Advances in Functional Communication Training: Recent Procedural Refinements that Promote Durable Treatment Outcomes (Adam Briggs)

Dr. Adam Briggs
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.
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Adam Briggs, Ph.D., BCBA-D, LBA-MI
Presented at the 2020 Michigan Autism Conference
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The Generalization of Mands (Caio Miguel)

Dr. Caio Miguel
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.
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Caio Miguel, Ph.D., BCBA-D
Presented at the 2019 Michigan Autism Conference
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This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and coursepack versions. If you purchased the CEU or coursepack version, you should access it from the myLearning dashboard.

Conceptualizing Sexuality Education for Individuals with Autism Spectrum Disorder (Susan Wilczynski)

Dr. Susan Wilczynski
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.
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Susan M. Wilczynski, Ph.D., BCBA-D
Presented at the 2019 Michigan Autism Conference
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This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and coursepack versions. If you purchased the CEU or coursepack version, you should access it from the myLearning dashboard.

Ethics Potpourri: Philosophy, Research, Supervision, and Practice (Shawn Quigley)

Dr. Shawn Quigley
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).
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Shawn Quigley, Ph.D., BCBA-D
Presented at the 2019 Michigan Autism Conference
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Strategies for Promoting Complex Social Play in Children with Autism Using Photographic Activity Schedules (Thomas Higbee)

Dr. Thomas Higbee
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.
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Thomas S. Higbee, Ph.D., BCBA-D
Presented at the 2019 Michigan Autism Conference
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This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and coursepack versions. If you purchased the CEU or coursepack version, you should access it from the myLearning dashboard.

Functional Behavior Assessment in Public Schools (Christie Nutkins & Abbey Mix)

Dr. Christie Nutkins & Abbey Mix
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.
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Christie Nutkins, Ph.D., LP, BCBA-D & Abbey Mix, LMSW, BCBA
Presented at the 2019 Michigan Autism Conference
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This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and coursepack versions. If you purchased the CEU or coursepack version, you should access it from the myLearning dashboard.

Abuse and Autism Spectrum Disorder (Susan Wilczynski)

Dr. Susan Wilczynski
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.
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Susan M. Wilczynski, Ph.D., BCBA-D
Presented at the 2019 Michigan Autism Conference
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This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and coursepack versions. If you purchased the CEU or coursepack version, you should access it from the myLearning dashboard.

Ethics of Standardization of Practice (Matthew Brodhead)

Dr. Matthew Brodhead
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.
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Matthew T. Brodhead, Ph.D., BCBA-D
Presented at the 2019 Michigan Autism Conference
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This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and coursepack versions. If you purchased the CEU or coursepack version, you should access it from the myLearning dashboard.

Improving Conversational Skills of College Students with ASD (Amanda Karsten)

Dr. Amanda Karsten
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.
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Amanda Karsten, Ph.D., BCBA-D
Presented at the 2019 Michigan Autism Conference
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This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and coursepack versions. If you purchased the CEU or coursepack version, you should access it from the myLearning dashboard.

What’s in a Name? Exploring What it Means to Supervise (Heather McGee, Jeana Koerber, & Sally Weigandt)

Heather McGee, Jeana Koerber, & Sally Weigandt
Due to the Behavior Analyst Certification Board’s recent release of the fifth-edition task list, supervision has become a common topic among Board Certified Behavior Analysts. However, the word “supervise” seems to hold various meanings. From a behavior-analytic perspective, what does it mean to “supervise?” The field of Organizational Behavior Management (OBM) offers over 40 years of research directly related to this question. Using information gained from the four decades of research, this series of presentations will walk the audience through a supervisor’s journey in identifying root causes of performance issues and building solutions that result in performance improvement.
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Heather McGee, Ph.D., Jeana Koerber, Ph.D., BCBA-D, & Sally Weigandt, MA, BCBA
Presented at the 2019 Michigan Autism Conference
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This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and coursepack versions. If you purchased the CEU or coursepack version, you should access it from the myLearning dashboard.
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