- FoxyLearning

Toward an Understanding of Assent with Individuals with Communication Disabilities (Standard)

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.

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Dr. Cody Morris is an Assistant Professor and Graduate Program Director of Applied Behavior Analysis at Salve Regina University. He earned his doctorate in Behavior Analysis at Western Michigan University, where he studied under Dr. Stephanie Peterson. Cody’s primary research interest is improving the practice of behavior analysis – which involves improving assessment and treatment techniques for challenging behavior, identifying and addressing barriers to practice, and exploring conceptual issues related to practice.

Jessica J. Detrick, M.A., BCBA, LBA, is a doctoral student in Clinical Psychology at Western Michigan University. She received her B.A. (2016) from the University of Iowa and M.A. (2018) from the University of Missouri. Jessica is a Project Coordinator and Clinical Supervisor of the Psychological Assessment and Treatment Services (PATS) team. PATS is a team of BCBAs working with Integrated Services of Kalamazoo who provide consultative services to adult and children consumers with developmental disabilities, mental illness, and emotional behavior disorders who engage in challenging behaviors.
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Immediate Feedback: A Misconception of a Recommended Practice (Standard)

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.

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Elian is a lecturer in the B.A. program in Behavioral Sciences and the M.A. program Applied Behavioral Analysis at the School of Social Sciences and Humanities, Kinneret Academic college. Elian’s areas of interest are the application of ABA in education and training, self-management, and system analysis.
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Making Data Easy in Classroom Settings (Standard)

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.

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Jason Guild has served in several roles at Haugland Learning Center for the last 11 years, including classroom aide, teacher and teacher coach. Data analysis is his favorite part of his job. He also works as a consultant for Morningside Teachers’ Academy. In his spare time, Jason enjoys watching auto racing and playing with his little boy, Jacob.
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Conceptualizing Self-Determination from a Behavior Analytic Perspective (Standard)

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.

About the Speaker

Dr. Stephanie Peterson is chair and professor for the Department of Psychology at Western Michigan University, as well as a member of the behavior analysis faculty. She earned her doctorate in Special Education at The University of Iowa in 1994. Her primary research interests are choice making, functional communication training, reinforcement-based interventions for children with problem behavior, and concurrent schedules of reinforcement in the treatment of severe problem behavior and in functional analysis of problem behavior. She also has interests in applications of behavior analysis to educational interventions and teacher training. She currently serves on the Editorial Board of the Journal of Applied Behavior Analysis and is a Senior Editorial Consultant for Education and Treatment of Children.

Chomsky vs. Skinner: In Their Own Words

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

In 1957, B.F. Skinner published the book Verbal Behavior. In 1959, a young linguist named Noam Chomsky published a review of that book, sharply criticizing 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:

Verbal behavior, linguistics, and language acquisition
Structuralism
Morality
Nature vs. nurture
Fascism and racism
Rule-governed behavior
Universal grammar

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.

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

Abstract

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.

About the Speaker

Wendy Machalicek, Ph.D., BCBA-D is an Associate Professor in the Department of Special Education and Clinical Sciences and is affiliated with the HEDCO Clinic and the National Center on PBIS in the College of Education at the University of Oregon. She received her Ph.D. in Special Education with a specialization in autism and developmental disabilities from the University of Texas at Austin in 2008. Her scholarship focuses on single-case research methods and the assessment and treatment of challenging behavior of children with autism and other developmental disabilities with an emphasis on supporting teachers and parents in implementing evidence-based practices. Her work is currently funded by the U.S. Department of Education Institute for Education Sciences and the Office of Special Education Programs. She is Editor-in-Chief of Developmental Neurorehabilitation, an Associate Editor for Remedial and Special Education, and on the international advisory board of Cochrane Rehabilitation.

A Review of Treatment Options Using Script and FCT to Address Challenging Behavior (Standard)

Dr. Jessica Korneder, Payton Boudreau, & Anna Jenkins

Abstract

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.

About the Speakers

Dr. Jessica Korneder is an Assistant Professor and Director the ABA Clinic at Oakland University. Payton Boudreau received her MEd in Special Education with a concentration in Applied Behavior Analysis from Oakland University and became a BCBA in 2020. She has been providing services to children diagnosed with ASD for five years, and is the founder of INSPIRE Autism. Anna Jenkins received her MEd in Special Education with a concentration in Applied Behavior Analysis from Oakland University and became a BCBA in 2020. She currently works as a BCBA at INSPIRE Autism and has been providing services to children diagnosed with ASD for five years.

Introduction to Acceptance and Commitment Training for Individuals with Developmental Disabilities (Standard)

Abstract

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.

About the Speakers

Brooke Smith, Ph.D. is an assistant professor in the Department of Psychology, Clinical Psychology Program, at Western Michigan University. She received her Ph.D. from Utah State University in 2019 and completed her clinical internship at the VA Puget Sound, American Lake Division. Dr. Smith’s research and clinical interests include therapeutic processes of change and their translation from basic behavioral principles to applications in mindfulness, exposure, and acceptance-based psychotherapies, particularly Acceptance and Commitment Therapy (ACT). Gregory (Greg) S. Smith, Ph.D., BCBA-D, is a Board Certified Behavior Analyst at the doctoral level. He has more than 16 years of experience in behavior analysis, ranging from basic, translational, and applied research to implementation of Organizational Behavior Management and clinical work with children and adults with autism and other intellectual and developmental disabilities. His current research interests include assessment of implicit bias across a variety of domains, as well as complex human behavior (Relational Frame Theory, Acceptance and Commitment Training), OBM, and theory/philosophy issues.

Establishing Generative Learning for Children with Autism (Standard)

Abstract

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.

About the Speaker

Mark Sundberg, Ph.D., BCBA-D received his doctorate degree in Applied Behavior Analysis from Western Michigan University (1980) under the direction of Dr. Jack Michael. He is the author of the VB-MAPP, and co-author of the original ABLLS and the book Teaching Language to Children with Autism or Other Developmental Disabilities. He has published over 50 professional papers and 6 book chapters. His latest publication is a book chapter titled “Verbal Behavior” in Applied Behavior Analysis (3rd ed.) by Cooper, Heron, & Heward (2020). Dr. Sundberg is the founder and past editor of the journal The Analysis of Verbal Behavior, a twice past-president of The Northern California Association for Behavior Analysis, a past-chair of the Publication Board of ABAI, an ABAI Fellow, and he served two terms on the Board of Directors of the B. F. Skinner Foundation. Dr. Sundberg has given hundreds of conference presentations and workshops nationally and internationally, and taught 80 undergraduate and graduate courses on behavior analysis, verbal behavior, sign language, and child development. He is a licensed psychologist with over 45 years of experience. His awards include the 2001 “Distinguished Psychology Department Alumnus Award” from Western Michigan University, and the 2013 “Jack Michael Outstanding Contributions in Verbal Behavior Award” from ABAI’s Verbal Behavior Special Interest Group.

Teaching Safety Skills to Children with Autism: What Works and What Doesn’t? (Standard)

Abstract

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.

About the Speaker

Ray Miltenberger received his Ph.D. in clinical psychology from Western Michigan University in 1985 after completing a predoctoral internship in developmental disabilities and behavioral pediatrics from the Kennedy Institute at Johns Hopkins University School of Medicine. He was a professor of psychology at North Dakota State University from 1985 to 2006. He is currently a professor in the Department of Child and Family Studies and the Director of the Applied Behavior Analysis programs at the University of South Florida. Dr. Miltenberger is a former President of the Association for Behavior Analysis International and has served on the Executive Committee of the Florida Association for Behavior Analysis and the Board of Directors of the Society for Advancement of Behavior Analysis. He serves or has served on the editorial boards of Journal of Applied Behavior Analysis, Journal of Behavioral Education, Behavioral Interventions, Journal of Positive Behavioral Interventions, and Education and Treatment of Children. Dr. Miltenberger also has been the Literature Review Editor for Education and Treatment of Children, an associate editor for Education and Treatment of Children and Behavior Analysis in Practice, and a guest associate editor for Journal of Applied Behavior Analysis. Dr. Miltenberger’s research in applied behavior analysis focuses on teaching safety skills to children and individuals with disabilities, ABA approaches in health, fitness, and sports, analysis and treatment of repetitive behavior disorders, and functional assessment and treatment of problem behaviors. He has published over 250 journal articles and chapters, has co-edited a text on analysis and treatment of tics and repetitive behavior disorders, and has written a popular behavior modification textbook, now in its sixth edition and in six languages. Dr. Miltenberger has received a number of awards for his teaching, research, and mentoring.

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

Abstract

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.

About the Speaker

Adam Briggs is an Assistant Professor of Psychology at Eastern Michigan University. Dr. Briggs is a board certified behavior analyst at the doctoral level and a licensed behavior analyst in the state of Michigan. He received a Bachelor of Science in Psychology from Western Michigan University, a Masters in Science in Applied Behavior Analysis in Developmental Disabilities from Auburn University, and a Ph.D. in Behavioral Psychology from the University of Kansas. His dissertation evaluated the effects of differential reinforcement of alternative behavior without the use of extinction for treating dangerous instances of severe destructive behavior. This project received several accolades, including the 2017 APA Division 25 SEAB Applied Dissertation Award. In addition, during his tenure at the University of Kansas, Dr. Briggs received the Baer, Wolf, and Risley Outstanding Graduate Student Award for excellence in teaching, research, and service. He later completed a two-year post-doctoral fellowship at the University of Nebraska Medical Center’s Munroe-Meyer Institute under the direction of Dr. Wayne Fisher. He has served on the Board of Editors for the Journal of Applied Behavior Analysis and Behavior Analysis in Practice and as an ad-hoc reviewer for a number of other behavior-analytic journals. Dr. Briggs has conducted research in the area of assessment and treatment of severe behavior disorders, including several grant-funded research projects focused on integrating stimulus control technology and consequent-based refinements in ways that mitigate relapse and improve the efficacy and generality of FCT interventions.

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

Abstract

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.

About the Speaker

Dr. Thomas Zane is a Professor of Practice and the Director of Online Programs in Behavior Analysis in the Department of Applied Behavioral Science at the University of Kansas. Dr. Zane earned his Bachelor’s and Master’s degree in psychology at Western Michigan University and his doctorate in Applied Behavior Analysis at West Virginia University. He has served as a Post-Doctorate Research Associate at the University of Massachusetts and as a Research Scientist at Johns Hopkins University Department of Psychiatry. Dr. Zane serves on the Executive Board of the Cambridge Center for Behavioral Studies, the international organization that represents the eld of behavior analysis. He is also a member of the Scientific Council of the Organization of Autism Research, a group that funds innovative research in Autism Spectrum Disorders. Dr. Zane has been past President of the Ethics Special Interest Group of the International Association for Behavior Analysis. His research interests include online learning, evidenced-based practice in autism, and the philosophy of science and radical behaviorism. He is particularly interested in why some behavior analysts drift from the code and the importance of adhering to choosing scientifically supported treatments in clinical and educational work.

Impacts of Integrity Failures on Common Reinforcement-Based Interventions (Standard)

Abstract

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.

About the Speaker

Dr. St. Peter is a professor and area coordinator in behavior analysis, as well as the director of graduate training at West Virginia University (WVU). She received her Ph.D. in psychology with a specialization in behavior analysis in 2006 from the University of Florida. During her graduate training, she worked under the supervision of Timothy R. Vollmer. Dr. St. Peter joined the faculty at WVU in fall of 2006, and was promoted to associate professor in 2012.

What You Need to Know to Be a Behavior Analyst (Standard)

Abstract

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.

About the Speaker

Dr. James Todd is a Professor of Psychology at Eastern Michigan University. Much of his recent work involves the analysis of ineffective and pseudoscientific interventions for autism and other developmental disabilities, especially “facilitated communication” and “rapid prompting.” He has served as an expert for the Defense in cases involving false accusations of abuse arising from these methods. Most recently he was an expert witness for the Prosecution in the Stubblefield assault case in New Jersey discussing the scientific evidence against the validity of facilitated communication.

Teleconsultation in Autism Treatment: Applications and Considerations (Standard)

Abstract

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.

About the Speaker

Stephanie M. Peterson, Ph.D., BCBA-D, is a Professor of Psychology at Western Michigan University. She earned her doctorate in Special Education at The University of Iowa in 1994. Her primary research interests are choice making, functional communication training, reinforcement-based interventions for children with problem behavior, and concurrent schedules of reinforcement in the treatment of severe problem behavior and in functional analysis of problem behavior. She also has interests in applications of behavior analysis to educational interventions and teacher training. She currently serves on the Editorial Board of the Journal of Applied Behavior Analysis and is a Senior Editorial Consultant for Education and Treatment of Children.

Higher Ed, ASD, and Sexuality (Standard)

Abstract

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.

About the Speaker

Chaturi Edrisinha is a board-certified behavior analyst. She received her Ph.D. in autism and developmental disabilities and her M.Ed. in early childhood special education from The University of Texas at Austin. An overarching agenda in Dr. Edrisinha’s research is to develop instructional and support strategies in order to foster independence and inclusion for persons with autism spectrum disorders. She has been successful in obtaining multiple research grants totaling more than $100,000. She published more than 60 peer-reviewed articles, conference papers, and book chapters in many prestigious journals, including the Journal of Applied Behavior Analysis, Research in Developmental Disabilities, and the Journal of Autism and Developmental Disabilities and presented at numerous national and international conferences.

ASD and Sleep: Helping Children (and their families!) Get a Good Night’s Sleep (Standard)

Abstract

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.

About the Speaker

Dr. Dawn Dore-Stites completed her graduate training in clinical psychology at Western Michigan University. Her training included internship at Children’s Hospital of Michigan which focused specifically upon pediatric psychology, a branch of psychology that blends child clinical and health psychology. After internship, she completed a postdoctoral fellowship at the University of Michigan, where she was fortunate to receive additional training in behavioral interventions in pediatric sleep and elimination disorders. Clinically, Dr. Dore-Stites works with children and adolescents struggling with sleep disorders and elimination disorders (fecal or urine incontinence). Dr. Dore-Stites relies on evidence-based treatment including behavioral and cognitive-behavioral strategies and tailors treatment to the individual needs of the child and their family.

Better Outcomes Demand Better Graphing (Standard)

Abstract

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.

About the Speaker

Dr. Richard (Rick) Kubina has a bachelor’s degree (Psychology) from Youngstown State University and a master’s and a doctoral degree (Special Education) from The Ohio State University. Dr. Kubina is a Professor of Special Education at The Pennsylvania State University and co-founder of Chartlytics. Dr. Kubina has published multiple research articles, books, and book chapters on evidenced-based education and measurement of student progress. He also served as the past Editor of the Journal of Precision Teaching & Celeration. Dr. Kubina consults with school districts and charter schools using Precision Teaching, effective practice methods, and other measurably superior educational programs.

The Generalization of Mands (Standard)

Abstract

The ability to make requests, conceptually referred to as the mand relation, is a type of verbal operant whose response form is under control of a motivating operation (MO). It is the first verbal operant to be acquired, directly benefits the speaker, leads to the development of other behaviors, and may serve to replace problem behavior. Even though the topography of the mand is under the functional control of an MO, its occurrence is influenced by a multitude of variables functioning as discriminative stimuli (SDs). Thus, the generalization of mands can occur across both MOs and SDs. Additionally, the same MO may evoke new mand topographies—a form of response generalization. During this talk, I will describe these two types of mand generalizations as a way to influence future research and clinical practice, as well as how to promote them.

About the Speaker

Dr. Caio Miguel is a Professor of Psychology at California State University, Sacramento and an Adjunct Doctoral Advisor for the Ph.D. Program in ABA at the Institute for Behavioral Studies at Endicott College. Caio also serves as an Adjunct Professor (Professor Colaborador) at the Department of Experimental Psychology at the University of Sao Paulo – Brazil. He obtained his bachelors degree in Psychology at the Pontificia Universidade Catolica de São Paulo in Brazil, and M.A. and Ph.D. degrees in Applied Behavior Analysis (ABA) at Western Michigan University under the co-advisement of Dr. Jack Michael and Dr. James Carr. Caio has been a Board Certified Behavior Analyst-Doctoral (BCBA-D) since 2004.

PBIS in the Classroom (Standard)

Abstract

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).

About the Speaker

Dr. Steve Goodman is the Director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a statewide initiative to improve the behavior and reading outcomes of elementary and middle school students. Holding a Ph.D. in psychology with an emphasis on Applied Behavior Analysis (ABA), he is a specialist in the area of School-wide Positive Behavior Supports. His 30 years in the field of education includes 12 years as a classroom teacher working with a full range of behavioral impairments and learning challenges, teacher consultant and adjunct professor teaching graduate and undergraduate students. Dr. Goodman has co-authored research articles in professional journals as well as several book chapters promoting a unique approach to intervention that integrates behavioral and reading learning supports.

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

Abstract

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.

About the Speaker

Dr. Janet Twyman is an education innovator, thought leader, and founder of Blast: a learning sciences company. She’s also the Director of Innovation and Technology for the Center on Innovations in Learning, Associate Professor of Pediatrics at the Univ. of Mass. Medical School, and formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout. Her numerous articles, book chapters, and presentations cover behavior analysis, instructional design, technology, and educational systems; she also co-edited two books on educational innovation and personalized learning. She has presented to and worked with education systems, organizations, and institutions over 40 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. She serves on several boards and committees, and co-chairs the education group for the Cambridge Center for Behavioral Studies. In 2007-08 she served as the President of the Association for Behavior Analysis and in 2014 was named an ABAI Fellow. For her distinguished contributions to educational research and practice she received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.

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

Abstract

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.

About the Speaker

Dorothea Lerman is currently a Professor of Psychology and Behavior Analysis at the University of Houston – Clear Lake, where she directs a master’s program in behavior analysis and serves as Director of the UHCL Center for Autism and Developmental Disabilities. She received her doctoral degree in Psychology from the University of Florida in 1995, specializing in behavior analysis. Her areas of expertise include autism, developmental disabilities, early intervention, functional analysis, teacher and parent training, and treatment of severe behavior disorders. Dr. Lerman has published more than 80 research articles and chapters, served as Editor-in-Chief for The Journal of Applied Behavior Analysis and Behavior Analysis in Practice and has secured more than $2 million in grants and contracts to support her work. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B.F. Skinner Award for New Researchers, awarded by Division 25 of the American Psychological Association. She also was named a Fellow of the Association for Behavior Analysis-International in 2008. Dr. Lerman is a Licensed Behavior Analyst and a Board Certified Behavior Analyst.

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

Abstract

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.

About the Speaker

Dr. Jonathan Baker is a clinical faculty specialist in the Department of Psychology at Western Michigan University. Prior to joining WMU, he was an associate professor and coordinator of the gerontology certificate program, as well as a faculty member in the behavior analysis and therapy program in the Rehabilitation Institute at Southern Illinois University. He received a certificate in gerontology from the University of Kansas, a master’s in applied behavior science from the University of Kansas, and a Ph.D. from Western Michigan University. Dr. Baker is on the Board of Directors for the Behavior Analyst Certification Board. He is an Associate Editor at Behavior Analysis: Research and Practice as well as in the AE mentorship program for the Journal of Applied Behavior Analysis. He
has served as a guest reviewer for multiple behavior analytic journals, as well as the American Journal of Alzheimer’s Disease and Related Dementias and The Gerontologist. Dr. Baker is the former president of the Mid-American Association of Behavior Analysis and former chair of the Behavioral Gerontology Special Interest Group with ABAI. Dr. Baker was the principle investigator for the Behavioral Residential In-home Care and Supports (BRICS) project evaluation for the Illinois Department of Aging and is currently a coprincipal investigator for Behavior Analysis and Intervention in Nursing Homes, funded by the Michigan Department of Health and Human Services. Dr. Baker’s research interest are behavioral gerontology, treatment adoption, adults and older adults with developmental disabilities, and staff training.

Evaluating the Reliability and Sensitivity of the VB-MAPP as an Outcome Measure in Autism Research (Standard)

Abstract

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.

About the Speakers

Dr. Amin “Duff” Lotfizadeh is the Director of Research at Easterseals Southern California and Khrystle Montallana is the Autism Services Regional Training Supervisor at Easterseals Southern California.

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

Abstract

Many parents with children with Autism have difficulty seeing their children as sexual beings. They often don’t know how to provide the needed supports for their children to have a healthy sexual life. This presentation will address parental issues in regards to sexuality and autism including strategies on how to talk with your child about their changing bodies, when to have the “talk” and what to expect. Strategies for individuals needing varying supports across the spectrum will be discussed.

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