NCABA Annual Conference

Dr. Brodhead is an assistant professor at Michigan State University and the director of Spartan Caregiver Support, a free telehealth service for caregivers of people with autism within the state of Michigan. He is also the Research Director of the Early Learning Institute. Dr. Brodhead’s research examines focused social skill interventions for children with autism, and he also writes about conceptual issues relating to the ethical and professional behavior of practicing behavior analysts.

Abstract

Professional and ethical behaviors are critical for high quality care and consumer protection (BACB Code 2.0). By using behavioral systems, behavior analysts may increase the probability of employees engaging in professional and ethical behaviors (BACB Code 7.01). This webinar will survey the basic components of behavioral systems analysis (BSA). Then, it will provide examples of how behavior analysts may use BSA to develop and implement their own behavioral systems to improve ethical behavior of employees and to ultimately increase the quality of care they provide. In the end, this webinar aims to provide a pragmatic, solutions-oriented, and socially-valid approach to ethics that focuses on teaching employees “what to do” in certain situations, instead of using a punitive “how not to behave” approach.

Objectives

At the completion of this workshop, participants will be able to:

1. Identify at least one of the core components of behavioral systems.
2. Analyze at least one existing environmental variable, pertaining to ethics, using performance diagnostic tools.
3. Develop a basic behavioral system to teach ethical behavior using behavioral systems analysis.
4. Identify at least one ethical problem using behavioral systems.
5. Translate the BACB Code into a customized process or organizational policy that meets at least one specific service delivery need.

Instructional Level

Intermediate

Workshop Format

Lecture, practice with scenarios

Proposed Audience

Educators, Social Workers, Behavior Analysis Practitioners, Psychologists

Dr. Normand is a Professor of Psychology and Chair of the Psychology Department at the University of the Pacific. His primary scientific interests, broadly defined, are the application of basic behavioral principles to problems of social significance (including obesity and community health issues), verbal behavior, and the philosophy and methodology of science. He is the former Editor of The Behavior Analyst, a current Associate Editor for the European Journal of Behavior Analysis, former Associate Editor for the Journal of Applied Behavior Analysis, The Behavior Analyst, The Analysis of Verbal Behavior and Behavior Analysis in Practice, and he serves or has served on the editorial boards of Behavioral Interventions, The Analysis of Verbal Behavior, Behavior and Philosophy, and Behavior Analysis: Research and Practice. He also is a member of the Board of Directors of the Society for the Experimental Analysis of Behavior (SEAB). Dr. Normand is the 2011 recipient of the B. F. Skinner New Researcher Award from the American Psychological Association (Div. 25).

Abstract

All the major problems facing us today are problems created by human behavior—what we do and what we fail to do. The field of behavior analysis, and the world, would be best served if behavior analysts worked to expand the reach of behavioral services into a more diverse range of settings and with more varied populations, with an emphasis on the establishment of new career opportunities for graduating students. This is not a new proposal, but it is a tall order; it is not difficult to see why many would choose a surer route to gainful employment. Currently, the most fruitful career path for behavior analysts in practice is in autism and developmental disabilities. To be sure, this is an important area, and we need many more people to enter the fray. For the continued growth of the field of behavior analysis, however, it also is important to foster new career opportunities for those trained as behavior analysts. Toward this end, several fields seem well suited to behavior analysts and the training requirements and likely professional outcomes for behavior analysts who pursue education and certification in these fields will be summarized. These fields require relatively little additional formal training in the hopes of minimizing the response effort necessary for individuals who have already completed a rigorous program of graduate study in behavior analysis. Where possible, the existing areas of intervention research that might inform these career paths will be highlighted.

Objectives

At the completion of this workshop, participants will be able to:

1. Describe three behavior problems and two populations most served by behavior analysts and state at least three reasons why this might be.
2. Identify six broad areas into which applied behavior analysis might expand.
3. Identify at least three specific areas (under those broad areas) for which behavior analysts could seek additional training and credentialing.
4. Describe what is meant by the term “behavioral vaccine” and give at least three examples of behavioral interventions that might serve as such vaccines.

Instructional Level

Basic

Session Format

Lecture

Proposed Audience

Psychologists, Behavior Analysis Practitioners, Social Workers, Paraprofessionals, Educators, Administrators

Mr. Courtney was immediately fascinated by the science of human behavior. The science of ABA immediately resonated with his value for effectiveness. In addition to working in many different settings as a BCBA, Tim lead operations for a large non-profit ABA organization in Indiana. Tim also presents throughout the country on all areas related to proving and justifying medically necessary services. Tim is co-creator with Dan Unumb on the Foundations Course, which builds capacity in both clinical and legal domains as applied to working with insurance companies. Tim recently transitioned to leading a revenue cycle management service company (ClearPath billing) for ABA providers. He sees this as a great opportunity to reinforce the medical necessity principles he trains providers on through making sure they get every penny of reimbursement they deserve.

Abstract

It is common for BCBAs to have to immediately assume a leadership role. Even if the BCBA has minimal leadership and management experience. In most ABA programs the BCBA’s primary responsibility is to oversee programming for individuals with autism. The demands for this responsibility is significant. Often, the BCBA has little time and energy left for leadership and management activities. Now that is the bad news! The good news is that being a leader is invigorating and creates space for those opportunities. There are numerous opportunities to be a leader. I will show you some and inspire you to dig deep for your people that deserve it.

Objectives

At the completion of this workshop, participants will be able to:

1. Understand why it is important to be a leader and a manager.
2. Identify three opportunities for leadership.
3. Identify strategies to implement leadership and management systems in their current role.

Instructional Level

Basic

Workshop Format

Lecture

Proposed Audience

Psychologists, Behavior analysis professionals, and students studying for these professions

Shawn Capell holds a Master of Science degree in psychology with a concentration in Applied Behavior Analysis (ABA) and is currently working towards a Ph.D. within the same field. In addition to his current full-time position Mr. Capell is the Owner and Executive Director of Covenant 15:16 LLC, an agency with the mission to ensure all families, regardless of socioeconomic status receive the highest quality ABA care possible. Mr. Capell’s clinical and research interests include parent/staff training, multicultural and diversity issues within the field of ABA, and physical aggression within adult learners. With a love and passion for the field of ABA Mr. Capell has adopted as his personal/professional mission to increase the presence and impact of minority professionals within the field of ABA.

Abstract

The process of becoming a behavior analyst includes several instances in which an individual is required to demonstrate specific competencies. Competence has become a hot-button topic within the field of ABA given recent world events; however, as a field, we continue to ignore the area of cultural competency. Ethical practice requires cultural competence. As the science of ABA continues to reach the four corners of the earth, cultural competence and diversity training has now become a mandate for our science to continue and thrive. Culture impacts every aspect of service delivery, including ethical practices, and it is impossible to understate the importance of culturally competent behavior analysts. This presentation will focus on answering the question of how we (the science of ABA) address the lack of culturally competent behavior analytic professionals while providing services to individuals with ASD from an increasingly diverse cultural background as related to the ethical practice of behavior analysis.

Objectives

At the completion of this workshop, participants will be able to:

1. Operationally define the term “cultural competence” and include in the definition its relationship to the ethical service delivery of applied behavior analysis.
2. State one way in which culturally competent service delivery can affect both individuals, families, communities, and the field of applied behavior analysis at large.
3. Conduct a self-assessment to identify at least one professional and one personal competence with respect to culture, diversity, and the ethical practice of behavior analysis.

Instructional Level

Intermediate

Workshop Format

Lecture

Proposed Audience

Psychologists, Parents/Caregivers, Behavior Analysis Practitioners, Educators, Paraprofessionals

Richelle Hurtado, MA, BCBA (University of North Carolina Wilmington)  Analyzing the Impact of Mixed-Compound Consequences on Equivalence-Class Formation

Richelle Hurtado is a doctoral student at the University of North Carolina Wilmington. She is a student of Dr. Carol Pilgrim and conducts research in the stimulus equivalence lab. Richelle previously presented her preliminary thesis data in a poster titled “Compound Class-Specific Consequences and Equivalence-Class Formation: Does the Composition of the Compound Matter?” for the 2020 NCABA conference and was granted the Best Student Poster Award at the Graduate Level. Today, she will be presenting her completed thesis data as well as discussing the translational implications of her findings.

Abstract

Mixed-compound consequences are composed of one element that is common across contingencies and one element that is class-specific. Although Sidman (2000) proposed that a common element must drop out of an equivalence class, no other study has examined how mixed-compound consequences impact equivalence-class formation. The current study analyzed this using nine 6- to 8-year-old typically developed children who were presented three conditions in a counterbalanced order. The three conditions compared A and B simple-discriminations trained with an entirely class-specific-compound consequence (i.e., A/B1→R1r1, A/B2→R2r2, and A/B3→R3r3), with mixed-compound consequences (i.e., A/B4→R0r4, A/B5→R0r5, and A/B6→R0r6), and with common-compound consequences (i.e., A/B7→R0R0, A/B8→R0R0, and A/B9→R0R0). Conditional discrimination probe sessions measured emergent relations between A, B, R, and r stimuli. All three participants who began training with an entirely class-specific-compound consequence demonstrated all possible emergent relations. Two of three participants who began training with a common-compound consequence also demonstrated emergent relations whenever possible. Two of three participants who began training with the mixed-compound consequence demonstrated emergent relations between the reinforcer elements and the A/B stimuli. However, none of the three participants in the latter group demonstrated emergent AB relations. These findings suggest that the common element within a mixed-compound consequence hinders equivalence-class formation.

Keisha Dobie, MA/CAS, MSA, BA (East Carolina University)  Student Engagement and Participation in the Remote Learning Environment: Implications for Students from Low-Income Backgrounds

Keisha J. Dobie is an educator and life-long resident of Northeastern North Carolina. She has served as teacher, administrator, and central office staff during her 24 year career. Currently, she is in her second year of the MA/CAS School Psychology program at East Carolina University. Keisha has two sons, ages 13 and 25. When there is available time, she enjoys working in her church, community, and civic organizations in Pasquotank and Perquimans counties.

Abstract

Student engagement and participation in public schools is not a new problem. The challenge with virtual learning is that student lack of engagement can become more prevalent. A student that is not present in a virtual classroom misses important opportunities to learn the content and build relationships with their teachers. Teachers are able to develop strategies to address disengagement in a face-to-face environment, but when a student fails to attend class or darkens their screen it is more difficult to connect. A group contingency was offered to a high school English class to increase the number of students logging on for live classes in a group of students from low-income backgrounds. Data was taken on the duration of one student’s logging in behavior. Results were very promising for this student. A survey was also conducted to ascertain student motivation during virtual learning. This survey revealed important implications for the involvement of students from low-income backgrounds. Recognizing and dealing with these implications can reveal the best practices to utilize to engage students in being active learners.

Janet Enriquez, MS, BCBA (University of North Carolina Charlotte)  Increasing the Verbal Behavior of Preschool Students with Autism in South Texas

Janet Enriquez is a Board Certified Behavior Analyst and doctoral student at The University of North Carolina at Charlotte. She is a student of Dr. Rob Pennington and is interested in the design and dissemination of empirically-based practices and Applied Behavior Analysis to increase the independence, health, and quality of life of the individuals and families she serves. Today she will be presenting data from nine San Antonio area school districts that received funding from the Texas Education Agency to provide classroom-based early intensive verbal behavior intervention training for over 100 students with autism.

Abstract

Across two academic years, nine San Antonio area school districts were funded by the Texas Education Agency to provide verbal behavior training to over 100 preschool and kindergarten students with autism. At the start of the year, we assessed participants using the verbal behavior Stimulus Control Ration Equation (SCoRE) to determine the extent to which mands, echoics, tacts, and sequelics exerted disproportionate levels of control over each participant’s verbal behavior. The results of the SCoRE were then used to develop individualized verbal behavior treatment plans for each student to be carried out in his/her home classroom. We subsequently trained more than 100 teachers and paraprofessionals to implement referent-based verbal behavior instruction, with a goal of balancing out the relative strength of these four primary verbal operants. In addition to providing direct classroom-based services for students with autism, the project included ongoing parent training conducted by district behavior analysts throughout the academic year. At the end of the year, students were reassessed with the verbal behavior SCoRE to analyze language gains. An overview of the project, implications for its application in public school settings, and the results of our grant activities are presented.