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Using Positive Behavioral Interventions & Supports to Help Children with Autism be Successful in the Gen-Ed Setting (Standard)

Dr. Steve Goodman

Abstract

Positive Behavioral Interventions & Supports (PBIS) is an evidence-based set of practices that is currently implemented in over 20,000 schools across the nation. Key features of PBIS include identifying behavior expectations, teaching the expectations, reinforcing engagement in the behavior expectations and correcting behavior errors. The intensity of supports increases as the magnitude of problem behavior increases. More intensive supports are based on functional assessment linked to behavior support plan that includes skill development and engineering the environment for success along with ongoing progress monitoring and program adjusted as needed. This presentation describes the key principals of Positive Behavioral Interventions & Supports (PBIS) and how this PBIS framework can be applied to the general education classroom setting to promote success for students with autism.

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.

Treatment Strategies for Selective Eaters (Standard)

Dr. Amy Drayton

Abstract

A wide range of feeding problems are common in children with autism spectrum disorders but perhaps the most common is eating a restricted variety of table foods. Specific behavioral strategies to introduce new foods and increase the amount of each new food are discussed in detail. Signs of oral-motor skills deficits that may block treatment progress are also reviewed.

About the Speaker

Amy Kathryn Drayton, Ph.D., is an Assistant Professor of Clinical Psychology at the University of Michigan C.S. Mott Children’s Hospital. Dr. Drayton earned her Ph.D. from Eastern Michigan University and her primary areas of interest include the comparative effectiveness of feeding interventions and cost effectiveness of behavioral treatments. She also conducts research on the treatment of disruptive behavior in children, specifically parent management training and time out.

Problem Behavior is Predictable and Preventable (Standard)

Dr. Timothy Vollmer

Abstract

When problem behavior such as self-injury, tantrums, aggression, or property destruction occur, observers often lament, “The behavior seems to occur for no reason; it just comes out of nowhere.” The actual scientific evidence on severe problem behavior suggests that more often than not, the behavior is quite predictable and orderly. The presenter reviews five groups of evidence to suggest that problem behavior is predictable and orderly: 1. During a functional analysis, it tends to occur under certain conditions and not others, 2. The “matching law” almost perfectly predicts the occurrence of behavior, 3. The behavior stops when it is no longer reinforced, 4. The behavior stops when the motivation to engage in behavior is removed, and 5. Alternative and less dangerous forms of behavior can be readily shaped to replace problem behavior. Based on this information, the presenter outlines a model for behavioral assessment and intervention.

About the Speaker

Timothy R. Vollmer received his Ph.D. from the University of Florida in 1992. From 1992 until 1996 he was on the psychology faculty at Louisiana State University. From 1996 to 1998 he was on the faculty at the University of Pennsylvania Medical School. He returned to the University of Florida in 1998 and is now a Professor of Psychology. His primary area of research is applied behavior analysis, with emphases in developmental disabilities, reinforcement schedules, and parenting. He has published over 130 articles and book chapters related to behavior analysis. He was the recipient of the 1996 B.F. Skinner New Researcher award from the American Psychological Association (APA). He received another APA award in August, 2004, for significant contributions to applied behavior analysis. He is also currently the Editor-in-Chief of the Journal of Applied Behavior Analysis.

Evidence-Based Practice of Applied Behavior Analysis (Standard)

Dr. Susan Wilczynski

Abstract

The evidence-based practice of applied behavior analysis involves the integration of the best available evidence gleaned from the literature with professional judgment and client values/context. The phrase “evidence-based practice” does not imply that practitioners should randomly select among treatments identified in evidence-based practice guidelines or systematic reviews. This presentation reviews each of the components of evidence-based practice but highlights the importance of client and contextual variables that should influence treatment selection. Behavior analytic literature focusing on client variables (e.g., medical conditions that may serve as motivating operations) and contextual variables (e.g., environmental and resource constraint) are used to demonstrate why these variables are essential to effective clinical decision-making. Parental role in the determination of client and contextual variables is given a prominent position in the discussion because the least effective intervention is the one that is never used. Parents must consider variables other than the level of empirical evidence support a given treatment. The recent results of the National Autism Center’s National Standards Project 2.0 are briefly incorporated into the discussion in conjunction with a larger focus on providing appropriate behavior analytic services to clients on the spectrum.

About the Speaker

Susan Wilczynski is the Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis. Before joining the faculty at Ball State University (BSU), she served as the executive director of the National Autism Center where she chaired the National Standards Project, the most comprehensive systematic review of autism literature completed to date. She currently serves as the Director of the Center for Autism Spectrum Disorders at BSU. She developed the first center-based treatment program in the state of Nebraska while on faculty at the University of Nebraska Medical Center and was the first female faculty member with a research lab in the psychology department at the University of Southern Mississippi. Wilczynski has edited multiple books and manuals on evidence-based practice and autism and has published scholarly works in the Journal of Applied Behavior Analysis, Behavior Modification, Focus on Autism and Other Developmental Disabilities, Psychology in the Schools, and Education and Treatment of Children. She is a licensed psychologist and a board-certified behavior analyst. Wilczynski won the 2011 Wing Institute Award for her contributions to evidence-based practice and autism and is currently the president of the special interest group on evidence-based practice of the Association of Behavior Analysis International.

Essential Competencies for Practitioners Working with Children Diagnosed with Autism (Standard)

Dr. Mary Jane Weiss

Abstract

The practice of Applied Behavior Analysis gets more complex with each passing year, and the definition of essential competencies continues to expand. Our understanding of how to apply the science and technology of ABA becomes increasingly nuanced and sophisticated with the advancement of research and the development of clinical tools. This presentation focuses on the essential competencies for practitioners that will enable clinicians to remain aware of best practice recommendations, to stay close to the evidence-based nature of our science, and to apply our interventions in ethical and humane ways.

About the Speaker

Mary Jane Weiss, Ph.D., BCBA-D is a Professor at Endicott College, where she directs the Master’s Program in ABA and Autism and is a mentoring faculty member in the Doctoral program. She also does research with the team at Melmark. Dr. Weiss has worked in the field of ABA and Autism for over 30 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, where she served as Director of Research and Training and as Clinical Director. Her interests center on defining best practice ABA techniques, evaluating the impact of ABA in learners with autism, teaching social skills to learners with autism, training staff to be optimally effective, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is a regular reviewer for a variety of professional journals, and is a frequent member of service committees for the Behavior Analyst Certification Board. She is also a Past President of the Autism SIG at ABAI and a former member of the Board of APBA.

Incorporating Supervision Best Practices Into Clinical Work (Standard)

Dr. Amber Valentino

Abstract

Supervision impacts all facets of a practitioner’s work. Providing high quality supervision can ensure high quality clinical care, prepare aspiring behavior analysts to effectively supervise others, and contribute to the growth of our field. However, incorporating best practices into every day clinical work can be challenging. This breakout session will review best practices in supervision and provide recommendations for practitioners to incorporate them into practice. Participants will have the opportunity for open discussion and resource sharing.

About the Speaker

In 2008, Amber Valentino received a doctoral degree in clinical psychology from Xavier University in Cincinnati, OH. She completed a predoctoral internship and postdoctoral fellowship at the Marcus Autism Center/Children’s Healthcare of Atlanta in Atlanta, GA. After completion of her postdoctoral training, she remained at the Marcus Autism Center, serving as program coordinator of a community autism parent training program and as a senior psychologist in a language and learning clinic. In 2012, she transitioned to Trumpet Behavioral Health where she has held various leadership positions. She currently serves as the Chief Clinical Officer for Trumpet Behavior Health. In this role, she oversees clinical services, all research and training initiatives and builds clinical standards for the organization. Dr. Valentino’s clinical and research interests include the assessment and treatment of verbal behavior, primarily in children with autism. She is also interested in evaluation of programming to address unique adaptive skill deficits, and in developing standards for effective supervision in the field. Dr. Valentino currently serves as an Associate Editor for Behavior Analysis in Practice and previously served as an Associate Editor for The Analysis of Verbal Behavior. She serves as a frequent guest reviewer for several behavior analytic journals.

Are You Providing SUPER-vision? (Standard)

Dr. Tyra Sellers

Abstract

Professionals responsible for overseeing clinical service delivery to individuals with Autism Spectrum Disorder and their families frequently provide supervision to therapists, paraprofessionals, and clinical supervisees who are responsible for direct service delivery. This supervision includes ensuring the acquisition and maintenance of skills and knowledge, the implementation of clinical services, and the collection of data. Many professionals may also be providing supervision to individuals seeking professional credentialing and licensure and who will, themselves, become supervisors in the future. Supervisors play a critical role in ensuring the skills of those providing direct therapeutic services, and in shaping the repertoires of future supervisors, but many never receive formal training on effective supervisory practices. Professionals in supervisory roles can implement specific strategies to ensure that their supervision is, in fact, super, resulting in positive client outcomes and securing a continued future of high-quality supervisors.

About the Speaker

Dr. Tyra Sellers received her Ph.D. in Disabilities Discipline – Applied Behavior Analysis from Utah State University in 2011. She is a Board Certified Behavior Analyst, and a Licensed Behavior Analyst in Utah. She is currently an assistant professor in the Department of Special Education and Rehabilitation at Utah State University and the director of the Utah Behavior Support Clinic (UBSC). She and her team provide assessment and intervention services for individuals with severe problem behavior at the university-based clinic, in homes and schools across the state, as well as provide consultative support to build and train indistrict behavior support teams for school districts. She earned a B.A. in Philosophy and an M.A. in Special Education from San Francisco State University, and a J.D. from the University of San Francisco. Dr. Sellers has over 20 years of clinical experience working with individuals with disabilities, spanning from EIBI through adult services. Her research interests include behavior variability, assessing and treating problem behavior, and effective training and supervision. She has consulted with many school districts in the United States, and with several clinical organizations and schools in Brazil and Russia. She has published thirteen research and scholarly articles, has co-authored three chapters, and regularly presents her work at local, state, regional, national, and international conferences.

Social Motivation Theories of Autism: Is Insensitivity to Social Reward Really the Problem? (Standard)

Dr. Iser DeLeon

Abstract

Some theories of Autism Spectrum Disorder (ASD) implicate a neurobiologically driven insensitivity to social reward as the basis for social deficits, and less directly, other core diagnostic features of ASD. This is sometimes referred to as the Social Motivation Theory of Autism and has, on occasion, been used to justify avoiding social reinforcers when working with individuals with ASD. I will review and discuss evidence, from my lab and others’, for and against this insensitivity. I will specifically consider: (a) studies on identifying or verifying socially-mediated reinforcers in ASD; (b) studies that compare social and nonsocial reinforcers in ASD; and (c) studies that compare social reward in persons with and without ASD. I will conclude with alternative interpretations and questions that need to be answered to make sense of these theories.

About the Speaker

Dr. Iser DeLeon earned his Ph.D. at the University of Florida, where he is now a Professor of Psychology. Recent prior positions of his include Associate Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine and Director of Research Development for the Department of Behavioral Psychology at the Kennedy Krieger Institute. Dr. DeLeon currently serves as President of the Board of Directors of the Behavior Analyst Certification Board. In addition, he is on the Board of Directors of the Society for the Experimental Analysis of Behavior and has served as Associate Editor for both the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior. Over the past 15 years, Dr. DeLeon’s research has been supported by several private and federal agencies, including the National Institute of Mental Health and the National Institute of Child Health and Human Development. This research has focused on assessment and treatment of aberrant behavior in persons with neurodevelopmental disorders, identification of preferences and determinants of choice, and translation of basic behavioral processes towards enhancing therapeutic and instructional outcomes.

Teaching Problem Solving to Increase Academic, Communication, and Social Skills (Standard)

Dr. Judah Axe

Abstract

Problem solving is defined as manipulating stimuli to increase the probability of arriving at a solution to a problem. When given a problem, such as a math problem or a question that involves recalling a past event, an individual arrives at a solution by engaging in a few behaviors, such as asking herself questions, drawing out possible solutions, and visualizing. A challenge of analyzing problem solving is it often occurs covertly, or within an individual’s skin. Although typically developing people engage in problem solving on a daily basis, there is limited research on teaching problem solving strategies to individuals with disabilities, especially in a behavior analytic framework. Two potential benefits of teaching problem solving skills to children with autism are less rote responding and more generalization. The presenter will provide a conceptual analysis of problem solving and review previous research on using problem solving to teach academic, communication, and social skills. The presenter will also describe his research on teaching problem solving to help children with autism recall past events, and he will recommend directions for research and practice.

About the Speaker

Judah B. Axe, Ph.D., BCBA-D, LABA, is an Associate Professor of Education and Behavior Analysis at Simmons College and the Director of the Special Education Program at Simmons. Dr. Axe received his M.A. and Ph.D. in Special Education and Applied Behavior Analysis from The Ohio State University. He conducts research with children with autism and related disabilities in the areas of verbal, social, and challenging behavior. Three current research topics are the effects of problem solving on recalling past events, the effects of echoic responding on multiply controlled intraverbals, and the effects of pre-session pairing on compliance and problem behavior. Dr. Axe serves on the editorial boards of The Analysis of Verbal Behavior, Behavior Analysis in Practice, and Behavioral Interventions. He has served as Chair of the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International (ABAI), Co-Coordinator of the Verbal Behavior Area for the ABAI Conference, Chair of the Student Relations Committee of the Berkshire Association for Behavior Analysis and Therapy, and Trustee and the Continuing Education Coordinator of the Cambridge Center for Behavioral Studies.

Practical and Ethical Methodologies for Assessing Function of Problematic Behaviors in the Natural Environment (Standard)

Dr. Robert Ross

Abstract

Some current Functional Analysis (FA) methods (Analog and Trial-based) typically rely on two elements that raise ethical concerns: 1. The direct reinforcement of the problem behavior as part of the assessment process (Analog and Trial-based methods) 2. Use of indirect data rather than direct to develop hypotheses that then guide treatment (IISCA). Additionally, many practitioners simply cannot conduct analog FA’s in many if not most applied settings. This session will describe alternative procedures and methods that focus on direct experimental tests that can be conducted in the context of home and school settings. These methods involve direct tests of consequence effects on topographies of behavior similar to the actual problem behavior. This results in the clinician having objective data on the reinforcing effects of stimuli without needing to directly reinforce potentially dangerous/injurious topographies of behavior. An advantage of such procedures is that they involve simultaneous establishment of appropriate alternative behaviors as part of the assessment procedures. Additionally, the collection and use of objective data to develop hypotheses of function enables clinicians to avoid having to test all potential functions, and focus only on those that actually occur. This efficiency may speed access to effective treatment over more laborious subjective methods. The proposed methodology provides a more ethical, conceptually systematic, and practical assessment of function.

About the Speaker

Dr. Ross is the Senior Vice President of Treatment Efficacy and Graduate Education at Beacon ABA Services of Massachusetts and Connecticut. He received his Master’s in Applied Behavior Analysis from Northeastern University and his Doctorate from Nova Southeastern University. Dr. Ross oversees all research activity at Beacon. He also provides direct and consultation services to families, schools and educational programs throughout the U.S. and Canada. He is a founding member and current Past President of the Massachusetts Association for Applied Behavior Analysis. Dr. Ross is also the President of the Autism Special Interest Group (SIG) of ABAI, and has served three terms on the ABAI Practice Board.

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