Open Educational Resources
Free tutorials, videos, and flashcards focused on behavioral science!
Want to support our efforts to provide free content like this?
All of the resources in this section are completely free to access, but not all of them are distributed under a completely open license (e.g., Creative Commons). This may limit your right to reshare, copy, or modify the content. Check for licensing and copyright information on each page.
| Image | Title | Type | Author/Speaker | Overview | hf:tax:oer_type | ||
|---|---|---|---|---|---|---|---|
 | A Candid Discussion on Sexuality and Safety in Behavior Analysis | Video | Shane Spiker | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | A Guide to Creating Meaningful Supervision Activities and Measures | Video | Cody Morris | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | A Review of Treatment Options Using Script and FCT to Address Challenging Behavior | Video | Jessica Korneder, Payton Boudreau, & Anna Jenkins | 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.
Presented at the 2020 Michigan Autism Conference | View | video | |
 | ABA Terminology for Effective Practice | Tutorial | Melissa C. Mackal & Robert Wallander | 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. | View | tutorial | |
 | Abuse and Autism Spectrum Disorder | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Acceptance and Commitment Therapy Flashcards | Flashcards | Quizlet Community | Key terms, concepts, and components of Acceptance and Commitment Therapy (ACT). | View | flashcards | |
 | Addressing Pseudoscientific Practices in Applied Behavior Analysis | Video | Angela Capuano & Kim Killu | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
 | Advances in Functional Communication Training: Recent Procedural Refinements that Promote Durable Treatment Outcomes | Video | 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.
Presented at the 2020 Michigan Autism Conference | View | video | |
 | An Examination of Linear and Ratio Graphs | Video | Richard M. Kubina Jr. | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
 | An Introduction to Relational Frame Theory | Tutorial | Eric J. Fox | Relational Frame Theory (RFT) is a behavioral account of human language and cognition that emerged primarily from converging lines of research on rule-governed behavior and derived stimulus relations. It is an extension of B.F. Skinner’s analysis of verbal behavior in some respects, but also directly challenges some of the basic tenets of that analysis. More importantly, it has drastic implications for how we conduct a science of human behavior, as it explains how stimulus functions can be altered in ways that are not directly predictable from a traditional contingency analysis. RFT provides a framework for an analysis of complex human behavior, and serves as the basis of promising new interventions in applied behavior analysis (e.g., PEAK Relational Training System) and clinical psychology (e.g., Acceptance and Commitment Therapy). This tutorial, first published in 2004, helps the learner master the key concepts, terms, and approach of RFT. | View | tutorial | |
 | An Introduction to Verbal Behavior | Tutorial | Norman Peterson | 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. | View | tutorial | |
| Applied Behavior Analysis Flashcards | Flashcards | Quizlet Community | A mammoth set (515 terms!) focused on key terms and concepts in applied behavior analysis, as defined by Cooper, Heron, and Heward. | View | flashcards | |
 | Are You Providing SUPER-vision? | Video | Tyra Sellers | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | ASD and Sleep: Helping Children (and their families!) Get a Good Night’s Sleep | Video | Dawn Dore-Stites | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Assessment and Treatment of Problem Behaviors within an Outpatient Clinic | Video | Kristen Kalymon | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
 | Autism from Age 2 to 26: What Can We Learn About Treatment from Longitudinal Studies | Video | Catherine Lord | 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.
Presented at the 2017 Michigan Autism Conference | View | video | |
 | B.F. Skinner on Education | Video | B.F. Skinner | 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. | View | video | |
| Better Outcomes Demand Better Graphing | Video | Richard M. Kubina Jr. | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Beyond Instruction: Closing the Educational Gaps for Children with Autism | Video | Morten Haugland, Kathy Fox, & Jason Guild | The ASPIRE program at Haugland Learning Center uses the Morningside Model of Generative Instruction to ensure that students with autism receive the best educational services possible. Combining the model with staff coaching and multi-level data analysis allows us to maximize potential for each student. This presentation will focus on the three main components of the model: instruction, practice, and application and detail how we supplement the model to ensure success with students with autism. Processes for analyzing data and coaching staff to ensure students continue to work toward meeting high educational and behavioral expectations will be detailed. Participants will have the opportunity to ask questions and participate in activities to help solidify their understanding of the material presented.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Bridging for Success in Autism: Training and Collaboration Across Community Systems | Video | Naomi Swiezy | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
 | Chomsky vs. Skinner: In Their Own Words | Video | Noam Chomsky & B.F. Skinner | In 1957, B.F. Skinner published the book Verbal Behavior. In 1959, a young linguist named Noam Chomsky published a review of that book that sharply criticized 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:
Based on a video originally edited and posted to YouTube by Ariel Raphaeli in 2012. | View | video | |
 | Conceptualizing Self-Determination from a Behavior Analytic Perspective | Video | Stephanie Peterson | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
| Conceptualizing Sexuality Education for Individuals with Autism Spectrum Disorder | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Contracting: A Positive Way to Improve Family Dynamics and Learn New Skills | Video | Jill C. Dardig, Ed.D & William L. Heward, Ed.D., BCBA-D | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Detecting and Troubleshooting Treatment Failures: A Crucial Component of Evidence-Based Practice of ABA | Video | Wayne Fuqua | 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.
Presented at the 2017 Michigan Autism Conference | View | video | |
| Dialectical Behavior Therapy Flashcards | Flashcards | Quizlet Community | Key terms, concepts, and components of Dialectical Behavior Therapy (DBT). | View | flashcards | |
 | Education-based Evaluations for Autism Spectrum Disorder | Video | Stephanie Dyer & Kelly Rogers | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Essential Competencies for Practitioners Working with Children Diagnosed with Autism | Video | Mary Jane Weiss | 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.
Presented at the 2015 Michigan Autism Conference | View | video | |
 | Establishing Generative Learning for Children with Autism | Video | Mark Sundberg | 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.
Presented at the 2020 Michigan Autism Conference | View | video | |
| Ethical Decision Making: Navigating Complex Challenges in Behavior Analytic Work | Video | Mary Jane Weiss | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Ethics in Functional Analysis: Expert and Novice use of the Functional Analysis Risk Assessment Decision Tool | Video | Stephanie Peterson & Ali Schroeder | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Ethics of Punishment Panel Discussion | Video | Dave Manson, Shawn Quigley, and Stacie Rulison | 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.
A panel discussion at the 2016 Michigan Autism Conference | View | video | |
 | Ethics of Standardization of Practice | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Ethics Potpourri: Philosophy, Research, Supervision, and Practice | Video | 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).
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Evaluating the Reliability and Sensitivity of the VB-MAPP as an Outcome Measure in Autism Research | Video | Amin Lotfizadeh & Khrystle Montallana | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
| Evidence-Based Practice of Applied Behavior Analysis | Video | Susan Wilczynski | 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.
Presented at the 2015 Michigan Autism Conference | View | video | |
 | Evidence-Based Practice: Myths and Realities | Video | Bruce Thyer | 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.
Presented at the 2016 Michigan Autism Conference | View | video | |
 | Favors, Facts, and Fishnets: Shaping Autism Law and Policy | Video | Lorri Unumb | 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.
Presented at the 2016 Michigan Autism Conference | View | video | |
 | Functional Behavior Assessment in Public Schools | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Functional Supervision: What It Is and What It Takes to Be a Successful Supervisor | Video | Heather McGee | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Grundlagen der visuellen Analyse | Tutorial | Katie Wolfe und Timothy A. Slocum Deutsche Version von Timo Lüke, Theresa M. Steiner, Kerstin Ninaus & Sarah El Kholtei | Dieses Tutorial bietet einen systematischen und evidenzbasierten Einstieg in die visuelle Analyse von Daten aus Single Case- Studien (kontrollierten Einzelfallexperimenten). Es enthält ein umfangreiches Unterscheidungstraining und Übungsmöglichkeiten, adaptive Anweisungen und Korrekturen bei Fehlern sowie vollständige Audioaufnahmen in einem selbstgesteuerten, mobilfreundlichen Format. | View | tutorial | |
 | Habilitation, Dishabilitation, and Rehabilitation: A Revolutionary Approach to Disability | Video | Hank Schlinger | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Higher Ed, ASD, and Sexuality | Video | Chaturi Edrisinha | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | How Can We Increase the Impact of Behavior Analysis in Solving Problems in New Areas? | Video | Ron Van Houten | 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.
Presented at the 2016 Michigan Autism Conference | View | video | |
| How to Systematically Evaluate Treatments for Autism That Lack an Evidence Base | Video | Matthew Brodhead | 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.
Presented at the 2016 Michigan Autism Conference | View | video | |
 | Immediate Feedback: A Misconception of a Recommended Practice | Video | Elian Aljadeff | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
 | Impacts of Integrity Failures on Common Reinforcement-Based Interventions | Video | 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.
Presented at the 2020 Michigan Autism Conference | View | video | |
 | Implementing Video Modeling with Learners with Autism Spectrum Disorders | Video | Joshua Plavnick | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Improving Conversational Skills of College Students with ASD | Video | Amanda Karsten | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
| Improving the Lives of Students with Autism by NOT Focusing on their Disability | Video | Morten Haugland | This presentation will share how Haugland Learning Center (HLC) and its staff use the science of human behavior to improve educational functioning for children with autism. HLC is a private school in Ohio serving more than 300 students with an autism diagnosis. Focus will be on how our professional values and philosophy plays a role in the services we provide. Too often behavior analysts focus on the autism diagnosis and “canned” treatment approaches, missing the Analysis part of ABA. As a result, progress may be limited lending ammunition to those criticizing our science. This presenter believes that our values and how we approach interventions for individuals with autism play a significant role in the level of improvement for those we serve. HLC’s values include the statements: “Having Autism is not an excuse for lower expectation” and “Kids don’t fail because they have autism, but because they are not taught”. HLC is focusing on education rather than treatment and sets high expectations for all students. Staff are not allowed to use the label of autism as an excuse for a students’ failure to learn. Our students make significant improvements in academic and social functioning through focus on effective instruction based on our science. Data will be presented showing how the Morningside Model of Generative Instruction have produced great improvement across all academic areas. A critical overview of the components of our program will be shared.
Presented at the 2017 Michigan Autism Conference | View | video | |
 | Incorporating Social Peers into ABA Instruction to Teach Social Skills | Video | Kate LaLonde & Kenzie Gatewood | 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.
Presented at the 2017 Michigan Autism Conference | View | video | |
 | Incorporating Supervision Best Practices Into Clinical Work | Video | Amber Valentino | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Integrating Technology into Practice: Why, What, Where, When, How | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
| Integrating the Topic of Sexuality for School-Aged Individuals with Autism | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Introduction to Acceptance and Commitment Training for Individuals with Developmental Disabilities | Video | Brooke Smith & Gregory Smith | 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.
Presented at the 2020 Michigan Autism Conference | View | video | |
 | Is It Training or Is It Feedback? Ensuring Proper Plan Implementation in 24-Hour Settings | Video | Jeana Koerber | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Leaving the Nest: Preparing for and Supporting the Transition to College | Video | Kourtney Bakalyar | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Making Data Easy in Classroom Settings | Video | Jason Guild & Kathy Fox | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
| Mastering the Basics of Visual Analysis | Tutorial | Katie Wolfe and Timothy A. Slocum | 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. | View | tutorial | |
| Matter of Great Consequence: The Standard Celeration Chart | Video | Richard M. Kubina Jr. | 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.
Presented at the 2017 Michigan Autism Conference | View | video | |
| Navigating Higher Education with ASD | Video | Chaturi Edrisinha | 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.
Presented at the 2017 Michigan Autism Conference | View | video | |
 | PBIS in the Classroom | Video | 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).
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Peer to Peer Support Builds Meaningful Social Relationships | Video | Amy Matthews, Carrie Carr, Katy Foster, Lindsey Harr-Smith, & Kathy Hickok | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
| Performance Management in Clinical Settings | Video | Heather McGee | 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.
Presented at the 2017 Michigan Autism Conference | View | video | |
 | Practical and Ethical Methodologies for Assessing Function of Problematic Behaviors in the Natural Environment | Video | Robert Ross | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Practical Ethics for the Effective Treatment of Autism Spectrum Disorder | Video | David Cox, Shawn Quigley, & Matthew Brodhead | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Preparing and Supporting Individuals with Autism for Success in Higher Education | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Problem Behavior is Predictable and Preventable | Video | Timothy Vollmer | 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.
Presented at the 2015 Michigan Autism Conference | View | video | |
 | Programming for Success: Critical Elements of an Effective Intervention for Individuals with Autism | Video | James Partington | 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.
Presented at the 2017 Michigan Autism Conference | View | video | |
 | Promoting Happiness Among Adults with Autism on the Severe End of the Spectrum: Evidence-Based Strategies | Video | Dennis Reid | 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.
Presented at the 2016 Michigan Autism Conference | View | video | |
| Promoting Quality in Adult Services for People with Autism: Evidence-Based Strategies | Video | Dennis Reid | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Promoting Successful Aging Through the Lifespan for Individuals with ASD and Intellectual and Developmental Disabilities | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
| Relational Frame Theory Flashcards | Flashcards | FoxyLearning | This set was developed by FoxyLearning to cover the terms and concepts found in our tutorial, An Introduction to Relational Frame Theory. | View | flashcards | |
 | Selecting, Confirming, and Maintaining an Alternative Method of Speaking for Non-Verbal Children and Adults | Video | Patrick McGreevy | 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.
Presented at the 2016 Michigan Autism Conference | View | video | |
 | Selling Hype or Giving Hope: Science and Pseudoscience in Autism Treatment | Video | 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.
Presented at the 2020 Michigan Autism Conference | View | video | |
 | Social Motivation Theories of Autism: Is Insensitivity to Social Reward Really the Problem? | Video | Iser DeLeon | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Strategies for Promoting Complex Social Play in Children with Autism Using Photographic Activity Schedules | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | Supporting Diversity, Equity, and Inclusion with Explicit Instruction | Video | Janet Twyman | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Teaching Listener Responding to Children with Autism | Tutorial | Kaneen Smyer, Jamie M. Severtson, & Linda A. LeBlanc | 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. | View | tutorial | |
 | Teaching Problem Solving to Increase Academic, Communication, and Social Skills | Video | Judah Axe | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | Teaching Safety Skills to Children with Autism: What Works and What Doesn’t? | Video | Ray Miltenberger | 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.
Presented at the 2020 Michigan Autism Conference | View | video | |
| Teleconsultation in Autism Treatment: Applications and Considerations | Video | Stephanie Peterson | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | The Effects of a Remote Behavioral Skills Training Package on Staff Performance in Conducting Functional Analyses | Video | Denice Rios | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | The Effects of a Text Message Prompt on Conversation Between Dyads with Autism Spectrum Disorder | Video | Julia Blanco & Marjorie Charlop | Many forms of technology are now a mainstay of families, such as smartphones, iPads, computers and the like. Easy to use procedures that can be implemented on these devices in naturalistic settings are being developed. These treatment procedures are less stigmatizing, easy to use, do not require apps, and can be used with any of these technologies available in the classroom, home, and community. This presentation will focus on a series of studies using smartphones and iPads to increase the social speech of children with autism spectrum disorder in naturalistic settings.
Presented at the 2017 Michigan Autism Conference | View | video | |
 | The Generalization of Mands | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
 | The Training Curriculum for Supervisors of ABA Technicians in Autism Programs | Video | Breanne Hartley | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
 | The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): An Overview | Video | Carl Sundberg | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
| Toward an Understanding of Assent with Individuals with Communication Disabilities | Video | Cody Morris & Jessica Detrick | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
 | Toward the Development of an Equity Focused Teacher-Student Interaction Tool | Video | Nicole Hollins & Daphne Snyder | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Training Providers to Conduct Trial-Based Functional Analysis | Video | Mandy Rispoli | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
| Training the Parent Trainer | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video | |
| Training the Parent Trainer: Training and Ethical Considerations | Video | Carl Sundberg | 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.
Presented at the 2022 Michigan Autism Conference | View | video | |
 | Treating Food Selectivity as Resistance to Change | Video | Kathryn M. Peterson & Cathleen C. Piazza | 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.
Presented at the 2021 Michigan Autism Conference | View | video | |
 | Treatment Strategies for Selective Eaters | Video | Amy Drayton | 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.
Presented at the 2015 Michigan Autism Conference | View | video | |
 | Using Behavioral Science to Improve Fidelity of Implementation of Behavior Support Plans in Schools | Video | 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.
Presented at the 2020 Michigan Autism Conference | View | video | |
| Using Positive Behavioral Interventions & Supports to Help Children with Autism be Successful in the Gen-Ed Setting | Video | Steve Goodman | 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.
Presented at the 2015 Michigan Autism Conference | View | video | |
| Verbal Behavior Flashcards | Flashcards | FoxyLearning | This set was developed by FoxyLearning to cover the terms and concepts found in our tutorial, An Introduction to Verbal Behavior. | View | flashcards | |
 | Visual Support Strategies to Teach Recreation and Leisure Skills to Adults with Developmental Disabilities | Video | Jeff Chan | Recreation and leisure skills are an important part of everyone’s daily lives. These skills are important for rest and relaxation as well as improving one’s quality of life. Three studies assessing the effectiveness of visual support strategies to teach recreation and leisure activities to adults with developmental disabilities will be presented. In Study 1, we taught an adult with Down Syndrome three activities (painting a picture, listening to music on an iPod, and taking pictures) using a video prompting procedure. In Study 2, we utilized a picture schedule intervention to teach three adults with intellectual disability to use an iPad in order to play Angry Birds. In Study 3, we taught three adults with disabilities to play Fruit Ninja with a video modeling intervention. Results suggest that visual strategies of instruction are an easy and efficient way to teach new skills to adults with disabilities. Practical implications of this line of research and future directions will be discussed.
Presented at the 2017 Michigan Autism Conference | View | video | |
 | What Constitutes a Behavioral Approach to Autism Treatment? | Video | Mark Sundberg | It is clear that the principles and procedures that constitute behavior analysis can have a significant impact on individuals with autism. However, with the recent passage of several insurance bills, many are now claiming to provide behaviorally based services. In addition, schools attempting to implement behavioral programs have few guidelines as to what actually constitutes a behavioral program. We as professional behavior analysts need to define our practice in a way that provides clearer guidance and criteria for those claiming or attempting to provide behavioral services. This presentation provides some suggestions regarding what constitutes a behavioral approach to autism treatment.
Presented at the 2015 Michigan Autism Conference | View | video | |
 | What Students and Educators Can Teach Us About Functional Behavior Assessment and Intervention in the Classroom | Video | Jennifer Austin | 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.
Presented at the 2016 Michigan Autism Conference | View | video | |
 | What You Need to Know to Be a Behavior Analyst | Video | James Todd | 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.
Presented at the 2018 Michigan Autism Conference | View | video | |
 | What’s in a Name? Exploring What it Means to Supervise | Video | 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.
Presented at the 2019 Michigan Autism Conference | View | video |
