The Generalization of Mands (Caio Miguel)

Dr. Caio Miguel

A presentation by Dr. Caio Miguel delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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.

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

Dr. Susan Wilczynski

A presentation by Dr. Susan Wilczynski delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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

Dr. Shawn Quigley

A presentation by Dr. Shawn Quigley delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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).

Strategies for Promoting Complex Social Play in Children with Autism Using Photographic Activity Schedules (Thomas Higbee)

Dr. Thomas Higbee

A presentation by Dr. Thomas Higbee delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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.

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

Dr. Christie Nutkins & Abbey Mix

A presentation by Dr. Christie Nutkins and Abbey Mix delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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.

Abuse and Autism Spectrum Disorder (Susan Wilczynski)

Dr. Susan Wilczynski

A presentation by Dr. Susan Wilczynski delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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.

Ethics of Standardization of Practice (Matthew Brodhead)

Dr. Matthew Brodhead

A presentation by Dr. Matthew Brodhead delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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.

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

Dr. Amanda Karsten

A presentation by Dr. Amanda Karsten delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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.

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

Heather McGee, Jeana Koerber, & Sally Weigandt

A presentation by Dr. Heather McGee, Dr. Jeana Koerber, and Sally Weigandt delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

Abstract
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.

Implementing Video Modeling with Learners with Autism Spectrum Disorders (Joshua Plavnick)

Dr. Joshua Plavnick

A presentation by Dr. Joshua Plavnick delivered at the 2019 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

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.