fun presentation you will be the SPY to solve the mystery of how to achieve success when working with a noncompliant child. You will learn how to investigate the variables surrounding this behavior and unlock clues to determine the underlying purpose so that you can crack the case and achieve compliance with the child. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. identify the variables surrounding a child's noncompliant behavior,
2. create a successful behavior treatment plan. |
| Activities: The workshop will include role-playing, group discussion, and a behavior planning worksheet. |
| Audience: Professionals. |
| Content Area: Practice |
| Instruction Level: Basic |
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| See What I Mean: Using Visual Cues and Concrete Adaptations to Support Abstract Concept Development |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Seguin (Grand Hyatt) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Ruth Hurst, Ph.D. |
| KATHLEEN MCCABE-ODRI (Advance, Inc.), LAURA KENNEALLY (Advance, Inc.), LORI A. LORENZETTI (Advance, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), NICOLE M. SWANFELD (Partners in Learning, Inc.) |
| Description: Students with autism often experience challenges in the comprehension of abstract information. Typically, general education environments provide the majority of learning opportunities for these concepts via spoken word, conversation, or group settings. It is difficult to for students on the autism spectrum to discriminate relevant information for higher-order concepts during these language-based presentations.
This workshop offers a variety of approaches to assist students with autism to develop comprehension for abstract concepts in classroom settings. Through demonstration, video samples, and data-based models, participants will receive cohesive strategies that can be applied to students of various ages and abilities in improving and developing abstract concept comprehension. |
| Learning Objectives: At the end of this workshop, participants will be able to do the following:
1. identify areas of weakness of abstract concept comprehension,
2. develop concrete and visual systems to assist in concept development,
3. measure improvements in concept comprehension. |
| Activities: This workshop will include a lecture, video samples, and hands-on curriculum development and adaptations. |
| Audience: BCBAs; behavior consultants; and child study team members including teachers, learning consultants, classroom assistants, and instructors. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Supporting Parents of Children Diagnosed With Autism Using Acceptance and Commitment Therapy |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bonham C (Grand Hyatt) |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Anna Matchneva, M.Ed. |
| DANIEL J. MORAN (Trinity Services, Inc.) |
| Description: The parents of developmentally disabled children experience high levels of chronic stress (DeMyer, 1979; Holroyd, Brown, Wikler, & Simmon, 1975), and have high rates of depressive and anxiety disorders (Breslau & Davis, 1986). While most researchers understand that such concerns are largely “secondary or reactive to the stress and special non-normative adaptations” these children require (Konstantareas, 1990, p. 60), the fact remains that high levels of distress in these contexts both decrease quality of life and impose significant barriers to the parents’ successful and consistent implementation of behavioral treatment programs. It thus appears prudent for applied behavior analysis (ABA) consultants to also be prepared to help the parents of the referred client.
This workshop will help ABA consultants be aware of signs of significant parental psychological distress, and help them make appropriate referrals. In addition, this workshop will also discuss an acceptance and commitment training (ACT) approach to helping these parents with their distress and challenges.
The workshop will focus on the ACT consistent assessment and the pertinent ACT exercises and interventions that can be helpful to distressed parents. The workshop will cover values assessment, barriers to values-based behavior, and relevant mindfulness exercises. A significant portion of the workshop will focus on applying ACT interventions. |
| Learning Objectives: This workshop has the following objectives:
1. Attendees will become more aware of how parental distress interferes with the successful implementation of behavioral programs.
2. Attendees will learn to recognize and functionally analyze problematic behavior on the part of the caregiver.
3. Attendees will be introduced to the ACT approach to addressing problematic experiential avoidance exhibited by distressed caregivers.
4. Attendees will understand the reasons for and usefulness of values assessment in helping parents improve their functioning when helping their children, and also to improve their own quality of life.
5. Attendees will be introduced to acceptance and defusion exercises (e.g., mindfulness exercises) applicable to the distress they and parents of their child clients experience in the process of working with developmentally disabled children and adults. |
| Activities: A significant portion of this workshop will focus on the application of ACT exercises and interventions. We will discuss the major areas in the ACT model for behavioral flexibility and how it relates to being a parent with a child with disabilities. The participants can choose to engage in exercises in developing their own value system, and then learn what barriers impede value-guided behaviors. The workshop will also be guided by a slide show. |
| Audience: This workshop is for behavior analysts who work with children with developmental disabilities or autism spectrum disorders. This will also be worthwhile for parents of children with disabilities. The presenters plan a comfortable pace to introducing ACT and this workshop will be useful to anyone interested in the acceptance and commitment therapy approach. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Systems for Identifying Levels of Procedural Integrity and Steps Towards Increasing Levels of Integrity |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Presidio A (Grand Hyatt) |
| Area: AUT/CSE; Domain: Applied Behavior Analysis |
| CE Instructor: James Carr, Ph.D. |
| PAULA RIBEIRO BRAGA-KENYON (The New England Center for Children), SHAWN E. KENYON (New England Center for Children) |
| Description: The term procedural integrity refers to the implementation of an intervention as intended (Codding, Feinberg, Dunn, & Pace, 2005) or as the interobserver agreement measures on the occurrence or nonoccurrence of the independent variables (Billingsley, White, & Munson, 1980). High procedural integrity involves an experimenter measuring what they intended to measure, or implementing a treatment plan exactly as it was intended. The current workshop addresses the issue of procedural integrity with respect to treatment programs. Participants will learn to develop systems to measure levels of procedural integrity in implementing behavior programs as well as interventions to improve it. Participants will learn to analyze behavior plans while breaking down components in order to compose checklists that can be used to measure overall procedural integrity. Methods for analyzing results will also be reviewed. Additionally, a few studies using different methodologies to improve procedural integrity in implementing treatment programs will be presented. |
| Learning Objectives: This workshop has the following objectives:
1. Participants will learn to analyze behavior plans while breaking down its components in order to compose checklists that can be used to measure overall procedural integrity.
2. Participants will learn to develop systems to measure levels of procedural integrity in running behavior programs.
3. Participants will learn to develop interventions to improve procedural integrity. |
| Activities: Participants will be presented with samples of behavior plans and will be asked to break the plan into components. Participants will also be asked to fill in checklists breaking down the components of the plan and will view a video sample and score procedural integrity. Participants will develop interventions to address low levels of procedural integrity |
| Audience: This workshop targets professionals in the field of behavior analysis who provide services for children receiving special education services. Lead teachers, coordinators, specialists, and consultants will be introduced to systems to access current levels of procedural integrity while implementing behavior programs as well as ways to increase levels of procedural integrity when those are not satisfactory. Easy to create data sheets will be described, and those can be used at private organizations as well as public schools. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Promoting Appropriate Independent and Interactive Play Skills for Children With Autism via Activity Schedules |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bonham B (Grand Hyatt) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Frank Cicero, Ph.D. |
| KRISTEN KELLEY (Utah State University), KATIE SNYDER (Utah State University), THOMAS S. HIGBEE (Utah State University) |
| Description: Children with autism spectrum disorder (ASD) frequently have behavioral deficits and excess in the area of appropriate play skills, often isolating themselves and engaging in repetitive, atypical play actions and stereotypy. Researchers have demonstrated that using independent and joint activity schedules (photographic sequences of leisure activities) can increase a child's ability to complete leisure tasks and engage in appropriate social interactions and play with adults and peers. In this workshop, recent research involving activity schedules will be presented and discussed. Participants will learn the skills necessary to assess, develop, implement, monitor, and problem solve the use of activity schedules for individuals with ASD by creating a mock, individualized activity schedule for a variety of student profiles. Information presented in this workshop is at the intermediate level and is appropriate for teachers, parents, and other professionals working with individuals with ASD or other disabilities resulting in deficits in play and leisure skills. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. choose appropriate activities based the needs and current skill level of the individual,
2. successfully prompt the individual to increase independence using a prompting hierarchy,
3. collect data and incorporate scripts to promote spontaneous language. |
| Activities: The workshop will include prompting activities, a data collection activity, and application scenarios. |
| Audience: Teachers, practitioners, clinical directors, graduate students, and BCBA's. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Behavioral Parent Consultation and Support: A Strengths-Based Perspective |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bowie A (Grand Hyatt) |
| Area: AUT/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Linda Hayes, Ph.D. |
| BARBARA O'MALLEY CANNON (Melmark New England), JESSICA R. EVERETT (Melmark New England) |
| Description: Empirical research has reliably demonstrated that the parents of children with autism spectrum disorders experience higher levels of stress related to parenting than do parents of children with a variety of other disabilities, health concerns, and parents of typically developing children. In contrast to earlier research, more recent research has taken a strengths-based perspective and investigated what aspects of parenting promote resiliency and help to moderate the effects of stress. Best practice in the education of students with autism includes parent involvement. Often times, a parent training component is included to enhance generalization of skills and to give parents the needed skills to effectively intervene with their children. This skill-focused approach to working with parents has been shown to be effective in increasing parenting skills and reducing stress related to parenting. However, behavioral parent consultation should also consider the role that preexisting parenting strengths play as setting events and incorporate these strengths into individually designed intervention strategies. The present workshop will explore strengths-based approaches to behavioral parent consultation. Various assessment strategies will be reviewed to assist in the identification of parenting strengths, variables that moderate parenting stress will be reviewed, as will strategies for working directly with parents taking this approach. |
| Learning Objectives: At the completion of the workshop, participants will be able to do the following:
1. identify tools used to assess parenting strengths,
2. identify variables that moderate stress related to parenting and detail how these variables can be incorporated into behavioral parent training,
3. identify a variety of parenting strengths and demonstrate how to incorporate strengths into intervention techniques. |
| Activities: Workshop activities include didactic instruction, discussion, and role-play. Participants will have the opportunity to engage in small group activities that focus on designing intervention and practicing described techniques for behavioral parent training. |
| Audience: Individuals working with parents in home, school, or clinic-based settings such as psychologists, special education teachers, or behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Evidence-Based Error Correction Strategies for Children With Autism |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Mission B (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Christina Lovaas, M.A. |
| MICHELLE TURAN (University of Windsor), NATALIE P. CROTEAU (Surrey Place), LIANNE M. MOROZ (Surrey Place Centre) |
| Description: This workshop will give participants an overview of the literature surrounding error correction strategies in discrete trial training and applied verbal behaviour programs. Specific strategies will be recommended regarding the selection of error correction strategies for the individual learner. Participants will view video examples of different strategies, practice particular strategies, and receive data collection materials to track error correction data. It is expected that participants will have some knowledge and practice of discrete trial training. |
| Learning Objectives: This workshop has the following objectives:
1. Participants will be able to describe the steps involved in implementing several error correction procedures.
2. Participants will be able to demonstrate the use of several error correction procedures within discrete trial training.
3. Participants will be able to summarize the current empirical evidence surrounding error correction procedures.
4. Participants will be able to describe various methods to match error correction strategies to individual learners.
5. Participants will learn to use data sheets to track the results of error correction procedures. |
| Activities: The workshop will include lectures, role-playing, video modeling, and discussion. |
| Audience: Instructors, therapists, and others who are responsible for designing and implementing applied behavior analysis programs for children with autism. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Behavioral Training for Siblings of Children With Autism |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Presidio B (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Weinberg, Ph.D. |
| JAMIE HUGHES (Summit Autism Services), KAREN E. FLOTKOETTER (Summit Autism Services) |
| Description: Young children with autism spend the majority of their time in the home and community environments. Siblings in these environments might well be able to support the social development of children with autism spectrum disorders (ASD). Several researchers have examined the feasibility of using typically developing siblings to promote the skills, development, and participation of children with autism, with siblings most often filling a “teacher” role.
The participants in this study were four sibling pairs, with one child in each pair diagnosed with autism. All sessions were conducted in the children’s homes and/or community settings. The typically developing siblings observed the behavior analyst and child with autism during training sessions, and then were active participants in structured training sessions. In addition to the structured training sessions, the siblings were involved in various sessions conducted in the natural environment to promote the generalization of skills acquired.
Results indicated that the siblings learned to use the behavioral procedures at a proficient level, they used the procedures in a generalization setting, and there were observed improvements in the behavior of the children with autism. |
| Learning Objectives: The workshop has the following objectives:
1. To teach professionals working with siblings of children with ASD how to develop positive instructional control.
2. To teach professionals working with siblings of children with ASD how to structure situations so as to encourage desired behavior and avoid unwanted behavior.
3. To teach professionals working with siblings of children with ASD how to capture and/or contrive language development during play activities. |
| Activities: Participants will review video segments of four sibling dyads (children diagnosed with ASD at varying developmental levels) involved in the training sessions. Participants will also develop teaching plans to promote sibling interaction during structured sessions and during play and social activities. |
| Audience: Practitioners (e.g., BCBA, BCaBA, SLP, OT, special education teachers) who work with children diagnosed with ASD in applied settings. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Practical Applications of Token-Based Motivational Systems and Basic Behavior Intervention Plans |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Travis D (Grand Hyatt) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Maria Ruiz, Ph.D. |
| MELISSA ANDRETTA (Andretta Behavior Analysts) |
| Description: Practical applications and examples of token-based motivational systems and basic behavior plans (BIPs) will focus on using token systems to increase academic skills, appropriate social behavior, and habilitative responses (academically, behaviorally, and socially). We will also present examples of behavior plans and contracts and will discuss developing and implementing BIPs based on the results of a functional analysis. Examples of specific token systems and behavior plans will be demonstrated and discussed during the presentation. The attendees will be given materials in order to develop a token board or behavior contract (and will also develop a corresponding data collection tool) during the workshop. |
| Learning Objectives: This workshop has the following objectives:
1. At the conclusion of the workshop, the participant will be able to develop a token system in order to increase (a) habilitative behavior(s).
2. At the conclusion of the workshop, the participant will be able to develop a data collection system designed to measure the effectiveness of the token system they developed.
3. At the conclusion of the workshop the participant will be able to conduct and analyze a functional assessment in order to develop a corresponding BIP.
4. At the conclusion of the workshop, the participant will be able to develop a BIP in order to decrease (an) inappropriate target behavior(s) while simultaneously increasing (an) appropriate replacement behavior(s).
5. At the conclusion of the workshop, the participant will be able to develop a data collection system designed to measure the effectiveness of the behavior contract they developed. |
| Activities: During the workshop, the participant will develop a token system in order to increase (a) habilitative behavior(s), develop a data collection system designed to measure the effectiveness of the token system they developed, conduct and analyze a functional assessment in order to develop a corresponding BIP, develop a BIP in order to decrease (an) inappropriate target behavior(s) while simultaneously increasing (an) appropriate replacement behavior(s), and develop a data collection system designed to measure the effectiveness of the behavior contract they developed. |
| Audience: The target audience for this workshop would include teachers and other educational staff who are responsible for the development of token systems, assessing the function of behavior(s), and the development of corresponding BIPs. |
| Content Area: Practice |
| Instruction Level: Basic |
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| POWER-Solving: A Systematic Approach to Teaching Social Skills |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bowie C (Grand Hyatt) |
| Area: AUT/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Amy Lackey, Ph.D. |
| STEVEN GORDON (Behavior Therapy Associates), MICHAEL C. SELBST (Behavior Therapy Associates) |
| Description: Youth with social skills impairments include those with a range of DSM-IV diagnoses such as autism, asperger’s disorder, and attention deficit hyperactivity disorder. Social skill deficits have been associated with negative outcomes in future adjustment (e.g., educational achievement, interpersonal relationships, and psychological well-being). The scientific research on social skills training has generally found a weak effect with limitations as to the manner in which it has been implemented. POWER-Solving has been adapted from the social information processing literature related to improving problem solving skills. POWER-Solving is an acronym that addresses the core deficits seen in many of these children: Put the problem into words. Observe and measure feelings. What is the goal and how strongly is the goal desired? Explore and evaluate solutions. Review and reward.
POWER-Solving was implemented in a six week summer day program for children with social skills impairments known as HI-STEP (helping improve social-skills through evidence-based practices). Principles associated with applied behavior analysis (ABA) such as pinpointing target behaviors, functional behavior assessments, positive behavior supports, antecedent and consequence interventions ,and data collection are the “backbone” of the summer program. This workshop is at an intermediate level and assumes participants have prior knowledge of ABA principles. |
| Learning Objectives: At the conclusion of the workshop the participant will be able to do the following:
1. identify the five steps associated with POWER-Solving,
2. identify the components of applying POWER-Solving social skills,
3. identify evidence-based strategies that contribute to success in social skills and problem-solving,
4. apply POWER-Solving to a specific social skill of their choosing. |
| Activities: Participants will view a PowerPoint presentation regarding the history and concepts of POWER-Solving. Videotapes of learners using POWER-Solving will also be viewed. Opportunity to apply behavioral strategies to teaching a social skill of their choosing will be provided. |
| Audience: Teachers, paraprofessionals, parents, and mental health professionals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| The Lucky 7 Game: A Motivational Intervention for Teaching Replacement Behaviors |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Independence (Grand Hyatt) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: David Adams, M.Div. |
| CYNTHIA P. REKORT (Behavior Change Consultants, LLC), MELANIE B. WAGNER (Behavior Change Consultants, LLC) |
| Description: The Lucky 7 Game is grounded in the principles and procedures of applied behavior analysis (ABA). The game manipulates motivating operations in order to positively teach the core replacement behaviors. The game programs for positive change through 1) interspersing easy and difficult tasks, and 2) demand fading. Through the demand fading procedure, response persistance with difficult tasks occurs as a result of a high rate of reinforcement during game sessions, generating behavioral momentum. The game also programs for transfer (generalization) of skills to the natural environment. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. apply principles and procedures involved in a motivational intervention for teaching replacement behaviors;
2. apply behavioral principles for individuals who have learned to gain access to reinforcers through challenging behaviors, and who lack motivation to learn alternative replacement behaviors;
3. develop a basic verbal repertoire regarding core socialization skills that many individuals with behavior challenges have not yet learned;
4. develop a basic verbal repertoire regarding replacement behaviors for individuals whose challenging behaviors are a function of social positive reinforcement and social negative reinforcement;
5. apply skills in teaching clients to ask the question (i.e., mand), accept “no,” wait, and share. |
| Activities: Participants will learn to identify the components of the Lucky 7 Game as well as the priciples and procedures of ABA being used. Participants will alsp break into small groups to practice game set up using a hypothetical case study. There will be a discussion on the rationale for proposed game set ups. There will be practice playing the game using the roles of trainer and learner. Participants will receive their own Lucky 7 Game as part of their workshop registration. |
| Audience: BCBAs and BCaBAs who provide services to individuals with autism and other developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
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| First Three Months of Early Intensive Behavioral Intervention for a Child With Autism: Major Goals and Challenges |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bonham E (Grand Hyatt) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: |
| MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology) |
| Description: The first three months of early intensive behavioral intervention are a crucial period for a young learner with autism. This workshop will show how this period can be planned so that 1) therapeutic goals are chosen and arranged in the order of importance, 2) relation between the child and the therapist is developed, 3) instructional control is established, 4) pivotal behaviors are taught, 5) communication is established, and 6) collaboration with parents is built. Apart from goals for this period, major challenges will also be discussed. Video material will be used. The workshop will conclude with some suggestions for the next moths of therapy. |
| Learning Objectives: At the conclusion of the workshop, participants will have the following information presented to them:
1. methods of choosing and prioritizing therapeutic goals for the first three months of therapy,
2. methods of establishing a mutually reinforcing relation between the child and the therapist,
3. methods of establishing instructional control,
4. choosing and teaching pivotal behaviors,
5. methods of establishing communication,
6. strategies for establishing a truly collaborative model of working with the parents,
7. challenges facing therapists and parents in the first three months of therapy. |
| Activities: The workshop will include didactic instruction, video taped presentations, and demonstrations. |
| Audience: Parents, lead therapists, line therapists, consultants, and students. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Billing Insurance for Applied Behavior Analysis Based Therapy for Children With Autism Spectrum Disorders |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bonham D (Grand Hyatt) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Richard Meisch, Ph.D. |
| KRISTIE M. FRISSEN-THOMPSON (OptumHealth Behavioral Solutions) |
| Description: The workshop will describe strategies for maximizing a successful claim submission to third party payors. In addition, participants will come to understand that while many states have passed legislation mandating that services for autism and applied behavior analysis (ABA) be covered by third party payors, coverage is dependent on group size and whether the employer has selected a self-funded or a fully-insured plan, among others. That is, third party payors are required to reimburse for ABA-based therapy for autism in certain circumstances, not just as a result of the state mandate. As more self-funded plans are deciding to purchase a supplemental autism benefit and as more states pass mandates for autism, it is essential that anyone working as a certified behavior analyst (BCBA or BCBA-D) learn their way around a standard claim form, billing and diagnostic codes, and collect the member's insurance information.
Correctly billing insurance companies and other third party payors for autism-related ABA services is an imporant step to ensure reimbursement for those services. Correct billing will decrease denials, wait time, and overall frustration with the insurance industry. The presenter currently works for a large for-profit behavioral health insurance company managing an autism benefit which pays for ABA-based therapies. The information provided in this workshop is based on the presenter's experience in private practice and working in the insurance industry and will provide information related to general billing of third party payors, not just the presenter's employer. The presenter is not receiving commercial or financial support for the workshop. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
list which states currently have state mandates for autism and/or ABA,
1. describe who is affected by state mandates,
2. describe the difference between state mandated services for autism and self-funded programs,
3. describe the essential components of and how to complete the CMS-1500 billing form,
4. know what the ICD-9 and DSM-IV diagnostic codes are for the pervasive developmental disorders, and
5. know the difference between the CPT billing codes. |
| Activities: The workshop will include a direct presentation of information, solicited and directed questions to participants about their own experiences with billing insurance companies and other third party payors, and actual completion of claim forms. |
| Audience: This workshop is intended for professional clinicians including BCBA-Ds, BCBAs, BCABAs, and office administrators concerned with understanding the billing practices for ABA services for children with autism spectrum disorders. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Operant-Based EMG Biofeedback for the Treatment of Cerebral Palsy and Spinal Cord Injuries |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Presidio C (Grand Hyatt) |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Jennifer Crockett, Ph.D. |
| GARY AMES (Behavior Analysis and Therapy Partners), RICHARD WEISSMAN (Behavior Analysis and Therapy Partners), JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners) |
| Description: In the late 1960s, Bernard Brucker developed an electromyography (EMG) biofeedback system method to progressively re-educate muscle response. EMG biofeedback is an operant conditioning method which detects subtle physiological signals and provides information about that signal to trainees as audio or visual feedback. With repititon, trial and error, and reinforcement, the rewarding stimuli gradully build new behavioral repetiores. In the case of those with impaired motor functioning, this retraning permits quieting of spastic muscles and discovering new neural pathways for muscular function. Through biofeedback, operant conditioning techniques help the patient learn greater control over the EMG signals to the muscle. In this way biofeedback can restore functional control over paretic or damaged muscles. Some research has shown that biofeedback of motor neuron activity can allow individuals with spinal cord injury to regain lost neuromuscular function and those with cerebral palsy to develop functioning they did not have prior to the intervention. This treatment received a lot of research during the 1990s and has been shown to be effectve in establishing new responses. Once learned, these increases in and coordination of motor neuron recruitment are permanent. |
| Learning Objectives: The workshop has the following learning objectives:
1. Particpants will grasp the research basis of neuromuscular re-education with EMG biofeedback.
2. Particpants will describe several ways damaged motor neuron connections can be rehabilitated.
3. Participants will get a beginners expereince with treatment using EGM biofeedback.
4. Participants will place EMG biofeedback into the larger model of behavioral medicine that helps identify voluntary muscle control. |
| Activities: Activities will include a lecture and hands-on biofeedback training. |
| Audience: Applied behavior analysts, behavioral psychologists, and rehabilation specialists. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Inner Behavior: Changing Thoughts, Feelings, and Urges |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Travis C (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| CE Instructor: |
| ABIGAIL B. CALKIN (Calkin Consulting Center), EMMA F. DOUGLAS (The Treehouse Trust) |
| Description: Thoughts, feelings, and urges are inner behaviors that a person can observe, count, and change. Substantial research from about 1,000 charts over the past 40 years shows that behavioral observation and methods can change a person's inner behaviors. Therapists and teachers encounter the need to make or help others use these techniques in therapeutic, educational, and home settings. The workshop reviews the history of of this particular field and includes charted examples from people who have counted and changed their inner behaviors, as well as a brief look at the statistics that support the similarities between inner and outer behaviors. There are some data from soldiers with posttraumatic stress disorder. The workshop also teaches how to use the standard celeration chart to record the frequencies and make the correct decisions to change these inner behaviors. |
| Learning Objectives: At the conclusion of the workshop, participants will have learned to do the following:
1. state the theoretical and research background on observing and changing inner behavior;
2. define thoughts, feelings, and urges and name specific examples of each;
3. practice writing positive thoughts, feelings, and urges at 30-35 per min and say them at about 50-75 per min;
4. count and record some specific inner behaviors for the duration of the workshop, which can be continued or revised later;
5. discuss and develop a plan to change inner behaviors of self or client. |
| Activities: The primary focus is to identify, list, count, and record inner behaviors, and then to learn how to practice daily and thus change to the desired behavior. Each participant will develop a written plan to use this technique with a person or group. |
| Audience: This workshop is for clinicians and graduate students in behavior analysis and psychology, special education teachers who work with students with behavior disorders, and others interested in changing inner behaviors. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Ethics and Autism: Making the Puzzle Without Bending the Pieces |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Crockett A (Grand Hyatt) |
| Area: CSE/AUT; Domain: Service Delivery |
| CE Instructor: W. Wyatt, Ph.D. |
| CARA M. CAPPALLI (ACES, Inc.), KRYSTL GIORDANO-PADILLA (BEACON Services of Connecticut), JAMES A. HOKO (ACES, Inc.) |
| Description: The growing demand for behavior analysts working in educational contexts has been both significant and rapid. This need has been most evident in the delivery of services to children diagnosed on the autism spectrum.
The variety of settings and needs involved in service delivery to this population creates unique and varied responsibilities for behavior analysts. This in turn puts a greater emphasis on our professional and ethical conduct.
This workshop will focus on the application of the BACB guidelines for ethical conduct by service providers working in early intervention (ages birth to 3), school-based, and home-based settings for children with autism. Rather than lecture format, the workshop will be based on active attendee participation. A variety of situational vignettes will be used to structure discussion within small and large groups. Participants are encouraged to offer their own examples and scenarios for discussion and feedback. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. define ethics and relate historical events leading to the BACB's current ethical code;
2. identify and provide examples for the BACB guidelines for ethical conduct;
3. discuss ethical responsibilities with respect to the varying roles of a behavior analyst working with children on the autism spectrum;
4. determine requirements for functional assessment and appropriate delivery of services in early intervention (ages birth to 3), school-based, and home-based settings;
5. outline the ethical considerations for conducting research involving children on the autism spectrum;
6. list the established procedures for dealing with perceived ethical violations;
7. make decisions regarding professional competence, family involvement, environmental appropriateness, and treatment termination. |
| Activities: The workshop will include an audio-visual presentation and emphasize audience participation through large and small group discussions. Worksheets will be used to assess current skill base and provide a follow-up measure. |
| Audience: Behavior Analysts and other professionals working with children diagnosed on the autism spectrum. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Communication-Based Behavior Interventions: A Review of Functional Communication Training and Interdisciplinary Collaboration |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Travis A (Grand Hyatt) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Erik Mayville, Ph.D. |
| JOHN POKRZYWINSKI (Woodward Resource Center), EVELYN JO HORTON (The Homestead), JAMES R. PRICKETT (Woodward Resource Center) |
| Description: Communication-based behavior interventions are some of the most common and effective procedures for treating severe challenging behaviors. While the basic principles presented in this workshop are not new, this workshop attempts to review how an interdisciplinary team and consultants can collaborate to create communication-based behavior interventions using principles that are consistent with those of positive behavior support. Since the initial description of functional communication training (FCT) by Carr and Durand (1985), various aspects of the FCT treatment process have been evaluated, and from this research, best practices have emerged. This workshop emphasizes positive reinforcement of alternatives to reduce problem behaviors (replacement behaviors). It encourages procedures that increase the contextual fit of behavior support plans and presents procedures that allow identification and manipulation of setting events and discriminative stimuli. Discussion includes procedures to encourage a communication-based environment. The procedures described in the workshop are designed to emphasize nonaversive and naturalistic procedures to reduce the likelihood of problem behaviors; increase the acceptance of behavior support plans, and thus the likelihood of success and generality; and increase collaboration between professional disciplines and direct-support staff. |
| Learning Objectives: The workshop has the following objectives:
1. At the conclusion of the workshop, the participant will be able to identify and discuss eliminative versus educative approaches in treating challenging behaviors.
2. At the conclusion of the workshop, the participant will be able to identify the primary outcomes of the functional analysis process.
3. At the conclusion of the workshop, the participant will be able to describe and discuss procedures to encourage a communication-based environment.
4. At the conclusion of the workshop, the participant will be able to identifythe advantages and disadvantages of discrete trial training (DTT) and natural environment training (NET).
5. At the conclusion of the workshop, the participant will be able to identify procedures for implementing a functional communication dictionary.
6. At the conclusion of the workshop, the participant will be able to identify and discuss procedures to increase collaboration between all team members and direct-support staff. |
| Activities: Workshop activities include examples and discussions of eliminative versus educative strategies to deal with problem behaviors; antecedent events and contextual variables; functional behavior assessment and replacement behavior development; DTT and NET; verbal behavior considerations; communication dictionaries that include DTT and NET procedures; and interpersonal communication skills training that include DTT and NET procedures. |
| Audience: Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, speech and language pathologists, educators, nurses, advocates, independent support coordinators, and others working with individuals with intellectual deficiencies or autism. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Toward an Understanding of Programming Generalization: An Application of the Stimulus Control Interpretation |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Crockett B (Grand Hyatt) |
| Area: DDA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Florence DiGennaro Reed, Ph.D. |
| JESSICA LYNN DOUCETTE (Melmark New England), HELENA MAGUIRE (Melmark New England) |
| Description: The generalization of skills acquired within academic and therapeutic settings is a concern for many applied practitioners. Systematic and reliable programming generalization can only occur once the principles responsible for the production of generalization are identified and their role in producing generalization is fully understood. This workshop will present an analysis of generalization by discussing the principles of stimulus control and reinforcement and their role on the production of generalization first discussed by Kirby and Bickel (1988). This workshop will then further expand on this analysis by reviewing the literature on current teaching strategies used within applied behavior analysis and their effects on generalization of target responses. Lastly, a case study will be reviewed identifying key components of a treatment plan to promote generalization in the acquisition of sight word identification in a student with autism. |
| Learning Objectives: At the completion of the workshop, participants will be able to:
1. provide a brief overview of the literature on generalization;
2. describe the role behavior analytic principles (i.e., stimulus control and reinforcement) have in the analysis of the production of generalization;
3. identify key antecedent events in programming generalization within an educational setting;
4. identify teaching strategies that both support and do not support generalization;
5. apply the above to a provided case study as well as to one of their own. |
| Activities: Workshop activities include discussion, material and lesson plan development, and role plays. The focus will be on developing curriculum which systematically outlines how generalization will be programmed and tested. Participants will have the opportunity to work in small groups to foster discussion about the presented material as well as work together to develop lesson plans and materials. |
| Audience: The target audience includes professionals working within residential and day programs for students with disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using the Vineland-II to Measure Adaptive Skill Development and Inform Goal Selection |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Crockett C (Grand Hyatt) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Kimberly Sloman, Ph.D. |
| JAMES CHOK (Melmark New England), DEREK D. REED (Melmark New England) |
| Description: The Vineland-II (Sparrow, Cicchetti, & Balla, 2005) is a widely-used normative rating scale of adaptive behavior that measures functioning across the areas of communication, daily living skills, and socialization. The individual behaviors that constitute these broader domains are often targets for intervention in school, residential, and other clinical settings that serve individuals with developmental disabilities. Adaptive skills identified using the Vineland-II can be integrated into the development of individualized education plans and the scale can serve as a measurement of adaptive skill development over time. The use of the Vineland-II can also play an important role in establishing the appropriateness of the need for guardianship and eligibility for state-funded services. This workshop will provide an overview of the various rating forms of the Vineland-II (e.g., parent/caregiver, teacher), review rating procedures, and highlight the ways in which the scale can be used (e.g., research, goal selection, tracking progress over time, etc.). |
| Learning Objectives: At the conclusion of this workshop, the participant will have learned the following:
1. how to accurately score and provide ratings for the Vineland-II,
2.how to select target behaviors for intervention using items from the Vineland-II, and
3. to have an appreciation for the role the Vineland-II can serve in measuring progress over time and determining the appropriateness of the need for guardianship and eligibility for state-funded services. |
| Activities: Workshop activities will include completing the parent/caregiver and teacher rating forms using case study descriptions, scoring the Vineland-II forms, determining strengths and limitations both within and across assessments using basic statistical analysis, and creating well-defined behavioral goals using items from the Vineland-II. |
| Audience: This workshop is intended for individuals with a Master's degree (at minimum) working within public and private school settings, and other clinical service delivery settings. The workshop is intended for professionals such as psychologists, special education teachers, social workers, speech and language pathologists, behavior analysts, occupational therapists, and physical therapists. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Be a Better Assessor: Revitalizing Data-Based Methods for Assessment |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Crockett D (Grand Hyatt) |
| Area: DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Gordon Paul, Ph.D. |
| LISA N. BRITTON (Spectrum Center), AMY CRYE (Spectrum Center), JOHN J. HEALEY (The Columbus Organization) |
| Description: Staff responsible for conducting functional assessments may be initially trained in several methods for conducting these assessments; however, due to expectations of their employer, competing contingencies, or drift, the assessor may not employ the necessary rigor when conducting these assessments. This workshop is designed to improve skills in various methods for conducting indirect and descriptive assessments and in analyzing the data from those assessments. The workshop highlights when to use particular types of assessment and how to do so appropriately. The indirect assessments discussed within this workshop include the motivational assessment scale (Durand & Crimmons, 1988) and the functional analysis screening tool (Iwata & DeLeon, 1995). The descriptive assessments discussed within this workshop include scatterplots, activity assessments, narrative recording, structured ABC, interval ABC, and antecedent assessments. Attendees will learn about these assessments and data collection methods associated with them. Participants will practice collecting assessment data and learn how to analyze the results. The data analysis component will include information regarding calculating conditional probabilities and background probabilities. Finally, the workshop will cover graphical display and data interpretation. |
| Learning Objectives: At the end of the workshop, attendees will be able to do the following:
1. state the benefits and limitations of indirect assessments;
2. list several types of descriptive assessments and how to collect data with those assessments;
3. analyze data utilizing probabilities and background probabilities. |
| Activities: The workshop will include practice using indirect assessments, collecting descriptive assessment data, conducting probabilities and background probabilities, and looking at graphs and making data-based decisions based on those graphs. |
| Audience: Practitioners with a degree in behavior analysis who are responsible for conducting functional assessments. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Creating a School-Wide Social Thinking Model Where No Child Is Left Behind |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Republic A (Grand Hyatt) |
| Area: EDC/DDA; Domain: Service Delivery |
| CE Instructor: M. Shillingsburg, Ph.D. |
| VALORI N. BERENDS (Academy for Precision Learning), LOVELLE T SUAREZ (Academy for Precision Learning), ALISON L. MOORS (Academy for Precision Learning) |
| Description: While including students with special needs, many public and private schools across the country are aligning with best practices outlined in federal law which overwhelmingly requires educating all students in their least restrictive environments. For many students, that least restrictive environment is in a classroom setting alongside their typically developing peers. However, students with special needs who may be academically capable often need specially designed instruction for navigating their social world successfully. Practitioners from multiple human service fields have a history of producing effective curricula for teaching social thinking, self-monitoring, problem-solving, and constructive behavior management techniques to students with social language deficits. However, the majority of resources available use individualized instruction as the teaching modality which proves quite difficult when trying to adapt the strategies within larger group settings. This workshop will identify the next steps necessary for creating school-wide classroom management and behavior management systems by extrapolating information from a variety of existing published resources. The presenters will show data and videotaped examples of applying the techniques in classrooms with a variety of students with learning labels ranging from autism, attention deficit disorders, social cognitive deficits, emotional behavior disorders, oppositional defiance, and nonverbal learning disability. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. write individualized goals and objectives targetting social thinking skills,
2. identify task analyses for teaching social thinking behavioral targets,
3. describe data collection procedures targetting social thinking skills which are useful in classroom settings,
4. define classroom management pinpoints helpful for targetting social thinking objectives. |
| Activities: The workshop presenters will use a combination of small group activites, lecture, discussion, and video taped representations of the targeted information. Participants will practice the concepts using hands-on activities aligning to their own clents' needs. |
| Audience: Any professional teaching and/or designing protocol for clients with regard to pragmatic language concepts and the real life requirements of social navigation skills. The participant should be supervising clients within a group setting currently, or hope to in the future. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Implementing Applied Behavior Analysis in the School: A Public School District’s Approach |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Republic C (Grand Hyatt) |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Anthony DeFulio, Ph.D. |
| CARIN THOMPSON (Lewisville Intermediate School District), KELLE M. WOOD RICH (Central Texas Autism Center, Inc.) |
| Description: Under No Child Left Behind and the Individuals with Disabilities Education Act, federal law requires school districts to provide instruction using evidence based, peer-reviewed methodologies. Public school systems struggle to implement quality interventions due to lack of properly trained individuals and staff attrition. Applied behavior analysis (ABA) and verbal behavior (VB) are both scientifically based practices proven effective for students with autism. A large urban school district’s effective approach of implementing ABA and VB in the classroom based on staff retention and student achievement over the last 10 years will be presented which includes the following aspects: staff training using an expert consultant to develop a trainer of trainers model, providing on-going training and support to classroom teachers, collaborating with parents using various parent training models to meet the individual needs of students, and ideas for problem solving conflicts that arrive and the limitations—including training new staff, training assistants, scheduling, and lack of support by teachers, administrators, or parents. |
| Learning Objectives: The workshop has the following objectives:
1. At the conclusion of the workshop the participant will be able to identify an effective training model for school staff.
2. At the conclusion of the workshop, the participant will be able to name effective methodologies of applied behavior analysis and verbal behavior used in the classroom setting as they apply to individual and group instruction.
3. At the conclusion of the workshop, the participant will be able to identify systems of data collection for the public school setting.
4. At the conclusion of the workshop, the participant will be able to identify the procedures used to ensure integrity of interventions used with students from school to home. |
| Activities: Activities will include a review of ABA and VB theory, outlining staff training approach using an expert consultant to develop a trainer of trainers model, and video models of implementation of methodology and supporting data. |
| Audience: This workshop is targeted for professionals that are direct stakeholders in implementing ABA in the public school setting including teachers, administrators, psychologists, and behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Measuring Fidelity in Single-Subject Case Studies: Practical Approaches for Implementing Evidence-Based Interventions |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bonham A (Grand Hyatt) |
| Area: TBA/EAB; Domain: Applied Behavior Analysis |
| CE Instructor: |
| SHELLEY CLARKE (University of South Florida), MICHELLE A. DUDA (University of North Carolina at Chapel Hill) |
| Description: This workshop will provide an overview of the rationale for more precise and accurate measurement and implementation of the independent variable. This includes ensuring proper documentation and accountability by linking assessment to intervention. The content of the workshop will reflect the current interest in implementation science within applied research that also relates to recent legislative requirements concerning treatment integrity. Presenters will introduce the body of literature within applied behavior analysis that has promoted the need for measurement beyond change in the independent variable. Treatment integrity will be described both from the conceptual and practical viewpoint. Case studies demonstrating implementation measures and direct instruction in how to develop fidelity tools for researchers and consumers will be shared. |
| Learning Objectives: This workshop has the following objectives:
1. At the conclusion of the workshop participants will be able to define and describe the elements of treatment integrity and procedural fidelity.
2. Participants attending the workshop will gain an understanding of the importance of including treatment integrity measures within applied studies.
3. Participants will be given information and practical approaches to develop treatment integrity measures supplemented with actual case studies. |
| Activities: Activities will include an overview of implementation literature in the field of applied research, sharing case studies from the field of intervention research that include measures of treatment integrity via videotape, participants instruction on how to measure treatment integrity, small group practice with videos of case studies, instruction on how to develop treatment integrity measures for use in the field,
structured group discussion about individual measures developed, and a question and answer period with presenters. |
| Audience: Researchers, behavioral consultants, program developers, and purveyors who may be involved in conducting applied intervention research. |
| Content Area: Methodology |
| Instruction Level: Basic |
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| Software Tools for Direct Observation: Hands on Learning of the Best Tools for BCBAs, Clinical Practitioners, and Faculty Researchers |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Travis B (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Elizabeth Martineau, Ed.S. |
| TOM SHARPE (Educational Consulting, Inc.), JOHN KOPERWAS (Educational Consulting, Inc.) |
| Description: The workshop will provide hands-on application of a user friendly software package designed to collect and analyze discrete and time-based behavioral data for a wide range of evaluation and feedback applications in direct observation client settings. The program and compatible materials are particularly useful to graduate students, behavioral psychologists, BCBA and BCABA professionals engaged in assessment and behavior plan activities, and experimental analysts. Specifically, this workshop will be valuable to anyone interested in analyzing complex configurations of behaviors which are emitted at high rates, often overlap in time, and which are context dependent. Discussion includes an introduction to (a) recommended procedures when collecting time-based data in the live setting and from videotape records, and (b) computer generated behavior descriptions, graphic displays, statistical analyses, and reliability comparisons of data files when engaged in staff training and assessment of data integrity. As a function of workshop participation, attendees will be provided with all workshop presentation materials, a complimentary copy of the complete software package, and a .pdf file summary of compatible research methods published by Sage Publications.
It is recommended that workshop participants bring their own IBM compatible laptop hardware to facilitate hands-on workshop interactions. |
| Learning Objectives: Workshop participants will exit with software-based data collection and analysis competencies: 1. ability to construct and apply systemic observation systems,
2. ability to generate a time-based behavioral record using an inclusive overlapping category system,
3. ability to construct graphic representations, 4. ability to perform traditional and sequential analyses using multiple measurement methodologies,
5. ability to edit graphic data representations and apply relevant visual and statistical analyses,
6. ability to conduct reliability and treatment fidelity analyses, and
7. ability to apply a variety of data record edit and merge functions when operating with complex multiple event category systems.
This workshop has several learning objective:
1. Participants will be able to discuss the principles and practice of discrete and sequential behavior analysis methods.
2. Participants will be able to apply a range of computer-based data collection, reliability, and measurement techniques to their particular behavior analysis interests.
3. Participants will be able to understand and apply a range of computer-based descriptive and statistical data analysis techniques in relation to discrete and sequential measurement sets.
4. Participants will be able to construct a variety of behavior graphs and apply appropriate analysis techniques to the graph types covered, and in relation to research and behavior service application example. |
| Activities: Activities include (a) a review of traditional behavior analysis recording methods; (b) an introduction to, and hands-on application of, a computer-based package designed to enhance behavior analyses of complex interactive settings; and (c) a detailed hands-on demonstration of data collection features, discrete and sequential analysis capabilities within and across data-file graphic representations, and a variety of reliability, treatment fidelity, and data manipulation and editing functions—all designed to facilitate applied activities in assessment, behavior planning, treatment, and ongoing observation of a variety of settings and environments. |
| Audience: Graduate students, behavior analysts, BCBA, BCABA, and related therapists working in a variety of applied and experimental settings who are interested in the interactive nature of behavior in situations where study of multiple behaviors and events, multiple participants, and changing setting variables are present. Those working in educational and social science settings and who are challenged with how to describe and analyze highly interactive behavioral transactions should find the workshop experience and complimentary software particularly appealing, as they will be useful in wide range of research and assessment applications. |
| Content Area: Practice |
| Instruction Level: Basic |