Workshops

Full-Day Workshops

Dr. Patrick McGreevy

Patrick McGreevey

Teaching Functional, Life Skills to Children and Adults with Moderate-to-Severe Disabilities, Including Autism, using Essential for Living

Abstract

In recent years, many teachers, curriculum coordinators, and behavior analysts have struggled with what to teach children with moderate-to-severe disabilities or limited skill repertoires, includ-ing many children with autism, especially as they grow older. In public schools, they are often instructed to adhere to the Common Core State Standards, while in ABA programs they are often offered only developmental curricula designed to help young children catch up to their typically-developing peers. When they look for alternative sources of more functional skills, they often find few available options. Dr. McGreevy will describe Essential for Living, a verbal behavior based functional skills curriculum, and its value for children and adults with moderate-to-severe disabilities. He will also describe in detail how to use this instrument.

Dr. Rick Kubina

Rick Kubina

How to 10x Behavioral Outcomes with Quantified Decision Making

Abstract

The heart of data analysis for the science of behavior exists as a time series visual display called the line graph. Contemporary behavior analysis has adopted a nonstandard, linear line graph. While the linear graph does provide basic information for data analysis and subsequent data analysis, several limitations hamper outcome resolution. Additionally, the nonstandard nature of the graphs can negatively impact data interpretation and communication through construction graphical practices such as improper scaling and physical manipulations of the size of the graph. Therefore, behavior analysts find themselves with a limited set of options for data analysis at best, and compromised or misleading analytic tool at worse. Ton the other hand the science of behavior can have a standard ratio graph that quantifies within and between condition analysis. The standard, proportional view of data and subsequent behavior change statistics offer an unparalleled suite of analytical tools and decision making tactics for practicing behavior analysts. The following workshop will build a case for a standard ratio graph. Furthermore, participants will learn how to use the basics of a powerful visual display that will advance thinking and reasoning about data and facilitate effective decisions.

Drs. Katie Garza & Rebecca Eldridge

Katie Garza

Supervision Solutions for Behavior Analysts: An 8-Hour Supervisor Training Event

Abstract

In their September, 2012 newsletter, the BACB announced that BCBAs providing supervision must complete an 8-hr approved supervision training in order to “more directly impact the acquisition and maintenance of quality supervision repertoires and increase compliance with BACB standards.” However, training alone may not be sufficient. Supervisors training people to become Board Certified Behavior Analysts typically serve in other professional roles outside of that of BCBA supervisor. These roles may effectively compete with the responsibilities of supervising. Having materials to reduce the effort of supervising may increase the likelihood of supervisors carrying out the full process of behavioral skills training, which would help increase the proficiency with which their supervisees can perform the skills outlined in the BACB Fourth Edition Task List and Supervision Training Curriculum Outline. The purpose of this workshop is therefore to satisfy the BACB 8-hr supervision training requirements as well as to introduce some tools for increasing the efficiency and effectiveness of supervision and facilitating the process of behavioral skills training for BCBA supervisors.
This training program is based on the BACB Supervision Training Curriculum Outline, but is offered independent of the BACB.

Half-Day Workshops

Dr. Stephanie Peterson’s Research Lab

Peterson Lab

Functional Communication Training

Abstract

Individuals with developmental disabilities often experience communication challenges that lead to the use of severe problem behaviors in order to get their needs met. Functional communication training (FCT) is a commonly used and research-based intervention for individuals with developmental disabilities who engage in problem behaviors. FCT involves teaching individuals a functionally alternative and socially significant communication response to replace problem behavior. Given the prevalence of individuals with developmental disabilities that experience communication challenges, it is essential that applied behavior analysts have knowledge and skills to implement FCT strategies. Using Functional Communication Training for Problem Behavior by Joe Reichle and David P. Wacker as guide, this workshop will provide attendees with critical information about FCT. Information presented in the workshop will include 1) how to assess communicative functions, 2) how to select communicative alternatives, 3) suggestions of antecedent-focused interventions that should be used in conjunction with FCT, 4) suggestions of requests that should be taught that include protest, break, help, and other specific requests, and 5) how to write FCT into behavior support plans.

Dr. Dennis Reid

Dennis Reid

Training, Supervising, and Motivating Quality Performance among Front-Line Staff

Abstract

This workshop will describe evidence-based means of training, supervising, and motivating direct support staff in human service settings. The strategies to be discussed are based on over four decades of behavior analytic research and application. Topics to be covered include: (1) staff training procedures that are effective, efficient, and acceptable to staff, (2) practical performance monitoring approaches, (3) routinely supporting proficient staff performance and, (4) correcting nonproficient performance. Throughout the workshop an emphasis will be on providing a motivating work environment for staff that promotes quality performance and work enjoyment.

Drs. Shawn Quigley, Matt Brodhead, & David Cox

Ethics Workshop

Practical Ethics for the Effective Treatment of Autism Spectrum Disorder

Abstract

This workshop is for behavior analysts working directly with, or supervising those who work with, individuals with autism. The workshop addresses important topics such as the principles and values that underlie the Behavior Analyst Certification Board’s ® Professional and Ethical Compliance Code for Behavior Analysts, and factors that affect ethical decision-making. In addition, the workshop addresses critical and under-discussed topics of: scope of competence; evidence-based practice in behavior analysis; how to collaborate with professionals within and outside one’s discipline; and how to design systems of ethical supervision and training that customized to unique treatment settings. Across many of the topics, the presenters also discuss errors students and professionals may make during analyses of ethical dilemmas and misapplications of ethical codes within their practice.

Dr. Carl Sundberg

Carl Sundberg

Training the Parent Trainer

Abstract

Most of a client’s hours are spent away from the main training environment.Most of our clients go home to their parents after day therapy. What becomes critical is that the methods used in ABA therapy are transferred to the home environment. There are many challenges however. The first challenge is that the BCBA must provide a behavioral repertoire to the parents. It took most of us years to establish the behavior repertoire we now have to effectively work with our clients. Aside from teaching a general behavior repertoire, it is important to know what specific targets and procedures need to be put in place. The second challenge is understanding and working around the barriers that are in place for the parents to follow thought with the BCBA’s recommendations. Consider all of the competing contingencies in place in the home. The parents may work all day, have other children, and have multiple household tasks that need to be completed. Add to that, they may not understand why it is important to do some of the things they are asked of them when it seems that there are easier ways (e.g., just give the child a hug and he will stop his tantrum). Finally, there may be situations arise where the technician feels uncomfortable in the home or she may witness a behavior from a parents that could meet criteria for call CPS. This workshop will provide the attendee the tools needed to have the most successful parent training experience possible.

Conference Archives