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Abstract

The most popular time series visual display used in practice and research is the linear graph. Recent inquiry into fields such as behavior analysis and special education demonstrates widespread variability with how practitioners and researchers construct graphs. One study showed an 85% error construction rate across approximately 4,400 line graphs. Graphs serve a critical function for people receiving treatment: analysis, interpretation, decision making, and communication of results. The Standard Celeration Chart offers a solution at least 10x better than nonstandard linear graphs for all of the previously listed outcomes. All people with ASD who receive treatment across time deserve the most responsive and information-rich statistical graphic available. The following presentation will provide reason and evidence showing how the Standard Celeration Chart offers high caliber visual representations of data and precision metrics and analytics. Better data analysis fosters sound decision making and accelerated achievement of outcomes.

About the Speaker

Dr. Richard (Rick) Kubina has a bachelor’s degree (psychology) from Youngstown State University, a master’s and a doctoral degree (special education) from The Ohio State University. Kubina is a Professor of special education at The Pennsylvania State University and co-founder of Chartlytics. Kubina has published multiple research articles, books, and book chapters on evidence-based education and measurement of student progress. Kubina has consulted with school districts and charter schools using Precision Teaching, effective practice methods, and other measurably superior educational programs.

Abstract

Young children with autism often have difficulty cultivating friendships due to the language and social deficits associated with the disorder. Additionally, therapeutic environments may not be arranged to promote social interaction between individuals with autism and those without autism. As such, individuals with autism often lack appropriate models for language and social skills. Further, therapists face multiple challenges in creating therapeutic environments that mimic real-life settings in which children would apply these skills. A possible solution is to include children with autism in education and social settings with neurotypical children. This presentation will outline how to use Applied Behavior Analysis (ABA) therapy in inclusive pre-school settings. The strategies outlined have been developed and evaluated at Michigan State University’s Early Learning Institute, an inclusive, early intensive behavior intervention center for young children with autism. Specific strategies discussed will include language and social skills training, facilitating activities between children with and without autism, and incorporating children with autism into typical routines observed in preschool settings.

About the Speaker

Kate LaLonde, Clinical Director at Early Learning Institute (ELI) and an Assistant Professor with a joint appointment in Counseling, Educational Psychology & Special Education (CEPSE), Human Development and Family Studies. LaLonde is an assistant professor of special education, a Board Certified Behavior Analyst – Doctoral (BCBA-D) and the Clinical Director of the Early Learning Institute. Her research focuses on using behavior analysis to solve socially significant problems. She spent time in Tanzania as a researcher at APOPO (https://www.apopo.org/en/), an NGO using operant conditioning procedure to teach giant African pouched rats to detect landmines and tuberculosis. Her research also focuses on problems often observed in individuals with autism spectrum disorders and other developmental disabilities. She is specifically interested in increasing vocal speech, complex social skills, and physical activity in children and adults. She has also published in natural environment teaching and behavioral gerontology.

Abstract

This presentation provides the audience with an overview of Anthony’s life, his challenges and his successes. The speaker talks about autism and how it has impacted his life and how he has utilized the support and resources around him to get where he is today. Anthony talks about the role of education, coaches and teachers in his life as well as that of family. The audience will be inspired to find their hope and motivation and to be that for others.

About the Speaker

Anthony Ianni is one of the most sought after motivational speakers in the Nation. At the age of 4, Anthony was diagnosed with Pervasive Developmental Disorder (PDD), which is on the Autism Spectrum (ASD). Doctors and specialists told Anthony’s parents that he would barely graduate from high school, would never graduate from college, would never have a shot at being an athlete and would likely live in a group institution with other Autistic kids for his adult life. His family was devastated but pledged they would help Anthony be successful no matter what, and he is. Despite bullies, adversity & numerous personal challenges Anthony worked hard & never gave up. Not only did he earn his Bachelor’s Degree from Michigan State University in Sociology, he is the first Division 1 Basketball Player in NCAA History with Autism. Anthony played for legendary coach Tom Izzo. He won two Big Ten Championships, a Big Ten Tournament Title, was the recipient of the 2011 Tim Bograkos Walk On Award & the 2012 Unsung Player Award, and was a member of the 2010 Final Four team. He is the recipient of 2014 Epling Agent of Change Award, Finalist for the 2013 Detroit Pistons Game Changer Award, was named by Autism Speaks as 1 of 10 People with Autism who inspired 2014, was named one of CBS News’s Inspiring Individuals on the Autism Spectrum. Anthony has pledged his life & career to help those who face similar challenges. He has been invited to tell his story & share his message across the country & has inspired countless individuals to Live Your Dreams.

Abstract

Many children do not learn to communicate with spoken words. Many of these non-verbal children reach adulthood without an effective, alternative method of speaking. Some children are taught to ‘exchange pictures’, ‘select pictures on an electronic device with voice output’, or ‘use signs’. Still others are not provided with an alternative method of speaking at all. As the children become older, those who were provided with an alternative method, often abandon this method in favor of methods like ‘informal gestures’ or ‘leading others to what they want’, which are portable and which do not require special equipment. This abandonment suggests the need for systematic procedures which insure that alternative methods of speaking selected for non-verbal children are effective and endure through their adult years. The presenter describes systematic procedures for selecting an alternative method of speaking for specific learners and then testing the effectiveness of this method.

About the Speaker

Dr. McGreevy received B.S. and M.A. degrees in Psychology and Special Education, respectively, from the University of Iowa. He was a special education teacher for eight years, working with children and young adults with moderate-to-severe developmental disabilities. He received the Ph.D. degree in Education from Kansas University under the guidance of Ogden R. Lindsley. Dr. McGreevy served as an assistant research professor in the Institute for Community Studies and the Department of Special Education at the University of Missouri-Kansas City and as an assistant professor in the Department of Special Education at Louisiana State University. He taught courses in applied behavior analysis, as well as, curriculum and instruction for students with moderate-to-severe disabilities. He is the author of Teaching and Learning in Plain English, an introduction to Precision Teaching, and the founder and first editor of the Journal of Precision Teaching and Standard Celeration Charting. He is also the author of nine journal articles and a book chapter on teaching verbal behavior. He is also the first author of 14 Essential for Living, a new functional skills curriculum, assessment, and professional practitioner’s handbook for children and adults with moderate-to-severe disabilities. For the past 30 years, Dr. McGreevy has provided consultations for children and adults with developmental disabilities and hands-on training for their families. He has also provided consultation and training for school districts, residential programs, and hospitals in the United States, the United Kingdom, and Canada, specializing in the treatment of aggressive and self-injurious behavior in individuals with limited communication or language skills. Dr. McGreevy has also conducted workshops on teaching communication skills and language in the context of severe problem behavior, which are based on B. F. Skinner’s analysis of verbal behavior. From 2005-2014, Dr. McGreevy served as an assistant professor in the Behavior Analysis Program at the Florida Institute of Technology. He taught on-campus courses and seminars, and online lectures, with an emphasis on the application of principles and procedures. From 2005-2014, Dr. McGreevy served as an assistant professor in the Behavior Analysis Program at the Florida Institute of Technology. He taught on-campus courses and seminars, and online lectures, with an emphasis on the application of principles and procedures.

Abstract

With over 400 treatments for autism, behavior analysts are sometimes placed in a position where they must monitor the effects of alternative or ancillary treatments that lack an evidence base. Behavior analysts must be mindful about how they evaluate treatments that lack an evidence base in order to determine whether or not they produce desired outcomes. This presentation will provide an overview of research methods to evaluate such treatments and will highlight notable research studies that evaluated questionable treatments (e.g., weighted vests and sensory integration) for individuals with autism.

About the Speaker

Matthew T. Brodhead, Ph.D., BCBA-D, is an Assistant Professor at Michigan State University. His research examines the behavioral determinants of response variability and decision-making in children with autism. He is also interested in research and conceptual issues relating to the ethical and professional behaviors of practicing behavior analysts. Through workshops and consultation, he has established multiple school-based programs for children with autism, and he has provided training to teachers, related service providers, and behavior analysts throughout the United States.

Abstract

Behavior analysis is a powerful tool that could ameliorate many of society’s problems. One of the first problems that was seriously addressed with a behavior analytic approach was the treatment of autism. Although a behavioral approach yielded promising results from the start, it took many years before the behavioral approach was accepted as the treatment of choice for autism. Although promising data have also been obtained from applications of behavioral technology to many other social problems, these applications have not yet been widely accepted or disseminated. Skinner envisioned behavior analysis as a technology that would address a wide variety of societal challenges. Initially behavior analysts were highly enthusiastic about society adopting our approach in areas such as education, but many people already working in these fields were resistant to a behavioral approach. This presentation examines a number of areas where behavior analysis could make a difference, and explore ways to overcome obstacles and accelerate the acceptance of our approach.

About the Speaker

Dr. Van Houten received his BA from SUNY at Stony Brook and his MA and Ph.D. from Dalhousie University where he received training in the Experimental Analysis of Behavior. He is currently Professor of Psychology at Western Michigan University. Dr. Van Houten has published extensively in JABA on a wide variety of problems, ranging from the education of inner city youth and children with “learning disabilities”, the treatment of children and adults with developmental delays, the treatment of clinical problems in children, traffic safety, energy conservation, and aviation safety. Currently Dr. Van Houten is a member of the Transportation Research Board and a member of the National Committee for Uniform Traffic Control Devices. He is a past AE for the Journal of Applied Behavior Analysis and a Fellow of the ABAI. In 2013 he received the Waller Award from the National Academy of Science and in 2015 he received the Award for Scientific Translation Impact of Science on Application from the Society for the Advancement of Behavior Analysis. Dr. Van Houten is also an avid pilot flying power aircraft and gliders and a flight instructor.

Abstract

In 2004, the New York Times wrote that “no disability claims more parental time and energy than autism.” Families dealing with autism face many hardships, not the least of which is financial hardship. One reason for the financial hardship is the failure of the health insurance industry to cover treatments for, and sometimes even diagnosis of, autism. As recently as the turn of the millennium, it was widely accepted that health insurance did not cover even the standard treatments for autism. Since 2007, there has been a fast-moving national movement toward autism insurance reform. More than 40 states have now enacted legislation requiring insurers to cover autism interventions, including ABA. In this session, we examine the language of the autism insurance laws, including a comparison of their key terms and features. You will learn about the different types of public and private health insurance plans, with a particular emphasis on recent activity in Medicaid policies. The potential pitfalls that consumers may face when attempting to utilize benefits are discussed. Finally, effective strategies for influencing autism-related policy decisions are presented.

About the Speaker

Lorri Unumb is a lawyer, professor, and the mother of three children – Ryan (15), who has classic autism; Christopher (12); and Jonathan (8), who has Asperger’s. In 2005, she wrote groundbreaking autism insurance legislation for South Carolina (“Ryan’s Law”) that served as the catalyst for the national autism insurance movement. Lorri began her autism advocacy as a volunteer. In 2008, she was recruited by Autism Speaks to work full-time and has since testified more than 100 times on health insurance issues around the country. For her advocacy efforts, Lorri has been recognized with many awards including:

• BACB’s Michael Hemingway Award
• California Association of Behavior Analysts “Leadership in Law” Award
• APBA “Jerry Shook” Award
• NASCAR Foundation’s Betty Jane France Humanitarian Award

Lorri’s work has been profiled on CNN, on NPR’s “Morning Edition,” and in Town&Country magazine, from whom she received one of three 2009 “Women Who Make a Difference” awards. She is profiled in the American Academy of Pediatrics book “Autism Spectrum Disorders: What Every Parent Needs to Know.” Following law school, Lorri clerked for a federal judge and then enjoyed a fulfilling career as an appellate litigator with the United States Department of Justice. She left DOJ to become a law professor at George Washington University Law School and later served as an inaugural faculty member at the Charleston School of Law. While in Charleston, she hosted a weekly TV show called “The Law with Professor Lorri.” Lorri teaches a course at GW Law called “Autism and the Law.” She and her husband wrote the first-ever comprehensive textbook on legal issues related to autism, also called “Autism and the Law.” She also founded the Autism Academy of South Carolina in 2011.