Integrating the Topic of Sexuality for School-Aged Individuals with Autism (Chaturi Edrisinha)

Dr. Chaturi Edrisinha
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.
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Chaturi Edrisinha, Ph.D., BCBA-D & Jan Graetz, Ph.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.

Evaluating the Reliability and Sensitivity of the VB-MAPP as an Outcome Measure in Autism Research (Amin Lotfizadeh & Khrystle Montallana)

Dr. Amin Lotfizadeh
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.
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Amin Duff Lotfizadeh, Ph.D., BCBA-D & Khrystle Montallana, 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.

Promoting Successful Aging Through the Lifespan for Individuals with ASD and Intellectual and Developmental Disabilities (Jonathan Baker)

Dr. Jonathan Baker
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.
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Jonathan C. Baker, 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.

Preparing and Supporting Individuals with Autism for Success in Higher Education (Dorothea Lerman)

Dr. Dorothea Lerman
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.
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Dorothea Lerman, 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.

Integrating Technology into Practice: Why, What, Where, When, How (Janet Twyman)

Dr. Janet Twyman
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.
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Janet S. Twyman, Ph.D., BCBA-D, LBA
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.

PBIS in the Classroom (Steve Goodman)

Dr. Steve Goodman
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).
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Steve Goodman, Ph.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.

Training the Parent Trainer (Carl Sundberg)

Dr. Carl Sundberg
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.
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Carl Sundberg, 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.

Impacts of Integrity Failures on Common Reinforcement-Based Interventions (Claire St. Peter)

Dr. Claire St. Peter
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.
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Claire St. Peter, Ph.D.
Presented at the 2020 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.

Selling Hype or Giving Hope: Science and Pseudoscience in Autism Treatment (Thomas Zane)

Dr. Thomas Zane
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.
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Thomas Zane, Ph.D., BCBA-D
Presented at the 2020 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.

Using Behavioral Science to Improve Fidelity of Implementation of Behavior Support Plans in Schools (Wendy Machalicek)

Dr. Wendy Machalicek
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.
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Wendy Machalicek, Ph.D., BCBA-D
Presented at the 2020 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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