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Learn the key concepts, terms, and approach of Relational Frame Theory (RFT), a behavioral account of human language and cognition. RFT provides the theoretical basis for promising new interventions in applied behavior analysis (e.g., PEAK Relational Training System) and clinical psychology (e.g., Acceptance and Commitment Therapy).

About the Author

Learning Objectives

1. Identify two of the distinguishing characteristics of human language and how they are accounted for by Relational Frame Theory (RFT)
2. Identify definitions and examples of key theoretical concepts in RFT (including derived stimulus relation, functional contextual theory, relational responding, generalized operant, multiple exemplar training, mutual entailment, combinatorial entailment, transformation of stimulus functions, and contextual cues)
3. Specify the process by which relational responding leads to derived stimulus relations
4. Analyze samples of natural language using the terms and concepts of RFT

History

Learn the key concepts, terms, and approach of B.F. Skinner’s analysis of verbal behavior and language. Skinner’s analysis serves as the basis for many interventions in applied behavior analysis, and contributes to a functional understanding of human language.

B.F. Skinner’s book Verbal Behavior provided a conceptual framework for both researchers and clinicians interested in human language. That book had two major components. First, it introduced a set of new concepts for classifying and analyzing verbal behavior. Second, it then used these new concepts to develop an innovative and profound analysis and interpretation of factors that account for the behavior of an individual speaker. However, much of the power and intricacies of that analysis are lost if the introductory material is not mastered first. This tutorial—based on a programmed instructional text of the same name first published by Behavior Associates, Inc. in 1978—provides a way to quickly and thoroughly master those concepts with a fully interactive, multimedia introduction to verbal behavior.

About the Author

Dr. Norm Peterson retired as the Director of Operations at the Foundation for Behavioral Resources. He earned his Ph.D. in Psychology from Western Michigan University, where he was one of the first graduates of that department’s doctoral program in Behavior Analysis. Prior to his work at the Foundation, Dr. Peterson also served as a faculty member at Western Michigan University and as a senior HR Consultant at Consumers Energy.

Learning Objectives

This tutorial introduces B.F. Skinner’s conceptual framework for analyzing human language and verbal behavior. It will be particularly beneficial to those working to establish verbal repertoires with children or adults who have language delays. This tutorial will not provide you with training in specific interventions or methods based on Skinner’s analysis of verbal behavior, but it will provide you with a conceptual understanding of the theoretical basis of such interventions and methods. Upon completing this tutorial, the learner should be able to:

1. Identify definitions and examples of key theoretical concepts in Skinner’s analysis of human language (including verbal behavior, verbal stimulation, thematic and formal control, tact,
   mand, echoic, intraverbal, textual, taking dictation, audience control, types of extension, multiple causation, secondary verbal behavior, and autoclitic mands and tacts)
2. Distinguish between formal and thematic control of verbal behavior
3. Classify examples of the different ways verbal operants can be extended
4. Specify the different ways we learn to respond to private stimulation
5. Analyze samples of natural language using the terms and concepts of Skinner’s analysis of verbal behavior

History

This tutorial is based on a programmed textbook that was initially written as part of the author’s dissertation research at Western Michigan University and originally published in 1978. The content of this tutorial should be considered quite accurate, as it was written by an expert in the field and reviewed for accuracy by a number of other experts, including Dr. Richard Malott, Dr. Jack Michael, Dr. Linda Parott Hayes, and Greg Stikeleather. It was launched as an online tutorial on FoxyLearning in Adobe Flash format on May 28, 2010, with the first HTML5 version launching in May 2012. The tutorial is updated on an ongoing basis, with significant updates occurring in June 2013, January 2020, and August 2022.

Learn a procedure for teaching listener responding to children with autism based on Early Intensive Behavioral Intervention and Discrete Trials Teaching. This tutorial was developed using a Behavioral Skills Training approach and features extensive video modeling.

Children with autism typically have difficulty communicating with others, lack some social skills, and perform unusual behaviors or rituals. Without effective treatment they are unlikely to be able to learn in traditional school or pre-school settings. Applied Behavior Analysis offers the most effective treatment for autism: Early Intensive Behavioral Intervention. It involves identifying children as early as possible, assessing the child’s learning needs, and setting up structured learning opportunities with clear instructions, fun and exciting consequences, and repeated practice until the child has learned the skill. These structured learning opportunities are called Discrete Trial Teaching (DTT) sessions. One area of language that is often taught in DTT is listener responding, which is generally described as following verbal directions. Effective listener responding allows you to respond to people and things in the environment. Using a Behavioral Skills Training approach and extensive video modeling, this tutorial shows how to use DTT to teach listener responding skills to learners with autism or any special learning need.

About the Authors

Learning Objectives

Upon completing the tutorial, the learner should be able to:

1. Implement a discrete trials teaching procedure to teach listener responding to children with autism
2. Identify errors made implementing the procedure
3. Discriminate correct and incorrect responses by the learner
4. Match prompt levels to the amount of help they provide
5. Recognize examples of different prompt levels
6. Specify the prompting hierarchy for probe sessions
7. Indicate the prompt level required for teaching trials based on probe trials data

History

This tutorial was initially developed by the authors in conjunction with FoxyLearning as part of Dr. Kaneen (Geiger) Smyer’s dissertation research at Auburn University. The content of this tutorial should be considered quite accurate, as it was written by three experts in the field of applied behavior analysis, all of whom are doctoral-level Board Certified Behavior Analysts with extensive experience. A commercial version was first released by FoxyLearning in May 2014. The tutorial is updated on an ongoing basis, with a significant update occurring in January 2020.

This tutorial offers a systematic, evidence-based procedure for training individuals to conduct valid and reliable visual analyses of single-subject data. It features extensive discrimination training and practice opportunities; adaptive instruction and remediation for errors; and full audio narration in a self-paced, mobile-friendly format.

Visual analysis of data is a cornerstone of single-subject research. Yet some researchers have found that experts often disagree about what constitutes an intervention effect. This potential lack of consistency across visual analysts can have negative implications for both research and practice. This tutorial offers a systematic, evidence-based procedure for training individuals to conduct valid and reliable visual analyses of single-subject data. It features extensive discrimination training and practice opportunities; adaptive instruction and remediation for errors; and full audio narration in a self-paced, mobile-friendly format.

About the Authors

Katie Wolfe, Ph.D., BCBA-D

Dr. Katie Wolfe is an Associate Professor of Special Education and Applied Behavior Analysis in the Department of Educational Studies. Before pursuing her Ph.D. at Utah State University, she worked in various capacities and settings with children with autism and their families, including as a special educator and as a behavior analyst. Her research interests include the development and implementation of interventions to promote language and communication skills in young children with autism, variables that influence the visual analysis of single-case research data, and supporting practitioners in making data-based decisions. She is also interested in parent and practitioner training. Katie Wolfe teaches courses in applied behavior analysis and single-case research design.

Timothy Slocum, Ph.D.

Dr. Timothy A. Slocum is a Professor and Department Head of the Department of Special Education & Rehabilitation at Utah State University. He earned his doctorate in Special Education at the University of Washington in 1991. Dr. Slocum received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association and the 2014 Ernie Wing Award for Excellence in Evidence-Based Education from the Wing Institute.

Learning Objectives

Upon completing the tutorial, the learner should be able to:

1. Describe the basic purposes of single-subject research
2. Identify the key parts of line graphs that depict behavioral data
3. Define level and estimate the level of a data path
4. Define slope and estimate the slope of a data path
5. Project the slope of baseline data into the intervention phase to compare the projected data pattern to the actual data pattern
6. Identify whether an intervention may have caused a change in the level or slope of behavior

History

This tutorial was initially developed as part of the first author’s dissertation research at Utah State University. A commercial version was released by FoxyLearning in August 2015. It is updated on an ongoing basis, with significant updates occurring in January 2020, August 2022, and May 2023.

A presentation by Dr. Patrick McGreevy delivered at the 2016 Michigan Autism Conference

Abstract

Many children do not learn to communicate with spoken words. Many of these non-verbal children reach adulthood without an effective, alternative method of speaking. Some children are taught to ‘exchange pictures’, ‘select pictures on an electronic device with voice output’, or ‘use signs’. Still others are not provided with an alternative method of speaking at all. As the children become older, those who were provided with an alternative method, often abandon this method in favor of methods like ‘informal gestures’ or ‘leading others to what they want’, which are portable and which do not require special equipment. This abandonment suggests the need for systematic procedures which insure that alternative methods of speaking selected for non-verbal children are effective and endure through their adult years. The presenter describes systematic procedures for selecting an alternative method of speaking for specific learners and then testing the effectiveness of this method.

About the Speaker

Dr. 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. Dr. McGreevy served as an assistant research professor in the Institute for Community Studies and the Department of Special Education at the University of Missouri-Kansas City and as an assistant professor in the Department of Special Education at Louisiana State University. He taught courses in applied behavior analysis, as well as, curriculum and instruction for students with moderate-to-severe disabilities. 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 also the author of nine journal articles and a book chapter on teaching verbal behavior. He is also the first author of 14 Essential for Living, a new functional skills curriculum, assessment, and professional practitioner’s handbook for children and adults with moderate-to-severe disabilities. For the past 30 years, Dr. McGreevy has provided consultations for children and adults with developmental disabilities and hands-on training for their families. He has also provided consultation and training for school districts, residential programs, and hospitals in the United States, the United Kingdom, and Canada, specializing in the treatment of aggressive and self-injurious behavior in individuals with limited communication or language skills. Dr. McGreevy has also conducted workshops on teaching communication skills and language in the context of severe problem behavior, which are based on B. F. Skinner’s analysis of verbal behavior. From 2005-2014, Dr. McGreevy served as an assistant professor in the Behavior Analysis Program at the Florida Institute of Technology. He taught on-campus courses and seminars, and online lectures, with an emphasis on the application of principles and procedures. From 2005-2014, Dr. McGreevy served as an assistant professor in the Behavior Analysis Program at the Florida Institute of Technology. He taught on-campus courses and seminars, and online lectures, with an emphasis on the application of principles and procedures.

A presentation by Dr. Carl Sundberg delivered at the 2018 Michigan Autism Conference

Abstract

Typically the primary focus of an intervention program for children with autism should be on the development of effective language and social skills. There clearly are several other areas in need, such as self-care, visual motor skills, academics, fine and gross motor, etc., but language and social skills are typically the most significant deficits for children with autism. The failure to conduct an appropriate assessment results in one of the biggest problems in programs that serve children with autism: An inappropriate curriculum. Our first task is to identify the existing skills of each child. Our next task is to identify the language, social, behavior and learning barriers that are preventing more rapid learning. The VB-MAPP is a tool that is easy to use and will provide teachers, parents, and staff with the necessary information to develop an appropriate intervention program. The VB-MAPP is an assessment tool based on B.F. Skinner’s (1957) analysis of verbal behavior and typical developmental milestones. This presentation will provide the attendee an overview and an understanding of the importance of incorporating Skinner’s analysis of verbal behavior into language assessment.

About the Speaker

Carl Sundberg, Ph. D., BCBA-D, is the chief clinician and founder of the Behavior Analysis Center for Autism. He received his doctorate degree in ABA from Western Michigan University under the direction of Dr. Jack Michael. While a graduate student, he taught behavior analysis at WMU for seven years. Dr. Sundberg has publications in The Analysis of Verbal Behavior and A Collection of Reprints on Verbal Behavior. Dr. Sundberg has over 30 years of experience using behavioral interventions to teach individuals with autism and other developmental disabilities. He oversees the training of all the staff at BACA and consistently spends time with the clients. Eighty percent of his time is spent contributing to the training of staff and addressing specific client programs.

A presentation by Dr. James Partington delivered at the 2017 Michigan Autism Conference

Abstract

Professionals who provided services to individuals with a diagnosis of autism strive to help these learners reach their fullest potential. However, many instructional programs for individuals with autism fail to devote sufficient instructional time on those skills that will result in the greatest overall rate of acquisition. In order to facilitate the rapid acquisition of critical language and learning skills it is important to prioritize both the selection of specific learning objectives and the teaching activities. When selecting learning objectives, it is important to select developmentally appropriate skills to teach based on the learner’s age and skills in relation to development as demonstrated by typically-developing individuals. The actual development of skills requires active participation in teaching activities throughout the day by a motivated learner in a wide variety of situations. Most importantly, parents and other caregivers need to develop and consistently implement effective teaching strategies, and track the development of the learner’s skills over time so that timely adjustments can be made and new learning targets can be identified.

About the Speaker

James W. Partington, PhD, BCBA-D is the director of Behavior Analysts, Inc., and provides services to children and their families at the STARS Clinics in Walnut Creek, California. He is a licensed psychologist and a board certified behavior analyst, doctoral level (BCBA-D), and has more than 45 years experience working with children with developmental disabilities. His expertise is in language-based intervention with children who are experiencing language delays as a result of autism and other related developmental disorders. Dr. Partington is the co-founder of a school that specialized in language-based instruction for children with autism (STARS School) and has helped several public school systems establish similar classrooms within their own districts. He has been a faculty member of several universities including West Virginia University, University of San Francisco and St. Mary’s College. Dr. Partington is a former President of the Northern California Association for Behavior Analysis and has served as a member of the Behavior Analyst Certification Board. Dr. Partington has received several professional awards including the Public Service Award for the Advancement of Behavior Analysis in Florida, presented by the Florida Association for Behavior Analysis. He has co-authored the book, Teaching Language to Children with Autism or Other Developmental Disabilities, and The Assessment of Functional Living Skills (The AFLS®). He is the author of several books including The Assessment of Language and Learning Skills-Revised (The ABLLS-R®), Capturing the Motivation of Children with Autism, and Getting Started: Developing Critical Learning Skills for Children on the Autism Spectrum.

A presentation by Dr. Amin “Duff” Lotfizadeh & Khrystle Montallana delivered at the 2019 Michigan Autism Conference

Abstract

The VB-MAPP is a curriculum guide and an assessment tool that is commonly used in autism interventions. Little is known about its psychometric properties, specifically its inter-rater reliability. Moreover, few studies have utilized this measurement tool when evaluating longitudinal intervention outcomes in autism research. We evaluated the interrater reliability of the VB-MAPP and utilized it as an outcome measure for low-intensity behavioral interventions. The results indicated that the milestones had good reliability and the barriers had moderate reliability. However, some of the individual milestone domains and barrier domains did not fare as well. When used as an outcome measure in autism research, the VBMAPP provided similar findings as the Vineland Adaptive Behavior Scale and appeared to be more sensitive at detecting low-dosage intervention gains. The implications of these findings are discussed for practitioners and researchers who utilize the VB-MAPP as a curriculum guide and as an research tool.

About the Speakers

Dr. Amin “Duff” Lotfizadeh is the Director of Research at Easterseals Southern California and Khrystle Montallana is the Autism Services Regional Training Supervisor at Easterseals Southern California.

A presentation by Dr. Jessica Korneder, Payton Boudreau, and Anna Jenkins delivered at the 2020 Michigan Autism Conference

Abstract

Challenging behaviors are often the result of a child’s inability to meet their needs appropriately. One reason children with ASD engage in these responses may be due to insufficient learning opportunities in their environments. Scripts and script fading have shown to be effective at teaching language skills to individuals with ASD (Akers et al., 2015). Scripts can include pictures (Akers et al., 2018), text (Roche et al., 2019), or audio stimuli (Szmacinski et al., 2018) that function as prompts (which are systematically removed) for an individual to independently emit words or phrases. We sought out to see how scripts have been used to decrease maladaptive behaviors. However, the current literature doesn’t discuss the use of scripts as an intervention for decreasing maladaptive behaviors. Scripts have shown to be effective at promoting language development for manding (Brodhead et al., 2016), play skills (Ledbetter-Cho et al., 2015), and social interactions (Wichnick-Gillis et al., 2016). FCT is an evidenced-based treatment that abates maladaptive behaviors while teaching appropriate responses that serve the same function (Durand & Moskowitz, 2015). In the initial phases of FCT, similar to scripts, a prompt is provided to teach a functional communicative response (Tigers et al., 2008). Because FCT can easily incorporate scripts, we are presenting treatment options that incorporate using scripts as antecedent strategies to abate maladaptive behaviors while establishing functionally equivalent responses. We will discuss current literature and how these two interventions can be used together to decrease maladaptive behaviors by replacing them with functionally equivalent responses.

About the Speakers

Dr. Jessica Korneder is an Assistant Professor and Director the ABA Clinic at Oakland University. Payton Boudreau received her MEd in Special Education with a concentration in Applied Behavior Analysis from Oakland University and became a BCBA in 2020. She has been providing services to children diagnosed with ASD for five years, and is the founder of INSPIRE Autism. Anna Jenkins received her MEd in Special Education with a concentration in Applied Behavior Analysis from Oakland University and became a BCBA in 2020. She currently works as a BCBA at INSPIRE Autism and has been providing services to children diagnosed with ASD for five years.

In 1957, B.F. Skinner published the book Verbal Behavior. In 1959, a young linguist named Noam Chomsky published a review of that book, sharply criticizing Skinner’s behaviorism in general and his behavioral approach to language acquisition in particular. Chomsky’s review became arguably more influential and well-known than Skinner’s book, and it played a key role in the “cognitive revolution” that soon came to dominate both psychology and linguistics.

The debate between the pragmatism of Skinner and the structuralism of Chomsky continues to this day. Now hear directly from both men, in a series of archival interviews and speeches spanning several decades, as they address the philosophical and practical differences between their approaches.

In 1957, B.F. Skinner published the book Verbal Behavior. In 1959, a young linguist named Noam Chomsky published a review of that book, sharply criticizing Skinner’s behaviorism in general and his behavioral approach to language acquisition in particular. Chomsky’s review became arguably more influential and well-known than Skinner’s book, and it played a key role in the “cognitive revolution” that soon came to dominate both psychology and linguistics.

The debate between the pragmatism of Skinner and the structuralism of Chomsky continues to this day. Now hear directly from both men, in a series of archival interviews and speeches spanning several decades, as they address the philosophical and practical differences between their approaches. Topics addressed include:

• Verbal behavior, linguistics, and language acquisition
• Structuralism
• Morality
• Nature vs. nurture
• Fascism and racism
• Rule-governed behavior
• Universal grammar

Based on a video originally edited and posted to YouTube by Ariel Raphaeli in 2012.

A presentation by Dr. Mark Sundberg delivered at the 2020 Michigan Autism Conference

Abstract

Typically developing children demonstrate an explosion of language skills between the ages of 2 and 3 (e.g., Hart & Risley, 1995). During this period, a child acquires new speaker and listener skills rapidly, often without direct training or reinforcement. However, many children with autism struggle with, or fail to make this critical linguistic leap. This learning barrier could be related to a child’s inability to benefit from generative learning. Generative learning occurs when existing skills enable or accelerate the acquisition of other skills, without direct teaching or reinforcement (Rosales-Ruiz & Baer, 1997). Children with autism may be able to benefit from the powerful effects of generative learning if they acquire certain prerequisite and component skills and are provided with some specific training. The VB-MAPP contains a number of milestones that can be identified as measures of generative learning, and a child’s performance on these measures can be used to guide an intervention program. Several strategies for establishing generative learning will be described.

About the Speaker

Mark Sundberg, Ph.D., BCBA-D received his doctorate degree in Applied Behavior Analysis from Western Michigan University (1980) under the direction of Dr. Jack Michael. He is the author of the VB-MAPP, and co-author of the original ABLLS and the book Teaching Language to Children with Autism or Other Developmental Disabilities. He has published over 50 professional papers and 6 book chapters. His latest publication is a book chapter titled “Verbal Behavior” in Applied Behavior Analysis (3rd ed.) by Cooper, Heron, & Heward (2020). Dr. Sundberg is the founder and past editor of the journal The Analysis of Verbal Behavior, a twice past-president of The Northern California Association for Behavior Analysis, a past-chair of the Publication Board of ABAI, an ABAI Fellow, and he served two terms on the Board of Directors of the B. F. Skinner Foundation. Dr. Sundberg has given hundreds of conference presentations and workshops nationally and internationally, and taught 80 undergraduate and graduate courses on behavior analysis, verbal behavior, sign language, and child development. He is a licensed psychologist with over 45 years of experience. His awards include the 2001 “Distinguished Psychology Department Alumnus Award” from Western Michigan University, and the 2013 “Jack Michael Outstanding Contributions in Verbal Behavior Award” from ABAI’s Verbal Behavior Special Interest Group.

A presentation by Dr. Amanda Karsten delivered at the 2019 Michigan Autism Conference

Abstract

Entry to college marks the greatest transition of young adulthood; early adaptations to this new landscape are likely to affect wellbeing during the college years and beyond. Students who exhibit social differences associated with Autism Spectrum Disorder, such as limited or inflexible conversation skills, are especially vulnerable to a poor transition. The college experience of intellectually capable students with ASD is too often characterized by academic failure, conflicts with peers, loneliness, and missed opportunities to prepare for fulfilling work and relationships in adulthood. The purpose of my presentation is to describe research findings and some objective lessons from our recent efforts to assess and treat the social deficits of college students with ASD.

About the Speaker

Dr. Amanda Karsten is an assistant professor in the Department of Psychology at Western Michigan University. She works primarily with WMU students and practicum supervisors who participate in the Extended University (Hybrid) track of the Master of Arts in Behavior Analysis Program. Dr. Karsten has over 16 years of experience practicing ABA and conducting applied research with people diagnosed with autism from early childhood through young adulthood. Prior to joining the faculty of WMU in summer 2017, Dr. Karsten was an associate professor at Western New England University. She currently serves on the editorial board of Journal of Applied Behavior Analysis (JABA) and a former Associate Editor for The Analysis of Verbal Behavior (TAVB). Dr. Karsten and her student collaborators have published their research in peer-reviewed journals such as JABA, TAVB, and Behavior Modification.

A presentation by Dr. Matthew Brodhead delivered at the 2016 Michigan Autism Conference

Abstract

With over 400 treatments for autism, behavior analysts are sometimes placed in a position where they must monitor the effects of alternative or ancillary treatments that lack an evidence base. Behavior analysts must be mindful about how they evaluate treatments that lack an evidence base in order to determine whether or not they produce desired outcomes. This presentation will provide an overview of research methods to evaluate such treatments and will highlight notable research studies that evaluated questionable treatments (e.g., weighted vests and sensory integration) for individuals with autism.

About the Speaker

Matthew T. Brodhead, Ph.D., BCBA-D, is an Assistant Professor at Michigan State University. His research examines the behavioral determinants of response variability and decision-making in children with autism. He is also interested in research and conceptual issues relating to the ethical and professional behaviors of practicing behavior analysts. Through workshops and consultation, he has established multiple school-based programs for children with autism, and he has provided training to teachers, related service providers, and behavior analysts throughout the United States.

A presentation by Dr. Jonathan Baker delivered at the 2019 Michigan Autism Conference

Abstract

As all people age through adulthood and into older adulthood, they experience unique opportunities and challenges such as shifts in their career, shifts in their life focus, shifts in their social networks, and age-related physical changes. An important theme among researchers in gerontology (the study of aging) is evaluating how these changes impact quality of life, or how happy someone is with their life. Indeed, a great deal of research and effort has gone into understanding how people can experience the opportunities and challenges of aging while ensuring they maintain a high quality of life. Said another way, this research focuses on understanding how to age successfully. An important growing focus in gerontology research is expanding quality of life research to understand and support aging adults with autism spectrum disorder and intellectual and developmental disabilities. Applied behavior analysis, with its focus on improving socially important behaviors through the systematic application of behaviorally grounded interventions, is uniquely poised to provide empirical answers and evidence-based approaches to helping this population age successfully. This presentation will first discuss the current notions of aging successfully and how that applies to aging adults with autism spectrum disorder and intellectual and developmental disabilities. It will then cover existing knowledge of barriers to successful aging. The presentation will then focus on existing applied behavior analytic research and approaches that promote successful aging, as well as areas ripe for applied behavior analytic research and intervention.

About the Speaker

Dr. Jonathan Baker is a clinical faculty specialist in the Department of Psychology at Western Michigan University. Prior to joining WMU, he was an associate professor and coordinator of the gerontology certificate program, as well as a faculty member in the behavior analysis and therapy program in the Rehabilitation Institute at Southern Illinois University. He received a certificate in gerontology from the University of Kansas, a master’s in applied behavior science from the University of Kansas, and a Ph.D. from Western Michigan University. Dr. Baker is on the Board of Directors for the Behavior Analyst Certification Board. He is an Associate Editor at Behavior Analysis: Research and Practice as well as in the AE mentorship program for the Journal of Applied Behavior Analysis. He
has served as a guest reviewer for multiple behavior analytic journals, as well as the American Journal of Alzheimer’s Disease and Related Dementias and The Gerontologist. Dr. Baker is the former president of the Mid-American Association of Behavior Analysis and former chair of the Behavioral Gerontology Special Interest Group with ABAI. Dr. Baker was the principle investigator for the Behavioral Residential In-home Care and Supports (BRICS) project evaluation for the Illinois Department of Aging and is currently a coprincipal investigator for Behavior Analysis and Intervention in Nursing Homes, funded by the Michigan Department of Health and Human Services. Dr. Baker’s research interest are behavioral gerontology, treatment adoption, adults and older adults with developmental disabilities, and staff training.

A presentation by Kate LaLonde and Kenzie Gatewood delivered at the 2017 Michigan Autism Conference

Abstract

Young children with autism often have difficulty cultivating friendships due to the language and social deficits associated with the disorder. Additionally, therapeutic environments may not be arranged to promote social interaction between individuals with autism and those without autism. As such, individuals with autism often lack appropriate models for language and social skills. Further, therapists face multiple challenges in creating therapeutic environments that mimic real-life settings in which children would apply these skills. A possible solution is to include children with autism in education and social settings with neurotypical children. This presentation will outline how to use Applied Behavior Analysis (ABA) therapy in inclusive pre-school settings. The strategies outlined have been developed and evaluated at Michigan State University’s Early Learning Institute, an inclusive, early intensive behavior intervention center for young children with autism. Specific strategies discussed will include language and social skills training, facilitating activities between children with and without autism, and incorporating children with autism into typical routines observed in preschool settings.

About the Speaker

Kate LaLonde, Clinical Director at Early Learning Institute (ELI) and an Assistant Professor with a joint appointment in Counseling, Educational Psychology & Special Education (CEPSE), Human Development and Family Studies. LaLonde is an assistant professor of special education, a Board Certified Behavior Analyst – Doctoral (BCBA-D) and the Clinical Director of the Early Learning Institute. Her research focuses on using behavior analysis to solve socially significant problems. She spent time in Tanzania as a researcher at APOPO (https://www.apopo.org/en/), an NGO using operant conditioning procedure to teach giant African pouched rats to detect landmines and tuberculosis. Her research also focuses on problems often observed in individuals with autism spectrum disorders and other developmental disabilities. She is specifically interested in increasing vocal speech, complex social skills, and physical activity in children and adults. She has also published in natural environment teaching and behavioral gerontology.

A presentation by Dr. Steve Goodman delivered at the 2015 Michigan Autism Conference

Abstract

Positive Behavioral Interventions & Supports (PBIS) is an evidence-based set of practices that is currently implemented in over 20,000 schools across the nation. Key features of PBIS include identifying behavior expectations, teaching the expectations, reinforcing engagement in the behavior expectations and correcting behavior errors. The intensity of supports increases as the magnitude of problem behavior increases. More intensive supports are based on functional assessment linked to behavior support plan that includes skill development and engineering the environment for success along with ongoing progress monitoring and program adjusted as needed. This presentation describes the key principals of Positive Behavioral Interventions & Supports (PBIS) and how this PBIS framework can be applied to the general education classroom setting to promote success for students with autism.

About the Speaker

Dr. Steve Goodman is the Director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a statewide initiative to improve the behavior and reading outcomes of elementary and middle school students. Holding a Ph.D. in psychology with an emphasis on Applied Behavior Analysis (ABA), he is a specialist in the area of School-wide Positive Behavior Supports. His 30 years in the field of education includes 12 years as a classroom teacher working with a full range of behavioral impairments and learning challenges, teacher consultant and adjunct professor teaching graduate and undergraduate students. Dr. Goodman has co-authored research articles in professional journals as well as several book chapters promoting a unique approach to intervention that integrates behavioral and reading learning supports.

A presentation by Dr. Timothy Vollmer delivered at the 2015 Michigan Autism Conference

Abstract

When problem behavior such as self-injury, tantrums, aggression, or property destruction occur, observers often lament, “The behavior seems to occur for no reason; it just comes out of nowhere.” The actual scientific evidence on severe problem behavior suggests that more often than not, the behavior is quite predictable and orderly. The presenter reviews five groups of evidence to suggest that problem behavior is predictable and orderly: 1. During a functional analysis, it tends to occur under certain conditions and not others, 2. The “matching law” almost perfectly predicts the occurrence of behavior, 3. The behavior stops when it is no longer reinforced, 4. The behavior stops when the motivation to engage in behavior is removed, and 5. Alternative and less dangerous forms of behavior can be readily shaped to replace problem behavior. Based on this information, the presenter outlines a model for behavioral assessment and intervention.

About the Speaker

Timothy R. Vollmer received his Ph.D. from the University of Florida in 1992. From 1992 until 1996 he was on the psychology faculty at Louisiana State University. From 1996 to 1998 he was on the faculty at the University of Pennsylvania Medical School. He returned to the University of Florida in 1998 and is now a Professor of Psychology. His primary area of research is applied behavior analysis, with emphases in developmental disabilities, reinforcement schedules, and parenting. He has published over 130 articles and book chapters related to behavior analysis. He was the recipient of the 1996 B.F. Skinner New Researcher award from the American Psychological Association (APA). He received another APA award in August, 2004, for significant contributions to applied behavior analysis. He is also currently the Editor-in-Chief of the Journal of Applied Behavior Analysis.

A presentation by Dr. Bruce Thyer delivered at the 2016 Michigan Autism Conference

Abstract

The term evidence-based practice (EBP) is often confused with the act of locating treatments which have been well-supported through past research studies, and then deciding to apply these treatments to one’s work with clients. This latter model formally originated within psychology and can be called the Research-Supported Treatments (RST) initiative, and is sponsored by Division 12 (Clinical) of the American Psychological Association. EBP is a quite different approach, originating in medicine, and includes many other considerations in choosing assessment and treatment options. These other central elements include client preferences and values, professional ethics, costs, one’s own clinical expertise, available resources, all of which are valued equally with research evidence. This generic clinical decision making model of EBP has been widely adopted in many health and social care professions and is having a major impact on both services and education. This presentation reviews the history and development of both EBP and ERSTs, and suggests why the RST approach is a far more limited model of practice than EBP. EBP is quite congruent with behavior analysis, and the parallels between the two fields will be illustrated.

About the Speaker

Bruce A. Thyer, Ph.D., BCBA-D, LCSW is a Board Certified Behavior Analyst – D, and a professor of social work at Florida State University. He is a past-member of the Editorial Board of the Journal of Applied Behavior Analysis, and has been a member of ABAI-International since 1979. He has served on the Executive Committees of Division 25 (Behavior Analysis) of the American Psychological Association and of the Association for Professional Behavior Analysts. Holding degrees in both social work and psychology, Dr. Thyer’s academic focus has been on promoting behavior analysis within the large field of social work. He is a Fellow of the American Psychological Association, the Association for Psychological Science, the American Academy of Social Work and Social Welfare, and the Society for Social Work and Research. He has authored over 50 articles and chapters related to behavior analysis, and edited two books in our field, The Philosophical Legacy of Behaviorism (Kluwer, 1999), and Finding Solutions for Social Problems: Behavioral Strategies for Change (APA, 1996). His most recent books are Science and Pseudoscience in Social Work (Springer, 2015) and Program Evaluation: An Introduction to an Evidence-based Approach, 6th edition (Cengage, 2015).

A presentation by Jason Guild and Kathy Fox delivered at the 2021 Michigan Autism Conference

In many schools and clinical settings, staff report that they collect data frequently but aren’t sure what the data they collect are used for or how it leads to changes in student or client programming. At New Story Schools Ohio (formerly Haugland Learning Center), we focus on collecting and organizing data to maximize student progress and make sure staff who work with students directly are involved in the entire process. Three types of assessment are used to gain a clear picture of student performance: micro, meso, and macro. Classroom staff receive frequent coaching and feedback regarding instruction, assessment and data collection. In addition, meta analysis of all levels of classroom data is performed regularly. This presentation focuses on how data collection and analysis can be done easily and efficiently to ensure maximum student progress. Examples, challenges, and successes will be discussed.

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Jason Guild has served in several roles at Haugland Learning Center for the last 11 years, including classroom aide, teacher and teacher coach. Data analysis is his favorite part of his job. He also works as a consultant for Morningside Teachers’ Academy. In his spare time, Jason enjoys watching auto racing and playing with his little boy, Jacob.
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A presentation by Dr. Dennis Reid delivered at the 2018 Michigan Autism Conference

Abstract

This presentation will describe critical, evidence-based strategies for promoting and maintaining quality within services specifically for adults with autism. The strategies to be presented are based on over four decades of behavior analytic research and application in residential and day-support settings for adults with autism and other severe disabilities. Topics to be discussed include the fundamental differences in goals for services for adults versus children, basic skill sets required of support staff, key performance responsibilities of staff warranting regular attention and action by supervisors, characteristics of environments that promote meaningful and enjoyable daily routines, and supervisory performance expectations and skills necessary for ensuring day-to-day quality in service provision. The most common obstacles to quality services will also be presented along with research based means of overcoming the obstacles.

About the Speaker

Dr. Dennis H. Reid is a licensed psychologist and board certified behavior analyst who has spent his career providing behavioral services as a teacher, psychologist, program director, and director of psychology services. Dr. Reid shows a sustained record of impressive and outstanding applied research with major benefits for its direct participants, populations of participants, and fellow researchers. While most of his work is reported as peer-reviewed research in the most rigorous of applied journals, he has also taken the time to write books and manuals to allow this information to be exported to the widest audience. His work on reinforcer assessment/preference and happiness indices was seminal and is frequently cited. This line of preference investigation has opened new opportunities for the lives of individuals with profound, multiple handicaps. His work in staff training and management (including staff motivation) has helped other researchers and practitioners understand and use these procedures.

A presentation by Dr. James Todd delivered at the 2018 Michigan Autism Conference

Abstract

A couple generations ago a popular academic activity was to point out to behavior analysts their relative insularity. This was at a time when most behavior analysts came to the field from other areas. Even if some were island-bound, most had been to other places. They should see us now! With training and credentialing sequences aimed at everyone from high school camp counselors through the seasoned Ph.D.s, now expanding beyond the ability of some programs to contain them, we can keep our members’ attention so tightly focused inward that they don’t even notice there is a horizon, much consider that there might be interesting and useful things beyond it. Indeed, we have reached a point were many behavior analysts who treat children with autism have had a graduate sequence in child behavior. This cannot be good for us (or the kids), and as Edwin Willems predicted in 1974, there will be an inevitable narrowing of the field to practice in very specific areas. Of course, with a narrowing of our assessment and treatment choices, we will also find ourselves harboring the illusion of increased general effectiveness, including in areas where we don’t have a presence. This presentation will explore some of the variables that led us to this situation, including some of the actual disciplinary benefits of insularity, and how behavior analysts might nevertheless safely and politely travel to other traditions to find sound, evidence-based information and techniques that might be usefully incorporated into their own work.

About the Speaker

Dr. James Todd is a Professor of Psychology at Eastern Michigan University. Much of his recent work involves the analysis of ineffective and pseudoscientific interventions for autism and other developmental disabilities, especially “facilitated communication” and “rapid prompting.” He has served as an expert for the Defense in cases involving false accusations of abuse arising from these methods. Most recently he was an expert witness for the Prosecution in the Stubblefield assault case in New Jersey discussing the scientific evidence against the validity of facilitated communication.

A presentation by Dr. Matthew Brodhead delivered at the 2019 Michigan Autism Conference

Abstract

The standardization of decision-making in behavior-analytic practice may reduce practitioner effort while simultaneously freeing resources to engage in other, and perhaps more complex, tasks. However, the extent to which standardized processes for decision-making improve practitioner performance, and subsequently improve client outcomes, is not quite clear. Furthermore, the ethical implications of standardizing decision-making processes require careful consideration. The purpose of this presentation is to present three recent research studies on the standardization of decision-making in behavior analysis, using visual analysis as a case example. The purpose and results of the reviewed studies will be discussed in the context of ethical and professional issues (e.g., scope of competence, the right to effective treatment, and individualized behavior-change programs) that are at the forefront of practicing-behavior analysts.

About the Speaker

Matthew T. Brodhead, Ph.D., BCBA-D, is an Assistant Professor at Michigan State University. His research examines the behavioral determinants of response variability and decision-making in children with autism. He is also interested in research and conceptual issues relating to the ethical and professional behaviors of practicing behavior analysts. Through workshops and consultation, he has established multiple school-based programs for children with autism, and he has provided training to teachers, related service providers, and behavior analysts throughout the United States.

A presentation by Cody Morris and Jessica Detrick delivered at the 2021 Michigan Autism Conference

Seeking and obtaining assent from clients and research participants is an important component of behavior analytic practice and research. However, typical assent procedures primarily rely on spoken and written communication that may not be feasible for individuals with significant communication difficulties. Thus, practitioners serving individuals with autism spectrum disorder (ASD) and related developmental disabilities (DD) who have limited communication abilities may need to utilize alternative methods for seeking assent. The purpose of this presentation is to introduce assent and related terms and concepts, discuss the importance of assent, and propose practical strategies for obtaining assent with clients who cannot assent through traditional means.

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Dr. Cody Morris is an Assistant Professor and Graduate Program Director of Applied Behavior Analysis at Salve Regina University. He earned his doctorate in Behavior Analysis at Western Michigan University, where he studied under Dr. Stephanie Peterson. Cody’s primary research interest is improving the practice of behavior analysis – which involves improving assessment and treatment techniques for challenging behavior, identifying and addressing barriers to practice, and exploring conceptual issues related to practice.

Jessica J. Detrick, M.A., BCBA, LBA, is a doctoral student in Clinical Psychology at Western Michigan University. She received her B.A. (2016) from the University of Iowa and M.A. (2018) from the University of Missouri. Jessica is a Project Coordinator and Clinical Supervisor of the Psychological Assessment and Treatment Services (PATS) team. PATS is a team of BCBAs working with Integrated Services of Kalamazoo who provide consultative services to adult and children consumers with developmental disabilities, mental illness, and emotional behavior disorders who engage in challenging behaviors.
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A presentation by Dr. Stephanie Peterson delivered at the 2021 Michigan Autism Conference

We found that in most cases, people consider the goal of education to be developing a self-determined individual. Self-determination is an abstract term. Behavior analysts may find this term difficult to define. Therefore, it may be difficult to observe and measure whether “self-determined behaviors” have developed. Many other service providers use this term frequently; thus, behavior analysts working with these service providers must come to terms with this concept in order to better collaborate. We argue that self-determination can be operationally defined with the concepts of choice, self-control, and self-management. By using the measurable behaviors included in these concepts, we believe that services can be developed to teach self-determination skills. This presentation, based on a paper published in 2020, explores these concepts and how they can contribute to an operational definition of self-determination, and ultimately, help behavior analysts work with other providers to effectively teach self-determination to individuals with developmental disabilities.

About the Speaker

Dr. Stephanie Peterson is chair and professor for the Department of Psychology at Western Michigan University, as well as a member of the behavior analysis faculty. She earned her doctorate in Special Education at The University of Iowa in 1994. Her primary research interests are choice making, functional communication training, reinforcement-based interventions for children with problem behavior, and concurrent schedules of reinforcement in the treatment of severe problem behavior and in functional analysis of problem behavior. She also has interests in applications of behavior analysis to educational interventions and teacher training. She currently serves on the Editorial Board of the Journal of Applied Behavior Analysis and is a Senior Editorial Consultant for Education and Treatment of Children.

A presentation by Dr. Christie Nutkins and Abbey Mix delivered at the 2019 Michigan Autism Conference

Abstract

When conducting school-based FBA’s there are additional factors that often need to be considered relative to completing FBA’s in other settings. We will address several of these factors, including potential barriers that should be considered when conducting a school-based FBA. Additionally, we will review the components needed for completing a meaningful school-based FBA along with providing examples of ways to link the results of your assessment to appropriate school-based interventions.

About the Speakers

Dr. Christie Nutkins, a fully licensed psychologist and board certified behavior analyst, has spent over 10 years providing behaviorally based services for children and their families. While she has successfully worked with children and adolescents experiencing a wide range of educational and behavioral challenges; the majority of her training and expertise falls in the area of assessment and treatment of children with developmental delays, most specifically Autism Spectrum Disorders. With her background working in educational, clinical, and home-based settings, she strives to develop realistic, yet effective intervention plans that meet the needs of the client and family.

Abbey Mix is an LMSW and BCBA. She is employed by Kent ISD as an Autism Coach working with regional and local district teams to build capacity and enhance the quality of programming for students with Autism.

A presentation by Dr. Susan Wilczynski delivered at the 2015 Michigan Autism Conference

Abstract

The evidence-based practice of applied behavior analysis involves the integration of the best available evidence gleaned from the literature with professional judgment and client values/context. The phrase “evidence-based practice” does not imply that practitioners should randomly select among treatments identified in evidence-based practice guidelines or systematic reviews. This presentation reviews each of the components of evidence-based practice but highlights the importance of client and contextual variables that should influence treatment selection. Behavior analytic literature focusing on client variables (e.g., medical conditions that may serve as motivating operations) and contextual variables (e.g., environmental and resource constraint) are used to demonstrate why these variables are essential to effective clinical decision-making. Parental role in the determination of client and contextual variables is given a prominent position in the discussion because the least effective intervention is the one that is never used. Parents must consider variables other than the level of empirical evidence support a given treatment. The recent results of the National Autism Center’s National Standards Project 2.0 are briefly incorporated into the discussion in conjunction with a larger focus on providing appropriate behavior analytic services to clients on the spectrum.

About the Speaker

Susan Wilczynski is the Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis. Before joining the faculty at Ball State University (BSU), she served as the executive director of the National Autism Center where she chaired the National Standards Project, the most comprehensive systematic review of autism literature completed to date. She currently serves as the Director of the Center for Autism Spectrum Disorders at BSU. She developed the first center-based treatment program in the state of Nebraska while on faculty at the University of Nebraska Medical Center and was the first female faculty member with a research lab in the psychology department at the University of Southern Mississippi. Wilczynski has edited multiple books and manuals on evidence-based practice and autism and has published scholarly works in the Journal of Applied Behavior Analysis, Behavior Modification, Focus on Autism and Other Developmental Disabilities, Psychology in the Schools, and Education and Treatment of Children. She is a licensed psychologist and a board-certified behavior analyst. Wilczynski won the 2011 Wing Institute Award for her contributions to evidence-based practice and autism and is currently the president of the special interest group on evidence-based practice of the Association of Behavior Analysis International.

A panel discussion at the 2016 Michigan Autism Conference

Abstract

Parents and professionals, at times, support children and adults who are at risk of harm to themselves or others. The risk might be aggression toward the parent, professional or others that results in injuries (e.g., bruises, cuts, broken bones). It might be self-injury such as head-banging or eye-gouging. It might also be running into a crowded intersection. Many treatment models attempt to reduce the likelihood and level of risk of these types of situations, but there are times when such situations occur. Parents and professionals are hopefully trained to use crisis management procedures to reduce the current situation. However, how do parents and professionals decide which crisis management procedure is likely to reduce the risk? Which crisis management procedure will reduce the risk of harm to the individual and others? These are just a few questions related to crisis management procedures. The purpose of this presentation is to provide evidence from the research literature that has addressed these questions.

About the Panel

• Dave Manson, M.A., Ed.S. (Van Buren Intermediate School District)
• Shawn P. Quigley, Ph.D., BCBA-D (University of New Mexico Medical Group)
• Stacie Rulison, M.S., M.Ed., BCBA (Grand Valley State University and Parent of a Child with Autism)

A presentation by Dr. Wendy Machalicek delivered at the 2020 Michigan Autism Conference

Abstract

Treatment fidelity, or the extent to which the intervention is implemented as intended, is widely regarded as essential for improving child outcomes in school settings. Treatment fidelity includes the components of adherence, dosage, quality of programs/intervention delivery, participant responsiveness, and program differentiation. The systematic implementation of functional behavior assessment (FBA) and multi-component behavioral intervention plans for children with autism spectrum disorder can pose a fidelity of implementation challenge for classroom teachers and schools due to the relatively intensive amount of effort required for teachers to acquire new knowledge and skills and implement individualized plans with high fidelity. When we ask a teacher, parent, or other adult change agent to implement an intervention, they may implement the intervention with fidelity, prematurely abandon the intervention, implement the intervention incorrectly, or implement the intervention with lower fidelity than is necessary to achieve positive outcomes. For children with autism spectrum disorder who engage in challenging behavior that disrupts their learning or the learning of their peers, the effective treatment of challenging behavior can remove barriers to learning and improve classroom climate. This talk reviews the behavioral science literature related to interventions targeting improved implementation fidelity in school and other settings, situates the treatment challenges of teachers addressing challenging behavior in schools alongside this literature, and provides suggestions for future research and practice to ultimately improve behavioral and academic outcomes for children with autism spectrum disorder.

About the Speaker

Wendy Machalicek, Ph.D., BCBA-D is an Associate Professor in the Department of Special Education and Clinical Sciences and is affiliated with the HEDCO Clinic and the National Center on PBIS in the College of Education at the University of Oregon. She received her Ph.D. in Special Education with a specialization in autism and developmental disabilities from the University of Texas at Austin in 2008. Her scholarship focuses on single-case research methods and the assessment and treatment of challenging behavior of children with autism and other developmental disabilities with an emphasis on supporting teachers and parents in implementing evidence-based practices. Her work is currently funded by the U.S. Department of Education Institute for Education Sciences and the Office of Special Education Programs. She is Editor-in-Chief of Developmental Neurorehabilitation, an Associate Editor for Remedial and Special Education, and on the international advisory board of Cochrane Rehabilitation.

A presentation by Dr. Amber Valentino delivered at the 2018 Michigan Autism Conference

Abstract

Supervision impacts all facets of a practitioner’s work. Providing high quality supervision can ensure high quality clinical care, prepare aspiring behavior analysts to effectively supervise others, and contribute to the growth of our field. However, incorporating best practices into every day clinical work can be challenging. This breakout session will review best practices in supervision and provide recommendations for practitioners to incorporate them into practice. Participants will have the opportunity for open discussion and resource sharing.

About the Speaker

In 2008, Amber Valentino received a doctoral degree in clinical psychology from Xavier University in Cincinnati, OH. She completed a predoctoral internship and postdoctoral fellowship at the Marcus Autism Center/Children’s Healthcare of Atlanta in Atlanta, GA. After completion of her postdoctoral training, she remained at the Marcus Autism Center, serving as program coordinator of a community autism parent training program and as a senior psychologist in a language and learning clinic. In 2012, she transitioned to Trumpet Behavioral Health where she has held various leadership positions. She currently serves as the Chief Clinical Officer for Trumpet Behavior Health. In this role, she oversees clinical services, all research and training initiatives and builds clinical standards for the organization. Dr. Valentino’s clinical and research interests include the assessment and treatment of verbal behavior, primarily in children with autism. She is also interested in evaluation of programming to address unique adaptive skill deficits, and in developing standards for effective supervision in the field. Dr. Valentino currently serves as an Associate Editor for Behavior Analysis in Practice and previously served as an Associate Editor for The Analysis of Verbal Behavior. She serves as a frequent guest reviewer for several behavior analytic journals.

A presentation by Angela Capuano and Kim Killu delivered at the 2021 Michigan Autism Conference

Pseudoscientific practices are commonly used and promoted in the field of developmental disabilities. Behavior analysts should anticipate encountering such treatments in practice and understand their ethical obligations with regard to these practices. This presentation will present a model to prepare behavior analysts for how to address situations in which clients may ask them to use pseudoscientific practices, as well as reviewing resources for ethical guidance and evidence-based practices.

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Angela Capuano is a licensed clinical psychologist and BCBA-D who teaches in the undergraduate and graduate Applied Behavior Analysis program at the University of Michigan-Dearborn. She also practices and sees children, families, and young adults with Autism Spectrum Disorder and other mental health disorders.

Dr. Kim Killu is a professor in the special education and applied behavior analysis programs at the University of Michigan-Dearborn. She has worked with all categories of exceptionality as a psychologist and a Board Certi�ed Behavior Analyst.
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A presentation by Dr. Wayne Fuqua delivered at the 2017 Michigan Autism Conference

Abstract

Evidence-based practice (EBP) is a multi-component decision making process in which practitioners select, refine and deliver clinical services based on a) the best available scientific evidence, b) unique client and contextual features, c) training and competence of the practitioner, d) ongoing clinical progress monitoring and decision making and e) early detection and troubleshooting of treatment “failures.” Developed initially in medicine, EBP has been extended to the delivery of applied behavior analysis (ABA) services and is considered an essential feature of ethical and high quality ABA service delivery. This presentation will emphasize clinical progress monitoring as a tool for detecting treatment failures and describe a checklist for trouble shooting treatment failures.

About the Speaker

Dr. Wayne Fuqua is a Professor of Psychology and the former Chair of the Psychology Department at Western Michigan University (1999-2013). He currently teaches courses and mentors graduate students in Clinical Psychology and Behavior Analysis at WMU. Fuqua also conducts research across a range of areas including health psychology, ethics, dissemination and developmental disabilities. A Fellow of the Association for Behavior Analysis, Dr. Fuqua has published numerous peer reviewed articles and given numerous presentations and workshops at national and regional conferences. He has collaborated with researchers from WMU’s Sociology and Philosophy Departments on two NSF-funded projects on research ethics. He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum disorders and other developmental and physical disabilities. In his role as a member of the Michigan Autism Council (2013-2016), he was involved in developing, implementing and evaluating a
state-wide plan to improve the quality and availability of autism services in the state of Michigan. He was recently honored with a Distinguished Service Award from Western Michigan University. He has developed a series of ABA training videos for BCBA practitioners that are available, free of charge, at wmich.edu/autism/resources.

This tutorial provides both an introductory and practical review of what behavior-analytic terminology is, when you should use it, and the reasons why using it is so crucial to effective and ethical practice.

To effectively practice your skillset as a behavior analyst and understand your responsibilities as you serve your client’s needs, you need to first have a thorough understanding of the basic principles that underlie the philosophies and practices of our field. These principles are represented by tasks in the Behavior Analyst Certification Board Fifth Edition Task List. The technical terminology that embodies these principles is key to effective and ethical practice.

It is important to discriminate the differences between mentalistic, non-technical, and technical terminology and to understand the contexts in which each is appropriate. This tutorial provides both an introductory and practical review of what behavior-analytic terminology is, when you should use it, and the reasons why using it is so crucial to our effectiveness as practitioners. It will also highlight our ethical obligation to use accurate and precise terminology, particularly as it relates to communicating about services, collaborating with colleagues, and documenting professional activity.

This tutorial is written for practitioners having a bachelor’s or master’s degree in behavior analysis. However, other professionals can benefit. Practitioners having a Ph.D. in behavior analysis should find this tutorial to be a helpful review of content with which they may be already familiar. Individuals preparing to take the BACB exam will find that this content supports tasks listed in the BCBA 5th Edition Task List and the Ethics Code for Behavior Analysts. Finally, professionals from other disciplines will gain a greater understanding of why behavior analysts adhere to such accurate and precise terminology.

About the Authors

Melissa C. Mackal, Ph.D., BCBA

Dr. Melissa Mackal is the Managing Director and Owner of Global Behavioral Health. She holds a master’s degree in clinical psychology and doctorate in Instructional Systems and Learning Technologies as well as being board certified in behavior analysis. She began her behavior analysis journey in the early 1990’s working in New Jersey and in conjunction with local schools catering specifically to children with autism. She continued her career in Florida as a certified behavior analyst in both the private and public sectors. It is there where she completed her doctorate at Florida State University under the tutelage of Dr. Walt Wager and other esteemed faculty within the ISD program and School of Education. She has over 15 years of instructional design experience, having designed and developed training and performance solutions in a wide array of domains: behavioral and clinical care, corporate, non-profits, industry, and military.

Robert Wallander, Ph.D., BCBA-D

Robert Wallander received his Bachelor of Science in psychology from at Drake University under Scott Wood, his Masters in ABA from Western Michigan University under Jack Michael and his Ph.D. in psychology at The Florida State University under Jon Bailey. Dr. Wallander has been in continuous applied practice for 30 years following his receipt of a Master’s Degree and Florida Certification in 1993. Now a BCBA-D and Licensed Behavior Analyst, Dr. Wallander is has practiced in residential, school and community settings, teaching behavioral analysis and conducting research on behavior analytic topics range from complex verbal relations, functional assessment procedures, and technical aspects of evidence-based therapies. Dr. Wallander’s interest in the topic of how terminology affects clinical quality and effectiveness when a student of Dr. Jack Michael’s at Western Michigan University. Arguments made for mastering technical language for the purpose of improving ABA’s ability to be socially valid were learned there and continue to the present in which Dr Wallander teaches both precise terminology and illustrates how this is connected to and delivery of socially valid outcomes. Currently, Dr. Wallander has focused his research into the advanced verbal behavior of experts who examine graphed or otherwise summarized data and generate clinical recommendations. Specifically, he has incorporated the “think aloud” methodology and protocol analysis to study these phenomena for the purpose of standardizing and improving clinical decision making for all practitioners. To facilitate the study and reporting of his findings, he founded The Principal Research Group, a collective brings of scientists, authors, and practitioners who examine expertise in clinical thinking.

Learning Objectives

Upon completing the tutorial, the learner should be able to:

1. Discriminate the differences between mentalistic, non-technical, and technical terminology
2. Explain how terminology can be accurate and precise
3. Explain why using accurate and precise terminology is important
4. Identify when the use of non-technical and technical terminology is appropriate

A presentation by Dr. Robert Ross delivered at the 2018 Michigan Autism Conference

Abstract

Some current Functional Analysis (FA) methods (Analog and Trial-based) typically rely on two elements that raise ethical concerns: 1. The direct reinforcement of the problem behavior as part of the assessment process (Analog and Trial-based methods) 2. Use of indirect data rather than direct to develop hypotheses that then guide treatment (IISCA). Additionally, many practitioners simply cannot conduct analog FA’s in many if not most applied settings. This session will describe alternative procedures and methods that focus on direct experimental tests that can be conducted in the context of home and school settings. These methods involve direct tests of consequence effects on topographies of behavior similar to the actual problem behavior. This results in the clinician having objective data on the reinforcing effects of stimuli without needing to directly reinforce potentially dangerous/injurious topographies of behavior. An advantage of such procedures is that they involve simultaneous establishment of appropriate alternative behaviors as part of the assessment procedures. Additionally, the collection and use of objective data to develop hypotheses of function enables clinicians to avoid having to test all potential functions, and focus only on those that actually occur. This efficiency may speed access to effective treatment over more laborious subjective methods. The proposed methodology provides a more ethical, conceptually systematic, and practical assessment of function.

About the Speaker

Dr. Ross is the Senior Vice President of Treatment Efficacy and Graduate Education at Beacon ABA Services of Massachusetts and Connecticut. He received his Master’s in Applied Behavior Analysis from Northeastern University and his Doctorate from Nova Southeastern University. Dr. Ross oversees all research activity at Beacon. He also provides direct and consultation services to families, schools and educational programs throughout the U.S. and Canada. He is a founding member and current Past President of the Massachusetts Association for Applied Behavior Analysis. Dr. Ross is also the President of the Autism Special Interest Group (SIG) of ABAI, and has served three terms on the ABAI Practice Board.

A presentation by Amy Matthews, Carrie Carr, Katy Foster, Lindsey Harr-Smith, and Kathy Hickok delivered at the 2021 Michigan Autism Conference

Peer relationships are critical for students with ASD, however opportunities for social engagement are often limited. For example, only 29% of high school students with ASD get together with friends at least once per week (Lipscomb et al., 2017). Instead, much of their day is spent among adult providers and family. Although teaching specific social skills may result in some improvement in social behaviors, a comprehensive approach to building relationships is more socially significant and long-lasting. Peer mediated instruction and interventions (PMII) are an evidence-based practice with a behavioral and social learning foundation that involves teaching peers without disabilities ways of engaging individuals with ASD in meaningful social interactions within the natural environment. The Statewide Autism Resources and Training Project (START) is funded by the Michigan Department of Education to bring evidence-based interventions to schools to support students with ASD. START has worked with schools for twenty years to establish a comprehensive PMII program, called Peer to Peer Support, in each building that educates students with ASD. Implemented in more than 700 elementary and secondary schools—and involving more than 3,000 students with ASD and more than 14,000 peers—these programs offer social opportunities and inclusive experiences during the school day and extracurricular activities. In this presentation, staff from START and school professionals from Intermediate School Districts will describe this program and share their experiences with peer to peer support including qualitative and quantitative data that demonstrates the impact on students and school culture.

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Amy Matthews, PhD, BCBA

Amy Matthews is a Professor of Psychology at Grand Valley State University (GVSU) and has served as the director of the START Project, funded by the Michigan Department of Education-Office of Special Education, for 20 years. The START Project is focused on a statewide collaborative effort to make systems level changes to improve the educational programming and quality of life for students with autism and their families. Dr. Matthews is involved in various state projects to increase integrated opportunities and improve post school outcomes for individuals with ASD, including serving as vice chair of the Governor’s Autism Council. Dr. Matthews is a licensed psychologist and a Board Certified Behavior Analyst (BCBA).

Carrie Carr, M.Ed

Carrie serves as the regional Teacher Consultant for Students with Autism for the Eastern Upper Peninsula Intermediate School District. She has worked with numerous staff in the EUPISD to develop peer to peer support programs. Carrie is a statewide presenter and content developer for Peer to Peer Supports for Students with Autism for the START Project.

Katy Foster, M. Ed

Katy Foster is a Teacher Consultant for Autism employed by Berrien RESA. She is a veteran special education teacher with vast experiences that have included working with students in many settings. Katy is a trainer with the START Project and she provides professional development in Positive Behavior Interventions and Supports and the use of evidence-based practices for regional and local school staff and families.

Lindsey Harr-Smith, MA, CCC-SLP

Lindsey has worked in the school setting as a speech-language pathologist, Autism Consultant, and Peer to Peer Consultant since 2004. She has extensive experience with developing and implementing peer to peer programs in preschool-12th grade. In addition, she is an Autism Education and Intervention Specialist and state-wide presenter with the START Project with a focus on Peer to Peer Supports. Lindsey provides support to school-based teams across the state to increase implementation of peer to peer and inclusive opportunities for students with ASD.

Kathy Hickok, M. Ed., BCBA

Kathy Hickok is a Teacher Consultant for Autism at Berrien RESA. Before coming to RESA, Kathy spent twenty-six years in the classroom teaching and learning from students with academic, behavioral and social/emotional challenges. As the Peer to Peer coordinator for Berrien RESA, she works with staff to address the behavioral needs of children throughout the county. Kathy serves as a START Project trainer with a focus on peer to peer support and behavior support.

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A presentation by Dr. Jennifer Austin delivered at the 2016 Michigan Autism Conference

Abstract

The use of functional behavior assessments (FBAs) to inform treatment recommendations has long been established as best practice in behavior analysis from both ethical and empirical standpoints. However, the practicalities of conducting various forms of FBA (and implementing subsequent interventions) in schools sometimes poses obstacles for behavior analysts and the teachers with whom they work. The degree to which these obstacles can (and should) be overcome depends on a variety of factors that might be missed if one does not carefully consider the nature of the problems and the environments in which behaviors are expected to occur. Drawing upon nearly two decades of research and clinical work in schools, Dr. Austin will address how considering teacher and student behavior can potentially point us to more effective, efficient, and acceptable practices in conducting classroom-based assessments and interventions.

About the Speaker

Jennifer L. Austin, Ph.D., BCBA-D has been applying the science of behavior analysis to improve outcomes for children and their teachers for nearly 20 years. Both her research and clinical work focus on how behavior analytic assessment and intervention strategies can be applied with typically developing children, as well as examining what adaptations may be necessary for making our science “work” in mainstream classrooms. She has worked with numerous schools in the US and the UK, focusing primarily on those in disadvantaged communities. Dr. Austin received her PhD from the Florida State University and currently serves as Principal Lecturer in Psychology at the University of South Wales, where she leads the Behaviour Analysis Unit and directs undergraduate and postgraduate programs in behavior analysis. Prior to moving to the United Kingdom, Dr. Austin served as faculty at the University of South Florida, California State University, Fresno and the University of Houston, Clear Lake. She is the past President of the UK Society for Behaviour Analysis and a former Associate Editor of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice.

A presentation by Dr. Mary Jane Weiss delivered at the 2015 Michigan Autism Conference

Abstract

The practice of Applied Behavior Analysis gets more complex with each passing year, and the definition of essential competencies continues to expand. Our understanding of how to apply the science and technology of ABA becomes increasingly nuanced and sophisticated with the advancement of research and the development of clinical tools. This presentation focuses on the essential competencies for practitioners that will enable clinicians to remain aware of best practice recommendations, to stay close to the evidence-based nature of our science, and to apply our interventions in ethical and humane ways.

About the Speaker

Mary Jane Weiss, Ph.D., BCBA-D is a Professor at Endicott College, where she directs the Master’s Program in ABA and Autism and is a mentoring faculty member in the Doctoral program. She also does research with the team at Melmark. Dr. Weiss has worked in the field of ABA and Autism for over 30 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University, where she served as Director of Research and Training and as Clinical Director. Her interests center on defining best practice ABA techniques, evaluating the impact of ABA in learners with autism, teaching social skills to learners with autism, training staff to be optimally effective, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is a regular reviewer for a variety of professional journals, and is a frequent member of service committees for the Behavior Analyst Certification Board. She is also a Past President of the Autism SIG at ABAI and a former member of the Board of APBA.

A presentation by Heather McGee delivered at the 2022 Michigan Autism Conference

What does it mean to provide “supervision”? The term “supervision” seems to have come to mean many different things within the field of behavior analysis. This is particularly true when comparing how the term is used in ABA professional certification/development circles versus OBM circles. In this talk, I will describe the various functions of supervision in human service settings, and discuss the role that OBM plays (or does not play) in each. Additionally, I will discuss the knowledge, skills, and abilities (KSAs) required of performers within each supervision function, and provide recommendations for how supervisors might gain those KSAs beyond the required BACB® supervision training and coursework.

About the Speaker

Heather M. McGee is an Associate Professor of Psychology and Co-Chair of the Industrial/Organizational Behavior Management graduate program at Western Michigan University (WMU). She received her B.S. (1998), M.A. (2003), and Ph.D. (2004) from WMU. Dr. McGee also consults with organizations, specializing in helping small businesses, non profits & human service settings by providing a variety of performance analysis, performance improvement, and training services. Dr. McGee has designed, developed and implemented organizational performance solutions in a variety of industries and settings, including autism service agencies, the pharmaceutical industry, education, and health and human services. These solutions have included performance-based instruction, performance management, behavioral systems changes, and lean sigma initiatives. Dr. McGee is the former Executive Director of the Organizational Behavior Management (OBM) Network and serves as an associate editor for the Journal of Organizational Behavior Management (JOBM), and on the editorial board for Behavior Analysis: Research and Practice. Additionally, she serves on the Board of Directors for ALULA, and on Advisory Boards for Empower Behavioral Health and Cambridge Center for Behavioral Studies.

A presentation by Dr. Adam Briggs delivered at the 2020 Michigan Autism Conference

Abstract

Functional communication training (FCT; Carr & Durand, 1985) is a well-established treatment for socially mediated problem behavior exhibited by children diagnosed with autism spectrum disorder (Kurtz et al., 2011). FCT involves the delivery of the reinforcer responsible for maintenance of problem behavior contingent on a functionally equivalent communication response (FCR), usually in combination with extinction of problem behavior (Tiger et al., 2008). Although highly effective, FCT has been shown to fail in some cases following initial success (e.g., Greer et al., 2016; Saini et al., 2018), and previous reports have suggested that low rates of behavior do not always maintain when the schedule of reinforcement for the FCR is thinned (Briggs et al., 2018) or when FCT is implemented by caregivers in the everyday environment (Meuthing et al., 2020). Therefore, treatment relapse in FCT can be viewed as the failure to maintain treatment effects when environmental conditions change. That is, relapse during FCT could be regarded as the failure to generalize treatment gains across time, settings, situations, or individuals (Pritchard et al., 2014). Recent research focused on integrating stimulus control technology with consequent-based refinements offers promising strategies for promoting the practicality, generality, and durability of FCT treatment effects. Following a primer on FCT, recent advances in FCT research will be reviewed and their implications for practice will be discussed.

About the Speaker

Adam Briggs is an Assistant Professor of Psychology at Eastern Michigan University. Dr. Briggs is a board certified behavior analyst at the doctoral level and a licensed behavior analyst in the state of Michigan. He received a Bachelor of Science in Psychology from Western Michigan University, a Masters in Science in Applied Behavior Analysis in Developmental Disabilities from Auburn University, and a Ph.D. in Behavioral Psychology from the University of Kansas. His dissertation evaluated the effects of differential reinforcement of alternative behavior without the use of extinction for treating dangerous instances of severe destructive behavior. This project received several accolades, including the 2017 APA Division 25 SEAB Applied Dissertation Award. In addition, during his tenure at the University of Kansas, Dr. Briggs received the Baer, Wolf, and Risley Outstanding Graduate Student Award for excellence in teaching, research, and service. He later completed a two-year post-doctoral fellowship at the University of Nebraska Medical Center’s Munroe-Meyer Institute under the direction of Dr. Wayne Fisher. He has served on the Board of Editors for the Journal of Applied Behavior Analysis and Behavior Analysis in Practice and as an ad-hoc reviewer for a number of other behavior-analytic journals. Dr. Briggs has conducted research in the area of assessment and treatment of severe behavior disorders, including several grant-funded research projects focused on integrating stimulus control technology and consequent-based refinements in ways that mitigate relapse and improve the efficacy and generality of FCT interventions.

A presentation by Dr. Dennis Reid delivered at the 2016 Michigan Autism Conference

Abstract

This presentation describes evidence-based strategies for promoting happiness among adults with autism on the severe end of the spectrum. The focus is on enhancing happiness to promote a desirable quality of life among adults who have challenges readily describing their emotional experiences. Initially, means of identifying and validating indicators of happiness and unhappiness on an individual basis are presented. Next, specific strategies for increasing happiness and decreasing unhappiness during daily routines are described. Examples of topics presented include how staff and others can develop good relationships with people with autism whom they support, how to identify situations accompanied by unhappiness and how to alter those situations, ways to identify and embed individual preferences within daily routines, how to provide necessary instructional and related demands in ways that are enjoyable, and how enhancing daily enjoyment can prevent and reduce challenging behavior. Throughout the presentation there is an emphasis on how promoting happiness as a desired outcome should be targeted, monitored, and evaluated just as other more traditional outcomes are addressed in human service agencies.

About the Speaker

Dr. Dennis H. Reid is a licensed psychologist and board certified behavior analyst who has spent his career providing behavioral services as a teacher, psychologist, program director, and director of psychology services. Dr. Reid shows a sustained record of impressive and outstanding applied research with major benefits for its direct participants, populations of participants, and fellow researchers. While most of his work is reported as peer-reviewed research in the most rigorous of applied journals, he has also taken the time to write books and manuals to allow this information to be exported to the widest audience. His work on reinforcer assessment/preference and happiness indices was seminal and is frequently cited. This line of preference investigation has opened new opportunities for the lives of individuals with profound, multiple handicaps. His work in staff training and management (including staff motivation) has helped other researchers and practitioners understand and use these procedures.

A presentation by Dr. Brooke Smith and Dr. Gregory Smith delivered at the 2020 Michigan Autism Conference

Abstract

Acceptance and Commitment Therapy (ACT) has been the subject of rapidly growing interest among applied behavior analysts interested in applying the technology to clients for whom it may be appropriate. Although ACT was initially developed as an acceptance- and mindfulness-based psychotherapy for neurotypical individuals, it can be repurposed into a skills-based training (sometimes referred to as ACTraining) to be delivered outside the formal psychotherapeutic setting. Goals of ACT-based skills trainings include increasing psychological flexibility and improving quality of life through targeting processes such as mindfulness, acceptance, cognitive diffusion, values, and values-aligned goals. In this talk, we will introduce these components of the ACT model and, importantly, tie them to basic behavioral principles pertaining to human language and cognition. We will provide examples of exercises to train these ACT-based skills and discuss important considerations when implementing ACT with individuals with developmental disabilities.

About the Speakers

Brooke Smith, Ph.D. is an assistant professor in the Department of Psychology, Clinical Psychology Program, at Western Michigan University. She received her Ph.D. from Utah State University in 2019 and completed her clinical internship at the VA Puget Sound, American Lake Division. Dr. Smith’s research and clinical interests include therapeutic processes of change and their translation from basic behavioral principles to applications in mindfulness, exposure, and acceptance-based psychotherapies, particularly Acceptance and Commitment Therapy (ACT). Gregory (Greg) S. Smith, Ph.D., BCBA-D, is a Board Certified Behavior Analyst at the doctoral level. He has more than 16 years of experience in behavior analysis, ranging from basic, translational, and applied research to implementation of Organizational Behavior Management and clinical work with children and adults with autism and other intellectual and developmental disabilities. His current research interests include assessment of implicit bias across a variety of domains, as well as complex human behavior (Relational Frame Theory, Acceptance and Commitment Training), OBM, and theory/philosophy issues.

A presentation by Dr. Iser DeLeon delivered at the 2018 Michigan Autism Conference

Abstract

Some theories of Autism Spectrum Disorder (ASD) implicate a neurobiologically driven insensitivity to social reward as the basis for social deficits, and less directly, other core diagnostic features of ASD. This is sometimes referred to as the Social Motivation Theory of Autism and has, on occasion, been used to justify avoiding social reinforcers when working with individuals with ASD. I will review and discuss evidence, from my lab and others’, for and against this insensitivity. I will specifically consider: (a) studies on identifying or verifying socially-mediated reinforcers in ASD; (b) studies that compare social and nonsocial reinforcers in ASD; and (c) studies that compare social reward in persons with and without ASD. I will conclude with alternative interpretations and questions that need to be answered to make sense of these theories.

About the Speaker

Dr. Iser DeLeon earned his Ph.D. at the University of Florida, where he is now a Professor of Psychology. Recent prior positions of his include Associate Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine and Director of Research Development for the Department of Behavioral Psychology at the Kennedy Krieger Institute. Dr. DeLeon currently serves as President of the Board of Directors of the Behavior Analyst Certification Board. In addition, he is on the Board of Directors of the Society for the Experimental Analysis of Behavior and has served as Associate Editor for both the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior. Over the past 15 years, Dr. DeLeon’s research has been supported by several private and federal agencies, including the National Institute of Mental Health and the National Institute of Child Health and Human Development. This research has focused on assessment and treatment of aberrant behavior in persons with neurodevelopmental disorders, identification of preferences and determinants of choice, and translation of basic behavioral processes towards enhancing therapeutic and instructional outcomes.

A presentation by Dr. Amy Drayton delivered at the 2015 Michigan Autism Conference

Abstract

A wide range of feeding problems are common in children with autism spectrum disorders but perhaps the most common is eating a restricted variety of table foods. Specific behavioral strategies to introduce new foods and increase the amount of each new food are discussed in detail. Signs of oral-motor skills deficits that may block treatment progress are also reviewed.

About the Speaker

Amy Kathryn Drayton, Ph.D., is an Assistant Professor of Clinical Psychology at the University of Michigan C.S. Mott Children’s Hospital. Dr. Drayton earned her Ph.D. from Eastern Michigan University and her primary areas of interest include the comparative effectiveness of feeding interventions and cost effectiveness of behavioral treatments. She also conducts research on the treatment of disruptive behavior in children, specifically parent management training and time out.

A presentation by Dr. Steve Goodman delivered at the 2019 Michigan Autism Conference

Abstract

Learn how to enhance and modify the supports for students with disabilities within the general education classroom setting within the Positive Behavior Intervention Supports (PBIS) framework. This session will discuss intensifying supports and aligning with student need based on the student’s Individualized Education Plan (IEP).

About the Speaker

Dr. Steve Goodman is the Director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a statewide initiative to improve the behavior and reading outcomes of elementary and middle school students. Holding a Ph.D. in psychology with an emphasis on Applied Behavior Analysis (ABA), he is a specialist in the area of School-wide Positive Behavior Supports. His 30 years in the field of education includes 12 years as a classroom teacher working with a full range of behavioral impairments and learning challenges, teacher consultant and adjunct professor teaching graduate and undergraduate students. Dr. Goodman has co-authored research articles in professional journals as well as several book chapters promoting a unique approach to intervention that integrates behavioral and reading learning supports.

A presentation by Lorri Unumb delivered at the 2016 Michigan Autism Conference

Abstract

In 2004, the New York Times wrote that “no disability claims more parental time and energy than autism.” Families dealing with autism face many hardships, not the least of which is financial hardship. One reason for the financial hardship is the failure of the health insurance industry to cover treatments for, and sometimes even diagnosis of, autism. As recently as the turn of the millennium, it was widely accepted that health insurance did not cover even the standard treatments for autism. Since 2007, there has been a fast-moving national movement toward autism insurance reform. More than 40 states have now enacted legislation requiring insurers to cover autism interventions, including ABA. In this session, we examine the language of the autism insurance laws, including a comparison of their key terms and features. You will learn about the different types of public and private health insurance plans, with a particular emphasis on recent activity in Medicaid policies. The potential pitfalls that consumers may face when attempting to utilize benefits are discussed. Finally, effective strategies for influencing autism-related policy decisions are presented.

About the Speaker

Lorri Unumb is a lawyer, professor, and the mother of three children – Ryan (15), who has classic autism; Christopher (12); and Jonathan (8), who has Asperger’s. In 2005, she wrote groundbreaking autism insurance legislation for South Carolina (“Ryan’s Law”) that served as the catalyst for the national autism insurance movement. Lorri began her autism advocacy as a volunteer. In 2008, she was recruited by Autism Speaks to work full-time and has since testified more than 100 times on health insurance issues around the country. For her advocacy efforts, Lorri has been recognized with many awards including:

• BACB’s Michael Hemingway Award
• California Association of Behavior Analysts “Leadership in Law” Award
• APBA “Jerry Shook” Award
• NASCAR Foundation’s Betty Jane France Humanitarian Award

Lorri’s work has been profiled on CNN, on NPR’s “Morning Edition,” and in Town&Country magazine, from whom she received one of three 2009 “Women Who Make a Difference” awards. She is profiled in the American Academy of Pediatrics book “Autism Spectrum Disorders: What Every Parent Needs to Know.” Following law school, Lorri clerked for a federal judge and then enjoyed a fulfilling career as an appellate litigator with the United States Department of Justice. She left DOJ to become a law professor at George Washington University Law School and later served as an inaugural faculty member at the Charleston School of Law. While in Charleston, she hosted a weekly TV show called “The Law with Professor Lorri.” Lorri teaches a course at GW Law called “Autism and the Law.” She and her husband wrote the first-ever comprehensive textbook on legal issues related to autism, also called “Autism and the Law.” She also founded the Autism Academy of South Carolina in 2011.

A workshop by Drs. David Cox, Shawn Quigley, and Matthew Brodhead delivered at the 2018 Michigan Autism Conference

Abstract

This workshop is for behavior analysts working directly with, or supervising those who work with, individuals with autism. The workshop addresses important topics such as the principles and values that underlie the Behavior Analyst Certification Board’s ® Professional and Ethical Compliance Code for Behavior Analysts, and factors that affect ethical decision-making. In addition, the workshop addresses critical and under-discussed topics of: scope of competence; evidence-based practice in behavior analysis; how to collaborate with professionals within and outside one’s discipline; and how to design systems of ethical supervision and training that customized to unique treatment settings. Across many of the topics, the presenters also discuss errors students and professionals may make during analyses of ethical dilemmas and misapplications of ethical codes within their practice.

About the Speakers

• David J. Cox, Ph.D., MSB, BCBA-D: David has been working clinically in Applied Behavior Analysis (ABA) since 2006. He has worked with children, adolescents, and adults with diagnoses ranging from autism spectrum disorders and developmental disabilities​​ to substance use disorders and obesity. David is currently a research fellow in the Behavioral Pharmacology Research Unit in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. His current areas of focus are choice behavior, preference, behavioral economics, and the application of these areas to clinical intervention, clinical decision making, and ethical behavior.
• Matthew T. Brodhead, Ph.D., BCBA-D: Matthew T. Brodhead is an assistant professor at Michigan State University and the research director of the Early Learning Institute. His research examines focused social skill interventions for children with autism. He also writes about conceptual issues relating to the ethical and professional behavior of practicing behavior analysts. He is on the editorial board of multiple journals, including the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and The Analysis of Verbal Behavior. He is also the co-guest editor for the forthcoming special issue in Behavior Analysis in Practice on diversity and equity in the practice of behavior analysis.
• Shawn P. Quigley, Ph.D, BCBA-D: Shawn Quigley is the Senior Director of Clinical Services and Professional Development at Melmark, PA. He earned his doctorate degree in Behavior Analysis at Western Michigan University. He completed a post-doctoral psychology fellowship with the University of New Mexico Medical Group. The fellowship provided Dr. Quigley an opportunity to conduct diagnostic evaluations in an autism spectrum disorder (ASD) clinic, support families and individuals with ASD, and help build capacity for behavior analytic providers. Dr. Quigley has professional experiences in many capacities from direct care to administration across many different entities. He has had opportunities to manage a federally-funded research grant; help develop county-level mental health service systems for adults and children; help develop state regulatory guidelines for autism services; and direct the development of clinical and training practices. These experiences have provided a strong foundation for understanding service development, regulatory requirements, scope of competence issues, resource allocation, and service delivery. Dr. Quigley has supported the profession through service on editorial review boards; publishing research; being active with regional and national service groups; teaching at multiple universities; and volunteering as a subject matter expert for the Behavior Analyst Certification Board (BACB).

A presentation by Dr. Heather McGee delivered at the 2017 Michigan Autism Conference

Abstract

Monitoring and managing staff performance requires first defining the job and performance requirements, then designing and implementing training and management systems around those requirements. This presentation will introduce a process and tools for effective employee performance management throughout the employee life cycle.

About the Speaker

Heather M. McGee is an Associate Professor of Psychology and Co-Chair of the Industrial/Organizational Behavior Management program at Western Michigan University (WMU). She received her B.S. (1998), M.A. (2003), and Ph.D. (2004) from WMU. Dr. McGee is also co-founder of Performance Blueprints, a performance improvement consulting firm specializing in helping small businesses, non-profits & human service settings by providing a variety of consulting and training services. Dr. McGee has designed, developed and implemented organizational performance solutions in a variety of industries and settings, including autism service providers, the pharmaceutical industry, education, and health and human services. These solutions have included performance-based instruction, performance management, behavioral systems changes, and lean sigma initiatives. Additionally, Dr. McGee is the Executive Director of the Organizational Behavior Management (OBM) Network and serves as an associate editor for the Journal of Organizational Behavior Management (JOBM) and on the editorial board for Behavior Analysis: Research and Practice.

A presentation by Dr. Carl Sundberg delivered at the 2019 Michigan Autism Conference

Abstract

Most of a client’s hours are spent away from the main training environment. Most of our clients go home to their parents after day therapy. What becomes critical is that the methods used in ABA therapy are transferred to the home environment. There are many challenges however. The first challenge is that the BCBA must provide a behavioral repertoire to the parents. It took most of us years to establish the behavior repertoire we now have to effectively work with our clients. Aside from teaching a general behavior repertoire, it is important to know what specific targets and procedures need to be put in place. The second challenge is understanding and working around the barriers that are in place for the parents to follow thought with the BCBA’s recommendations. Consider all of the competing contingencies in place in the home. The parents may work all day, have other children, and have multiple household tasks that need to be completed. Add to that, they may not understand why it is important to do some of the things they are asked of them when it seems that there are easier ways (e.g., just give the child a hug and he will stop his tantrum). Finally, there may be situations arise where the technician feels uncomfortable in the home or she may witness a behavior from a parents that could meet criteria for call CPS. This workshop will provide the attendee the tools needed to have the most successful parent training experience possible.

About the Speakers

Carl Sundberg, Ph. D., BCBA-D, is the chief clinician and founder of the Behavior Analysis Center for Autism. He received his doctorate degree in ABA from Western Michigan University under the direction of Dr. Jack Michael. While a graduate student, he taught behavior analysis at WMU for seven years. Dr. Sundberg has publications in The Analysis of Verbal Behavior and A Collection of Reprints on Verbal Behavior. Dr. Sundberg has over 30 years of experience using behavioral interventions to teach individuals with autism and other developmental disabilities. He oversees the training of all the staff at BACA and consistently spends time with the clients. Eighty percent of his time is spent contributing to the training of staff and addressing specific client programs.

A presentation by Dr. Tyra Sellers delivered at the 2018 Michigan Autism Conference

Abstract

Professionals responsible for overseeing clinical service delivery to individuals with Autism Spectrum Disorder and their families frequently provide supervision to therapists, paraprofessionals, and clinical supervisees who are responsible for direct service delivery. This supervision includes ensuring the acquisition and maintenance of skills and knowledge, the implementation of clinical services, and the collection of data. Many professionals may also be providing supervision to individuals seeking professional credentialing and licensure and who will, themselves, become supervisors in the future. Supervisors play a critical role in ensuring the skills of those providing direct therapeutic services, and in shaping the repertoires of future supervisors, but many never receive formal training on effective supervisory practices. Professionals in supervisory roles can implement specific strategies to ensure that their supervision is, in fact, super, resulting in positive client outcomes and securing a continued future of high-quality supervisors.

About the Speaker

Dr. Tyra Sellers received her Ph.D. in Disabilities Discipline – Applied Behavior Analysis from Utah State University in 2011. She is a Board Certified Behavior Analyst, and a Licensed Behavior Analyst in Utah. She is currently an assistant professor in the Department of Special Education and Rehabilitation at Utah State University and the director of the Utah Behavior Support Clinic (UBSC). She and her team provide assessment and intervention services for individuals with severe problem behavior at the university-based clinic, in homes and schools across the state, as well as provide consultative support to build and train indistrict behavior support teams for school districts. She earned a B.A. in Philosophy and an M.A. in Special Education from San Francisco State University, and a J.D. from the University of San Francisco. Dr. Sellers has over 20 years of clinical experience working with individuals with disabilities, spanning from EIBI through adult services. Her research interests include behavior variability, assessing and treating problem behavior, and effective training and supervision. She has consulted with many school districts in the United States, and with several clinical organizations and schools in Brazil and Russia. She has published thirteen research and scholarly articles, has co-authored three chapters, and regularly presents her work at local, state, regional, national, and international conferences.

A presentation by Dr. Stephanie Peterson delivered at the 2018 Michigan Autism Conference

Abstract

This presentation reviews the literature on teleconsultation as it applies to autism treatment. Examples of the variety of ways in which teleconsultation is being used as a part of the treatment of autism are discussed. Potential problems with the practice and future directions for research are also presented.

About the Speaker

Stephanie M. Peterson, Ph.D., BCBA-D, is a Professor of Psychology at Western Michigan University. She earned her doctorate in Special Education at The University of Iowa in 1994. Her primary research interests are choice making, functional communication training, reinforcement-based interventions for children with problem behavior, and concurrent schedules of reinforcement in the treatment of severe problem behavior and in functional analysis of problem behavior. She also has interests in applications of behavior analysis to educational interventions and teacher training. She currently serves on the Editorial Board of the Journal of Applied Behavior Analysis and is a Senior Editorial Consultant for Education and Treatment of Children.

A presentation by Dr. Shawn Quigley delivered at the 2019 Michigan Autism Conference

Abstract

Professional and ethical behaviors are critical for high quality care and consumer protection. But, how is ethical behavior taught, strengthened, and maintained? The science of behavior offers multiple philosophies and strategies to teach, strengthen, and maintain ethical behavior. For example, a behavioral systems approach may increase the probability of employees engaging in ethical and professional behaviors because systems may describe “what to do” instead of “what not to do” when faced with a professional or ethical issue. Furthermore, a systematic approach to ethical training and supervision may ensure behavior analysts provide culturally appropriate treatments, as well as practice within their boundaries of competency. During this workshop, participants will discuss ethical philosophies that guide decision making (Brodhead, 2019; Brodhead, Cox, & Quigley, 2018; Rosenberg & Schwartz, 2018), discuss strategies for teaching and maintaining ethical behavior in an organization (Brodhead & Higbee, 2012; Brodhead, Quigley, & Cox, 2018), discuss strategies for defining scope of competence (Brodhead, Quigley & Wilczynski, 2018), discuss strategies for building and maintaining relationships in interdisciplinary settings (Brodhead, 2015), discuss strategies for developing cultural awareness (e.g., Fong, Catagnus, Brodhead, Quigley, & Field, 2016), and considerations of ethics in research and practice (e.g., Quigley, Blevins, Cox, Brodhead, & Kim, 2017).

About the Speaker

Shawn Quigley is the Senior Director of Clinical Services and Professional Development at Melmark, PA. He earned his doctorate degree in Behavior Analysis at Western Michigan University. He completed a post-doctoral psychology fellowship with the University of New Mexico Medical Group. The fellowship provided Dr. Quigley an opportunity to conduct diagnostic evaluations in an autism spectrum disorder (ASD) clinic, support families and individuals with ASD, and help build capacity for behavior analytic providers. Dr. Quigley has professional experiences in many capacities from direct care to administration across many different entities. He has had opportunities to manage a federally-funded research grant; help develop county-level mental health service systems for adults and children; help develop state regulatory guidelines for autism services; and direct the development of clinical and training practices. These experiences have provided a strong foundation for understanding service development, regulatory requirements, scope of competence issues, resource allocation, and service delivery. Dr. Quigley has supported the profession through service on editorial review boards; publishing research; being active with regional and national service groups; teaching at multiple universities; and volunteering as a subject matter expert for the Behavior Analyst Certification Board (BACB).

A presentation by Dr. Joshua Plavnick delivered at the 2019 Michigan Autism Conference

Abstract

Video modeling is an instructional procedure that involves showing a learner a video of another person performing a behavior and then creating an environment for the target learner to perform a similar behavior (Bellini & Akulian, 2007). It is a highly effective educational practice for children with autism spectrum disorder (ASD) who are able to attend to and follow a model. Advances in portable video capture and playback technology offer the potential for practitioners to instantly access models for teaching various skills (Wilson, 2013). However, the process of designing and delivering the intervention requires logistical planning and careful instructional design. This presentation will describe practical tactics and strategies for using video modeling with individuals with ASD. Content will include instructional design features as well as logistical tactics that ease implementation of video modeling. Recommended strategies will draw heavily from our experimental studies conducted over the past 10 years (Duenas, Plavnick, & Bak, 2019; Plavnick & Ferreri, 2011; Plavnick, Sam, Hume, & Odom, 2013; Plavnick & Vitale, 2016; Stauch, Plavnick, Sankar, & Bernacki, 2018). Attendees will learn to select target behaviors to teach individuals with ASD using video models, script and capture video models efficiently, systematically present and fade video models when teaching, analyze outcomes to determine when learners are ready for more advanced video-based instruction, and to determine when video modeling may not be an optimal teaching procedure for individuals with ASD.

About the Speaker

Joshua Planck is an assistant professor at Michigan State University in the Department of Counseling Educational Psychology, and Special Education (CEPSE), and director of the Graduate Certificate program in Applied Behavior Analysis. He focuses on applications of behavioral and observational learning theories to develop and evaluate instructional programming for students with autism spectrum disorders and intellectual disabilities. He is currently developing and researching a comprehensive reading program for school-aged children with ASD and is working with the new Early Learning Institute at MSU, a multilevel early intervention program for young children with ASD.

A presentation by Dr. Susan Wilczynski delivered at the 2019 Michigan Autism Conference

Abstract

Individuals with disabilities are at significantly greater risk for abuse than the general population. This presentation addresses the unique challenges of assessing, implementing prevention, and addressing abuse that involves individuals with ASD. In addition, societal variables such as power differentials often existing between the roles of individuals with ASD and their care providers or limited resources to address abuse in our communities will be discussed because they place individuals with ASD at greater risk. Strategies practitioners and parents can use for decreasing the likelihood abuse will occur will be identified. Resources for increasing knowledge about abuse and disabilities will be provided.

About the Speaker

Susan Wilczynski is the Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis. Before joining the faculty at Ball State University (BSU), she served as the executive director of the National Autism Center where she chaired the National Standards Project, the most comprehensive systematic review of autism literature completed to date. She currently serves as the Director of the Center for Autism Spectrum Disorders at BSU. She developed the first center-based treatment program in the state of Nebraska while on faculty at the University of Nebraska Medical Center and was the first female faculty member with a research lab in the psychology department at the University of Southern Mississippi. Wilczynski has edited multiple books and manuals on evidence-based practice and autism and has published scholarly works in the Journal of Applied Behavior Analysis, Behavior Modification, Focus on Autism and Other Developmental Disabilities, Psychology in the Schools, and Education and Treatment of Children. She is a licensed psychologist and a board-certified behavior analyst. Wilczynski won the 2011 Wing Institute Award for her contributions to evidence-based practice and autism and is currently the president of the special interest group on evidence-based practice of the Association of Behavior Analysis International.

A presentation by Dr. Caio Miguel delivered at the 2019 Michigan Autism Conference

Abstract

The ability to make requests, conceptually referred to as the mand relation, is a type of verbal operant whose response form is under control of a motivating operation (MO). It is the first verbal operant to be acquired, directly benefits the speaker, leads to the development of other behaviors, and may serve to replace problem behavior. Even though the topography of the mand is under the functional control of an MO, its occurrence is influenced by a multitude of variables functioning as discriminative stimuli (SDs). Thus, the generalization of mands can occur across both MOs and SDs. Additionally, the same MO may evoke new mand topographies—a form of response generalization. During this talk, I will describe these two types of mand generalizations as a way to influence future research and clinical practice, as well as how to promote them.

About the Speaker

Dr. Caio Miguel is a Professor of Psychology at California State University, Sacramento and an Adjunct Doctoral Advisor for the Ph.D. Program in ABA at the Institute for Behavioral Studies at Endicott College. Caio also serves as an Adjunct Professor (Professor Colaborador) at the Department of Experimental Psychology at the University of Sao Paulo – Brazil. ​He obtained his bachelors degree in Psychology at the Pontificia Universidade Catolica de São Paulo in Brazil, and M.A. and Ph.D. degrees in Applied Behavior Analysis (ABA) at Western Michigan University under the co-advisement of Dr. Jack Michael and Dr. James Carr. Caio has been a Board Certified Behavior Analyst-Doctoral (BCBA-D) since 2004.

A presentation by Dr. Catherine Lord delivered at the 2017 Michigan Autism Conference

Abstract

As the number of preschool children identified with ASD increases each year, so too will the number of children with ASD moving into adolescence.The aims of the research are to determine predictors of adolescent and adult outcome measured in adaptive skills, quality of life, positive mood, behavior problems and symptoms of anxiety and depression. The project represents a shift in emphasis from attention primarily on negative outcomes to consideration of coping strategies for individuals and families and their impact on well-being and independence.The natural history of behavioral, cognitive, language and social development from ages 2 to 22 are examined in two well-described samples of children from North Carolina and Chicago originally referred for possible ASD, and a group of non-spectrum developmentally delayed controls. One hundred eighty seven out of 213 original children currently remain in the Early Diagnosis study initially funded by NIMH and NICHD.These children were seen at ages 2, 3, 5 and 9.Their families have participated in phone interviews and completed packets of questionnaires when the children were between 11 and 18 years with a focus on relationships among adaptive skills, behavior problems, pubertal development and adolescent onset of seizures.Face to face interviews and assessments from age 10 to 26 have been conducted so we have new results about what adults are now doing and experiencing.We hope these studies can provide important information about individual differences in developmental trajectories in ASD and the factors that contribute to positive and negative aspects of outcome in adolescents and young adults.

About the Speaker

Catherine Lord, Ph.D. Professor of Psychology, Weill Cornell Medical College & Columbia University College of Physicians and Surgeons and Director of the Center for Autism and the Developing Brain. Dr. Lord is an international expert in the diagnosis, social and communication development and intervention in autism spectrum disorders (ASD). She is renowned for her work in longitudinal studies of children with autism as well as for her role in developing the autism diagnostic instruments used in both practice and in research worldwide today. She has also been involved in the development of standardized diagnostic instruments for ASD with colleagues from the United Kingdom and the United States (the Autism Diagnostic Observation Schedule (ADOS) an observational scale; and the Autism Diagnostic Interview – Revised (ADI-R) a parent interview), now considered the gold standard for research diagnoses all over the world. Dr. Lord’s work at the Center for Autism and the Developing Brain involves continued research in validity and longitudinal studies, early diagnosis of children with autism, and regression in children with autism and clinical evaluation and diagnosis of children and adults who may have autism.

A presentation by Kathryn M. Peterson and Cathleen C. Piazza delivered at the 2021 Michigan Autism Conference

Change-resistant behavior, such as rigid and selective food consumption, is a core symptom of autism that can have significant negative consequences for the child (Flygare Wallén, Ljunggren, Carlsson, Pettersson, & Wändell, 2018; Levy et al., 2019). In the current study, we used a matching-law-based intervention (Fisher et al., 2019) to treat the change-resistant feeding behavior of 7 young children with autism. The feeder gave the participant a choice between his or her change-resistant food and an alternative food during free- and asymmetrical-choice conditions. Alternative-food consumption increased for 2 participants during asymmetrical choice when the feeder provided a preferred item for consuming the alternative food and no programmed consequence for consuming the change-resistant food. Alternative food consumption increased for the other 5 participants after the feeder exposed at least one food to single choice in which the feeder guided the participant to put the bite of alternative food in his or her mouth if he or she did not do so within 8 s of presentation. Effects of the single-choice contingencies maintained during reversals and generalized to other alternative foods the feeder did not expose to single choice. These results are important because we taught participants to consume alternative foods even when their change-resistant foods were present, which is more like typical mealtime situations in which children have choices among foods.

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Kathryn Peterson, Ph.D., BCBA-D, is an assistant professor at the University of Nebraska Medical Center’s Munroe-Meyer Institute. Dr. Peterson earned her Master’s degree in applied behavior analysis from Pennsylvania State University in 2008 and spent several years working as a behavior consultant specializing in the assessment and treatment of severe problem behavior in children with autism spectrum disorder (ASD). During that time, Dr. Peterson also served as the editorial assistant for Behavioral Interventions. Dr. Peterson then earned her doctoral degree in applied behavior analysis from the University of Nebraska Medical Center’s (UNMC) Munroe-Meyer Institute under the mentorship of Drs. Valerie Volkert and Cathleen Piazza. Dr. Peterson currently serves as a research faculty member and case manager within the Pediatric Feeding Disorders Program at UNMC, where she conducts research on the assessment and treatment of pediatric feeding disorders. She has published in the Journal of Applied Behavior Analysis and has secured grant awards through UNMC’s Pediatrics and Diversity funds to conduct research on effective treatments for food selectivity in children with ASD. Dr. Peterson recently served as the president of the Heartland Association for Behavior Analysis.

Cathleen C. Piazza, Ph.D. received her Ph.D. from Tulane University and completed a predoctoral internship and postdoctoral fellowship at the Kennedy Krieger Institute at Johns Hopkins University School of Medicine. She is a professor in the Graduate School of Applied and Professional Psychology at Rutgers University and the founding director of the intensive Pediatric Feeding Disorders Program at Children’s Specialized Hospital in New Jersey. She previously founded and directed the Pediatric Feeding Disorders Programs at the University of Nebraska Medical Center’s Munroe Meyer-Institute and the Marcus Institute at Emory University. She also served as the director of the Pediatric Feeding Disorders Program at the Kennedy Krieger Institute at Johns Hopkins University School of Medicine. She is a licensed psychologist and a board-certified behavior analyst – doctoral. Dr. Piazza and her colleagues have examined various aspects of feeding behavior and have developed a series of interventions to address one of the most common health problems in children. Her research in this area has been among the most systematic in the field and has established empirical support for applied behavior-analytic interventions for feeding disorders. Dr. Piazza is a former Editor of the Journal of Applied Behavior Analysis, a past president of the Society for the Experimental Analysis of Behavior, a fellow in the Association for Behavior Analysis International, a recipient of the American Psychological Association (Division 25) Distinguished Contribution to Applied Behavior Analysis Award, and a recipient of the Association of Applied Behavior Analysis International Outstanding Mentor Award.
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A presentation by Dr. Claire St. Peter delivered at the 2020 Michigan Autism Conference

Abstract

The term treatment integrity refers to the extent to which interventions are implemented as they are designed. For over 20 years, there have been calls for increased reporting of treatment integrity in research and consideration of treatment integrity in clinical practice. Yet, treatment integrity remains an infrequent research topic and rare practice consideration. In this presentation, I describe several studies evaluating levels of treatment integrity across commonly used, reinforcement-based interventions for challenging behavior. I hope to convince the audience that evaluations of treatment integrity are critical for research and practice if we hope to create sustainable change in socially significant behavior.

About the Speaker

Dr. St. Peter is a professor and area coordinator in behavior analysis, as well as the director of graduate training at West Virginia University (WVU). She received her Ph.D. in psychology with a specialization in behavior analysis in 2006 from the University of Florida. During her graduate training, she worked under the supervision of Timothy R. Vollmer. Dr. St. Peter joined the faculty at WVU in fall of 2006, and was promoted to associate professor in 2012.

A presentation by Dr. Rick Kubina delivered at the 2018 Michigan Autism Conference

Abstract

Applied and basic researchers in behavior analysis depend on the visual analysis of graphic data. The roots for visual analysis began at the inception of behavior analysis. However, a growing concern within single-case design exists. Namely, the use of supplemental statistics for graphed time series data. Many criticisms leveled against single case design stem from a lack of universal decision rules and unreliability across raters illustrate the limitations of visual analysis. Critics suggest adding statistical or quantitative analyses to visual analysis provides objectivity, increased confidence of the results, and enhances the strength of the outcome. The following presentation will present studies showing the many shortcomings in graphing and how to strengthen the fields analytical and decision making capacity.

About the Speaker

Dr. Richard (Rick) Kubina has a bachelor’s degree (Psychology) from Youngstown State University and a master’s and a doctoral degree (Special Education) from The Ohio State University. Dr. Kubina is a Professor of Special Education at The Pennsylvania State University and co-founder of Chartlytics. Dr. Kubina has published multiple research articles, books, and book chapters on evidenced-based education and measurement of student progress. He also served as the past Editor of the Journal of Precision Teaching & Celeration. Dr. Kubina consults with school districts and charter schools using Precision Teaching, effective practice methods, and other measurably superior educational programs.

A presentation by Dr. Ran Van Houten delivered at the 2016 Michigan Autism Conference

Abstract

Behavior analysis is a powerful tool that could ameliorate many of society’s problems. One of the first problems that was seriously addressed with a behavior analytic approach was the treatment of autism. Although a behavioral approach yielded promising results from the start, it took many years before the behavioral approach was accepted as the treatment of choice for autism. Although promising data have also been obtained from applications of behavioral technology to many other social problems, these applications have not yet been widely accepted or disseminated. Skinner envisioned behavior analysis as a technology that would address a wide variety of societal challenges. Initially behavior analysts were highly enthusiastic about society adopting our approach in areas such as education, but many people already working in these fields were resistant to a behavioral approach. This presentation examines a number of areas where behavior analysis could make a difference, and explore ways to overcome obstacles and accelerate the acceptance of our approach.

About the Speaker

Dr. Van Houten received his BA from SUNY at Stony Brook and his MA and Ph.D. from Dalhousie University where he received training in the Experimental Analysis of Behavior. He is currently Professor of Psychology at Western Michigan University. Dr. Van Houten has published extensively in JABA on a wide variety of problems, ranging from the education of inner city youth and children with “learning disabilities”, the treatment of children and adults with developmental delays, the treatment of clinical problems in children, traffic safety, energy conservation, and aviation safety. Currently Dr. Van Houten is a member of the Transportation Research Board and a member of the National Committee for Uniform Traffic Control Devices. He is a past AE for the Journal of Applied Behavior Analysis and a Fellow of the ABAI. In 2013 he received the Waller Award from the National Academy of Science and in 2015 he received the Award for Scientific Translation Impact of Science on Application from the Society for the Advancement of Behavior Analysis. Dr. Van Houten is also an avid pilot flying power aircraft and gliders and a flight instructor.

A presentation by Dr. Dorothea Lerman delivered at the 2019 Michigan Autism Conference

Abstract

An increasing number of individuals with autism are entering adulthood without adequate preparation for successful transitions to college. Behavior analysts have much to offer these individuals as they prepare for life after high school. This presentation will provide an overview of skills critical for successfully navigating post-secondary education environments. The presentation will focus on how to assess and teach a variety of important skills. Outcomes of research and practice for teaching social skills and for providing supports to college students with autism will be described.

About the Speaker

Dorothea Lerman is currently a Professor of Psychology and Behavior Analysis at the University of Houston – Clear Lake, where she directs a master’s program in behavior analysis and serves as Director of the UHCL Center for Autism and Developmental Disabilities. She received her doctoral degree in Psychology from the University of Florida in 1995, specializing in behavior analysis. Her areas of expertise include autism, developmental disabilities, early intervention, functional analysis, teacher and parent training, and treatment of severe behavior disorders. Dr. Lerman has published more than 80 research articles and chapters, served as Editor-in-Chief for The Journal of Applied Behavior Analysis and Behavior Analysis in Practice and has secured more than $2 million in grants and contracts to support her work. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B.F. Skinner Award for New Researchers, awarded by Division 25 of the American Psychological Association. She also was named a Fellow of the Association for Behavior Analysis-International in 2008. Dr. Lerman is a Licensed Behavior Analyst and a Board Certified Behavior Analyst.

A presentation by Dr. Rick Kubina delivered at the 2017 Michigan Autism Conference

Abstract

The most popular time series visual display used in practice and research is the linear graph. Recent inquiry into fields such as behavior analysis and special education demonstrates widespread variability with how practitioners and researchers construct graphs. One study showed an 85% error construction rate across approximately 4,400 line graphs. Graphs serve a critical function for people receiving treatment: analysis, interpretation, decision making, and communication of results. The Standard Celeration Chart offers a solution at least 10x better than nonstandard linear graphs for all of the previously listed outcomes. All people with ASD who receive treatment across time deserve the most responsive and information-rich statistical graphic available. The following presentation will provide reason and evidence showing how the Standard Celeration Chart offers high caliber visual representations of data and precision metrics and analytics. Better data analysis fosters sound decision making and accelerated achievement of outcomes.

About the Speaker

Dr. Richard (Rick) Kubina has a bachelor’s degree (psychology) from Youngstown State University, a master’s and a doctoral degree (special education) from The Ohio State University. Kubina is a Professor of special education at The Pennsylvania State University and co-founder of Chartlytics. Kubina has published multiple research articles, books, and book chapters on evidence-based education and measurement of student progress. Kubina has consulted with school districts and charter schools using Precision Teaching, effective practice methods, and other measurably superior educational programs.

A presentation by Mandy Rispoli delivered at the 2021 Michigan Autism Conference

Behavioral interventions developed from a functional behavior assessment (FBA) are more likely to be effective than interventions that are not function-related (Carr, 1994). Further, the quality and fidelity of FBAs are positively correlated with student educational outcomes including reduction in challenging behavior, increases in appropriate behavior, and improved academic performance (Cook et al., 2012). Trial-based functional analysis (TBFA) can be used as an effective and efficient approach to confirm FBA results, thereby increasing the likelihood for effective function-based intervention. Preparing school personnel and ABA providers to conduct systematic TBFAs with fidelity is one means of increasing school capacity to assess student challenging behaviors. This session will illustrate a model to prepare service providers to conduct TBFA. Data from single case design studies evaluating this model will be presented.

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Dr. Mandy Rispoli is a Professor of Special Education at Purdue University and a Board Certified Behavior Analyst-Doctoral level. She is the Co-Editor-in-Chief of the Journal of Positive Behavior Interventions. Operating from a behavior analytic framework, Dr. Rispoli’s scholarship is built upon sustained university-community partnerships to improve teachers’ meaningful involvement in functional behavior assessment and intervention and to promote positive outcomes for young children with autism and developmental disabilities.
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A presentation by Dr. Thomas Higbee delivered at the 2019 Michigan Autism Conference

Abstract

Play serves an important function in the lives of young children. Through play, children learn about the world around them and come to understand the social rules and conventions that define the human experience. Many young children with autism spectrum disorders, however, do not develop the skills necessary to play appropriately with other children or even when alone. Over the past several years, behavioral researchers have developed support strategies to teach young children with autism to play using a visual cueing system called photographic activity schedules in combination with social scripting and script fading. In the current presentation, strategies for using activity schedules and script fading to promote both independent and complex social play will be described and discussed. Recent research illustrating the effective use of activity schedules and script fading to promote complex social play between children with autism and their typically developing peers will also be presented and discussed.

About the Speaker

Dr. Thomas S. Higbee is a Professor and Interim Department Head in the Department of Special Education and Rehabilitation at Utah State University. He serves as the Director of the Autism Support Services: Education, Research, and Training (ASSERT) program, an early intensive behavioral intervention program for children with autism that he founded in 2003. He is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and a Licensed Behavior Analyst in the state of Utah. He is also chair of the Disability Disciplines doctoral program at Utah State University. His research focuses on the development of effective educational and behavioral interventions for children with autism spectrum disorders and related disabilities as well as the development of effective training strategies for teaching parents and professionals to implement effective interventions. He is a former associate editor for the Journal of Applied Behavior Analysis (JABA) and the European Journal of Behavior Analysis. Dr. Higbee is committed to the dissemination of effective behavioral interventions and has helped to create intensive behavior analytic preschool and school programs for children with autism and related disorders in Brazil, Russia, Portugal, and throughout his home state of Utah. He is the past president of the Utah Association for Behavior Analysis (UtABA) and has served as a member of the Practice Board of the Association for Behavior Analysis International (ABAI) and the Psychologist Licensing Board of the state of Utah.

A presentation by Stephanie Peterson and Ali Schroeder delivered at the 2022 Michigan Autism Conference

In this presentation, risks associated with conducting a functional analysis are discussed and a risk assessment tool developed to evaluate risk is reviewed, including our current research regarding this risk assessment tool. We will also discuss other ethical considerations when conducting a functional analysis.

About the Speaker

Stephanie M. Peterson, Ph.D., is Professor Psychology and Associate Dean of the College of Arts and Sciences at Western Michigan University, previously serving as the Chair of the Department of Psychology for 8 years. She earned her doctorate in Special Education at The University of Iowa in 1994. She has served on a variety of editorial boards and is currently the editor of Behavior Analysis in Practice. She also served as a Senior Editor for Education and Treatment of Children for many years. She served two 3-year terms on the Board of Directors for the Behavior Analyst Certification Board and was been appointed by the Governor of Michigan to the Michigan Board of Behavior Analysts, Michigan’s licensing board for behavior analysts. She served as the President of the Board for two years.

Ali Schroeder, M.A., BCBA is a doctoral student in the Behavior Analysis Program in the Department of Psychology at Western Michigan University. She is also a Clinical Supervisor at the Kalamazoo Autism Center.

A presentation by Anthony Ianni delivered at the 2016 Michigan Autism Conference

Abstract

This presentation provides the audience with an overview of Anthony’s life, his challenges and his successes. The speaker talks about autism and how it has impacted his life and how he has utilized the support and resources around him to get where he is today. Anthony talks about the role of education, coaches and teachers in his life as well as that of family. The audience will be inspired to find their hope and motivation and to be that for others.

About the Speaker

Anthony Ianni is one of the most sought after motivational speakers in the Nation. At the age of 4, Anthony was diagnosed with Pervasive Developmental Disorder (PDD), which is on the Autism Spectrum (ASD). Doctors and specialists told Anthony’s parents that he would barely graduate from high school, would never graduate from college, would never have a shot at being an athlete and would likely live in a group institution with other Autistic kids for his adult life. His family was devastated but pledged they would help Anthony be successful no matter what, and he is. Despite bullies, adversity & numerous personal challenges Anthony worked hard & never gave up. Not only did he earn his Bachelor’s Degree from Michigan State University in Sociology, he is the first Division 1 Basketball Player in NCAA History with Autism. Anthony played for legendary coach Tom Izzo. He won two Big Ten Championships, a Big Ten Tournament Title, was the recipient of the 2011 Tim Bograkos Walk On Award & the 2012 Unsung Player Award, and was a member of the 2010 Final Four team. He is the recipient of 2014 Epling Agent of Change Award, Finalist for the 2013 Detroit Pistons Game Changer Award, was named by Autism Speaks as 1 of 10 People with Autism who inspired 2014, was named one of CBS News’s Inspiring Individuals on the Autism Spectrum. Anthony has pledged his life & career to help those who face similar challenges. He has been invited to tell his story & share his message across the country & has inspired countless individuals to Live Your Dreams.

A presentation by Dr. Chaturi Edrisinha delivered at the 2017 Michigan Autism Conference

Abstract

This presentation will discuss some of the strategies and supports developed to support undergraduate and graduate students with ASD navigate academia at Oakland University (OU). A 2016 Survey conducted at OU revealed that most students with ASD were not registered with disability services nor did they need the traditional services provided to students with disabilities. Most were honor students and had excellent GPAs, but often lacked the soft skills to make good team members on group projects. Both Faculty and participants identified that they failed to make friends in their classes and had difficulty bonding with classmates or socializing. As a response to the data gathered Genius-to-Genius, an innovative program was developed at Oakland University. It is helping students build relationships, enhance their socialization skills and transition to college life by pairing them with peer consultants who are trained to help them through the process. By targeting academic and life skills our program has been successful at addressing many of the social issues as well as retention and attrition issues experienced with the ASD college population.

About the Speaker

Chaturi Edrisinha is a board-certified behavior analyst. She received her Ph.D. in autism and developmental disabilities and her M.Ed. in early childhood special education from The University of Texas at Austin. An overarching agenda in Dr. Edrisinha’s research is to develop instructional and support strategies in order to foster independence and inclusion for persons with autism spectrum disorders. She has been successful in obtaining multiple research grants totaling more than $100,000. She published more than 60 peer-reviewed articles, conference papers, and book chapters in many prestigious journals, including the Journal of Applied Behavior Analysis, Research in Developmental Disabilities, and the Journal of Autism and Developmental Disabilities and presented at numerous national and international conferences.

A presentation by Stephanie Dyer and Kelly Rogers delivered at the 2022 Michigan Autism Conference

The evaluation process in schools is different than the requirements for evaluation in clinical settings, which often is confusing for both families and practitioners. This session will outline critical components and processes for an education-based special education eligibility evaluation for Autism Spectrum Disorder, including a review of key language within the Michigan Administrative Rules for Special Education (MARSE) ASD eligibility criteria. Evaluation components and processes outlined in the EducationBased Evaluations for ASD document published by the Michigan Autism Council will also be discussed, which include tools and examples for interviews, observations, and report-writing. A brief review of available standardized tests and their use in schools and an overview of the differential eligibility decision-making processes within the education-based evaluation will also be included.

About the Speakers

Stephanie Dyer joined the Statewide Autism Resources & Training (START) Project at Grand Valley State University full-time in the fall of 2022, after contracting with START as a state-wide presenter and content developer since 2008. Stephanie has extensive experience with Positive Behavioral Interventions & Supports (PBIS), education-based evaluations for ASD, IEP development and implementation, supporting social competency, and trainer/coach development. She has participated in state-level projects and workgroups related to autism, behavior, and early childhood and has presented at numerous state and national conferences. For the past ten years, Stephanie worked with Michigan’s MTSS Technical Assistance Center (MiMTSS), with her work primarily focused on district/school implementation of PBIS and intervention systems within an MTSS framework, including intensification of behavioral intervention and FBA/BIP, as well as trainer/coach development. During her career in public education, Stephanie has also served as a school psychologist, behavior interventionist, autism coordinator, and special education supervisor in urban and rural districts and ISDs.

Kelly Rogers is a school psychologist and Board Certified Behavior Analyst (BCBA). Currently, she works as the Special Education Coordinator at Char-Em ISD. Prior to that, she worked with the Autism Education Center from 2001 as a contractor, and then full-time from 2003 until March 2020. Kelly has extensive experience and expertise on topics related to evaluation for special education eligibility, positive behavioral interventions and supports and ABA (Applied Behavioral Analysis), IEP development and implementation, and guiding principles for establishing effective programs for students on the autism spectrum. She also contributes to the development of systems of support for students with ASD as they transition to employment settings, including the utilization of tools, checklists, and resources that improve the process of transition.

A presentation by Mary Jane Weiss delivered at the 2022 Michigan Autism Conference

Ethical conduct is a crucial issue for practitioners of ABA, and is an exceedingly complicated skill set. Instructors and supervisors seek to prepare trainees for the circumstances they are likely to encounter, and hope to impart an adequate skill set to navigate such challenges. In this presentation, the essential components that comprise this skill set will be reviewed. In particular, the following subskills will be highlighted: utilizing core principles, signal detection, ethical decision making, the use of ethical decision making tools, and the analysis of contextual variables. Special attention will be given to the relevance of models from other disciplines, effective instructional methods, and generalization to real-world challenges.

About the Speaker

Mary Jane Weiss, Ph.D., BCBA-D, LABA is the Associate Dean of Applied Behavior Analysis and Director of the Ph.D. Program in ABA at Endicott College, where she has been for 11 years. She also works with the research and training teams at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, integrating compassionate care and cultural responsiveness into ABA service delivery, exploring ways to enhance the ethical conduct of practitioners, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, is on the editorial board of Behavior Analysis in practice, and is an advisor to the Cambridge Center for Behavioral Studies.

A presentation by Cody Morris delivered at the 2022 Michigan Autism Conference

The primary objective of supervising individuals who are accruing supervision hours toward the Board Certified Behavior Analyst (BCBA) edibility requirements is to provide experiential learning opportunities that target the skills needed to be a successful BCBA. Although the Behavior Analyst Certification Board (BACB)’s Supervised Fieldwork Requirements describe acceptable, restricted, and unrestricted activities, it does not provide specific recommendations for activities/assignments that capture meaningful aspects of the BCBA experience. This talk will review the essential objectives of supervision, describe specific activities that target restricted and unrestricted supervision hours, and provide rubrics for evaluating the supervisee’s performance when participating in the recommended activities. The activities/assignments described in this talk are adaptable to any setting/client population within the scope of BCBA supervision.

About the Speaker

Dr. Cody Morris is an Assistant Professor and Graduate Program Director of Applied Behavior Analysis at Salve Regina University. He earned his doctorate in Psychology: Behavior Analysis at Western Michigan University. Cody has presented on various topics related to improving the practice of behavior analysis over 70 times at national, regional, and local conferences and workshops. He has published works in prominent behavior analytic journals, including the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and the Journal of Organizational Behavior Management. He has served as a Reviewer for multiple behavior analytic journals and a Guest Associate Editor for Perspectives on Behavior Science and Behavior Analysis in Practice. Currently, Cody is the Director of the Executive Board for the Rhode Island Association for Behavior Analysis and the Executive Producer and Host of Behavior Analysis in Practice- The Podcast.

A presentation by Jeana Koerber delivered at the 2022 Michigan Autism Conference

When treatment is designed by BCBAs and implemented by technicians, training must be provided to ensure proper implementation. However, when there are implementation errors, it is not always the case that training was inadequate. In order to produce sustained implementation, feedback must be provided to staff. Different types of feedback will be discussed as well as ways to identify if there is still an underlying training issue. Finally, the context of this system in a 24-hour setting will be discussed.

About the Speaker

Dr. Jeana Koerber is the Executive Director of Autism Services at the Great Lakes Center (GLC) for AutismTreatment and Research, a program of Residential Opportunities, Inc. She received her master’s degree in Organizational Behavior Management in 2009 from Western Michigan University and became a BoardCertified Behavior Analyst in 2011. She completed her doctoral degree in Behavior Analysis fromWestern Michigan University in 2015. Dr. Koerber has worked with adults and children with developmental disabilities for 20 years and also has extensive experience in systems analysis, instructional design, and staff management.

A presentation by Breanne Hartley delivered at the 2021 Michigan Autism Conference

The Training Curriculum for Supervisors of ABA Technicians in Autism Programs is designed to train supervisors and aspiring supervisors in evidence-based methods of supervising staff who provide ABA (applied behavior analysis) services for people with autism. The content is based on over four decades of ABA research and application on staff training and supervision as well as the authors’ hands-on experience. The content includes critical supervision knowledge and skills coinciding with the Behavior Analysis Certification Board (BACB©) task list for effective supervision, and provides the BACB’s required eight hours of supervision training. The curriculum is performance and competency-based, requiring trainees to meet classroom and on-the-job criteria to successfully complete the training. The Curriculum content is relevant for supervisors of staff providing ABA services across a variety of settings, including center-based programs, homes, schools, and clinics.

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Breanne Hartley, PhD, BCBA-D is the Chief Clinical O�cer at LittleStar ABA Therapy. She obtained certification as a Board Certified Behavior Analyst in 2007 and obtained a doctorate degree in Behavior Analysis in 2009 from Western Michigan University, specializing in Autism Spectrum Disorder and Developmental Disabilities.
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A presentation by Dr. Ray Miltenberger delivered at the 2020 Michigan Autism Conference

Abstract

This presentation will discuss research conducted by the author on teaching safety skills, including abduction prevention, firearm injury prevention, and poison prevention. After a brief review of assessment issues, the presentation will discuss major findings from this research – what works and what doesn’t, accessibility of interventions, implementation fidelity, and issues of generalization and maintenance.  

About the Speaker

Ray Miltenberger received his Ph.D. in clinical psychology from Western Michigan University in 1985 after completing a predoctoral internship in developmental disabilities and behavioral pediatrics from the Kennedy Institute at Johns Hopkins University School of Medicine. He was a professor of psychology at North Dakota State University from 1985 to 2006. He is currently a professor in the Department of Child and Family Studies and the Director of the Applied Behavior Analysis programs at the University of South Florida. Dr. Miltenberger is a former President of the Association for Behavior Analysis International and has served on the Executive Committee of the Florida Association for Behavior Analysis and the Board of Directors of the Society for Advancement of Behavior Analysis. He serves or has served on the editorial boards of Journal of Applied Behavior Analysis, Journal of Behavioral Education, Behavioral Interventions, Journal of Positive Behavioral Interventions, and Education and Treatment of Children. Dr. Miltenberger also has been the Literature Review Editor for Education and Treatment of Children, an associate editor for Education and Treatment of Children and Behavior Analysis in Practice, and a guest associate editor for Journal of Applied Behavior Analysis. Dr. Miltenberger’s research in applied behavior analysis focuses on teaching safety skills to children and individuals with disabilities, ABA approaches in health, fitness, and sports, analysis and treatment of repetitive behavior disorders, and functional assessment and treatment of problem behaviors. He has published over 250 journal articles and chapters, has co-edited a text on analysis and treatment of tics and repetitive behavior disorders, and has written a popular behavior modification textbook, now in its sixth edition and in six languages. Dr. Miltenberger has received a number of awards for his teaching, research, and mentoring.

A presentation by Dr. Chaturi Edrisinha delivered at the 2019 Michigan Autism Conference

Abstract

Many parents with children with Autism have difficulty seeing their children as sexual beings. They often don’t know how to provide the needed supports for their children to have a healthy sexual life. This presentation will address parental issues in regards to sexuality and autism including strategies on how to talk with your child about their changing bodies, when to have the “talk” and what to expect. Strategies for individuals needing varying supports across the spectrum will be discussed.

About the Speakers

Chaturi Edrisinha is a board-certified behavior analyst. She received her Ph.D. in autism and developmental disabilities and her M.Ed. in early childhood special education from The University of Texas at Austin. An overarching agenda in Dr. Edrisinha’s research is to develop instructional and support strategies in order to foster independence and inclusion for persons with autism spectrum disorders. She has been successful in obtaining multiple research grants totaling more than $100,000. She published more than 60 peer-reviewed articles, conference papers, and book chapters in many prestigious journals, including the Journal of Applied Behavior Analysis, Research in Developmental Disabilities, and the Journal of Autism and Developmental Disabilities and presented at numerous national and international conferences.

A presentation by Ron Sandison delivered at the 2017 Michigan Autism Conference

Abstract

Ron Sandison is well aware of the difference that involvement in athletics and activities can have on those with autism. For him, growing up on the spectrum, sports participation made all the difference in the quality of his day-to-day life. In this session, Ron shares tips on helping those with autism find a hobby, breaking them from the isolation of video games, connecting and developing confidence. He shares wisdom he has gained from interviewing Clay Marzo, a pro-surfer, Mikey Brannigan, a world class mile runner, Anthony Starego, a place kicker who was featured in ESPN’s Kick of Hope, Anthony Ianni, MSU basketball player, Miss Montana 2012 Alexis Wineman, and many more.

About the Speaker

Ron Sandison works full time in the medical field and is a professor of theology at Destiny School of Ministry. He is an advisory board member of Autism Society Faith Initiative of Autism Society of American. Sandison has a Master of Divinity from Oral Roberts University and Charisma House published hisA Parent’s Guide to Autism: Practical Advice. Biblical Wisdom. Ron and his wife, Kristen, reside in Rochester Hills, MI, with their pet rabbit, Babs, and cat, Frishma.ited to tell his story & share his message across the country & has inspired countless individuals to Live Your Dreams.

A presentation by Dr. Judah Axe delivered at the 2018 Michigan Autism Conference

Abstract

Problem solving is defined as manipulating stimuli to increase the probability of arriving at a solution to a problem. When given a problem, such as a math problem or a question that involves recalling a past event, an individual arrives at a solution by engaging in a few behaviors, such as asking herself questions, drawing out possible solutions, and visualizing. A challenge of analyzing problem solving is it often occurs covertly, or within an individual’s skin. Although typically developing people engage in problem solving on a daily basis, there is limited research on teaching problem solving strategies to individuals with disabilities, especially in a behavior analytic framework. Two potential benefits of teaching problem solving skills to children with autism are less rote responding and more generalization. The presenter will provide a conceptual analysis of problem solving and review previous research on using problem solving to teach academic, communication, and social skills. The presenter will also describe his research on teaching problem solving to help children with autism recall past events, and he will recommend directions for research and practice.

About the Speaker

Judah B. Axe, Ph.D., BCBA-D, LABA, is an Associate Professor of Education and Behavior Analysis at Simmons College and the Director of the Special Education Program at Simmons. Dr. Axe received his M.A. and Ph.D. in Special Education and Applied Behavior Analysis from The Ohio State University. He conducts research with children with autism and related disabilities in the areas of verbal, social, and challenging behavior. Three current research topics are the effects of problem solving on recalling past events, the effects of echoic responding on multiply controlled intraverbals, and the effects of pre-session pairing on compliance and problem behavior. Dr. Axe serves on the editorial boards of The Analysis of Verbal Behavior, Behavior Analysis in Practice, and Behavioral Interventions. He has served as Chair of the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International (ABAI), Co-Coordinator of the Verbal Behavior Area for the ABAI Conference, Chair of the Student Relations Committee of the Berkshire Association for Behavior Analysis and Therapy, and Trustee and the Continuing Education Coordinator of the Cambridge Center for Behavioral Studies.

A presentation by Carl Sundberg delivered at the 2022 Michigan Autism Conference

Parent training is an essential component of providing ABA services for people who have autism. There are many challenges and barriers for the BCBA who is providing this training. In this presentation I will discuss several of those challenges. The first involves the implementation of effective training methods. Our goal should be to establish at least a resemblance of a behavioral repertoire that took us many years to establish. Along with the implementation of the training methods, it is paramount that the BCBA has an understanding of, and empathy regarding barriers that are in place for the parents while they are making their recommendations. It is important to consider the parents resources and conflicting obligations. The second challenge consists of ethical considerations that often arise, such as a disagreement over the course of the therapy, methods, school placement, use of unscientific methods etc. Or there may be situations arise where the technician feels uncomfortable in the home. They may witness a behavior from a parent that could meet criteria for calling child protective authorities. This presentation will provide the attendee with some tools needed to have the most successful parent training experience possible.

About the Speaker

Carl Sundberg, Ph. D., BCBA-D, is the chief clinician and founder of the Behavior Analysis Center for Autism. He received his doctorate degree in ABA from Western Michigan University under the direction of Dr. Jack Michael. While a graduate student, he taught behavior analysis at WMU for seven years. Dr. Sundberg has publications in The Analysis of Verbal Behavior and A Collection of Reprints on Verbal Behavior. Dr. Sundberg has over 30 years of experience using behavioral interventions to teach individuals with autism and other developmental disabilities. He oversees the training of all the staff at BACA and consistently spends time with the clients. Eighty percent of his time is spent contributing to the training of staff and addressing specific client programs.

A presentation by Hank Schlinger delivered at the 2022 Michigan Autism Conference

This presentation will distinguish between habilitation, “…the original learning prior to the interference we call disability”; dishabilitation, “learning to be disabled”; and rehabilitation,”learning to be better able” (Meyerson, Kerr, and Michael, 1963, p. 82). These conceptual distinctions suggest that many of the behaviors or lack of behaviors that are evidence of disability actually result from learning or the failure of learning. Many so-called disabilities include behaviors reinforced by others albeit inadvertently and often with good intentions, or the absence of behaviors that should have been reinforced but weren’t. This conception of disability is at odds with traditional approaches that suggest the disability is either structural (i.e., something wrong with the brain) or genetic. Even the term disability reflects a view that the problem is some vague concept of ability rather than the probability of engaging in certain behaviors at a certain time. This presentation will cite selective examples from a large literature showing that many behaviors, some of which were thought to be the result of some inherent disability, could be not only changed (i.e., rehabilitated), but also prevented by reinforcing able behaviors (i.e., habilitation), making this is a revolutionary approach to disabilities.

About the Speaker

Henry D. (Hank) Schlinger Jr. received his Ph.D. in applied behavior analysis from WesternMichigan University (WMU) under the supervision of Jack Michael. He completed a two-year National Institutes of Health-funded post-doctoral fellowship in behavioral pharmacology at WMU with Alan Poling. Dr. Schlinger was a full tenured professor of psychology at Western New England University in Springfield, MA, before moving to Los Angeles. He is now professor of psychology at California State University, Los Angeles. Dr. Schlinger has published approximately 100 scholarly articles, chapters, commentaries, and book reviews in more than 35 different journals. He has authored or co-authored four books, Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (translated into Japanese), Introduction to Scientific Psychology (1998), and How to Build Good Behavior and Self-Esteem in Children (2021). He is past editor of The Analysis of Verbal Behavior and The Behavior Analyst and sits on the editorial boards of several other journals. He serves on the Board of Trustees of the Cambridge Center for Behavioral Studies and on the Advisory Board of The B. F. Skinner Foundation. He received the Distinguished Alumni Award from the Department of Psychology at Western Michigan University in 2012, and the Jack Michael Award for Outstanding Contributions in Verbal Behavior from the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International in 2015.

A presentation by Kourtney Bakalyar delivered at the 2022 Michigan Autism Conference

Most students encounter difficulties when they make the transition to postsecondary education; for students with autism and other disabilities these difficulties are barriers that can stand in their way of success (Gelbar, Smith, & Reichow, 2014). Higher wages have been repeatedly connected with obtaining an undergraduate degree. When students are not able to successfully complete their degrees, careers with higher wages are not available for them. Over the last decade, an increasing number of colleges and universities have added additional support for students with autism (Kuder & Accardo, 2018). The overall goal for these programs is to help students successfully complete their degrees. Most often these support programs address the areas of independent living, social, executive functioning, and academics to help their students succeed. This presentation will look at what is known about the barriers students with autism and other disabilities experience at the postsecondary level, the research that has been completed on strategies to help students, and the need for working with families, community partners, and potential employers will be included. This presentation will also include a discussion on the current research being completed at the Autism Services Center at WMU.

About the Speaker

Kourtney Bakalyar is the director of the Autism Services Center at Western Michigan University. She earned her doctorate in Special Education with an emphasis on autism, teacher preparation, and higher education from Western Michigan University. Kourtney focuses on supporting students as they make the transition from high school to college with the Summer Transition Program and College Exploration Camps. She enjoys continuing to support students as they progress through their high education. Additionally, Kourtney loves working with her supervisees each year and helping future-BCBAs gain knowledge and experience for working with teens and young adults with autism.

A presentation by Janet Twyman delivered at the 2022 Michigan Autism Conference

Effective instruction focuses on personalized learning goals, is explicit yet flexible, and takes advantage of the numerous technologies available to improve learning. A successful teacher provides such instruction, and also understands that students have not only different learning histories, but different histories and backgrounds altogether. Students represent with a vast diversity, whether they are typical learners or those deemed as “special needs.” How do educators, therapists, or practitioners, as behavior analysts, recognize, work with, and support equity and inclusion across diverse learners? While the 2020 Ethics Code for Behavior Analysts requires training in culturally responsive service delivery (BACB, 2020), there is limited research (or theory) in behavior analysis on best practices in diversity, equity, and inclusion (DEI) and culturally relevant service (CRS; e.g., assessment, treatment, consultation). This presentation will examine the current literature base in CRS and offer practical, evidenced-based practices incorporating explicit instruction to support equity, inclusion, and learning across diverse learners.

About the Speaker

Janet is an education innovator, thought leader, and founder of BLAST (a learning sciences company focusing on learning programs, education metrics, and training to educational organizations). As a preschool and elementary teacher, school principal and administrator, university professor, instructional designer, virtual learning architect, and consultant, she has collaborated with education organizations in over 75 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. Her 50+ publications address instructional design, virtual learning and technology, and systems to produce meaningful differences in learners’ lives. Currently an Associate Prof. of Pediatrics at the UMass Chan Medical School, she formerly served as Director of Innovation & Technology for the U.S. Dept. of Ed. funded Center on Innovations in Learning, and as V.P. of Instructional Development, Research, & Implementation at Headsprout (whose early reading programs have garnered several national and international awards). She has served as the President of ABAI and is an ABAI Fellow. For her distinguished contributions to education she has received both the Wing Award for Evidence-based Education and the APA Div. 25 Fred Keller Behavioral Education Award.

A presentation by Tiffany Stauch delivered at the 2022 Michigan Autism Conference

Social skills play a significant role in the development of relationships with others and they are also necessary to navigate educational, vocational, and daily living contexts. Despite their importance, there is considerable variability in the mastery of social skills among individuals and deficits in social skills persist into adulthood. Video-based group instruction (VGI) is a behavior-analytic social skills group intervention for adolescents with ASD that can be used to teach social skills via video modeling and opportunities for learners to practice the skill and receive feedback from others. Video modeling may be beneficial for teaching social interactions because it can readily depict the antecedents and consequences that correspond to the target behavior, which might help the observer learn what to do, as well as when and why to do it. Recommended strategies will draw on our experimental studies conducted over 10 years (Plavnick, Sam, Hume, & Odom, 2013; Stauch, Plavnick, Kaid, MacFarland 2015; Stauch, Plavnick, Sankar, & Bernacki, 2018; Plavnick & Dueñas, 2018). This presentation will describe considerations, logistical tactics, and practical strategies for using VGI with adolescents with ASD that may ease implementation of video modeling in a group setting.

About the Speaker

Tiffany Stauch is an assistant professor at Michigan State University in the Department of Counseling Educational Psychology, and Special Education (CEPSE) and director of the master’s program in Applied Behavior Analysis. Her research interests include ways to support individuals with disabilities in work place settings as well as the use application of video modeling to teach complex skills to adolescents with autism. She is also interested in methods to promote generalization of skills, such as equivalence based instruction, matrix training, and multiple exemplar training.

A presentation by Shane Spiker delivered at the 2022 Michigan Autism Conference

Sexuality is emerging as a more commonly occurring clinical concern within behavior analytic work. With sexuality, gender identity, orientation, and other topics found within the National Sex Education Standards becoming more normalized in discussions, behavior analysts find themselves struggling to catch up to the necessary competencies to work in this field. However, the need is urgent as concerns around sexuality also mean concerns with safety and well-being. In this talk, Dr. Shane T. Spiker will discuss some of the primary concerns that arise in this area of practice as well as some ways to ensure that your clients remain safe.

About the Speaker

Shane Spiker is a BCBA in Ormond Beach, Florida. Shane received his MS of Psychology in 2012 from the University of Phoenix. In May 2019, he graduated with his PhD in Clinical Psychology with a concentration on instructional design from Walden University. He has been immersed in the field of ABA for 12 years, with the majority of his experience with adults with autism and other disabilities. Shane specializes working with teens and adults with dangerous problem behavior, sexual behavior as well as medically complex individuals. Primarily, Shane serves as the Director of Training and Dissemination at PBS, Corp. Currently, Shane previously served as the Vice President of the Sexual Behavior: Research and Practice SIG through ABAI. He has written and published several articles related to behavior analysis and practice. Additionally, he serves as a co-instructor at Florida Institute of Technology, Arizona State University, and Regis College, where he teaches graduate level coursework. More than anything, he enjoys a good cup of coffee.

A presentation by Denice Rios delivered at the 2022 Michigan Autism Conference

In the present study, we sought to extend the current literature on utilizing behavioral skills training (BST) to teach practitioners how to implement functional analyses (FA). We used a non-concurrent multiple baseline design across ten participants to measure the effects of a remote BST package on accuracy of implementing FA procedures. The entire remote BST package was delivered via secure remote technology. Each participant experienced four phases which included baseline (only instructions with a simulated client), BST (instructions, modeling, rehearsal, and feedback with a simulated client), post-training probes (probes with a simulated client), and in situ probes (probes with actual clients). All participants increased their accuracy in implementing FAs during the remote BST phase. During post-training probes with a simulated client and in situ probes with actual clients, eight of the ten participants maintained their performance at or above mastery criterion. Two of the ten participants needed additional coaching and training. These results suggest that the use of remote technology for training purposes could be a cost-effective and feasible solution to increase the quality of services and number of trained professionals in underserved areas.

About the Speaker

Denice Rios, Ph.D., BCBA-D earned her bachelor’s and master’s degree from California State University, Northridge and her doctoral degree in Behavior Analysis from Western Michigan University. Her research interests include examining effective staff training strategies (e.g., feedback), assessment and treatment of problem behavior, use of behavior analytic strategies via telehealth, and addressing microaggressions in the workplace. Dr. Rios is also passionate about issues related to equity and inclusion within the field of behavior analysis. Dr. Rios has published research in a number of peer-reviewed journals including: Journal of Applied Behavior Analysis, Behavior Analysis: Research and Practice, and the Journal of Behavioral Education. She has presented her research in regional, national, and international conferences.

A presentation by Nicole Hollins and Daphne Snyder delivered at the 2022 Michigan Autism Conference

Many students from diverse cultural backgrounds experience disproportionalities compared to their peers in public schools. One contributing factor may be due bias behaviors. Given the impact of biased behaviors on student academic and social outcomes, it is critical that school-based behavior analysts (SBBAs) objectively measure variable interactions to assist in providing objective feedback on teaching practices. This presentation will discuss the impacts of positive teacher-student interactions, a behavioral approach to conceptualizing bias, and discuss equity research in public schools. We conclude by proposing the need for an equity-focused data collection tool for SBBAs.

About the Speakers

Dr. Nicole Hollins (BCBA-D, LBA) holds a M.A. and Ph.D. in Applied Behavior Analysis from Western Michigan University. Currently, Dr. Hollins is a Post-Doctoral Researcher at Juniper Gardens Children’s Project research program at the University of Kansas. Her research and clinical work are focused on training pre-and in-service teachers, evidence-based instructional practices for students with and without disabilities, and school wide positive behavior interventions. In addition to publishing her research in peer-reviewed journals and book chapters, Dr. Hollins has also presented her research at local and national conferences as well as workshops. Dr. Hollins also sits on the Board of Editors for Behavior Analysis in Practice. She has provided services and developed efficient systems across various applied settings including public schools, private schools, universities, autism treatment centers, Head Start programs, family homes, and group homes. As for community partnerships, Dr. Hollins has coordinated several grants that focused on an evaluation of current teacher practices while providing systemic recommendations for improving equity in the classrooms.

Daphne Snyder, MA, BCBA, LBA is a doctoral student at Western Michigan University under the direction of Dr. Stephanie Peterson. She received her bachelor’s degree in Psychology and Global Health Studies at Allegheny College. Her main research interests include the assessment and treatment of challenging behavior in the school setting and training teachers to implement effective classroom management strategies. Currently, Daphne is the Project Coordinator for KRESA Classroom Consultations (KCC). KCC provides graduate and undergraduate students with the opportunity to learn about applied behavior analysis and collaborate with multi-disciplinary teams in the school setting.

A presentation by Jill Dardig and Bill Heward delivered at the 2022 Michigan Autism Conference

First developed in the 1970s, contingency contracting is a behavior change strategy that identifies a task to be completed and a reward to follow successful accomplishment of the task. Numerous research studies have demonstrated the effectiveness of contracting to improve behavior and teach new skills to children with and without disabilities in home, school, and community settings. Using children’s stories, examples of contracts used by families to help children fulfill household responsibilities, learn new skills, get ready for school in the morning, and make friends at school will be presented.

About the Speakers

Jill C. Dardig is a professor of education at Ohio Dominican University, where she teaches a variety of courses and supervises student teachers. She has trained intervention specialists for the past 30 years at the university and was the first recipient of Ohio Dominican’s Booth-Ferris Master Faculty Award. Dardig has served as president of the Teacher Education Division of the Ohio Federation Council for Exceptional Children. She worked previously as a curriculum specialist for the Ohio Department of Mental Retardation and Developmental Disabilities, a special education faculty member at Russell Sage College, a research assistant for the Northeast Regional Media Center for the Deaf, and a parent educator for Project Change. Dardig has written a variety of books and other publications about and for parents.

William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. Dr. Heward has taught at universities in Brazil, Japan, Portugal, and Singapore and given lectures and workshops in 22 other countries. His publications include co-authoring the books Applied Behavior Analysis (3rd ed., Pearson, 2020), Exceptional Children: An Introduction to Special Education (12th ed., Pearson, 2022), and Let’s Make a Contract: A Positive Way to Change Your Chilld’s Behavior (Collective Book Studio, 2022). Awards recognizing Bill’s contributions to education and behavior analysis include the Fred S. Keller Behavioral Education Award from the American Psychological Association’s Division 25, the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies, and the Distinguished Psychology Department Alumnus Award from Western Michigan University.

In this 1972 conversation with John M. Whiteley, B.F. Skinner addresses a variety of important issues in education that remain relevant today. He advocates using positive reinforcement and behavioral approaches to instruction to improve both our educational system and our culture. Topics addressed include aversive control, free will, effective instruction, morality, culture, philanthropy, educational reform, and programmed versus natural contingencies.

In this 1972 conversation with John M. Whiteley, B.F. Skinner addresses a variety of important issues in education that remain relevant today. He advocates using positive reinforcement and behavioral approaches to instruction to improve both our educational system and our culture. Topics addressed include aversive control, free will, effective instruction, morality, culture, philanthropy, educational reform, and programmed versus natural contingencies. Filmed at WTTW in Chicago in cooperation with KETC Channel 9 in St. Louis, Missouri.

A presentation by Naomi Swiezy delivered at the 2021 Michigan Autism Conference

Based upon basic premises of long-term practice and research, the HANDS (Helping Answer Needs by Developing Specialists) in Autism® Model Training Curriculum and Framework was developed in 2004. It was noted that professionals would benefit most from an active learning process that would allow them to better comprehend and envision the application of EBPs thus increasing the feasibility and ability to apply, maintain and generalize information to their natural settings for individuals with ASD and related disabilities. The specific curriculum content and delivery of the HANDS in Autism® Model is novel in its approach with recognition that no single intervention or strategy is equally effective with all individuals, and personnel require a “toolbox” approach to intervention. As such, the Model adheres to a comprehensive set of strategies with solid empirical support. The HANDS in Autism® Model adheres to a progressive, systematic approach to training the curriculum, framework, and process to increase the likelihood that strategies will be adopted, utilized and integrated into practice. This presentation will introduce the HANDS Model, the variety of applications, outcomes, and lessons learned as well as the resources available to support application across schools and other community practice settings and contexts.

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Dr.Swiezy specializes in Applied Behavior Analysis (ABA), staff and caregiver training, and behavioral assessment and treatment of autism spectrum and related disorders as well as global systems change and implementation efforts. Dr. Swiezy has served on a number of hospital, community, state, and federal boards and committees. She presents and publishes widely in the area of autism and the development of the center she founded and directs, the HANDS in Autism® Interdisciplinary Training and Resource Center. She provides center and community-based consultation and direct services locally and globally and facilitates stakeholders for collective impact at community and state levels. With growing prevalence of autism spectrum and related disorders (ASD), Dr. Swiezy has been committed to the evolution of the HANDS in Autism® framework, curriculum and training model that aims to: 1) facilitate development of local capacity in implementation of evidence based practices; 2) bridge of local capacity in implementation of evidence-based practices; 2) bridge multiple stakeholders across varied environments (i.e., educational, medical, home, community); and 3) mentor a range of care and service providers in data- driven strategies to support individuals with ASD and related disorders in achieving their full potential.
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A presentation by Kristen Kalymon delivered at the 2021 Michigan Autism Conference

BCBA ethical codes mandate the use of a functional assessment prior to implementing treatment. Accurately identifying a function and selecting an appropriate treatment are fundamental skills for any practitioner. Students learn the importance of functional behavior assessment and selecting functionally relevant interventions; they are not often taught how to select the best alternative given the limitations of the environment. While experimental functional analyses are the gold standard of assessment methods, most practitioners face barriers to their implementation. Difficulties include low probability for observing problem behaviors with limited time for observation, training requirements to carry out the analysis, and the physical space required. Several studies suggest that using descriptive functional evaluation methods, such as Antecedent-Behavior-Consequence (ABC), are a nice alternative due to their ease of administration and results often closely align with functional analyses. Following functional assessment, practitioners must select appropriate treatments. It can be challenging for practitioners to simultaneously consider all of the relevant client and environmental variables that impact treatment selection. Several groups have created decision-making algorithms for selecting treatments for problem behavior. These algorithms ask practitioners to consider the goals of the intervention, needs of the child, resources needed for implementation, and limitations of the environment by considering questions that will lead to differential treatment selection. This talk will give an overview of the clinical use of descriptive functional assessment and decision-making algorithms used within an outpatient clinic where resources are limited, caregivers are responsible for implementation, and environments are unable to tolerate increased rates of problem behavior.

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Dr. Kalymon has expertise assessing and treating behavioral concerns displayed by children and adolescents with Autism Spectrum Disorders, as well as other developmental disabilities, through the use of evidence-based parent training and individual psychotherapy. Areas of specialization include behavioral excesses (i.e., tantrums, self-injury, aggression, and noncompliance) as well as behavioral de�cits (i.e., increasing sleep, toileting, and coping skills). Dr. Kalymon received her Ph.D. from the University of Wisconsin-Madison, completed an internship and fellowship at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine, and then remained on staff�as a supervising psychologist and director of clinical operations prior to transitioning to Michigan.
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A presentation by Dr. Rick Kubina delivered at the 2021 Michigan Autism Conference

Line graphs and visual analysis have served as the engine of evaluation and decision making for applied behavior analysis. The advantages of line graphs include providing treatment data visually and summarizing a person’s performance across a given time interval. Line graphs also communicate the sequence of treatments, the time spent in treatment phases, and the magnitude of behavioral change. Yet visual analysis has a history of low interrater reliability and inconsistent judgments. Other criticisms include the lack of universal decision rule and the lack of any meaningful statistics. The solution to all of the previously listed problems may lie in a standard ratio graph. The following experiment examines the extent to which behavior analysts could accurately detect a trend and reliability make a decision based on three conditions: a linear graph with a trend, a linear graph with a quantified slope, and a ratio graph with a celeration value. The results and implications of the study suggest a healthy path forward for visual analysis and the analysis, evaluation, and communication of data via ratio graphs.

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Rick Kubina Jr., Ph.D, BCBA-D is CentralReach’s Director of Research and a Professor of Special Education at The Pennsylvania State University where he teaches courses on methods for teaching reading, behavior analysis, and experimental design. Rick graduated from Youngstown State University where he had Steve Graf as an advisor and then received a Masters and Ph.D. from The Ohio State University under John Cooper. Rick conducts wide-ranging research in the area of Applied Behavior Analysis and Precision Teaching. He also served as the editor of the Journal of Precision Teaching and Celeration. Rick has dedicated his professional career to helping behavior change agents such as teachers, behavior analysts, and other helping professionals efficiently change behavior through effective teaching and measurement such as Precision Teaching. Rick co-founded a software called Chartlytics, which was acquired by CentralReach in 2018. At CentralReach, Rick explores how technology can accelerate superior outcomes for all those seeking to engender professional and personal success and his ongoing research will help shape the future of CentralReach’s clinical solutions.
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A presentation by Elian Aljadeff delivered at the 2021 Michigan Autism Conference

Feedback is a common and evidence-based practice to improve performance. While feedback is widely used and researched in the training and educational settings, the literature does not provide a clear and consistent definition for feedback. Due to the unclear definition, two misconceptions are evident in the feedback literature: (a) immediate feedback is more effective then delayed feedback, and (b) feedback serves as a consequence to behavior. In this talk the misconceptions of immediate feedback and the function of feedback will be discussed in light of the vague definition of feedback in the behavioral literature. A clearer definition which meets all seven dimensions of applied behavior analysis will be suggested and recent study results will be presented to propose that feedback serves as an antecedent to performance and therefore should be provided immediately before the behavior. The talk will end with a number of suggestions for future research.

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Elian is a lecturer in the B.A. program in Behavioral Sciences and the M.A. program Applied Behavioral Analysis at the School of Social Sciences and Humanities, Kinneret Academic college. Elian’s areas of interest are the application of ABA in education and training, self-management, and system analysis.
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A presentation by Dr. Thomas Zane delivered at the 2020 Michigan Autism Conference

Abstract

Autism treatment has long been known as a ‘fad magnet’ that attracts well-vetted empirically-based effective treatments, but unfortunately, also attracts ill-advised, ineffective, and unethical treatments. Parents and caregivers seek effective ways of teaching skills, maximizing independence, and improving the quality of life for individuals with autism. They assume those professionals who have degrees, certifications, and visibility in the eld know what they are doing, and believe the hype and marketing that service providers disseminate about the methods they use. The proponents of all autism treatments assert that their treatments will work. They want parents and caregivers to be hopeful that their particular treatments will meet the goals and desires of those seeking treatment. However, the fact is that some treatment providers can only provide the hype without also delivering the effective outcomes of their therapy. Hype is freely given. Real hope, gleaned from evidenced-based strategies that produce objectively measured positive outcomes, is harder to come by.

About the Speaker

Dr. Thomas Zane is a Professor of Practice and the Director of Online Programs in Behavior Analysis in the Department of Applied Behavioral Science at the University of Kansas. Dr. Zane earned his Bachelor’s and Master’s degree in psychology at Western Michigan University and his doctorate in Applied Behavior Analysis at West Virginia University. He has served as a Post-Doctorate Research Associate at the University of Massachusetts and as a Research Scientist at Johns Hopkins University Department of Psychiatry. Dr. Zane serves on the Executive Board of the Cambridge Center for Behavioral Studies, the international organization that represents the eld of behavior analysis. He is also a member of the Scientific Council of the Organization of Autism Research, a group that funds innovative research in Autism Spectrum Disorders. Dr. Zane has been past President of the Ethics Special Interest Group of the International Association for Behavior Analysis. His research interests include online learning, evidenced-based practice in autism, and the philosophy of science and radical behaviorism. He is particularly interested in why some behavior analysts drift from the code and the importance of adhering to choosing scientifically supported treatments in clinical and educational work.

A presentation by Dr. Chaturi Edrisinha delivered at the 2018 Michigan Autism Conference

Abstract

When a high school student with ASD enters as a freshman at an university, he or she immediately loses access to the benefits and coverage of IDEA and enters the world of ADA and FERPA. The responsibility for identifying, documenting, initiating services and advocacy shift from the school personnel to the individual student. University students over 18 are considered adults. Issues related to relationships, sexuality, sexual health, consent and sexual behaviors are topics that are not always specifically addressed with students regardless of of their prior history of accessing services through K-12. Yet, we find that these are the very issues that high achieving students on the ASD spectrum struggle most with. Left unaddressed these behaviors may result in negative outcomes to the individual and their quality of life but also the university community affecting college attrition, completion rates, and campus culture. This presentation will discuss some ways to address this timely topic with students on the ASD spectrum that may have implications for neurotypicals who may have similar questions.

About the Speaker

Chaturi Edrisinha is a board-certified behavior analyst. She received her Ph.D. in autism and developmental disabilities and her M.Ed. in early childhood special education from The University of Texas at Austin. An overarching agenda in Dr. Edrisinha’s research is to develop instructional and support strategies in order to foster independence and inclusion for persons with autism spectrum disorders. She has been successful in obtaining multiple research grants totaling more than $100,000. She published more than 60 peer-reviewed articles, conference papers, and book chapters in many prestigious journals, including the Journal of Applied Behavior Analysis, Research in Developmental Disabilities, and the Journal of Autism and Developmental Disabilities and presented at numerous national and international conferences.

A presentation by Dr. Dawn Dore-Stites delivered at the 2018 Michigan Autism Conference

Abstract

Optimal sleep demonstrates strong correlations with improved learning, physical health and overall behavioral functioning. Yet, little is known about how toassess and manage sleep concerns in populations at greater risk for sleep problems such as children and adolescents diagnosed with an ASD. The current presentation will be divided into two sections. The first will be an outline of common medical issues related to sleep and basic behavioral sleepprinciples. The second portion of the talk will focus upon evidence-based assessment and intervention specific to pediatric populations with ASD. The primary goal of the session is to arm providers and families with the information needed to identify sleep problems early and provide resources to help with intervention.

About the Speaker

Dr. Dawn Dore-Stites completed her graduate training in clinical psychology at Western Michigan University. Her training included internship at Children’s Hospital of Michigan which focused specifically upon pediatric psychology, a branch of psychology that blends child clinical and health psychology. After internship, she completed a postdoctoral fellowship at the University of Michigan, where she was fortunate to receive additional training in behavioral interventions in pediatric sleep and elimination disorders. Clinically, Dr. Dore-Stites works with children and adolescents struggling with sleep disorders and elimination disorders (fecal or urine incontinence). Dr. Dore-Stites relies on evidence-based treatment including behavioral and cognitive-behavioral strategies and tailors treatment to the individual needs of the child and their family.

A presentation by Dr. Janet Twyman delivered at the 2019 Michigan Autism Conference

Abstract

Modern digital technologies such as apps, hardware, and adaptive devices can help persons with autism learn new skills and provide opportunities for practice, application, and problem-solving. These tools can individualize learning, and help learners schedule their day, participate in socialization opportunities with peers close by or across the globe, help and even help them find a voice. We now can know in “real time” what’s been learned or what might need more attention. Learners reap greatest benefit from technology when their teachers apply knowledge of behavioral concepts/principals to select and use these tools. Several digital and hardware technology tools will be reviewed within the categories of instruction/academics, social skills/behavior management, and communication/information. During demonstrations and interactive activities participants will learn about various applications and tools, identify any correspondence with evidence-based behavioral principles, and evaluate if and how each might be useful in their instructional context.

About the Speaker

Dr. Janet Twyman is an education innovator, thought leader, and founder of Blast: a learning sciences company. She’s also the Director of Innovation and Technology for the Center on Innovations in Learning, Associate Professor of Pediatrics at the Univ. of Mass. Medical School, and formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout. Her numerous articles, book chapters, and presentations cover behavior analysis, instructional design, technology, and educational systems; she also co-edited two books on educational innovation and personalized learning. She has presented to and worked with education systems, organizations, and institutions over 40 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. She serves on several boards and committees, and co-chairs the education group for the Cambridge Center for Behavioral Studies. In 2007-08 she served as the President of the Association for Behavior Analysis and in 2014 was named an ABAI Fellow. For her distinguished contributions to educational research and practice she received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.

A presentation by Dr. Susan Wilczynski delivered at the 2019 Michigan Autism Conference

Abstract

This workshop is designed to provide an overview of sexuality education as it is uniquely addressed to meet the needs of individuals with Autism Spectrum Disorder. The workshop will begin with an overview of topics that need to be included in comprehensive sexuality education (e.g., biological aspects of sexuality, sexual safety, public masturbation, sexuality orientation and gender identity, etc.). Curricula that may be useful to individuals seeking to acquire expertise in sexuality education will be discussed. Resources for acquiring expertise in sexuality education will be provided. Attendees can expect to leave with knowledge regarding the topic of sexuality education but should not anticipate acquiring the expertise needed to provide sexuality education to individuals with ASD at the conclusion of the workshop.

About the Speaker

Susan Wilczynski is the Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis. Before joining the faculty at Ball State University (BSU), she served as the executive director of the National Autism Center where she chaired the National Standards Project, the most comprehensive systematic review of autism literature completed to date. She currently serves as the Director of the Center for Autism Spectrum Disorders at BSU. She developed the first center-based treatment program in the state of Nebraska while on faculty at the University of Nebraska Medical Center and was the first female faculty member with a research lab in the psychology department at the University of Southern Mississippi. Wilczynski has edited multiple books and manuals on evidence-based practice and autism and has published scholarly works in the Journal of Applied Behavior Analysis, Behavior Modification, Focus on Autism and Other Developmental Disabilities, Psychology in the Schools, and Education and Treatment of Children. She is a licensed psychologist and a board-certified behavior analyst. Wilczynski won the 2011 Wing Institute Award for her contributions to evidence-based practice and autism and is currently the president of the special interest group on evidence-based practice of the Association of Behavior Analysis International.