Our Annual Conference is held to disseminate the most advanced developments in the science and practice of behavior analysis across a wide array of topics. The Annual Conference includes pre- and post-conference workshops, invited addresses, submitted professional and student paper sessions, a poster session, and a social.
8:30am
9:00am
Patrick McGreevy, PhD, BCBA-D (Patrick McGreevy, PhD, P.A. and Associates) Teaching Functional Life Skills to Learners with Moderate-to-Severe Disabilities, Including Autism: A Matter of Ethics and Social Validity
BACB Approved CE Available (Ethics) NCPA Approved CE Available
Patrick McGreevy received B.S. and M.A. degrees in Psychology and Special Education, respectively, from the University of Iowa. He was a special education teacher for eight years, working with children and young adults with moderate-to-severe developmental disabilities. He received the Ph.D. degree in Education from Kansas University under the guidance of Ogden R. Lindsley. He has served on the faculties of the University of Missouri-Kansas City, Louisiana State University, the University of Central Florida, and the Florida Institute of Technology. He is the author of Teaching and Learning in Plain English, an introduction to Precision Teaching, and the founder and first editor of the Journal of Precision Teaching and Standard Celeration Charting. He is the author of ten journal articles and a book chapter on teaching verbal behavior. He is the first author of Essential for Living, a functional skills curriculum, assessment, and professional practitioner’s handbook based on B. F. Skinner’s analysis of verbal behavior for children and adults with moderate-to-severe disabilities. For the past 30 years, he has provided consultations for children and adults with developmental disabilities in school districts, residential programs, and hospitals, specializing in the simultaneous management of aggressive and self-injurious behavior and the teaching of communication and language skills to individuals with limited repertoires. He has given hundreds of presentations and workshops, and is the recipient of the Ogden R. Lindsley Lifetime Achievement Award of the Standard Celeration Society.
Abstract
In recent years, many teachers, curriculum coordinators, speech-language pathologists, and behavior analysts have struggled with ‘what to teach’ children with moderate-to-severe disabilities or limited skill repertoires, including many children with autism, especially as they grow older. In public schools, they are often instructed to adhere to the Common Core State Standards, while in ABA centers they are often offered only developmental curricula designed to help young children ‘catch up’ to their typically developing peers. When they look for alternative sources of more functional skills, they often find few available options. If they look to the BACB Fourth or Fifth Edition Task List, they will find very little help resolving this or any other curricular issue. This presentation will describe many examples of functional, life skills – communication and language skills, functional academic skills, daily living skills, including vocational and leisure skills, tolerating skills, and component, composite, and tool skills — their import and value for specific children and adults, and the literature that supports their use. Further, the presentation will specifically describe how these skills are inherently a part of the ethical practice of behavior analysis and an essential component of social validity.
Objectives
Upon completion of this workshop participants should be able to:
References
Proposed Audience
Behavior Analysis Practitioners, Special Education Teachers, Psychologists
Proposed Activities
Lecture, Role Play, Participatory Practice
Presentation Level
Basic
9:00am
Kelsey W. Ruppel, PhD, BCBA, LABA (FTF Behavioral Consulting) Balance: A Home-Based, Parent-Professional Collaborative Approach to Addressing Emerging Problem Behavior
BACB Approved CE Available NCPA Approved CE Available
Kelsey is a clinician and researcher whose work focuses on the practical functional assessment and skill-based treatment of problem behavior, as well as preventing the development of severe problem behavior in young children with autism. She began her career as a teaching assistant in a specialized school for students with developmental disabilities and eventually served as a school-based special education teacher, BCBA, and curriculum supervisor. She has also supervised in-home ABA programming, taught courses as a faculty fellow at Western New England University, and served as the Associate Director of Dr. Greg Hanley’s Life Skills Clinic at Western New England University. Kelsey has served as a consultant to a range of organizations, including schools, in-home and outpatient clinic providers, and residential programs, and she is currently a full-time consultant with FTF Behavioral Consulting. Kelsey earned her Master’s degree in Special Education from Johns Hopkins University, and she is completing her doctoral degree in Behavior Analysis at Western New England University under the supervision of Dr. Hanley.
Abstract
A set of social skills– including functional communication, delay toleration, and cooperation with adult instructions– has been shown to reduce severe problem behavior among children with autism. Teaching these skills to typically developing preschoolers has also been demonstrated to reduce problem behavior and prevent it from developing. From this foundation, we developed a similar skill-based program to be delivered in the home, by parents to their young children recently diagnosed with autism, with the goal of preventing the development of severe problem behavior. Our empirical evaluation of the program showed that emerging problem behavior decreased, child skills increased, and parents reported that the experience was highly acceptable. This workshop will present the data from this empirical evaluation and describe the program in detail. The role of professionals and parents in the program will be discussed, as will be various ways in which the program can be tailored to individual families’ needs and preferences. Attendees will receive program manuals for both coaches (BCBAs or other professionals) and parents.
Objectives
On completion of this workshop participants should be able to:
References
Proposed Audience
Early Intervention Providers, Behavior Analysis Practitioners, Psychologists, Parents
Proposed Activities
Lecture, Video Modeling, Question and Answer/Discussion
Presentation Level
Basic
12:00pm
1:30pm
Welcome to the 31st Annual NCABA Conference Kristi Toward, MS, BCBA, NCABA President, Effective Interventions
2:00pm
Cary Trump, PhD, BCBA-D (University of Northern Colorado) Behavior Analytic Equations in the Wild: Or, How I Explain My Matching Law Tattoo to My Friends
BACB Approved CE Available
Cary Trump is an Assistant Professor at the University of Northern Colorado. She received her B.S. and M.A.Ed. in Special Education at East Carolina University. After serving as a teacher in North Carolina and completing her master’s program, Dr. Trump obtained her Ph.D. at the University of Georgia, where she also consulted as a Board Certified Behavior Analyst. She is interested in applications of applied behavior analysis beyond tightly controlled settings.
Abstract
For many behavior analytic practitioners, due to their unfamiliarity, equations and concepts often found in the experimental analysis of behavior might seem aversive. Although behavior analytic practitioners are familiar with choice behavior and response persistence, it is unlikely the matching law (Herrnstein, 1961) and quantitative models of persistence (Nevin & Shahan, 2011) find their way into the everyday repertoire of applied behavior analysts. Therefore, the purpose of this talk is to explain two basic equations (i.e., generalized matching equation, a model of response persistence), provide examples in the “real world”, and also offer examples of applications within one’s behavior analytic practice.
Objectives
On completion of this session participants should be able to:
References
Proposed Audience
Psychologists, Behavior Analysis Practitioners, Educators, Social Workers, Paraprofessionals, Parent/Caregivers, Students in a Behavior Analytic Field
Proposed Activities
Lecture
Presentation Level
Intermediate
3:10pm
Kelsey W. Ruppel, PhD, BCBA, LABA (FTF Behavioral Consulting) Transferring Successful Skill-Based Treatment of Problem Behavior to Caregivers
BACB Approved CE Available NCPA Approved CE Available
Kelsey is a clinician and researcher whose work focuses on the practical functional assessment and skill-based treatment of problem behavior, as well as preventing the development of severe problem behavior in young children with autism. She began her career as a teaching assistant in a specialized school for students with developmental disabilities and eventually served as a school-based special education teacher, BCBA, and curriculum supervisor. She has also supervised in-home ABA programming, taught courses as a faculty fellow at Western New England University, and served as the Associate Director of Dr. Greg Hanley’s Life Skills Clinic at Western New England University. Kelsey has served as a consultant to a range of organizations, including schools, in-home and outpatient clinic providers, and residential programs, and she is currently a full-time consultant with FTF Behavioral Consulting. Kelsey earned her Master’s degree in Special Education from Johns Hopkins University, and she is completing her doctoral degree in Behavior Analysis at Western New England University under the supervision of Dr. Hanley.
Abstract
Hanley, Jin, Vanselow, and Hanratty (2014) described a comprehensive functional assessment and treatment process for the severe problem behavior of three children with autism. Since, these effects have been replicated by multiple research groups nationally and internationally, and a consecutive case series has shown that these outcomes are not only possible but probable. However, although some publications have presented child behavior data following caregiver training, the published literature has not included a detailed description of the caregiver-training process. We present a technological description of this process as implemented with the parents of two young children who received treatment in our clinic, as well as data on parent treatment integrity and child behavior. We replicated the Hanley et al. assessment and treatment process, and, after clinic-based behavior analysts obtained similar effects to those reported in Hanley et al., we trained caregivers using behavioral skills training and a performance rubric. Children demonstrated improved social skills and substantial reduction in or elimination of problem behavior while parents implemented treatment. Caregiver training was individualized to meet the preferences and needs of each family, and these individual modifications and their rationales will be described.
Objectives
On completion of this session the participants should be able to:
References
Proposed Audience
Psychologists, Behavior Analysis Practitioners, Social Workers, Paraprofessionals working with people with IDD, Educators, Administrators
Proposed Activities
Lecture
Presentation Level
Basic
4:20pm
Robert Pennington, PhD, BCBA-D (University of North Carolina Charlotte) Behaving Behavior Analytic in the Provision of School Supports
BACB Approved CE Available NCPA Approved CE Available
Robert Pennington, PhD, BCBA-D is an Associate Professor and the Lake and Edward J Snyder, Jr. Distinguished Scholar in Special Education. He has over 25 years of experience working with individuals with disabilities, their families and teachers. He graduated from the University of Kentucky in 2010 and since has over 50 articles and book chapters related to working with persons with ASD and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families. He also currently sits on multiple journal editorial and advisory boards. His current interests involve behavior analytic communication instruction, expanding students’ repertoires in written expression, and improving educational programming for students with severe disabilities.
Abstract
Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, experience from over 25 years working in schools will be used to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. First, a description of challenges faced by teachers and those charged with supporting them within the arena of public education will be provided. Then, a description of the impact of systemic (e.g., legislation, policy) and classroom contingencies (e.g., students, parent, supervisory) on effective teaching behavior will occur. Direct observation methods for identifying areas in need of coaching support and provide examples of behavioral objectives written to address teaching behavior will be introduced. Finally, several strategies for training teachers, supporting implementation fidelity, and promoting sustained improvement including behavioral skills training, dynamic fading, peer to peer coaching, training students to respond to teacher behavior will be described. Throughout the session, opportunities for audience participation will be provided.
Objectives
Upon completion of this session participants should be able to:
References
Proposed Audience
Behavior Analysis Practitioners, Psychologists, Educators
Proposed Activities
Lecture
Presentation Level
Basic
5:30pm
NCABA Conference Student Symposium Chair: Erin Moran, MEd, BCBA, NCABA Student Representative, University College London
T. Kristina Mosely, BA (University of North Carolina Wilmington) A Comparison of Trial-Based and Pair-Wise Functional Analyses in the Assessment of Pediatric Feeding Disorders
Kristina Moseley is currently a Master’s student at the University of North Carolina Wilmington.
Abstract
Functional analyses identify the environmental variables maintaining problem behavior and thus aid in the development of the most specific, effective, and efficient interventions (Hanley, Iwata, & McCord, 2003). Despite the usefulness of functional analyses in determining the function of problem behaviors, some concerns have been identified, including the amount of time required (Iwata and Dozier, 2008). The trial-based functional analysis is a methodological variation which consists of comparing the occurrence of the target behavior during briefer individual trials of test and control conditions, resulting in reduced assessment time (Iwata & Dozier, 2008). To our knowledge, no published study to date has examined the efficacy of the trial-based functional analysis methodology to identify environmental consequences maintaining inappropriate mealtime behavior. We conducted trial-based and pair-wise functional analyses in the assessment of inappropriate mealtime behavior exhibited by 4 children with feeding disorders to examine correspondence between the two assessments. Results indicated that both analyses identified the same functions for 3 of 4 children. Increasing the number of trials during the trial-based functional analysis resulted in the identification of functions consistent with the pair-wise functional analysis for the fourth child. Interobserver agreement was collected for at least 33% of sessions and was above 80%.
Amy Clausen, MEd (University of North Carolina Charlotte) Increasing Independence in Transitions Through a Paraprofessional-Implemented Video Self-Modeling and System of Least Prompts Intervention
Amy Clausen is a first-year doctoral student at the University of North Carolina at Charlotte in the special education department. She received her bachelor’s degree in special education at Morehead State University and her master’s degree in behavior analysis at the University of North Carolina. She is currently an RBT and is accruing her field experience hours in order to sit for the BCBA exam. Her passions include personnel preparation and teaching standards-based academic content to students with significant cognitive disabilities.
Abstract
This study used a multiple probe across behaviors design to evaluate the effects of a paraprofessional-implemented video self-modeling and system of least prompts treatment package on the transitional routines of an elementary student with extensive support needs in an inclusive setting. Behavioral sets included transitioning from independent work to leisure activity, from one instructional setting to another, and packing up at the end of lunch. Researchers collected data on the percentage of steps completed independently as well as the total duration of the transitional routine. In addition, procedural fidelity was collected for each session to determine if a paraprofessional could implement the intervention with integrity following behavioral skills training. Results indicated that the student met criteria across all three behavior sets and maintained the skill after fading the video self-modeling and system of least prompts package. The student generalized a behavior set across settings with variable levels of independence. Social validity measures have not yet been conducted, but will be administered prior to the date of the NCABA conference.
Melissa Tapp, MEd (University of North Carolina Charlotte) Prevalence of Mand Research in School Settings
Melissa Tapp is currently in the Special Education Doctoral Program at The University of North Carolina at Charlotte. She has worked in North Carolina public schools for the last 14 years in various roles including teaching in a separate setting designed to support children with autism or developmental disabilities, resource teacher, exceptional children’s lead teacher, and exceptional children’s district coach. Her interests include autism and developmental disabilities, communication skills, and teacher education. She is dedicated to improving outcomes for individuals with disabilities.
Abstract
Many individuals with developmental disabilities (DD) fail to acquire manding repertoires sufficient for success in a range of environments. Further, those without this essential repertoire may exhibit increased levels of problem behaviors to access reinforcers or escape aversive stimuli. Since school plays a critical role in the lives of most children with DD, educators are responsible for ensuring all students receive adequate instruction in the effective use of mands. Unfortunately, many educators may be unfamiliar with procedures for implementing mand training and many may not see themselves as responsible for communication instruction. To more strongly advocate for the inclusion of mand training procedures in schools and in teacher preparation programs, it is important to better understand the literature related to mand training in schools. In the current presentation, the presenter will provide data related to mand training for students with DD in school settings across a range of variables including school demographics, change agent characteristics, staff training procedures, intervention procedures, technology, dosage, and a range of instructional targets. The presenter will discuss implications for research and practice.
7:00pm
8:00am
8:30am
Monique Baker, MA, BCBA, Katherine Tinker, MA, BCBA, LPA & Breana Dutcher, MA, BCBA (Effective Interventions) Moving Towards Meaningful Outcomes in Home Settings: Use of Synthesized Contingency Analysis to Inform Treatment
BACB Approved CE Available
Monique has been working in the field of Behavior Analysis for close to twenty years. She discovered her passion for working with children with autism her first year of college when she became a behavior technician for a young child with autism. She finished her undergraduate work, earning a B.S. in Early Childhood Special Education from Central Missouri University. Monique went on to earn her Master’s in Applied Behavior Analysis with an emphasis in Autism. Monique’s belief in high quality, individualized programs led her to help create the company of Effective Interventions where she focuses on bringing current research and new learning opportunities to her staff and clients. Monique has also served as a member of the NCABA Executive Board for the last three years.
Kat completed her undergraduate and graduate training at the University of North Carolina at Wilmington in psychology. She became interested in helping children with autism more than 10 years ago following a relative’s diagnosis. After completing an internship at a school for children with autism Kat received her certification as both a Board Certified Behavior Analyst as well as a Licensed Psychological Associate. Kat has worked with people with developmental disabilities ranging from 2-27 years in a variety of settings for the past 10 years. She is excited to be a part of the Effective Interventions team and to share her experiences in behavior analysis.
Breana Dutcher began working with children in 2011 and specifically children with autism in 2012. She graduated from the College of William and Mary in 2014 with a B.S. in Psychology and Linguistics and became a Registered Behavior Technician in November 2015. Breana was the 2017 recipient of the NCABA Technical Utilization Award. She completed her Master’s in Professional Behavior Analysis at Florida Institute of Technology in 2018 and her certification as a Board Certified Behavior Analyst in 2019. Breanna values the individually of every client and the importance of working with the client’s team to use evidence-based, individualized plans and personalized motivators to facilitate growth and progress.
Abstract
The purpose of this brief talk is to present three single-case studies displaying reductions of problem behavior and increases in effective functional communication across multiple modalities, delay tolerance and compliance responses in individuals with autism. Using Dr. Gregory Hanley’s (2016) method of Practical Functional Assessment (PFA) including the Interview Informed Synthesized Contingency Analysis (IISCA), treatments using Hanley’s skill-based treatment (SBT) procedure were developed and implemented in home setting with multiple team members. In all cases, the learner’s severe problem behaviors were reduced, and their ability to engage in meaningful learning experiences increased. One case study will present additional information comparing skill based treatment following PFA and intervention based on previous functional analysis using Iwata’s methods (1982/1994). A decrease in severe problem behavior was demonstrated following IISCA-informed SBT. Another case study will focus on use of Hanley’s SBT to decrease self-injurious problem behaviors hypothesized to be partially self-stimulatory in function. A third case study will present data displaying increase in acquisition rate of newly learned skills across new instructors implementing SBT. Discussion and considerations for implementation across home environments will be presented as well as considerations when implementing across multiple team members such as multiple registered behavior technicians.
Objectives
Upon completion of this session participants will be able to:
References
8:30am
Shanun Kunnavatana, PhD, BCBA-D (Easterseals UCP of NC & VA) Impact of Language on Behavior Assessment and Treatment Outcomes
BACB Approved CE Available
Dr. Shanun Kunnavatana is a doctoral-level Board Certified Behavior Analyst with over 18 years of experience working with individuals diagnosed with Autism Spectrum Disorder (ASD) and other developmental disabilities at home, school, behavioral clinics, and in community-based programs. She has served as a faculty member for multiple universities, and regularly provides training and consultation to community partners. An active researcher, Dr. Kunnavatana’s work focuses on ways to improve long-term behavioral outcomes, including the accessibility of behavioral assessments and treatments, caregiver training, and treatment preference. As the Director of Clinical Development for Autism Services at Easterseals UCP, Dr. Kunnavatana develops and oversees ongoing professional development opportunities and provides clinical support throughout the service line.
Abstract
There has been an increased focus on cultural and linguistic diversity in the field of applied behavior analysis. However, limited research has been conducted evaluating the effect language has on the outcome of functional analyses and function-based treatments, such as functional communication training (FCT). This presentation will review two recent studies that evaluated the effect of language on assessment and treatment outcomes for children that are dual language learners. In the first study, the experimenters conducted functional analyses in both Spanish and English for nine children with autism who engaged in problem behavior and whose primary home language was Spanish. In the second study, the experimenters conducted FCT in English followed by probes in Spanish for three children with autism whose primary home language was Spanish to determine whether treatment in a second language might produce resurgence of problem behavior. Results and recommendations for practice and future research will be discussed.
Objectives
Upon completion of this session participants will be able to:
References
8:30am
John V. Keller, PhD (The Geriatric Behavior Laboratory-GerBL) Game Theory in the Operant Laboratory: The Pigeon’s Dilemma
BACB Approved CE Available
John Keller, who has a Doctorate in Biopsychology from the University of Maryland, retired after a long career in management consulting in 2012. Three years later he decided to return to his original love, animal research. On his property in Hendersonville, NC he built a small but sophisticated pigeon laboratory where he has been busily following his hunches and doing some very innovative research for the past four years. At last year’s NCABA conference, John described a very unique approach he has taken to the study of social behavior. Here, he takes on Game Theory (a field that has spawned thousands of publications and in which 12 Nobel Laureates made their contribution), concluding that it is “no more than the operant principal of positive reinforcement in the service of Nashian mathematics.”
Abstract
This research extends a novel approach to the experimental study of social behavior that was reported at last year’s NCABA conference. Two pigeons, each in completely separate operant-conditioning chambers, interacted with one another via a coupling of the computer programs that controlled the events in each box. In this fashion it was possible to create laboratory demonstrations of many of the familiar games of Game Theory, such as Prisoner’s Dilemma, Chicken, the Stag-Hare Game, Battle of the Sexes or even more complex games in which both of the players each have three possible response choices. In each of these experiments, the pigeons’ choice behaviors converged to a state of equilibrium predicted by the mathematician John Nash. The pigeons’ strategies can be seen as really no more than the operant principal of positive reinforcement in the service of Nashian mathematics. The behavior analyst might well ask, “Do we really need Game Theory?”
Objectives
Upon completion of this session participants will be able to:
References
9:45am
Tracy Vail, MS, CCC-SLP, Amy Swaim, MA, CCC-SLP, BCBA & Jean Jarrett, MS, CCC-SLP (Let’s Talk Speech and Language Services, Inc.) Designing and Implementing Augmentative & Alternative Communication with Children with Autism
BACB Approved CE Available
Tracy Vail is a behavior analytic speech/language pathologist who has been working with children on the autism spectrum since 1982 in a variety of settings including homes, public and private schools and private practice. She is the co-owner of Let’s Talk Speech and Language Services, Inc. and spends her time training, consulting, presenting and advocating for children with Autism.
Amy has been a speech language pathologist for 24 years with an emphasis on children with Autism Spectrum Disorder for 19 years and received her BCBA 10 years ago. She currently work for herself at Swaim Therapies, Inc enjoying both speech language pathology as well as behavioral work with children and adults. She has had the privilege to speak for numerous schools, groups such as Bringing Out the Best, and the NC Speech Hearing and Language Association.
Jean is a pediatric SLP at Let’s Talk Speech & Language Services. She received her Bachelors and Masters degrees from Appalachian State University and is currently enrolled at Ball State University for a Masters in Applied Behavior Analysis. Jean has over 8 years of experience working with children with Autism, and has a special interest in Augmentative Communication.
Abstract
This presentation will review the current research surrounding choice of Augmentative and Alternative Communication (AAC) systems for non-vocal or minimally vocal children with Autism. We will look at themes around collaborating with a team to conduct an assessment to determine the most appropriate system given the child’s skill levels and the environments in which he/she will communicate, setting a device that will allow for the device to be used now and for language instruction within a behavior analytic framework. We will examine the research on vocabulary selection to assist teams in determine the most appropriate vocabulary for the individual student and will review the research on instructional strategies from both the field of Applied Behavior Analysis and Speech/Language Pathology.
Objectives
Upon completion of this session participants will be able to:
References
9:45am
Shanun Kunnavatana, PhD, BCBA-D, Casey Clay, PhD, BCBA-D, LBA & Kristen Kelley, PhD, LBA, BCBA-D (Easterseals UCP of NC & VA) Meaningful Supervision for Students Across Delivery Models: What to Expect and What to Look For
BACB Approved CE Available (Supervision)
Dr. Shanun Kunnavatana is a doctoral-level Board Certified Behavior Analyst with over 18 years of experience working with individuals diagnosed with Autism Spectrum Disorder (ASD) and other developmental disabilities at home, school, behavioral clinics, and in community-based programs. She has served as a faculty member for multiple universities, and regularly provides training and consultation to community partners. An active researcher, Dr. Kunnavatana’s work focuses on ways to improve long-term behavioral outcomes, including the accessibility of behavioral assessments and treatments, caregiver training, and treatment preference. As the Director of Clinical Development for Autism Services at Easterseals UCP, Dr. Kunnavatana develops and oversees ongoing professional development opportunities and provides clinical support throughout the service line.
Dr. Casey Clay is an Assistant Professor in the Department of Special Education at the University of Missouri. He is a Board Certified Behavior Analyst (BCBA-D) and Licensed Behavior Analyst (LBA) in the state of Missouri. He received a Master of Science degree from Northeastern University in Applied Behavior Analysis (ABA) and a Ph.D. from Utah State University in Disability Disciplines. After his Ph.D. program he completed a Post-doctoral fellowship at the University of Missouri. He has over 10 years of clinical experience designing and implementing ABA programs with individuals with disabilities including working at the ASSERT preschool and Behavior Support Clinic in Logan, UT; the New England Center for Children in Boston, MA; and the MU Thompson Center for Autism and Neurodevelopmental disabilities in Columbia, MO. He also has published his research in the Journal of Applied Behavior Analysis (JABA), Behavior Analysis in Practice, Research in Developmental Disabilities, and Learning and Motivation. He has also served as a guest reviewer for JABA, Journal of Behavioral Education, Behavioral Interventions, and The Behavior Analyst. His research focuses on evaluation of preference for and reinforcing efficacy of novel stimuli (e.g., social interactions, therapy animals), reduction of severe problem behavior, and methodologies to increase efficiency of skills training for clinicians and pre-service behavior analysts.
Kristen began in the field, 19 years ago, as a direct therapist and has continued in the field due to her passion for and commitment to the clients, families, team members, and science of ABA. Kristen received her Ph.D. from Utah State University and has had the opportunity to work with individuals diagnosed with Autism Spectrum Disorder as well as other developmental disabilities, mental health challenges and behavioral concerns across the life span (early childhood through late adulthood). Her primary area of research has been in the area of mand variability. Kristen has worked across numerous environments including in-home, clinic based, community and school settings. She believes that services should be geared for the client’s entire constellation of care (caregivers, siblings, other service providers) and strives for high quality clinical services every step of the way.
Abstract
In pursuing certification as a Behavior Analyst, students are required to gain practical experience in applied behavior analysis by completing an equivalent of 1500 supervised experience hours. The Behavior Analyst Certification Board (BACB) provides guidelines for supervisor and supervision requirements, including the credentials and standing of the supervisor, and components of effective supervision. However, there is little guidance on how to determine the overall quality of supervision, putting students in a precarious position because of their limited experience in the field. Furthermore, there are multiple options for supervision, including university-based, distance, and through an employer. This presentation will discuss critical variables for students to consider when they are choosing an experience supervisor, whether it is university-based, distance, or with an employer, ways to ensure they are taking an active role in the practical experience, and propose outcome objectives to drive their experience while acquiring hours. The three presenters will also discuss how each supervision requirement outlined by the BACB may be implemented in high quality supervision across the three supervision models.
Objectives
Upon completion of this session participants will be able to:
References
9:45am
Kellie Syfan, MEd, BCBA (Applied Behavioral Happiness LLC) & Aakriti Tripathi, MA, BCBA (Carolina Center for ABA) Staff Creativity: How Training Staff to Derive Relations Impacts Engagement with Clients
BACB Approved CE Available
Kellie Syfan is a hobby farmer and the founder of Applied Behavioral Happiness LLC. She earned a Bachelor’s Degree from Texas A&M University (concentration in Ag. Leadership Development and minors in Creativity Studies and Business Administration), as well as a Master of Education from Schreiner University (Curriculum and Instruction with a 4th/5th grade math and science teaching certificate). Kellie completed her behavior analyst coursework at Florida Institute of Technology. As a BCBA, Kellie seeks to empower and encourage the mindset of deliberate creativity in behavior analysis by proving its effectiveness in an applied behavioral setting.
Aakriti Tripathi works as BCBA at Carolina Center for ABA and Autism Treatment. She earned her Masters in Clinical psychology from Amity University in India, and her ABA coursework from UCLA in USA. With over 6 years of experience including 4 years specific to the field of ABA she has had the opportunity to work across three countries, including India, UAE and USA. Her experiences in the field drives her work to explore strategies to build staff and parent skill sets while tapping into components of cultural competence to make meaningful changes in learners lives.
Abstract
A high duration of client engagement with staff is a vital part of pairing the Registered Behavior Technician (RBT) with established reinforcers. This in turn allows the RBT opportunities to teach the client new skills. Children within the spectrum of Autism are often observed to have limited reinforcers and low engagement with others. Thus staff need to actively engage in novel behaviors & with novel stimuli in order to establish new reinforcers and avoid the effects of satiation with the client. A child with a diagnosis of autism was reported as having low duration of engagement with the RBTs. The RBTs were trained to fluently and rapidly derive mutually entailed relations between stimuli. During training, reinforcement was provided for novel verbal reports with (1) high rates of derived relations with a given stimuli, (2) a variety of categories generated from the given stimuli, (3) unique ideas related to the given stimuli & (4) the expansion from previously reported stimuli. The training resulted in an increase in the frequency of staff introducing new as well as novel interactions with stimuli. This Increased duration of client’s engagement with them.
Objectives
Upon completion of this session participants will be able to:
References
11:00am
Holly Moses, MS, BCBA, LPC, LPA (Crossvine Clinical Group) Improving Social Skills in Children with Autism Spectrum Disorder
BACB Approved CE Available
Holly Blanc Moses is a Psychologist and Board Certified Behavior Analyst with over 20 years’ experience serving children with autism, ADHD and anxiety. She provides expert coaching for professionals and on-line courses for parents. Holly is also the host of North Carolina’s Wired Differently Summit and the Wired Differently Podcast.
Abstract
Children diagnosed with Autism Spectrum Disorder often show significant social challenges. These challenges impact their ability to make and keep friends and socially participate in school. This presentation will provide a step-by-step blueprint for improving social interaction in children diagnosed with Autism Spectrum Disorder. Attendees will learn effective strategies to help children improve reciprocal interactions, increase participation during lunch and recess and increase variety of interests.
Objectives
Upon completion of this session participants will be able to:
References
11:00am
Jeannie Golden, PhD, BCBA-D, Corbett Hall, BA, Drenee Bryant, MEd & Kristen Spruill, MA, LPA, BCBA (East Carolina University) Functional Analysis in Schools: Improving Treatment for Two Males with Autism and Aggressive Behavior
BACB Approved CE Available
Dr. Jeannie Golden is a Licensed Psychologist with a Ph.D. in School Psychology from FSU (1981), teaches Pediatric School Psychology doctoral students in the Psychology Department at ECU, and became the first national Board Certified Behavior Analyst in NC (2000). Jeannie received teaching awards in 2001 and 2009, the FABA Honorary Lifetime Membership Award (1994), the NCABA Excellence in Behavior Analysis Award (2005), the NCABA Award for Outstanding Contributions (2013) and the ECU Scholarship of Engagement Award (2012). Jeannie received grants from Kate B. Reynolds Charitable Trust in July 2008, providing $298,000 annually for three years and the Department of Health and Human Services, subcontracted with the North Carolina Department of Public Instruction, from October 2011 through September 2016, with funding of approximately $500,000 annually to provide school-based mental health services in rural schools. Jeannie has collaborated with faculty in the Departments of Health Education, Kinesiology, Exercise and Health Promotion and Special Education and taught behavior therapy to Child Psychiatry residents at ECU for several years.
Corbett Hall graduated from East Carolina University in 2017 with a BA in Psychology. He is anticipating completion of Arizona State University’s M.Ed. Curriculum and Instruction (Applied Behavior Analysis) online program in Spring 2020. He is receiving his BCBA supervision from Dr. Jeannie Golden and Kristin Spruill, and is also currently taking courses under Dr. Golden at East Carolina University. Corbett has been working with children and adults diagnosed with autism and other developmental disorders for 3 years.
Drenée Bryant received her Bachelor of Science in Early Childhood Education (Birth – Kindergarten) at the University of Mount Olive, and a Master of Science in Exceptional Student Education (K -12) with a concentration in Autism Spectrum Disorders at Florida International University. Drenée is currently enrolled at NOVA Southeastern University where she is pursuing the Doctor of Education (Ed.D.) with a concentration in Applied Behavior Analysis (ABA). Drenée currently serves in a local education agency at the district level as a (PBIS) Positive Behavior Intervention and Support Trainer and Coach, and as the Autism and Behavioral Program Specialist. Drenée has ten years of experience working with children of different ages with varying levels of ability, and she specializes in working directly with disenfranchised and at risk youth who exhibit challenging behaviors, and in training their teachers and support staff to use evidence based practices. During leisure time, Drenée enjoys reading, traveling, shopping, going to the beach, and spending time with family and friends.
Kristen Spruill attended East Carolina University for both Undergraduate and Graduate school, receiving her BA in 2006 in Psychology, minoring in Biology. In 2008, she received her MA in Clinical Psychology, with a concentration in Applied Behavior Analysis (ABA). She is a Board-Certified Behavior Analyst (BCBA) and is licensed in North Carolina as a Licensed Psychological Associate (LPA), with Health Services Provider (HSP-PA). She has been active in the ABA field since 2006 working in various settings, such as home, school, and community with varying severities and diagnosis of Autism Spectrum Disorders.
Abstract
School personnel are often reluctant to conduct functional analyses to test hypotheses about the function of target behaviors. However, this is vitally important to providing the most efficacious treatment. The first participant is an 8-year-old African-American male who is nonverbal and has autism and ADHD with problem behaviors including: refusing to comply with task demands, eloping from his seat, mocking, poking or hitting other students, screaming and crying. The second participant is a 7-year-old African-American male who has limited verbal ability, autism and ADHD with problem behaviors including: hitting, kicking, spitting, scratching, biting, hair pulling, head banging, slapping himself, removing clothing, urinating on the floor and smearing feces. Functional analyses revealed that both students were engaging in target behaviors in order to escape non-preferred directives and tasks with a secondary function of access to attention. Their limited repertoires for requesting escape or attention probably contributed greatly to these functions. Function-based interventions that were selected for these students included: functional communication training (FCT), discrete trial training (DTT), mand training, noncontingent reinforcement (NCR) and differential reinforcement (both positive and negative) of other behaviors (DRO). Presenters will discuss the implementation of these interventions and present data indicating their effectiveness in reducing problem behaviors.
Objectives
Upon completion of this session participants will be able to:
Abstract
11:00am
Patrick O’Leary, MA, BCBA & Rebecca Cardillo, BA, BCaBA (Positive Behavior Supports Corp.) To the Task List and Beyond! What Cooper, Heron, & Heward Didn’t Teach Me
BACB Approved CE Available (Supervision)
Patrick O’Leary first worked with children with autism as a speech-language pathologist assistant in public schools in Connecticut. With the help of their supervising BCBA, he learned about applied behavior analysis and radical behaviorism. From that point, he went on to pursue a graduate degree at the University of Saint Joseph in West Hartford, CT, in special education, with a concentration in applied behavior analysis and autism spectrum disorders. Patrick has been board certified since September of 2013 and has worked in a variety of different settings, including public schools, group homes and private homes, and via telehealth. In his current role, he coordinates training and individual and group supervision of staff and individuals working to obtain board certification in Charlotte, NC. Patrick’s professional interests include the ethical application of behavioral services, gerontology, and organizational behavior management.
Rebecca Cardillo graduated with a double major in Psychology and Sociology from Florida Atlantic University. She started as a Behavior Assistant in 2016 and quickly received her RBT certification that year. Most of her experience is in a clinical setting for early learners with aggression and self-injurious behaviors. She moved to Charlotte in 2018 and received her BCaBA credential shortly after. Now she works in home and schools. Besides working with early learners, her strength is training RBTs, other colleagues, and caregivers in ABA. Although she works, her two kids, and two dogs at home keep her busy, her next goal is to finish her Master’s program and become certified as a BCBA.
Abstract
What are the skills needed to be an effective Behavior Analyst? The Behavior Analyst Certification Board outlines an extensive set of skills required, at a basic competency, of Analysts through the 4th (and soon to be 5th) Edition Task Lists. Combined, these skills and behavior form the basic competencies that a newly minted BCBA should have acquired. These clinical skills allow for the Analyst to effectively design programming, assess problem behavior and skill deficits, and train staff and caregivers on the implementation of behavior programs. However, are these skills really enough? Analysts work in a variety of fields and with a variety of populations. These situations and scenarios call for a more comprehensive set of skills than those outlined in the Task List. Skills such as cultural competence, public speaking, effective provider collaboration, and exposure to non-Task List clinical skills (e.g. ACT, OBM) are vital to the practicing BCBA’s skill set. These skills allow the Analyst to effectively navigate their environments and develop and implement effective, lasting behavior change; as well as lead to effective dissemination and training to society at large.
Objectives
Upon completion of this session participants will be able to:
References
12:00pm
1:30pm
Melanie Bachmeyer-Lee, PhD, LP, BCBA-D (University of North Carolina Wilmington & Center for Pediatric Behavioral Health) Ethical Issues in the Treatment of Feeding Difficulties in Children with Autism Spectrum Disorder
BACB Approved CE Available (Ethics) NCPA Approved CE Available (Ethics)
Dr. Bachmeyer is an associate professor in the Department of Psychology at the University of North Carolina Wilmington and Director of the Pediatric Feeding Disorders Program at the Center for Pediatric Behavioral Health. She is a licensed psychologist and board certified behavior analyst at the doctoral level. She earned a master’s degree in Educational Psychology with an emphasis in Applied Behavior Analysis from Georgia State University and a doctoral degree in School Psychology from the University of Iowa. She completed a predoctoral internship in the Pediatric Feeding Disorders Clinic at the University of Iowa Children’s Hospital and a postdoctoral fellowship in the Pediatric Feeding Disorders Program at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine. Her research has been published in the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, Behavioral Interventions, and Clinical Pediatrics. Dr. Bachmeyer is a past president of the North Carolina Association for Behavior Analysis and recipient of the Fred Keller Excellence in Behavior Analysis Award from the North Carolina Association for Behavior Analysis.
Abstract
Feeding difficulties, such as food selectivity, have been reported to occur in as many as 87% of children diagnosed with autism spectrum disorder. Eating a severely limited diet in childhood may lead to malnutrition, other medical problems, developmental delays, behavior problems, social stigma, long-term eating disorders, and increased caregiver stress. Practicing behavior analysts providing early and intensive behavioral intervention services are increasingly being presented with feeding concerns given the high prevalence of feeding difficulties among children with autism spectrum disorder. As a result, they may be presented with potential ethical dilemmas related to the assessment and treatment of feeding difficulties, such as the necessity for interdisciplinary care warranted by the complexity of feeding problems and boundaries of competency. This presentation will discuss best practices in the assessment and treatment of feeding problems and related ethical concerns and provide a decision-making model to ensure ethical practice.
Objectives
Upon completion of this session participants will be able to:
References
Proposed Audience
Behavior Analysis Practitioners and Psychologists
Proposed Activities
Lecture
Presentation Level
Basic
2:40pm
Adel Najdowski, PhD, BCBA-D (Pepperdine University) Recent Research and Behavioral Strategies for Teaching Perspective-Taking Skills to Individuals with Autism
BACB Approved CE Available NCPA Approved CE Available
Adel Najdowski, Ph.D., BCBA-D is an Associate Professor and the Director and founder of the Master of Science in Behavioral Psychology program at Pepperdine University. Dr. Najdowski has over 40 publications including her books, Flexible and Focused! Teaching Executive Function Skills to Individuals with Autism and Attention Disorders and A Workbook of Ethical Case Scenarios in Applied Behavior Analysis. She currently serves on the editorial board of the Journal of Applied Behavior Analysis and has previously served for Behavior Analysis in Practice and as a Guest Editor for a special issue in Research in Autism Spectrum Disorders. Her research interests include teaching higher-order skills to children with autism. She is a frequent speaker at conferences and on radio and web-based shows.
Abstract
Perspective taking involves observing one’s behavior and then predicting future behavior as well as responding to private events that are likely to be experienced under those conditions. In typical child development, perspective-taking skills emerge around the age of 4, yet a substantial amount of research has documented deficits in perspective-taking skills in individuals with autism spectrum disorder. A paucity of research has been conducted to evaluate behaviorally based strategies to remediate such deficits. The current presentation will describe recent research that focuses on teaching perspective-taking skills to individuals diagnosed with autism spectrum disorder. Specific treatment targets and strategies as well as video demonstrations of teaching techniques will be presented for concepts such as sensory perspective taking, knowing, beliefs, and deception.
Objectives
Upon completion of this session participants should be able to:
References
Proposed Audience
Behavior Analysis Practitioners, Psychologists, Educators, Parents
Proposed Activities
Lecture, Demonstration via Video
Presentation Level
Basic
3:50pm
Patrick McGreevy, PhD, BCBA-D (Patrick McGreevy, PhD, P.A. and Associates) Moving from 1:1 Intervention to Small Instruction: Why Do This and What Does It Look Like
BACB Approved CE Available NCPA Approved CE Available
Patrick McGreevy received B.S. and M.A. degrees in Psychology and Special Education, respectively, from the University of Iowa. He was a special education teacher for eight years, working with children and young adults with moderate-to-severe developmental disabilities. He received the Ph.D. degree in Education from Kansas University under the guidance of Ogden R. Lindsley. He has served on the faculties of the University of Missouri-Kansas City, Louisiana State University, the University of Central Florida, and the Florida Institute of Technology. He is the author of Teaching and Learning in Plain English, an introduction to Precision Teaching, and the founder and first editor of the Journal of Precision Teaching and Standard Celeration Charting. He is the author of ten journal articles and a book chapter on teaching verbal behavior. He is the first author of Essential for Living, a functional skills curriculum, assessment, and professional practitioner’s handbook based on B. F. Skinner’s analysis of verbal behavior for children and adults with moderate-to-severe disabilities. For the past 30 years, he has provided consultations for children and adults with developmental disabilities in school districts, residential programs, and hospitals, specializing in the simultaneous management of aggressive and self-injurious behavior and the teaching of communication and language skills to individuals with limited repertoires. He has given hundreds of presentations and workshops, and is the recipient of the Ogden R. Lindsley Lifetime Achievement Award of the Standard Celeration Society.
Abstract
Discrete trial instruction, a hallmark of behavior analysis, typically includes the teaching of one skill at a time to one learner at a time and is often described as 1:1 instruction. The presentation will include a description and demonstration for the teaching of mands, waiting and accepting no after exhibiting mands, transitions, listener responses, and tolerating skills to each of two learners simultaneously. This demonstration will include the following activities: (1) managing physical proximity, (2) contriving motivating operations, (3) effecting stimulus control transfer through prompting and prompt-fading, (4) fading artificial, continuous consequences, like tokens and praise, and providing naturally-occurring consequences, (5) using probe data to record small increments of learner progress, and (6) teaching to fluency. Members of the audience will be recruited to actively participate in this demonstration.
Objectives
Upon completion of this session participants should be able to:
References
Proposed Audience
Behavior Analysis Practitioners, Special Education Teachers, Psychologists
Proposed Activities
Lecture, Role-Play, Participatory Practice
Presentation Level
Basic
5:00pm
Election Results, Conference Planning, and More!
7:45pm
Heavy Hors d’oeuvres, Cash Bar, and Music
8:00am
8:30am
Tyra Sellers, JD, PhD, BCBA-D & Sarah Lichtenberger, PhD, BCBA-D (BACB) Update from the BACB Ethics Department
BACB Approved CE Available (Ethics) NCPA Approved CE Available (Ethics)
Tyra P. Sellers, JD, PhD, BCBA-D is the Director of Ethics at the Behavior Analyst Certification Board. She earned a B.A. in Philosophy and M.A. in Special Education from San Francisco State University, a J.D. from the University of San Francisco and a Ph.D. from Utah State University. Her professional and research interests focus on professional ethics, training and supervision, assessment and treatment of severe problem behavior, variability, and verbal behavior. Dr. Sellers has over 20 years of clinical experience working with individuals with disabilities in a wide variety of settings. Tyra has served as a board member in various positions, for the Utah Association of Behavior Analysis. She currently serves as an associate editor for two journals and is on the editorial board for a third.
Sarah Lichtenberger, PhD, BCBA-D, is the Ethics Educational Manager for the Ethics Department at the Behavior Analyst Certification Board. She earned a BA in Psychology and English from the University of North Carolina, a Master’s in Behavior Analysis from Western Michigan University, and a PhD in Behavior Analysis from Western Michigan University. She completed a post-doctoral fellowship at the Kennedy Krieger Institute in the Neurobehavioral Unit Outpatient Clinic. She has 10 years of clinical experience working with individuals diagnosed with developmental disabilities, specifically with a focus in early intervention and severe problem behavior.
Abstract
In this presentation, we will provide a general update on the various reporting mechanisms, systems regarding notice submission and processing, and resources within the BACB’s Ethics Department. We will present some updates on common code violations for the various certification levels and an update on resources and strategies relative to the most common violations.
Objectives
Upon completion of this session participants should be able to:
References
Proposed Audience
ABA Practitioners, Psychologists, Students, Administrators, Parents, Paraprofessionals
Proposed Activities
Lecture with Examples
Presentation Level
Basic
9:45am
Patrick Friman, PhD, ABPP (Boys Town) Behavior Analysis in the Mainstream of Everyday Life
BACB Approved CE Available NCPA Approved CE Available
Dr. Patrick C. Friman received his Ph.D. from the University of Kansas. He is the current Vice President of Behavioral Health at Boys Town and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He was formerly on the faculties of Johns Hopkins University, University of Pennsylvania, and Creighton University Schools of Medicine. He was also formerly the Director of the Clinical Psychology Program at University of Nevada as well as the Associate Chairman of the Department of Psychology. He is a Fellow of the Association for Behavior Analysis International, in three divisions of the American Psychological Association, and of the American Board of Behavioral Psychology. He is the former Editor of the Journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He is currently on the editorial boards of four peer reviewed journals. He has published more than 200 scientific articles and chapters and three books. The majority of his scientific and clinical work is in Behavioral Pediatrics and Behavioral Medicine. Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for children on one side, and referral-based clinical child psychological and psychiatric care, on the other. A secondary focus is on adolescent behavior and development. He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, happiness and pathways to success.
Abstract
In theory, behavior analysis is a generic science relevant to all aspects of human life. In practice, demonstrations of that relevance are all too limited. This talk will describe a range of applications that will help illustrate the broad relevance. For example, it will describe how manipulation of an external variable, heat, can affect the internal processes behind male fertility. It will show functional role of effort in trash disposal. It will describe behavioral methods for assessing a broad range of child behavior problems including toddler misbehavior, sleep and bedtime problems, and instructional control problems in teenagers. Finally, it will describe the behavioral processes that initiate and maintain anxiety disorders and recommend some treatments that have good empirical support.
Objectives
Upon completion of this session participants should be able to:
References
Proposed Audience
Psychologists, Behavior Analysis Practitioners, Social Workers, Paraprofessionals who work with people with IDD
Proposed Activities
Lecture
Presentation Level
Basic
11:00am
Raymond C. Pitts, PhD (University of North Carolina Wilmington) Behavioral Pharmacology of Impulsive and Risky Choice: Reinforcement Mechanisms
BACB Approved CE Available NCPA Approved CE Available
Raymond C. Pitts is a Professor of Psychology at the University of North Carolina Wilmington (UNCW). He received his Ph.D. in Psychology from the University of Florida in 1989, with a specialty in the Experimental Analysis of Behavior. After completing a post-doctoral fellowship in the Department of Physiology and Pharmacology at the Wake Forest Medical School, he took a job as a Research Assistant Professor in the Department of Psychology at the University of North Carolina Chapel Hill. In 1996, he moved to the Department of Psychology at the UNCW, and has been there ever since. He has mentored several Masters and Honors theses, and numerous undergraduate research assistants, within the Behavior Analysis program at UNCW. He has served on the Editorial Boards of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst. His work has been supported by grants from the NIH (NIDA), and has been published in journals such as Journal of the Experimental Analysis of Behavior, Journal of Pharmacology and Experimental Therapeutics, Psychopharmacology, Behavioural Pharmaocology, Behavioral Neuorscience, Behavioural Processes, and Clinical and Experimental Psychopharmacology. He has been a Member of ABAI for over 35 years, and was elected ABAI Fellow in 2017. He has served as the Experimental Representative on the ABAI Council, as the ABAI Program Co-Chair, and on the ABAI Science Board. He also has served as the Experimental Representative for the Executive Council of Division 25 of APA, as the co-Editor of the Division 25 Newsletter, and was elected Fellow of APA Division 25 in 2006.
Abstract
Understanding drug effects on impulsive and risky behavior is important because: 1) drug abuse is associated with impulsive and risky behavior, and 2) drugs often are used to treat behavioral disorders characterized by impulsive and risky behavior (e.g., ADHD). Impulsive and risky choice procedures are commonly used to study these drug effects. Impulsive-choice procedures often involve arranging tradeoffs between reinforcement magnitude and reinforcement delay (e.g., arranging choices between smaller-sooner and larger-later reinforcers). Risky choice procedures often involve arranging tradeoffs between reinforcement magnitude and reinforcement probability (e.g., arranging choices between smaller, more certain and larger, less certain reinforcers). In this talk, I will describe some of our research aimed at understanding how drugs (e.g., psychomotor stimulants, opioids) affect impulsive and risky choices by characterizing how these drugs affect the relative contributions of each of the constituent reinforcer dimensions (i.e., how drugs affect the tradeoff between competing dimensions). I also will describe how this understanding might affect treatment decisions.
Objectives
Upon completion of this session participants should be able to:
References
Proposed Audience
Behavior Analysis Practitioners, Psychologists
Proposed Activities
Lecture
Presentation Level
Intermediate
1:30pm
Patrick Friman, PhD, ABPP (Boys Town) Behavior Analysts to the Front: A Workshop on Effective Public Speaking
BACB Approved CE Available NCPA Approved CE Available
Dr. Patrick C. Friman received his Ph.D. from the University of Kansas. He is the current Vice President of Behavioral Health at Boys Town and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He was formerly on the faculties of Johns Hopkins University, University of Pennsylvania, and Creighton University Schools of Medicine. He was also formerly the Director of the Clinical Psychology Program at University of Nevada as well as the Associate Chairman of the Department of Psychology. He is a Fellow of the Association for Behavior Analysis International, in three divisions of the American Psychological Association, and of the American Board of Behavioral Psychology. He is the former Editor of the Journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He is currently on the editorial boards of four peer reviewed journals. He has published more than 200 scientific articles and chapters and three books. The majority of his scientific and clinical work is in Behavioral Pediatrics and Behavioral Medicine. Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for children on one side, and referral-based clinical child psychological and psychiatric care, on the other. A secondary focus is on adolescent behavior and development. He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, happiness and pathways to success.
Abstract
Most people, behavior analysts included, seem to view public speaking as a talent, one either has it or does not. This talk will propose it as an operant, one subject to all the laws of behavior and thus one that can be established, maintained, generalized, and improved. Because dissemination is so critical to the vitality of behavior analysis and because public speaking is such a powerful means of dissemination, behavior analysts should put public speaking at the top of their to do list. This talk will describe its pursuit in behavior analytic terms. For example, most people, especially those new to the task, are afraid of public speaking. This workshop will recommend that speakers accrue the benefits of extinction by spending time in every part of the room where they are to speak, including the stage, prior to the scheduled talk. As another example, many new speakers memorize major sections of their talk. Additionally, this workshop will recommend abandoning that practice and accruing the benefits the conventional behavior analytic approach to generalization by rehearsing (rather than memorizing) loosely. Other examples to be provided include how derived relational responding can increase the momentum of a talk, how the stimulus functions of dress, posture, facial expressions, and voice tones can help with audience control, and how ending a talk on a universal point can increase the reinforcing functions of an entire talk.
Objectives
Upon completion of this workshop participants should be able to:
References
Proposed Audience
Psychologists, Behavior Analysis Practitioners, Social Workers, Paraprofessional who work with people with IDD
Proposed Activities
Lecture, Role Play, Practice
Presentation Level
Basic
1:30pm
Tyra Sellers, JD, PhD, BCBA-D & Sarah Lichtenberger, PhD, BCBA-D (BACB) Strategies for Providing High-quality Supervision
BACB Approved CE Available (Supervision) NCPA Approved CE Available
Tyra P. Sellers, JD, PhD, BCBA-D is the Director of Ethics at the Behavior Analyst Certification Board. She earned a B.A. in Philosophy and M.A. in Special Education from San Francisco State University, a J.D. from the University of San Francisco and a Ph.D. from Utah State University. Her professional and research interests focus on professional ethics, training and supervision, assessment and treatment of severe problem behavior, variability, and verbal behavior. Dr. Sellers has over 20 years of clinical experience working with individuals with disabilities in a wide variety of settings. Tyra has served as a board member in various positions, for the Utah Association of Behavior Analysis. She currently serves as an associate editor for two journals and is on the editorial board for a third.
Sarah Lichtenberger, PhD, BCBA-D, is the Ethics Educational Manager for the Ethics Department at the Behavior Analyst Certification Board. She earned a BA in Psychology and English from the University of North Carolina, a Master’s in Behavior Analysis from Western Michigan University, and a PhD in Behavior Analysis from Western Michigan University. She completed a post-doctoral fellowship at the Kennedy Krieger Institute in the Neurobehavioral Unit Outpatient Clinic. She has 10 years of clinical experience working with individuals diagnosed with developmental disabilities, specifically with a focus in early intervention and severe problem behavior.
Abstract
The number of individuals holding some level of certification from the Behavior Analyst Certification Board (BACB) continues to grow (as of October 2019, there are over 36,000 BCBAs, 3,700 BCaBAs, and 66,000 RBTs). This growth relies on a supervisory model to shape future practitioners and supervisors. Board Certified individuals must comply with requirements set forth by the BACB to provide supervision, including adherence with the Professional and Ethical Compliance Code for Behavior Analysis, the RBT Code of Ethics, and accruing continuing education units specifically in supervision each renewal cycle. However, many behavior analysts receive little, if any, direct instruction on how to be an effective supervisor. This workshop will focus on strategies for developing a full repertoire of skills needed to not only provide high-quality supervision, but also to place supervisees on a path to become high-quality supervisors in the future. Effective supervision involves developing a committed supervisory relationship, delivering feedback, approaching the relationship from a place of cultural humility, evaluating the effects of the supervisory practices, and teaching supervisees how to evaluate their own skills. High quality supervision includes developing complex skills, such as interpersonal and communication, organizational and time management, and problem identification and solving. This workshop will focus on discussing critical components of effective supervisory practices for behavior analysts. We will also address strategies on how to detect and address some common barriers to effective supervision.
Objectives
Upon completion of this workshop participants should be able to:
References
Proposed Audience
Behavior Analysis Practitioners, Psychologists, Other Professions Providing Supervision and Trainees
Proposed Activities
Lecture, Role-Play
Presentation Level
Intermediate