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The Scientist-Practitioner in Behavior Analysis: A Case Study

Includes	1 video with embedded questions Certificate of completion Unlimited access
Format	Interactive Video
Estimated Duration	1 hour

In this presentation to the Society for the Quantitative Analyses of Behavior (SQAB) in 1998, Murray Sidman describes the development (from 1965 to 1975) of behavior-change programs implemented outside the animal laboratory to benefit humans before such application was established formally as an entity derived from the experimental analysis of behavior. The presentation illustrates the use of an inductive method in practice, where working with a fluid behavior stream entails making intervention decisions on the spot. Examples include fading and backward-chaining procedures in the establishment and stimulus control of novel actions. Sidman also discusses the certification of practitioners and the interaction between client and therapist and between basic and applied endeavors. The latter define what is contemporaneously described as translational intervention. It is noteworthy that Sidman’s presentation was at a meeting attended by both practitioners and scientists.

Preview

Below is the entire non-interactive version of this video. It does not contain embedded questions or completion tracking like the paid version of the module.

Training the Parent Trainer: Training and Ethical Considerations (Standard)

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

About the Speaker

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

Education-based Evaluations for Autism Spectrum Disorder (Standard)

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

About the Speakers

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

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

Habilitation, Dishabilitation, and Rehabilitation: A Revolutionary Approach to Disability (Standard)

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

About the Speaker

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

Leaving the Nest: Preparing for and Supporting the Transition to College (Standard)

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

About the Speaker

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

Ethical Decision Making: Navigating Complex Challenges in Behavior Analytic Work (Standard)

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

About the Speaker

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

Supporting Diversity, Equity, and Inclusion with Explicit Instruction (Standard)

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

About the Speaker

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

Using Video-based Group Instruction to Teach Social Skills to Individuals with Autism (Standard)

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

About the Speaker

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

A Candid Discussion on Sexuality and Safety in Behavior Analysis (Standard)

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

About the Speaker

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

The Effects of a Remote Behavioral Skills Training Package on Staff Performance in Conducting Functional Analyses (Standard)

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

About the Speaker

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

Ethics in Functional Analysis: Expert and Novice use of the Functional Analysis Risk Assessment Decision Tool (Standard)

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

About the Speaker

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

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

A Guide to Creating Meaningful Supervision Activities and Measures (Standard)

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

About the Speaker

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

Toward the Development of an Equity Focused Teacher-Student Interaction Tool (Standard)

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

About the Speakers

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

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

Functional Supervision: What It Is and What It Takes to Be a Successful Supervisor (Standard)

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

About the Speaker

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

Is It Training or Is It Feedback? Ensuring Proper Plan Implementation in 24-Hour Settings (Standard)

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

About the Speaker

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

Contracting: A Positive Way to Improve Family Dynamics and Learn New Skills (Standard)

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

About the Speakers

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

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

B.F. Skinner on Education

Includes	1 video with embedded questions Certificate of completion Unlimited access
Format	Interactive Video
Estimated Duration	1 hour

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.

Preview

Below is the entire non-interactive version of this video. It does not contain embedded questions or completion tracking like the paid version of the module.

Treating Food Selectivity as Resistance to Change (Standard)

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

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

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

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

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Dr. Mandy Rispoli is a Professor of Special Education at Purdue University and a Board Certified Behavior Analyst-Doctoral level. She is the Co-Editor-in-Chief of the Journal of Positive Behavior Interventions. Operating from a behavior analytic framework, Dr. Rispoli’s scholarship is built upon sustained university-community partnerships to improve teachers’ meaningful involvement in functional behavior assessment and intervention and to promote positive outcomes for young children with autism and developmental disabilities.
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Peer to Peer Support Builds Meaningful Social Relationships (Standard)

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

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Amy Matthews, PhD, BCBA

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

Carrie Carr, M.Ed

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

Katy Foster, M. Ed

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

Lindsey Harr-Smith, MA, CCC-SLP

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

Kathy Hickok, M. Ed., BCBA

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

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Bridging for Success in Autism: Training and Collaboration Across Community Systems (Standard)

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

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

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

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Breanne Hartley, PhD, BCBA-D is the Chief Clinical O�cer at LittleStar ABA Therapy. She obtained certification as a Board Certified Behavior Analyst in 2007 and obtained a doctorate degree in Behavior Analysis in 2009 from Western Michigan University, specializing in Autism Spectrum Disorder and Developmental Disabilities.
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Addressing Pseudoscientific Practices in Applied Behavior Analysis (Standard)

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

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

Dr. Kim Killu is a professor in the special education and applied behavior analysis programs at the University of Michigan-Dearborn. She has worked with all categories of exceptionality as a psychologist and a Board Certi�ed Behavior Analyst.
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Assessment and Treatment of Problem Behaviors within an Outpatient Clinic (Standard)

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

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

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

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

Carrie Carr, M.Ed

Katy Foster, M. Ed

Lindsey Harr-Smith, MA, CCC-SLP

Kathy Hickok, M. Ed., BCBA

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