CalABA -- California Association for Behavior Analysis

Program & Schedule
(CLICK HERE for 2005 Conference Home Page)

NOTE: This web page may not print properly due to its width. Please use the PDF file for printing. Jump down to: Conference Schedule Overview Complete Program Schedule (or download/print the Complete Program Guide and Schedule PDF) --- updated Feb. 10, 2005 --Thursday, Feb. 17 --Friday, Feb. 18 --Saturday, Feb. 19 Poster Session

Schedule Overview (Top)
Wednesday, February 16, 2005
3:00 – 5:00 pm	Exhibitor setup
5:00 – 7:00 pm	Conference registration Sponsored hospitality suites
Thursday, February 17, 2005
7:00 am	Conference registration opens
8:30 – 9:00 am	President’s welcome and conference introduction
9:00 – 10:00 am	Keynote address
10:00 – 12:00 pm	Concurrent sessions
12:00 – 1:00 pm	Lunch on your own
1:00 – 4:00 pm	Concurrent sessions
4:00 – 5:00 pm	Keynote address
5:00 - 8:00 pm	Workshops
7:30 – 8:30 pm	Conversation hour with keynote and invited speakers
8:00 – 10:00 pm	Poster session and social
ALL DAY	Exhibits open
Friday, February 18, 2005
7:00 am	Conference registration opens
9:00 –10:00 am	Keynote address
10:00 – 12:00 pm	Concurrent sessions
12:00 – 1:00 pm	Lunch on your own
1:00 – 4:00 pm	Concurrent sessions
4:00 – 5:00 pm	Keynote address
5:00 – 7:00 pm	Job Fair and Graduate Program Expo
5:00 – 7:00 pm	VIP reception
7:00 – 9:00 pm	Dinner and awards ceremony
9:00 – 10:30 pm	Sponsored hospitality suites
ALL DAY	Exhibits open
Saturday, February 19, 2005
7:30 – 9:00 am	Workshop registration
9:00 – 12:00 pm	Workshops
12:00 – 1:00 pm	Lunch on your own
1:00 – 4:00 pm	Workshops
ALL DAY	Exhibits open

Complete Conference Program and Schedule (Top)
(Subject to revision -- check program book and errata at conference for changes)
Program areas: AUT - Autism; CM - Clinical & Medical; DD - Developmental Disabilities; ED - Education; Exp - Experimental; HDG - Human Development & Gerontology; OBM - Organizational Behavior Management; PEL - Professional, Ethical & Legal; TCP - Theoretical, Conceptual & Philosophical; VB - Verbal Behavior; OTH - Other. Continuing Education (CE) Key: BACB - Behavior Analyst Certification Board; BBS - Board of Behavioral Science; MCEP - Mandatory Continuing Education Program for Psychologists: SLPAB - Speech-Language Pathology & Audiology Board Important Note: Continuing Education: CalABA is accredited as a provider of continuing education (CE) by the following organizations: Behavior Analyst Certification Board (for BACB Type 2, or approved, continuing education); California Board of Psychology Mandatory Continuing Education Program for Psychologists (MCEP); California Board of Behavioral Sciences (BBS); California Speech-Language Pathology and Audiology Board (SLPAB). Each of these organizations has specific criteria regarding events and instructors that can be offered for CE. If a prospective presenter at the CalABA conference wishes to have her/his address, symposium, or workshop considered for CE (posters are not eligible), s/he must indicate that when the presentation is submitted, and submit additional materials, such as the vitae of the proposed CE instructor. The CalABA Professional Standards Committee then reviews each of those submissions and determines if the event and instructor meet the CE criteria of the relevant organizations. In short, not all presentations on this coference program could be offered for CE. If a presentation is not offered for CE, it is either because the submitting author did not request CE review or did not submit the necessary materials, or because the event and/or instructor did not meet CE requirements. Presentations that are offered for CE are indicated in this program listing, along with the number of CEUs available (1 CEU for an address, 1.5 CEUs for a symposium, 3 or 6 CEUs for a workshop).
THURSDAY, 02/17 (Top)

8:30-9:00 Dana IV and V
Introduction and Welcome
Christian, LeeAnn, PhD
CalABA President
Regional Center of Orange County

9:00- 9:50 Dana IV and V		Autism, Science, and Politics
Krantz, Patricia J. Ph.D.		Recent decades have seen great strides in the behavior analysis of and intervention in autism,
Princeton Child Development Institute		but it sometimes appears that the developers and the consumers of this technology (research-
(Keynote Address - ALL)		ers, administrators, parents, practitioners, and funders) are their own worst enemies. Perhaps
		this is because scientific successes are punctuated by certain large-scale failures. For
		example, measures of social validity are increasingly common and indicate that the consumers
		of behavioral technology like it, but there are signs that many of those consumers do not know
		what "it" is, and they sometimes launch successful campaigns that induce government to
		support only selected pieces of technology or to invest in pseudoscience. Practitioners who do
		not know what "it" is are nevertheless willing to disseminate "it", and to argue for the superior-
		ity of their own brands of "it". These problems are unlikely to disappear; they require careful
		applied behavioral analyses of social systems.

10:00-10:50 Dana I, II, III		Assessment and Treatment of Pediatric Feeding Disorders and the Role of Parents as
Penrod, Becky		Change Agents
University of Nevada, Reno		This study evaluated effects of parents conducting functional analyses and treatment of food
(Address - AUT)		selectivity exhibited by their children. Experiment 1 evaluated effects of mothers conducting
Wallace, Michele D.		functional analyses of inappropriate mealtime behaviors. Experiment 2 evaluated effects of
Najodowski, Adel C.		mothers implementing differential reinforcement and escape extinction to treat inappropriate
University of Nevada, Reno		mealtime behaviors and whether increases in food consumption generalized to untrained foods.
Higbee, Thomas		Results of experiment 1 demonstrated that inappropriate mealtime behaviors were maintained by
Reagon, Kara		negative reinforcement and that mothers conducted functional analyses with high percentages of
Utah State University		procedural integrity. Results of experiment 2 demonstrated that accepting and swallowing non-
		preferred foods increased during treatment and generaoization probes and that mothers con-
1 CEU - BACB		ducted treatment procedures with high percentages of procedural integrity. Results were main-
		tained at a 12-week follow-up.

10:00-10:50 Dana VII and VIII		Some Methodological Recommendations for Studying Fluency
Chase, Philip N. Ph.D.		Rate-building procedures may be used to ensure both speed and accuracy of performance and
West Virginia University		often are claimed to result in greater retention, persistence, and generalization of trained skills, as
(Invited Address - ED)		well as being preferred by students. Given the potential importance of these claims for behavior
		analysts and educators, Doughty, Chase, & O'Shields (2004) reviewed research on rate building.
		The review revealed little experimental evidence that these outcomes result from the use of rate-
		building procedures when other variables that also are known to affect performance are con-
		trolled. Based on the results of this review, the current paper will address research methods
		used to investigate fluency. Of particular interest is an evaluation of methods for controlling the
		effects of practice and rate building as well as methods for assessing preference.

10:00-10:50 Capistrano		Interacting with People who Experience Behavioral Residuals of Brain Injury
McMorrow, Martin J. MS		This presentation will characterize behavioral issues that may accompany brain injury and provide
The MENTOR Network		conceptual/practical details related to some general interactional approaches to treatment such
(Address - CM)		as the "PEARL", and Personal Intervention Training. We will also address applicable data
		collection procedures for intensive neurobehavioral treatment environments, as well as other
		programmatic features.

10:00-10:50 Pacific Learning Center		A Chase to Excellency: A Skill Analysis of Multidigit Multiplication on Application
Lin, Fan-Yu Ph.D.		Multidigit multiplication is a major instructional concern for many children. Students with mathe-
California State University, Stanislus		matics difficulties may use inefficient strategies and may not develop fluency with multidigit
(Address - ED)		multiplication problems. The concept of application, or the rapid acquisition of a composite skill
		when the components skills are fluent, may offer insight into why students have difficulty with
1 CEU - BACB		multidigit multiplication problems. The presentation will cover the findings of an empirical study
		that examined the relationships of varied degrees of fluency (rate of production) within arithmetic
		problems when accuracy was controlled. Sixty-five fifth-grade students did timed assessments
		measuring their performance with component skills (complex addition and single-digit multi-
		plication) and a composite skills (multidigit multiplication). The findings suggest that fluent com-
		ponent skills are an essestial prerequisite for application in a composite skill.

10:00-11:20 Capistrano		Data-Based Social Skills Training Programs for Children with Autism
Chair: Charlop-Christy, Marjorie H.
Ph.D.
Claremont McKenna College
(Symposium - AUT)
Paper I: Daneshvar, Sabrina		The Present Status of Data-Based Social Skills Intervention Programs
Claremont Graduate University
Charlop-Christy, Marjorie H.
Claremont McKenna College
Paper 2: Byrd, Katherine K.		The Effects of Naturalistic Teaching Strategies (NaTS) on Acquisition of Coordinated
Carpenter, H. Michael		Joint Attention and Subsequent Increases in Speech in Children with Autism
Claremont Graduate University
Charlop-Christy, Marjorie H.
Claremont McKenna College
Paper 3: Berquist, Kari L.		Increasing Gestures in Children with Autism Using Naturalistic Teaching Strategies (NaTS)
Carpenter, H. Michael
Claremont Graduate University
Charlop-Christy, Marjorie H.
Claremont McKenna College
Paper 4: Berry, Debra L.		Teaching Perspective-Taking Skills to Children with Autism Using A Nonverbal Procedure
Claremont Graduate University
Charlop-Christy, Marjorie H.
Claremont McKenna College

1.5 CEU - BACB


10:00-10:50 Lantern II		A Transition Support Model from Home-Based ABA to School-Based Services for
Gentry, Riki MS		Children with Autism
Options 4 Autism		When a child with autism transitions from an intensive ABA program in the home to a school-
(Address - AUT)		based program many questions and challenges typically arise for all involved. Families may have
Frea, William D.		certain expectations, while the school district may have a different expectation. Both parties are
Autism Spectrum Therapies		invested in providing the child with what they each propose is the best option. It is not uncommon
		for discussions to ensue which focus only on how the primary stakeholders on the child's educa-
		tion team will prepare that child for the transition. Children with autism do need appropriate
		support to successfully tansition between programs; however support should also be provided to
		the families and to the school district. The current presentation discusses a three-point model
		for assisting children, families, and school districts towards a successful transition from intensive
		home-based ABA services to an appropriate and least restrictive environment in the school.

10:00 - 10:50 Lantern III		Behavior Analysis as Seen by the California Special Education Hearing Office:
Read, Jonathan		Perspectives of a School District Attorney and a Parent Attorney
Lozano Smith Law Firm
Graves, Maureen
Private Practice
Tibbetts, Terry
Jurupa Unified School District
(Address - PEL)


10:00-10:50 Catalina		The Perils of Systemization by Analogy for the Science of Organizations
Hayes, Linda J.		Organizations are complex situations having aspects belonging to multiple scientific domains in-
(Invited Address - OBM)		cluding those of psychology, sociology, and anthropology, among others. A science of organiza-
Delgado, Diana		tions must thereby begin with the selection of events not already isolated as the subject matters of
University of Nevada, Reno		these other sciences with respect to which subject-specific premises may be formualted, investi-
		gations conducted, and unique understandings produced. Concerted efforts are being made to
		observe the material or formal properties of the events comprising the subject matter of this new
		science. However, the dynamic properties of these events are being construed by way of an
		analogy with those of the psychological domain, which, in turn, were borrowed from descriptions
		of biological events. The aim of this paper is to acknowledge the value of analogical reasoning as
		a general practice in science, as well as to warn of its perils in this particular context.

10:30-11:50 Dana IV		Behavioral Consultation in Education: Applications from the Field
Chair: Wachelka, Donald
Quality Behavioral Outcomes
(Symposium - ED)

Paper 1: Pampino, Jr., Ralph N.		The Use of Weekly Auctions and Performance Portfolios to Accelerate Pro-Social
Wachelka, Donald		Behavior in the Classroom
Quality Behavioral Outcomes
Paper 2: MacDonald, Jennifer		Supplementing Token Economies with a Time-In Program
Quality Behavioral Outcomes
Paper 3: Spencer, Sherry		Considerations for Developing A Language-Based Classroom for Preschoolers with
Quality Behavioral Outcomes		Autism

1.5 CEU - BACB


10:30-11:50 Dana V		Behavior Intervention Plans in Community Settings: Then and Now
Chair: Rios, Jose D. MS
Private Practice
(Symposium - DD)
Paper 1: Gastelum, Zahaira		An Examination of Interventions Recommended in Community Settings
Rios, Jose D.
Private Practice
Hurtado, Evangelina
Pathways
Paper 2: Melchor, Rosa		Ethical Concerns in the Implementation of Behavior Intervention
Rios, Jose D.
Private Practice
Hurtado, Evangelina
Pathways
Paper 3: Rios, Jose D.		Inept, Ineffective and Incompetent Intervention Plans: Where Do We Go From Here?
Private Practice
Hurtado, Evangelina
Pathways

1.5 CEU – BACB, BBS


11:00-11:50 Dana I, II, and III		Disseminating Autism Intervention Technology: Don't Go Froth and Mortify
McClannahan, Lynn E. Ph.D.		Some behavior analysts note that we are more successful in developing technology than in
Princeton Child Development Institute		disseminating it. This presentation will review data on our efforts to disseminate an intervention
(Invited Address - AUT)		program for children with autism ages three to twenty-one. These efforts span two decades. The
		model includes a packaged curriculum; a staff training and evaluation protocol; specified outcome
		measures, including a protocol for the assessment of child behavior change; broad and ongoing
		consumer evaluation; and a training sequence designed to prepare scientist-administrators.
		Perhaps most importantly, the model specifies a system of interlocking contingencies that affect
		the behavior of consumers, staff members, and administrators.

11:00-11:50 Dana VI		Special Education Teachers' Use of Behavioral Principles in Classroom Instruction:
Ferko, Doreen Ph.D.		Closing Contingencies
Sylva, Judy		This address will include a report of preliminary observational data on special education teachers'
California State University, Fullerton		use of contingencies in classroom instruciton. A review of the literature concerning the gap be-
(Address - ED)		tween research and practice with regard to the use of applied behavioral procedures will be
		presented to establish the importance of this line of research. Two special educators completing
		their credentials in moderate-severe and early childhood special education participated in the
		study. They were observed to determine the rate at which they closed contingent interactions with
		students in instructional contexts by providing reinforcement, punishment, or corrective feedback.
		Implications for teacher preparation programs in special education and for future research on
		teacher practices will be discussed.

11:00-12:00 Dana VII and VIII		Is the Social Environment Still Important in Applied Work?
Ayllon, Teodoro Ph.D.		Call it what you will, behavior modification, behavior therapy, functional analysis of behavior, be-
Georga State University		havior analysis, or applied behavior analysis. It does not matter, it's all behavior-environment
(Invited Address -CM)		relations to me. It seems that in the applied area, we have been co-opted as most everyone talks
		behavior, reinforcement, negative reinforcement, time-out, and more. By and large these are just
		buzzwords with little functionality to them. Yet, our unique contribution does not reside in the
		technical language but rather on the behavior-environment relations that have always been the
		focus of behavioral research. Because I was "present at the creation", I would like to review some
		of the applied concerns we had at the time and what methodology helped us see behavior in a
		different light. In a sense, by going back to the past we may recognize that what we thought our
		future would be, may or may not fit into our current conceptualization and research of applied
		problems.

11:00-11:50 Pacific Learning Center		Gaining and Maintaining Access to Educational Settings
Tucci, Vicci MA		Issues related to gaining and maintaining access to educational settings will be discussed.
Tucci Learning Solutions, Inc.		Gaining access is a matter of not only offering a service of need, but of building value and
(Address -ED)		establishing oneself as a conditioned reinforcer. Once accepted, the behavior analyst needs to
		effect change in the rule goverened behavior of key members of the setting. In turn, established
		rule-governed behavior must lead to participants becoming sensitive to and responsive to direct
		acting contingencies. Behavior analysts will be most successful in educational settings if they
		first shape their own worth and value and then work to shape the rule-governed and contingency-
		shaped behavior of those for whom they are collaborating. This address will present the author's
		findings and strategies in accomplishing this outcome.

11:00-11:50 Lantern II		Generalized Negatively Reinforced Manding in Chiuldren with Autism
Yi, Janet I. MS		Individuals with developmental disabilities are often unable to communicate in traditional ways (i.e.,
Calif. State University, Los Angeles		vocal language) and frequently rely on challenging behaviors (e.g., aggression and self-injury) to
(Address -AUT)		express their needs for positive and negative reinforcement. While the area of positive reinforce-
		ment manding has been well documented and empirically validated, there is a paucity of research
		to support the area of negatively reinforced manding. Using a multiple baseline across participants
		design, this study sought to teach three children with Autism Spectrum Disorders (ASD) to replace
		their challenging/pre-vocal behaviors with more socially appopriate ways to request the removal of
		nonpreferred items. Results showed that all participants were able to learn the negatively
		reinforced mand response and generalized this response to other untrained items. In addition to
		extending the research in the area, the study empirically defined a procedure for teaching nega-
		tively reinforced manding. Moreover, teaching the mand response resulted in quality of life im-
		provements for all the participants and their families.

11:00-11:50 Lantern III		Classroom Strategies to Promote Positive Behaviors
Evans, Kendra MSW		Address will provide examples of proactive strategies that can be used in the mainstream and
The Children's Health Council		special day classes to model, shape, and reinforce positive behavioral choices. Examples will
(Address - ED)		include: use of routines, visuals, group incentives, promoting and generalizing social skills, and
		conflict resolution tools.

11:00-11:50 Catalina		Vision, Mission, and Goal Statements: A Generalizable Methodology with Examples from
Cone, John Ph.D.		Executive Coaching, Psychotherapy, and Autism
Alliant International University		Having goals is widely viewed as leading to greater achievement than not having them. Special
(Invited Address -OBM)		educators have long known the requirement for long and short term goals in individual education
		plans (IEPs). More recently, human service providers of all kinds are being pushed to develop
1 CEU – BACB, BBS		increasingly precise goals for their programs, with much of the stimulus for these efforts coming
		from third party payers. Unfortunately, the enthusiasm for developing measurable outcomes has
		not been matched by their quality. Many goals lack good theoretical, or even logical parentage,
		seeming designed more for administrative than client benefit. Confusion persists between out-
		come and process, long and short term, goals and objectives, and appropriate ways to measure
		goal achievement. A generalizable methodology for goal setting that addresses some of these
		difficulties is described. Using examples from work with high functioning executives, children with
		autism, and psychotherapy clients, the hierarchical relationship between vision, mission, and goal
		statements is explained. The value of using vision statements to drive missions and goals is
		emphasized. Examples of each are provided as well as instruction in how to construct them.
		Distinctions are made between ultimate and instrumental goals and fundamental differences in the
		assessment and measurement approaches needed for each are clarified. Participants will learn
		how to establish an over-arching framework to guide their behavior analytic work with clients and
		to put measurable order and purpose into their own lives.

11:30-12:20 Capistrano Room		Science versus Pseudo-Science: What Every Behavior Analyst Should Know About Non-
Romanczyk, Raymond G. Ph.D.		Behavioral Treatments
State University of New York,		Without question, applied behavior analysis is the treatment of choice for autism spectrum dis-
Binghamton		orders (ASD), based upon the extant empirical research. Also without question, non- empirically
(Invited Address - AUT)		validated treatments are the most frequently used interventions. This puzzling contradiction is not
		unique to ASD, but is typical of the larger issue of the influence of pseudoscience on service
1 CEU - BACB		providers and in turn on consumer decision-making. Current interventions in ASD will be
		reviewed with respect to the psychological processes that influence decision making which allow
		pseudo-science to flourish.

12:30-1:50 Dana IV		TAGteaching: Current Practices In A Reinforcement-Based Teaching System
Chair: Vargas, E.A.
The Skinner Foundation
(Symposium - ED)
Chair
Paper 1: McKeon, Theresa		Teaching withAcoustic Guidance in Gymnastics
Orr, Joan
Wheeler, Beth
TAGteach International
Paper 2: Pryor, Karen		Developing TAGteaching Skills: Children Teaching Puppies with the Marker Signal
Orr, Joan
TAGteach International
Paper 3: Fogel, Victoria		TAGteaching in the Classroom
TAGteach International

12:30-1:50 Dana V		Providing Culturally Sensitive Behavioral Interventions to Latino, Asian and African
Chair: Hall, Genae A., PhD.		American Communities
Discussant: Vreeland, Robert G., PhD
Behavior Analysis & Intervention Services
(Symposium - PEL)

Paper 1: Hall, Genae A.		Consideration of the Cultural Context in the Delivery of Behavioral Services
Behavior Analysis & Intervention Services
Paper 2: Fuller, Marlyn		Tailoring Good Behavioral Practices to Latino Values and Traditions
Hall, Genae A.
Behavior Analysis & Intervention Services
Paper 3: Huang, Weihe		Tailoring Good Behavioral Practices to Asian Values and Traditions
Regional Center of the East Bay
Antoine, Carleene
Behavior Analysis & Intervention Services
Paper 4: Tomlinson, Leatrice		Tailoring Good Behavioral Practices to African American Values and Traditions
Duncan, Patrice
Behavior Analysis & Intervention Services

1.5 CEU - BACB


1:00-1:50 Dana VI		Context Matters
Hubbell, Nancy		Presentation will address building school-wide behavioral capacity as a context in which to develop
Laguna Beach School District		and implement targeted case and individual behavior support plans. Several cases studies will
(Address - ED)		be presented from schools in the Orange County School-wide Behavior Support Project.
Kelly, Barbara
Irvine Unified School District

1:00-1:50 Dana VII and VIII		Conditioned Reinforcement versus Timing As Determinants of Behavior
Williams, Ben A. Ph.D.		Recent theoretical claims in animal learning have argued that animals record a veridical record of
University of California, San Diego		their experience on an underlying temporal substrate and that behavior results from a comparison
(Invited Address -EXP)		of times to reinforcement for the various response alternatives. In contrast, traditional analyses
		emphasize the role of momentary reinforcement events that affect response strength. Critical
		evidence separating these accounts comes from the status of conditioned reinforcement as an
		explanatory construct. The present talk examines the evidence for the involvement of conditioned
		reinforcement in various procedures that support the view that time-based theories are incomplete
		or simply wrong.

1:00-1:50 Pacific Learning Center		A Student Observation Procedure Using Momentary Time Sampling and Partial Interval
Stephany, Paul W. MA MFT BCBA		Recording
Calaveras County Office of Education		This address presents a data collection procedure for the direct observation of special education
(Address -ED)		students in the school setting. This procedure uses momentary time sampling and partial interval
		recording to collect data on student behavior, teacher prompts and student-teacher verbal
1 CEU - BACB, BBS		interactions.


1:00-2:20 Capistrano		Advances in Behavior Analytic Methodologies to Teach Language and Social Skills to
Chair: Howard, Jane S. Ph.D.		Young Children with Autism
California State University, Stanislaus
(Symposium - AUT)
Discussant: Hall, Laura J., PhD
Paper 1:	San Diego State University
Paper 1: Moore, Allyson G.		Establishing An Autoclitic Repertoire in Children With Autism
California State University, Stanislaus
Paper 2: Cavagnaro, Devon		Using A Tactile Prompt to Teach Generalized Commenting in Children with Autism
California State University, Stanislaus
Paper 3: Machado, Melanie A.		A Multicomponent Intervention to Increase Peer Interactions With Children With Autism:
California State University, Stanislaus		Evaluating the Effects of Social Stories, Behavioral Rehearsals, and Self-Monitoring to
		Increase Peer Interactions by Children with Autism
1.5 CEU – BACB, SLPAB


1:00-1:50 Lantern II and III		Evaluating Program Supervision: Data-Based Decision Making for Communication Skills
Sylva, Judy Ph.D.		in Three Behavioral Early Intervention Programs
California State University, Fullerton		This address will examine the issues surrounding program supervision of in-home behavioral
(Address - AUT)		programs for students with autism. A review of the literature pertaining to data-based decision
		making and behavioral programs for children with autism will be presented. Data on communica-
		tion training for three children with autism in intensive behavioral programs will be presented with
		implications for how the program supervision affected the students' progress toward achieving
		established communication goals. Recommendations for further study of behavioral program
		supervision will be discussed.

1:00-1:50 Catalina		Everything You Know About OBM Is Wrong
Malott, Richard W. Ph.D.		AKA: OBM and the Three-cointingency Model of Performance Management-Part II. This review
Western Michigan University		of OBM articles in JABA suggests that the three-contingency model of performance management
Otto, Jason		can facilitate the analysis of the relevant contingencies in OBM research. The model 1) identifies
Greene Valley Developmental Center		the natural contingencies that fail to support the behavior of interest and explains why they fail,
(Invited Address - OBM)		2) points out the aversive nature of most indirect-acting, performance-management contingencies
		in OBM and suggests those which will be most effective, 3) shows how an inferred, direct-acting
		contingency is needed to explain the effectiveness of most OBM performance-management
		contingencies, and 4) points to the importance of rule-governance in most OBM contingencies
		(i.e., those with delayed outcomes).

1:00-2:20 Dana I, II, and III		Community Evidence-Based Practices for Children with Autism: Parental Stress and
Chair: Schreibman, Laura, PhD		Child Outcomes
University of California, San Diego
(Symposium - AUT)

Paper 1: Brookman-Frazee, Lauren		Impact of an Evidence-Based Toddler Inclusion Program on Parental Stress
University of California, San Diego
Baker, Mary
Stahmer, Aubyn
Children's Hospital, San Diego

Paper 2: Baker, Mary		Implementing PRT in a Community Parent Training Model: Is It Still Effective?
Children's Hospital, San Diego

Paper 3: Carter, Elizabeth		Effects of Life Events on Parent Implemented Interventions
University of California, San Diego
Stahmer, Aubyn
Children's Hospital, San Diego

2:00-3:20 Dana IV		Community Based Programs: Developing and Implementing Quality Applied Behavior
Chair: Bird, Frank L. M.Ed.		Analysis Services
Melmark New England
(Symposium - ED)
Paper 1: Maguire, Helena L.		Developing Quality Services During Initial Program Development: The Use of
Melmark New England		Performance-Based Training Systems

Paper 2: Gardner, Rita M.		Improvement Programs: The Application of Continuous
Melmark New England		Quality Improvement Practices During Initial Program Development

Paper 3: Bird, Frank L.		Developing Behaviorally Based Interfdisciplinary Teams: Applications with Community-
Melmark New England		Based Program Development

Paper 4: Stokes, John V.		Functional Analysis and Treatment in the Natural Environment
Melmark New England

2:00-3:20 Dana V		Further Refinements of the Verbal Behavior Language Training Program for Children
Chair: Sundberg, Mark L. Ph.D.		with Autism
Discussant: Powers, Mary Ann, PhD
STARS School
(Symposium - VB, AUT)
Paper 1: Sundberg, Mark L.		How to Use Matching-to-Sample To Teach Receptive Discriminations and Receptive by
Chapman, Carrie		Function, Feature, and Class (RFFC)
Majarucon-Hecq, Felicity
Mornic, Marissa
Ramirez, Debbie
STARS School
Paper 2: Ramirez, Debbie		How To Use Receptive by Function, Feature, and Class (RFFC) To Teach Intraverbal
Sundberg, Mark L.		Behavior
Bachrach, Darcy
Baudrand, Maria
Weathers, Kaisa
STARS School
Paper 3: Hale, Lisa		Using Textual Stimuli To Teach Verbal Behavior To Children with Autism
Sundberg, Mark L.
Bochner, Laurie
Apraez, Stacy
Caramody, Michael
Ramire, Debbie
STARS School

1.5 CEU - BACB


2:00-2:50 Dana VI		School-Wide Behavior Support - The Implementation In and Impact On three Schools in
Baughn, Cheryl Ph.D.		the Orange County School-Wide Behavior Support Project
Capistrano Unified School District
(Address - ED)
Luft, Jim
Centralia School District
Mylen, Jean
Irvine Unified School District
Titgemeyer, Roger
Orange County Dept. of Educ.

2:00-2:50 Dana VII and VIII		Assessing and Treating Stereotypic Behavior in Children with Developmental Disabilities:
Ahearn, William H. Ph.D.		Research and Applications
The New England Center for Children		This presentation will briefly review research on the prevalence and etiology of stereotypy in
(Invited Address - DD)		children with developmental disabilities. Stereotypic
		behavior has been found to occur in both typically developing persons and individuals with disabil-
1 CEU - BACB		ities. It typically occurs because of the sensory consequences produced by it. However, a few
		studies have shown that stereotypy can also be maintained by escape from demands and access
		to attention. Besides being encountered in many different situations, stereotypy occurs in many
		different forms. Various forms of stereotypy, such as gross motor, fine motor and vocal stereo-
		typy and the challenges to defining and assessing them will be discussed. Assessment proced-
		ures and data compiled using these techniques will be presented for children that engage in
		various forms of stereotypy. A discussion of the concept of automatic reinforcement, its relevance
		and the implications of recent research on the persistence of automatically reinforced behavior
		will occur. Intervention strategies will also be presented, through case examples, to demonstrate
		how successful interventions have been developed in different environments in which stereotypy
		is problematic.

2:00-2:50 Pacific Learning Center		Competent Learner Model: Preparing Young Children for Direct Instruction Programs
Tucci, Vicci MA		Presenters will provide an overview of the Direct Instruction (DI) program 'Language for Learning".
Tucci Learning Solutions, Inc.		Followed by a brief overview of the Competent Learner Model (CLM) and how it prepares naïve
(Address - ED)		learners (i.e., young children, children with disabilities, children with autism, and children with
Laitinen, Richard		challenging behavior problems) for the DI programming. Preliminary data will be presented that
Tucci Learning Solutions, Inc.		demonstrates the efficacy of the programming.
Watkins, Cathy
California State University, Stanislaus
Hursh, Daniel E.
West Virginia University

1 CEU - BACB


2:00-2:50 Lantern II and III		A Parent Education Program for Stimulating Infants At-Risk for Autism
Gentry, Riki MS		Current trends in research have focused on identifying specific markers, or skill deficits, in infants
Options 4 Autism		that may be indicative of a child being at-risk for a diagnosis of Autism. The present study
(Address -AUT)		describes and examines the results of a parent education program for stimulating infants based on
McNerney, Erin		variables identified by recent research. Participants in the current study were the parents of in-
Frea, William D.		fants classified as "at-risk" for a pervasive developmental disability by their local regional center.
Autism Spectrum Therapies		The intervention program was designed to provide parents with information regarding typical
		infant development and to teach parents behaviorally-based strategies to facilitate their infant's
1 CEU - BACB		development of age-appropriate communication and social-interaction skills. Parents were taught
		to encourage development of skills that previous literature has suggested to be hallmark signs of a
		later diagnosis of Autism. The current presentation describes the overall program model and
		examines the parents' fidelity of implementation of the specific strategies taught, the children's
		gains in communication, and social interaction skills, and the children's progress toward their
		individual IFSP goals at the completion of the parent education program.

2:00-2:50 Catalina		Radical Behaviorism for Behavior Analysts: Description, Rationale, Implications
Leigland, Sam Ph.D.		Given the growth and complexity of the literature of systematic and philosophical issues relevant
Gonzaga University		to the field of behavior analysis, an overview of radical behaviorism is presented. Radical behav-
(Invited Address -TCP)		iorism is the name of the systematic perspective or 'philosophy of science' proposed by B. F.
		Skinner for the field of behavior analysis. The description of radical behaviorism will address
		issues of the subject matter of the field and its goals, as well as issues of scientific methodology
		and explanatory practices. A rationale and justification of this particular version of radical
		behaviorism will be provided as well, given that a certain diversity of views may be found in the
		behavior-analytic community regarding some of these issues. Challenges to the general perspec-
		tives have also been raised from within the behavior-analytic community, and some of these will
		be discussed, as well as similarities (and differences) between radical behaviorsim and other
		systematic views found in psychology and philosophy. Generally, the implications for the con-
		tinued development of the literature of radical behaviorism will be seen in the clarification of the
		unique properties and characteristics of behavior-analytic science, the extension of the field into
		to new areas of behavioral phenomena and methodological development, and through more
		effective communication with those in other fields.

2:30-3:50 Dana I, II, and III		Promoting Social Skills in Children with Autism Through Play Dates, Summer Camps, and
Chair: Openden, Daniel M.A.		After-School Extracurricular Activities
University of California, Santa Barbara
(Symposium - AUT)

Paper 1: Vismara, Laurie A.		Promoting Play Date Interactions Between Children with Autism and Typically Developing
Werner, Grace A.		Peers
Boettcher, Mendy
Koegel, Robert L.
Koegel, Lynn Kern
University of California, Santa Barbara
Paper 2: Klein, Eileen		Training Paraprofessionals to Facilitate Social Interactions Between Children with Autism
Koegel, Robert L.		and Their Peers in an Inclusive Summer Camp Setting
Koegel, Lynn Kern
Boettcher, Mendy
Brookman-Frazee, Lauren
Openden, Daniel
University of California, Santa Barbara
Paper 3: Openden, Daniel		A Model for Increasing Social Interventions to Children with Autism
Klein, Eileen
Koegel, Lynn Kern
Koegel, Robert L.
University of California, Santa Barbara

2:30-3:50 Capistrano		Teaching Professionals and Paraprofessionals to Use Pivotal Response Training:
Chair: Stahmer, Aubyn Ph.D.		Differences in Training Methods
Children's Hospital, San Diego
(Symposium - AUT)
Presenter 1: Suhrheinrich, Jessica		Fidelity of PRT Use By Community School Teachers - A Workshop Model
University of California, San Diego
Paper 2: Katz, Melissa		Fidelity of PRT Use by Paraprofessionals - Ongoing Consultation Model
Surheinrich, Jessica
Stahmer, Aubyn
Children's Hospital, San Diego
Paper 3: Rausch, Deborah		Fidelity of PRT Use By Student Therapists
University of California, San Diego

3:00-3:50 Dana VI		Adherence Problems in Developmentally Disabled/Cognitively Impaired Patients: A
Dyer, Edwin J.		Complete Overview of Assesment and Treatment Options
University of Nevada, Reno		Adherence and treatment regimens for patients with developmental disabilities is a many faceted
(Address - DD)		problem faced by the medical community. Problems associated with treatment adherence can
Wallace, Michele D.		take a variety of forms, and one must have a multi-faceted strategy when dealing with this prob-
Penrod, Becky		lem. This paper will discuss some of the variables that can contribute to adherence problems, as
University of Nevada, Reno		well as behavioral based approaches to facilitate treatment adherence.

1 CEU - BACB


3:00-3:50 Dana VII and VIII		A Model for Addressing the Gap Between Research and Practice in Schools
Sylva, Judy Ph.D.		This address will explore intervention research in the field of applied behavior analysis related to
California State University, Fullerton		special education. Intervention research will be examined according to a model proposed by
(Address -TCP, ED)		Justice and Pullen (2003). The intervention research that is relevant to instructional practices in
		special education will be classified as descriptive research, efficacy research, or effectiveness
		research. Justice and Pullen (2003) suggest that interventions must be represented in all three
		types or levels of research for them to be implemented with reasonable confidence in school
		settings as research-based practices. The implications for research priorities in the field of
		applied behavior analysis will be discussed as well as implications for bridging the gap between
		research and practice in school-based application.

3:00-3:50 Pacific Learning Center		Positive Behavior Support: Responding to the Challenge
LaVigna, Gary W. Ph.D.		As shown, Positive Behavior Supports (PBS) is behavior analysis applied to challenging behavior
Institute for Applied Behavior Analysis		as Organizational Behavior Management (OBM) is behavior analysis applied to behavior in the
(Address - PEL)		work setting. Even as PBS has come of age, the attacks against it at ABA conferences and in the
		literature have become increasingly intense, with behavior analysts, whose area of research and
1 CEU - BACB		practice is based on PBS, being portrayed as representing 'the evil empire'. If PBS is ABA and if
		ABA is attacking PBS, then these attacks amount to Self Injurious Behavior (SIB). A functional
		assessment of this challenging behavior is presented aimed at understanding its meaning, i.e.,
		the function of this behavior. Based on this assessment, a multi-element, positive behavioral
		support plan is presented which is aimed at reducing both the occurrence and severity of these
		attacks, using socially valid strategies. More importantly, the desired outcome of this proposed
		plan is that ABA can be strengthened by transcending artificial conflicts and by taking the oppor-
		tunity to energetically engage in empirically based growth and development.

3:00-3:50 Lantern II and III		Start Out Strong: Early Treatment Intensity Predicts Outcome
Harris, Jennifer Ph.D.		Behavioral intervention has proven to be a powerful tool in the treatment of autism. Although the
First Steps for Kids, Inc.		approach is generally recommended, the intensity with which it is applied remains controversial.
(Address -AUT)		The present study investigated the specific impact of first year treatment intensity on improvement
		and outcome hypothesizing that the initial treatment period may be of particular significance.
		Archival data were analyzed for 79 participants diagnosed with autism, under 49 months of age
		at intake, who received three years of ABA intervention. Participants were divided into high (≥25)
		and low (?25) first year intensity groups. Consistent with current behavior research, participants
		demonstrated statistically significant improvements in language, cognitive ability, adaptive behavior
		and overall pathology following three years of treatment. Further, first year treatment intensity was
		highly predictive of outcome, with 60% of HighY1 children achieving normal cognitive, behavioral
		and educational functioning following three years of treatment compared to 20% for LowY1
		children. Importantly, aggregate (3 years) intensity was not significantly correlated with improve-
		ment or outcome, further supporting the crucial role of first year intensity. Results suggest that
		high intensity in the first year may result in faster and more successful mainstreaming and reduc-
		tions in overall treatment costs.

3:00-3:50 Catalina		Behavioral Gerontology: Assessment and Intervention Research in Dementia Care
Mathews, R. Mark Ph.D.		This presentation will provide an overview of behavioral research in gerontology. Trends in
University of Kansas		empirical research publications and problems most frequently targeted by behavior analysts work-
(Invited Address -HDG)		ing in gerontology will be discussed. Research conducted with older adults, caregivers and
		service providers designed to enhance individual competence and experience, protect and main-
1 CEU - BACB		tain physical and biological capacity, remove environmental stressors and barriers, or strengthen
		mechanisms of support and assistance will be featured. Opportunities and challenges for future
		research and practice in dementia care settings will also be discussed.

4:00-4:50 Dana IV and V		Meaningful Differences in the Everyday Experience of Young American Children
Risley, Todd R. Ph.D.		Dr. Risley reports on Hart & Risley's four discoveries from their behavior observations of the
University of Alaska		everyday lives of American babies: 1) the immense differences in the amount of early language
(Keynote Address - ALL)		experience; 2) the lawful change in the topic and complexity of language whenever parents are
		more talkative; 3) how the differences in amount of early language experience account for most
1 CEU - BACB		differences in early and later vocabulary growth and IQ test scores of advantaged and disadvan-
		taged children; and 4) how receptive language experience and expressive practice are linked, and
		talkativeness' is behaviorally inherited.

9:00 - 5:00 Doheny Board Room		Pilot Testing of New BACB Exam Questions
(drop-in basis; BCBAs and BCABAs only)
Behavior Analyst Certification Board staff


5:00-8:00 Dana VI		Divergence, Convergence and Resolution?
Workshop # 1 (AUT)		Perhaps there is no application area in which Applied Behavior Analysis has a greater presence
Leaf, Ronald Ph.D.		than in autism. Years of research and clinical applications have produced a proliferation of behav-
McEachin, John		iorally based intervention programs for persons with autism, including university-based projects,
Taubman, Mitchell		institutes, educational residential or day treatment and clinical service agencies. Though all are
Autism Partnership		under the umbrellas of ABA, often originating from the same seminal efforts, divergent directions
		in philosophy, conceptualization and application have often been followed between and within
3 CEU – BACB, BBS;		these various types of ABA programs. The sometimes subtle and sometimes substantial dispar-
MCEP pending		ities that may be found between some Applied Behavior Analysis approaches to treating persons
		with autism constitute the core of this workshop.

5:00-8:00 Dana VII		Positive Reinforcement: Making It Work For You
Workshop # 2 (DD)		We will review the importance of understanding the concept of positive reinforcement and how to
Rios, Jose D. MS		effectively use it in everyday life. This workshop is geared for professionals, students and parents
Private Practice		who likely have had prior training (and knowledge) of positive reinforcement but who can gain from
Hurtado, Evangelina		a refresher on its importance with all populations. We will discuss guidelines on the use reforce-
Pathways		ment, types of reinforcers, methods to identify reinforcement and how to use reinforcement
		regularly to be effective as a teacher, instructor, staff person, parent, employee, employer, or
3 CEU – BACB, BBS		consultant. We will provide examples of the effect of reinforcement and we will discuss the use of
		differential reinforcement methods to deal with unwanted behavior.

5:00-8:00 Dana VIII		Child Therapy as a Social-Contextual Experience
Workshop # 3 (CM)		Parents and teachers are confronted daily with a variety of disruptive and problematic behaviors
Ayllon, Teodoro Ph.D.		with which psychologists, counselors, and other health providers are called upon to help. Clinical
Georgia State University		experience suggests that assessment and the various diagnoses used to describe a child's
		behavior are helpful. The challenge for parents, however, is to fill the vacuum between the assess
3 CEU - BACB		ment and the corresponding treatment. The question is how to deal with the practical issues pre-
		sented by a child's pattern of problematic behaviors? This is where Child Therapy as a Social-
		Contextual Experience comes in. At the outset, the family is the primary social system within the
		behavior of its members takes place. A child actively interacts with his social environment to
		change it and, as he does so, he is changed by it. A functional analysis of problematic behavior
		attempts to identify the "purpose" of a child's behavior by checking what it is he gains or avoids for
		so behaving. Simply put: what does the problematic behavior do for him? Child Therapy is, fun-
		damentally, a social experience concerned with the reciprocal processes through which a child's
		problematic behavior influences and is influenced by his social environment. The process is
		largely interactional and bi-directional. The patterns of interaction are in reaction to and are
		affected by the behavior of the family members toward one another. Therefore, an analysis of the
		causal basis of a child's problematic behavior involves an examination of the child-family pattern of
		interaction and the meaning of these to the family and the child. As a social experience, child
		therapy is family oriented in that parents are the agents of behavioral and emotional change and
		the home is where these changes are first introduced. Here, the therapist is a facilitator, or, coach
		who helps parents to acquire the skills involved in establishing a home environment for positive,
		behavioral-emotional, change. The implementation of specific therapeutic, learning, practices
		carried out by parents is the product of a collaborative parent-therapist relationship.

5:00-8:00 Pacific Learning Center		Excel Spreadsheets and Graphs: Visual Display of Individual Behavior and Academic
Workshop # 4 (ED)		Performance in Applied Settings
Davey, Bryan J. ABD		Visual display of data in single-subject research is imperative when communicating quantitative
Stenhoff, Donald M.		relationships and behavior patterns to consumers and fellow practitioners. Excel is an application
Utah State University		that allows practitioners and consumers to create spreadsheets and graphic displays. Excel
		graphs convey effect across various single-subject designs (i.e., multiple-baseline, alternating
3 CEU - BACB		treatment, reversal, cumulative record). While Excel can be difficult to navitgate and master, this
		workshop will provide participants with hands on training promoting effective use. A series of mini
		lessons will further the skills or knowledge of BCBAs or BCABAs. Workshop mini lessions include
		how to set up spreadsheets and input data sets, chart wizard navigation, graph construction of all
		data or select data sets within a spreadsheet, manipulation of graph components (e.g., axes, data
		labels, phase change lines), and updating data sets and graphs. Instructors will provide several
		models, followed by opportunities for participants to practice skills with feedback. Throughout the
		workshop instructors will explain and demonstrate the subtle nuances of Excel. These tips allow
		for easier Excel navigation and enhance the graphical presentation. Additionally, workshop instruc-
		tors will provide an Excel CD tutorial that will continue to guide participants in future Excel projects.
		Participants are required to bring a laptop with the Excel application and strongly
		encouraged to bring their own data sets to graph during the workshop.

5:00-8:00 Capistrano		Behavior Analysts and Suspected Abuse
Workshop # 5 (PEL)		BCBAs and BCABAs provide professional services, but unlike our licensed colleagues, we do not
Youngbauer, John G. Ph.D.		require continuing education in the detection and reporting of suspected abuse. This lack of re-
Ballmaier, Heike		quirement does not relieve us of our ethical and legal responsibility nor does it protect us from
North Los Angeles County Regional Center		criminal and/or civil liability if we fail in that responsibility. This workshop will provide definitions of
		abuse (child, dependent adult, and elder), the laws, risk factors, research, reporting requirements
3 CEU - BACB, BBS, SLPAB;		(timelines), and civil and criminal penalties for failing to report suspected abuse. This workshop
MCEP pending		will use video re-enactments, redacted case records, and scenarios to illustrate instances of
		abuse. A pre-test and a post-test will allow the participant to self assess their level of master.
		Handouts will be provided.

5:00-8:00		Achieving Peak Workplace Performance While Satisfying Certified Performance
Workshop # 6 (OBM)		Technologist Standards
Brethower, Dale M. Ph.D.		Participants will practice linking one or more performance improvement initiative to organizational
Western Michigan Univ.		results through use of the "30 Second Theory of Behavioral Systems Analysis" and the concept of
		the Performance Episode, and will practice using worksheets to connect the 6 Peak Performance
3 CEU - BACB		variables to the 4 defining standards of the 10 International Society for Performance Improvement
		Standards for Certified Performance Technologists.

7:30-8:30 Lantern II and III
Conversation Hour with Keynote and
Invited Speakers

8:00-10:00 Dana I, II, III, IV, V
Poster Session and Cash Bar Social


FRIDAY, 02/18 (Top)

9:00-9:50 Dana IV and V		Person-Centered Planning, Positive Behavior Support, and Other Faux Fixes in the
Osborne, J. Grayson Ph.D.		Treatment of Developmental Disabilities
Utah State University		Person-centered planning and Positive Behavior Support appear to be new faux fixes (Osborne,
(Keynote Address - ALL)		1999) with respect to the treatment of people with developmental disabilities.Their goals are fuzzy;
		there is little consensus as to what consitute the necessary and sufficient conditions that make
1 CEU - BACB		them work, if they work at all; and there is little scientific evidence that they are effective. Moreover,
		there appears to be little interest in their evaluation. Yet they have been widely adopted. Why?

10:00-10:50 Dana I, II, and III		Teaching Conversation to Children with Autism: Establishing Relevant Stimulus Control
Krantz, Patricia J. Ph.D.		for Social Interaction
Princeton Child Development Institute		Verbal prompts such as "Say___" are often counterproductive in developing relevant stimulus con-
(Invited Address -AUT)		trol over conversation. This presentation reviews three recent investigations, all of which featured
		teaching in context and embedding prompts in stimulus configurations that should untimately con-
		trol interaction. In the first study, textual cues were attached to the objects to which they referred
		and then faded from last word to first. In the second research project, button-activated voice
		recorders were attached to toys and photographs that came to evoke joint-attention responses.
		The third study used video modeling to teach a child to comment on his play activities. Videotapes
		will demonstrate how these investigations can be put into practice in schools and community
		settings.

10:00-10:50 Dana VI		The Use of Token Economies Such as Point Systems, Star Charts, and the Like
Wallace, Michele D. Ph.D.		Token economies can be utilized to improve the acquisition of a variety of appropriate behaviors
University of Nevada, Reno		and the elimination of inappropriate behaviors. The token economy is created with many different
(Address - ED, DD, AUT)		designs, such as points systems and star charts, and can be implemented in a variety of settings.
Ellsworth, Carrie		In some cases, misuses of procedures lead to unsuccessfully token economies. This paper will
University of Nevada, Reno		provide a review with respect to how to design, implement, and problem solve for effective token
		economy programs given the current research literature.
1 CEU - BACB


10:00-10:50 Pacific Learning Center		A Component Analysis of Total Communication: A Bridge Study
Burkholder, Eric ABD		A component analysis was conducted of the different stimulus primes commonly used to evoke
University of Nevada, Reno		verbal behavior in total communication using a bridge study. Conclusions are discussed in terms
(Address - VB)		of Skinner's analysis of verbal behavior and joint control.
Williams, Larry
University of Nevada, Reno

10:00-10:50 Capistrano		The Role of Rehearsal in Joint Control
Gutierrez, Rick D. MS		Behavior analysis is missing a behavioral account of complex human behavior. Behavior analysts
Applied Behavior Consultants, Inc.		have offered accounts of the behavior involved in matching to sample tasks and delayed matching
(Address - VB)		to sample tasks. Joint control was used as a behavioral account of generalized matching to
		sample behavior. The present study used joint control to train five adult females to acquire a
		generalized sequencing behavior using an unfamiliar language. The results showed that after
		joint control training the participants were able to produce untrained picture sequences. Further
		analysis revealed that responses blocking the mediating response of the participants during the
		sequencing task directly correlated with the reduction of accurate sequences produced. This study
		provides additional support for response mediation as a precurrent behavior to complex human
		behavior.

10:00-10:50 Dana VII		Statewide Applications of Behavior Analysis
Embry, Dennis D. Ph.D.		Recently, PAXIS Institute completed the first ever multiple baseline study across states, measur-
PAXIS Institute		ing state-level results from 1996 to 2004 (Embry et al., submission). Two
(Invited Address - ED, CM)		states were the target of the intervention, Wyoming and Wisconsin. The intervention was a
		behavior analysis strategy called Reward and Reminder, which is designed to reduce
		illegal access to tobacco. Using independent measures, the protocol was able to reduce illegal
		access by minors to less than 10%. From a social validity perspective, the intervention saved the
		states $12.8 million in penalties.
		This presentation focuses on the lessons learned from the first statewide multiple-baseline and the
		application of simple evidence based kernels (Embry, 2004) and behavioral vaccines (Embry,
		2002) to prevent serious problems like substance abuse, violence, school failure, and mental
		disorders. The behavioral problems are interlinked and form what the Centers for Disease Control
		calls "syndemics", or multiple-related afflictions. The model that will be presented avoids the
		reification of problems, and provides a coherent way achieve low-cost prevention effects via
		modified behavior analysis principles combined with organizational management and social mar-
		keting, rooted in strong epidemiological analyses.

10:00-10:50 Lantern II and III		Intensive Multidisciplinary Treatment of Neurodevelopmental Impairments in a Private
Bailey, Andrew MFT		Educational Setting
Anova Center for Educ/ACE School		The Anova Center for Education (ACE School) is pioneering the use of intensive multidisciplinary
(Address -AUT)		treatment of students with a variety of neurodevelopmental impairments, primary Asperger's Dis-
Henkel, William		order, High Functioning Autism and Nonverbal Learning Disability. Our program is designed to
Anova Center for Educ/ACE School		serve children and adolescents in grades Kindergarten through 12th grade with an academic pro-
		gram that is highly individualized but meets state standards and uses state adopted text. The
		pupils at the ACE School have all been unsuccesful learning in public school environments due to
		serious behavioral and/or social/emotional challenges. Although most of our students are cogni-
		tively intact and quite expressive verbally, they are frustrated by learning disabilities, sensory pro-
		cessing deficits, pragmatic language delays and emotional challenges such as anxiety or depres-
		sion. In addition to these conditions, our students each present with profound impairments in
		Social Cognition (or 'Theory of Mind') that limit their ability to "take the perspective" of others in
		social situations. The combination of a bright and verbally expressive child with difficulties in
		sensory processing and social cognition often leads to serious emotional and/or behavioral prob-
		lems, particularly around school environments. All of our students have IEP's and are referred by
		local school districts that are unable to serve them from within their own resources. Our goal is to
		treat these pupils intensively for the shortest amount of time necessary before assisting with their
		successful return to a public school environment.

10:00-10:50 Catalina		Creating Peak Performance During Training and On-the-Job: Why You Should, How You
Brethower, Dale M. Ph.D.		Can
Western Michigan University		The presentation describes 1) the 4 defining properties of the "flow state" that characterizes peak
(Invited Address -OBM)		performance, 2) the 6 variables that support peak performance during training and during perfor-
		mance, 3) the major obstacles to attaining peak performance during training and on-the-job, and
		4) specific tactics for overcoming obstacles to attaining peak performance.

10:00-11:20 Dana VIII		How To Run A Non-Public School for Autism Based on Applied Behavior Analysis
Chair: Resendez, Maridith
Applied Behavior Consultants, Inc.
(Symposium - AUT)
Paper 1: Diaz, Paulette Jaime		Positive Behavior Intervention Plans in a Classroom Environment
Korneder, Jessica
Resendez, Maridith
Applied Behavior Consultants, Inc.
Paper 2: Capito, Ryan		Parent Involvement and Training
Korneder, Jessica
Resendez, Maridith
Applied Behavior Consultants, Inc.
Paper 3: Neavez, Maria		Increasing and Maintaining Staff Morale
Korneder, Jessica
Resendez, Maridith
Applied Behavior Consultants, Inc.

10:30-11:50 Dana IV		How Can We Advance Behavior Analysis Within School Systems Now That the LaSuer
Chair: Nunn, Greg Ph.D.		Bill Is Law? Discussion of Methods for Developing Close Working Relationships Between
National University		School Psychologists and Behavior Analysts to Make the Law A Reality
(Symposium - ED)
Paper 1: Kohrt, Bobbie		The Roles of School Psychologists in School Systems Before and After IDEA, the Hughes
California Association of		Bill, and the LaSuer Bill
School Psychologists
Paper 2: Sloane, Howard		Some Perspectives on Applying Behavior Analysis in the Classroom
California Association for Behavior
Analysis

Paper 3: Tibbetts, Terry		Why the LaSuer Bill Was Necessary and the Critical Necessity of School Psychologists
Jurupa Unified School District		and Behavior Analysts Working Collaboratively in School Systems: A Special Education
		Administrator's Perspective
1.5 CEU - BACB


10:30-11:50 Dana V		Recent Experimental Research with Nonhuman Subjects
Chair: Tarbox, Jonathan MA
University of Nevada, Reno
(Symposium - EXP)

Paper 1: Borrero, John C.		An Evaluation of Response Persistence and Response Suppression under Time-Based
University of the Pacific		Schedules of Food Presentation
Vollmer, Timothy R.
Samaha, Andrew
University of Florida
Paper 2: Hayes, Linda J.		Using Tones for Discrimination Training in Mice
Delgado, Diana
Guerrero, Fernando
University of Nevada, Reno
Paper 3: Tarbox, Jonathan		Within-Session Patterns of Responding During Repeasted Acquisition Training in Mice
Hayes, Linda J.
University of Nevada, Reno

11:00-11:50 Dana I, II, and III		An Emerging Behavioral/Developmental Consensus on Autism Treatment
Risley, Todd R. Ph.D.		Dr. Risley is known for his research on the language development of typical children, but he is also
University of Alaska		one of the founders of Applied Behavior Analysis. His presentation will integrate behavioral and
(Invited Address - AUT)		developmental information to emphasize consensus rather than controversy in early intervention
		for children with autism.
1 CEU - BACB


11:00-11:50 Dana VI		ABA Workshops for Spanish and English Speaking Parents
Amorim, Maria MS		This presentation reviews a program comprised of 7 ABA workshops which were specifically
California State University, Los Angeles		designed to be presented to Spanish and English speaking parents. This program was developed
(Address -ED)		and field tested by graduate students from California State University, Los Angeles. The work-
Aguilar, Yuki		shops, with complete PowerPoint slides in both languages, are dynamic and easy to be presented
Gonzalez, Alfonso
Pardo, Veronica
Rios, Elva
Villegas, Emma
Zepeda, Ana
California State University, Los Angeles

11:00-11:50 Pacific Learning Center		Skinner's Contribution to Applied Behavior Analysis: His Science and System
Morris, Edward K. Ph.D.		This paper describes B.F. Skinner's contributions to applied behavior analysis through his science
University of Kansas		and system, chronologically, over the course of his career. Its primary purpose is to document the
(Invited Address - TCP)		field's foundations in Skinner's work beyond what is generally realized or appreciated. Among
		these contributions were the style and content of his science, his use-inspired basic research, and
1 CEU - BACB		his animal models of human behavior. Our paper's secondary purpose is to illustrate Skinner's
		prescience in forecasting the seven dimensions of applied behavior analysis before they were
		even articulated in the first issue of the Journal of Applied Behavior Analysis (e.g., behavioral,
		analytic, conceptually systematic). In conclusion, we address the importance of maintaining these
		relations between the basic and applied behavior-analytic research, along with their shared
		systematic foundations (e.g., "Give a man a fish and you feed him for a day. Teach a man to fish
		and you feed him for a lifetime").


11:00-11:50 Dana VII		Frequency Building With Precision Teaching at Morningside Academy, Morningside
Johnson, Kent Ph.D.		Teachers' Academy and Headsprout Early Reading: A Tribute to Ogden Lindsley
Morningside Academy		My address will be a tribute to the late, great Ogden R. Lindsley, who invented and developed
(Invited Address -ED)		Precision Teaching. Precision Teaching is a method of monitoring the frequency of performance
		on a specially designed graph known as the standard celeration chart. Users of the chart record
1 CEU – BACB, BBS		the frequency of a behavior, a measure that is maximally sensitive to events that influence behav-
		ior. The chart incorporates a multiply scale to most adequately reflect the growth of behavior over
		time. By drawing a line through the frequencies of behavior over time the user can also quantita-
		tively measure learning: the acceleration and deceleration of behavior. I will describe how Pre-
		cision Teaching has been integrated in Morningside Academy's Generative Instruction model as a
		core technology. Using charted data as our guide we have developed frequency building proced-
		ures to improve the academic as well as social and interpersonal behaviors that we teach our
		students. Specifically, charted data has helped us to maximize the accuracy of performance as
		well as the acceleration of behavior to frequencies that predict retention, endurance, stability and
		application of behavior. These outcomes we define as behavioral fluency. I will present charted
		data across a range of instructional objectives from our curriculum showing the influence of
		various instructional interventions upon performance accuracy and celeration. The charted data I
		will present come from our laboratory school in Seattle, Morningside Academy, as well as from
		many of the more than 80 public schools and agencies we have had partnerships with throughout
		the USA and Canada. I will also show how frequency building and celeration have been incorpor-
		ated in our online, interactive early reading program, Headsprout. BCBAs and BCABAs will learn
		an important technology that they can immediately implement in their research or with their
		clients.

11:00-11:50 Lantern II and III		Designing Comprehensive ABA Programs for Individuals With Autism Ages 10 to 21: A
Thompson, Kathy MA		Proposed Model
Center for Autism and Related		Applied behavior analytic early intervention for children with autism has flourished in recent
Disorders, Inc.		decades. While there are numerous resources for designing and implementing these programs,
(Address -AUT)		less information is available for the development of ABA programs for older children. The purpose
Bredek, Carolynn		of the current presentation is to describe our efforts to develop a comprehensive program for
Tarbox, Rachel S.F.		individuals ages 10 to 21 with a current or previous diagnosis on the autism spectrum. Proposed
Tarbox, Jonathan		assessment procedures, curriculum content and service delivery models for this program will be
Granpeesheh, Doreen		presented. Parents and professionals faced with the challenge of meeting the needs of this popu-
Center for Autism and Related		lation are encouraged to attend.
Disorders, Inc.

11:00-11:50 Catalina		Blended Learning: Including OBM in the Blend
Bucklin, Barbara Ph.D.		The term blended learning has been growing in popularity, but what does it really mean? Although
Ardent Learning		there are many definitions, most agree that blended learning is a mix of different learning
(Address -OBM)		approaches to achieve optimal performance outcomes, like skill acquisition, retention, and applica-
Reeves, Carolyn		tion. This presentation will address the OBM elements that are necessary - but often overlooked -
Ardent Learning		to create a successful blend. Simply blending online training with instructor-led training won't do
		it. To achieve performance improvement that lasts over time, literature and case studies indicate
		that OBM elements such as needs assessment/functional analysis, performance-based instruc-
		tional design, and on-the-job consequences must be included. Literature-review results, and case
		studies from Fortune 300 companies will be discussed.

11:30-12:20 Dana VIII		Autism Spectrum Disorders: Systematic Selection and Sequencing of Individualized Goals
Romanczyk, Raymond G. Ph.D.		for Comprehensive Intervention
State University of New York,		The decisions concerning selection, sequencing and implementation of goals for children with
Binghamton		autism spectrum disorders are challenging and complex. A systematic, data based strategy,
(Invited Address -AUT)		utilizing curriculum tools, with standardized as well as ideographic assessment is presented that
		focuses not only upon the child, but the family as well. Issues of number of goals, priority, specif-
1 CEU - BACB		icity, breadth, and synergy will be discussed and illustrated. The necessity of data based feed-
		back loops that continually modify decision making is stressed.

12:30-1:50 Dana IV		What Do We Teach? Selecting Curriculum for Children with Autism
Chair: Hall, Laura J.
San Diego State University
(Invited Symposium - AUT)
Discussant: McEachin, John
Autism Partnership
Paper 1: Hall, Laura J.		A Content Analysis of Published Curriculum for Children with Autism
Rosenberg, Marilyn
San Diego State University
Paper 2: Howard, Jane
Kendall School		Variables in Designing Curriculum to Accelerate the Developmental Trajectories in
		Children with Autism Spectrum Disorders

Paper 3: Belden, Patricia		Why Teach That? Selecting Curriculum Content for Each Preschool and Early Elementary
Chula Vista Elem. School District		Student with Autism

1.5 CEU - BACB


12:30-1:50 Dana V		Current Research in Functional Behavioral Assessment
Chair: Wallace, Michele Ph.D.
University of Nevada, Reno
(Symposium - CM, DD, ED)
Paper 1: Stevenson, Maria		The Influence of Training on the Efectiveness of Structured and Unstructured ABC
May, Alaina		Assessments
Wallace, Michele D.
University of Nevada, Reno
Paper 2: Borrero, Carrie S.W.		A Method for Evaluating Parameters of Reinforcement During Parent-Child Interactions
Vollmer, Timothy R.
University of Florida
Wallace, Michele D.
University of Nevada, Reno
Borrero, John C.
University of the Pacific
Bourret, Jason
University of Florida
Paper 3: Higbee, Thomas S.		Classroom-Based Experimental Functional Analysis for Students with Emotional/
Wright-Gallo, Glenna L.		Behavioral Disorders (E/BD)
Utah State University

1.5 CEU - BACB


1:00-1:50 Dana I, II, and III		Preference-Based Teaching: Helping People With Developmental Disabilities Enjoy
Reid, Dennis H. Ph.D.		Learning Without Problem Behavior
Carolina Behavior Analysis		This presentation will present a systematic approach to teaching that enhances learner enjoyment
& Support Center		and reduces problem behavior while the learner acquires functional skills. The approach,
(Invited Address - DD)		Preference-Based Teaching, is a synthesis of behavioral research into a teaching program that
1 CEU - BACB		increases indices of learner enjoyment and/or decreases indices of unhappiness and problem
		behavior. Applications of establishing operations, learner-preferred antecedents and conse-
		quences, and choice opportunities will be described in practical terms in the context of Preference-
		Based Teaching. Summaries of recently published investigations that have validated the teaching
		process to increase learner enjoyment will likewise be presented. The information should en-
		hance the skills and knowledge of the audience for teaching useful skills to learners with disabil-
		ities in ways that reduce problem behavior by increasing enjoyment with the teaching process.

1:00-1:50 Dana VI		An Operational Analysis of "Consciousness"
Schlinger, Hank Ph.D.		In 1945, B. F. Skinner published one of his seminal papers, "The Operational Analysis of Psychol-
California State University,		ogical Terms". Skinner argued that in order to understand the meanings of psychological terms
Northridge and LA		one must undertake a functional analysis of how the terms are used, in other words, the circum-
(Invited Address -TCP)		stances that cause someone to utter the term and, more importantly, the reinforcing conse-
		quences provided by the verbal community. Thus, Skinner extended a scientific analysis of
1 CEU - BACB		behavior in general to the verbal behavior of psychologists themselves. Only in the last paragraph
		of the paper did Skinner directly address the implications of his analysis for "consciousness". In
		this address I extend and expand upon Skinner's analysis, including evidence from neurobiology,
		and describe a behavior analysis of "consciousness" in the broader context of how the concept is
		considered by scholars outside behavior analysis.

1:00-1:50 Pacific Learning Center		From the Department of Human Development to Applied Behavioral Science: A Case
Morris, Edward K. Ph.D.		Study of Behavior Analysis in Higher Education
University of Kansas		This paper describes the difficulties of maintaining and advancing university-based academic pro-
(Invited Address - PEL)		grams in behavior analysis, as related through a case study. The case study concerns internal
		challenges faced by the behavior-analytic program in the Department of Human Development and
		Family Life at the University of Kansas. It relates, as well, the actions taken by its faculty to re-
		invent that program in the face of resulting external challenges. Today, the Department has new
		curricula, new program requirements, and a new name -- the Department of Applied Behavioral
		Science. Over the course meeting these challenges and re-inventing the program, some lessons
		were learned that seem general enough to offer as advice about how to maintain and advance --
		and perhaps even found -- behavior-analytic programs in academic settings. These lessons are
		described in the context of the case study.


1:00-1:50 Capistrano		What the Autoclitic is and What the Autoclitic is Not
Sundberg, Mark L. Ph.D.		The autoclitic is a complex type of verbal behavior where a speaker's own verbal behavior
STARS School		functions as an SD or an EO for additional speaker verbal behavior. The consequences for this
(Address - VB)		behavior involve differential reinforcement from the listener. In the autoclitic relation "Part of the
		behavior of an organism becomes in turn one of the variables controlling another part. There are
1 CEU - BACB		at least two systems of responses, one based upon the other. The upper level can only be under-
		stood in terms of its relation to the lower" (Skinner, 1957, p. 313). Skinner identifies these two
		levels of verbal behavior as "primary" and "secondary" verbal behavior. Thus, there are always
		two related, but separate three-term contingencies to analyze in autoclitic relations. Recently, how-
		ever several writers and speakers have talked about autoclitic relations, but what is presented
		is not what Skinner would consider autoclitic behavior. The purpose of this presentations is to
		distinguish between what is and what is not autoclitic behavior following Skinner's original defin-
		ition. In addition, the role of autoclitic training in the early language programs for children with
		autism will be discussed.

1:00-1:50 Dana VII		Wide Spread Training for School Districts to Provide Behavioral Services That Meet
LaVigna, Gary W. Ph.D.		Defined Standards
Institute for Applied Behavior Analysis		In response to increasing demand for more accountability and improved outcomes in the provision
(Address - ED)		of behavioral services, Specialist Education Services (SES) in New Zealand employed the trainer
		of trainers program developed by the Institute for Applied Behavior Analysis (IABA). The goal was
1 CEU - BACB		to develop a national training team capable of training SES staff to carry out functional assess-
		ments and develop behavior support plans that could meet defined standards. The purpose of this
		study was to evaluate the outcomes of this trainer of trainers project. The primary methods of
		evaluation included the pre-post training comparisons of trainers' functional assessments and
		positive behavior support plans, against 140 defined criteria. The results of this project indicated
		that the SES national training team was able to train SES staff to meet the same standards of
		service delivery as the external IABA trainers. Further, a Periodic Service Review (PSR) system
		was implemented to insure that service standards could be maintained at a high level. A major
		conclusion reached in this study was that a trainer of trainer approach appears to be effective in
		preparing large number of educational personnel to meet the increasing demands by schools for
		professionals to meet a high standard of service delivery.

1:00-1:50 Lantern II and III		Center-Based Intervention for Infants and Toddlers
Korneder, Jessica MA		This address will discuss the development of an infant/toddler center for autism. Topics will in-
Resendez, Maridith		clude coordination with Regional Center, program structure, parent involvement, intervention and
Applied Behavior Consultants, Inc.		techniques utilized, as well as transition into an educational setting. Presenters will provide infor-
(Address -AUT)		mation regarding developing a positive relationship with Regional Centers, submitting a program
		design that meets the criteria of funding sources as well as maintaining the clinical direction of the
1 CEU - BACB		agency. Information will be provided regarding the schedule, staff, and design of the center and
		how it meets the individual needs of each child. A discussion of Applied Behavior Consultants
		parent training series, Positive Programming for Parents, will occur and how it is implemented
		with each family. Presenters will discuss the use of behavior analysis in addressing individual
		skill deficits and decreasing behavior excess to plan for successful transition into an educational
		setting.

1:00-1:50 Catalina		Rumor and Gossip in Organizations
Houmanfar, Ramona Ph.D.		Our aim in this paper is to contribute to the understanding of gossip and rumor, the conditions
Denny, Melany		responsible for their origin and maintenance, as well as the relation they sustain to the outcome of
Johnson, Rebecca		group survival, particularly in organizational settings. In presenting this analysis, first, the definitions
University of Nevada, Reno		of gossip and rumor will be provided. This process is achieved by presenting an overview of
(Invited Address -OBM)		different approaches to the analysis of these phenomena at the group as well as the individual
		level. Finally, having drawn these distinctions, we will address the implications that the analysis of
		gossip and rumor may have for behavior analysis and more particularly behavior analysis of organ-
		izational effectivenss and its survival. This presentation will include a couple of data based demon-
		strations of the impact of verbal networking on rumor generalization.

1:00-2:20 Dana VII		Early Identification and Speech Acquisition in Young Children with Autism Spectrum
Chair: Sze, Karen MA		Disorders
University of California, Santa Barbara
(Symposium - AUT)
Paper 1: Nefdt, Nicolette		First S.T.E.P.: A Program Description of a Screening, Training, and Education Project for
Bruinsma, Yvonne		Young Children At Rist For Autism or Developmental Delays
Fredeen, Rosy
Koegel, Lynn
University of California, Santa Barbara
Paper 2: Mossman, Amanda		Facilitating Speech in Nonverbal Children with Autism Using Predictable Routines
Koegel, Robert
Bruinsma, Yvonne
Sze, Karen M.
Koegel, Lynn
University of California, Santa Barbara
Paper 3: Sze, Karen M.		Using Pre-Treatment Vocalizations to Increase Functional Vocabulary in Nonverbal
Koegel, Robert		Children with Autism
Mossman, Amanda
Koegel, Lynn
University of California, Santa Barbara


2:00-2:50 Dana VI		Introduction to the Behavior Analyst Certification Board
Shook, Gerald L. Ph.D.		The presentation will cover important components of the BACB® including information on Board
Behavior Analyst Certification Board		Certified Behavior Analyst™ (BCBA®) and Board Certified Behavior Analyst™ (BCABA®)
(Address - PEL)		credentials; professional experience, coursework, and degree requirements; approved course
		sequences; examination administration; eligibility standards; and application for examination. The
		presentation also will offer information regarding changes planned for the BACB eligibility stan-
		dards and aspects of the BACB. Time will be provided for participant questions and discussion
		with presenter. This presentation is intended for individuals who want basic information on the
		BACB or are planning on becoming certified.

2:00-2:50 Pacific Learning Center		A Functional View of Scientific Translation
Critchfield, Thomas S. Ph.D.		Scientific translation (in which basic research informs applied efforts, or vice versa) is widely
Illinois State University		regarded as a good thing, but little is known about where and how translation actually takes place.
(Invited Address -EXP)		Moreover, translation usually is defined structurally (for all practical purposes, an effort is deemed
		to be translational if an author says it is). Employing a more functional definition of translation, we
		will use citation data to chart the likely avenues (journal to journal) through which basic and applied
		behavior science currently connect, thereby identifying the broad domains in which basic-applied
		connections are likely to be made. In the context of one example domain, we will further specify
		the basic-research topics that tend to provide fuel for translation, and the applied-research topics
		to which they tend to be extended. Overall, our analysis will show that basic-to-applied "bridging"
		is relatively uncommon and applied-to-basic bridging is nearly nonexistent. In keeping with a
		functional view, we will (time permitting) speculate a bit on how to promote the skills needed to
		pursue translational efforts.

2:00-2:50 Capistrano		The Role of Joint Control in the Manded Selection Responses of Non-Vocal Children
Tu, Joyce C. Ed.D.		With Autism
CBS/FABAS		In the present study, joint control training was applied when teaching selection responses to four
(Address -VB)		non-vocal children with autism. This study is a systematic repliction of Tu (2001). The children
		were two males (ages six and seven) and two females (ages twelve and thirteen). The result
		showed that it was only after the joint tact/self-mimetic/sequelic control training that the symmet-
		rical performance of manded selection responses appeared with no additional training.

2:00-2:50 Dana VII		Promoting Sustained Program Implementation in Schools
Mayer, G. Roy Ed.D.		This presentation is designed for educators and those who consult with them concerning student
California State University, Los Angeles		behavior. Consulting, organizational, and system-wide strategies promoting the development of
(Address -ED)		an environment that will sustain program implementation are addressed. The importance of (1)
		developing teams within each school to address student behavior problems, (2) using consulting/
		collaborative skills to promote continued program implementation, and (3) providing on-going
		support to staff and administrators will be stressed. The central administration and school board
		also need to be involved in monitoring and in providing support if schoolwide change strategies are
		to be maintained that effectively prevent and address student discipline problems.

2:00-2:50 Lantern II and III		Meeting the Challenge of Teaching Social Behavior: Some Historical Problems and
Brownfield, Lisa		Contemporary Solutions
Center for Autism and Related Disorders		Social behavior is of central importance to psychology in general and continues to be one of the
(Address - AUT)		more challenging aspects of behavioral intervention for children with autism. While a variety of
Tarbox, Jonathan		interventions have been successful in teaching basic social skills, such as social greetings or
Tarbox, Rachel S. F.		turn-taking, development of behavior analytic interventions for teaching subtle and complex social
Granspeesheh, Doreen		skills has lagged.This presentation will consist of two parts. The first part will address the grievous
Center for Autism and Related Disorders		need for theoretical, experimental, and clinical work in the area of social behavior. We will outline
		some of the historical behavior analytic setbacks in addressing complex human behavior such as
		that involved in social skills, and will trace some encouraging recent developments in the area. In
		the second part, we will outline some of our recent work in developing a comprehensive curricu-
		lum for teaching social behavior to children with autism. In an effort to address the breadth of
		human social behavior, we have identified a variety of social behaviors, based on developmental
		norms, as targets for teaching complex social behavior, and structured a curriculum into three
		core areas. The current presentation identifies and describes skill targets and general teaching
		strategies in the three areas, and teaching sessions will be demonstrated.

2:00-2:50 Catalina		Science-Based Practice and Organizational Behavior Management
Normand, Matthew P. Ph.D.		Organizational behavior management (OBM), having sprung from the seeds of applied behavior
Florida Institute of Technology		analysis, has long been presented as a discipline rooted in behavioral science. However, there is
(Invited Address - OBM)		evidence to suggest that the field has become a practitioner-based discipline with very little on-
		going empirical research to validate the methods most commonly employed. Moreover, a sampling
1 CEU - BACB		of published research in the Journal of Organizational Behavior Management (JOBM), the flagship
		journal for OBM, reveals research reports demonstrating small effects obtained with loose experi-
		mental controls and with little or no discussion of these effects in terms of relevance to basic
		behavioral principles. That this is so is not necessarily bad, but there are important implications
		to be considered. The present paper will review the past five years (1999-2004) of OBM-related
		publications in JOBM and the Journal of Applied Behavior Analysis and evaluate the content
		according to the seven dimensions of applied behavior analysis outlined by Baer, Wolf, and Risley
		(1968; 1987). Implications for the field will then be discussed.

2:00-3:20 Dana IV		Template Matching: An Objective Basis for Selecting Educational Programs for Children
Chair: Cone, John D. Ph.D.		with Autism
Alliant International University
Discussant: Green, Gina, PhD
San DiegoState University
(Symposium - AUT)
Paper 1: Cone, John D.		An Introduction to Template Matching

Paper 2: Laitinen, Richard		The Competent Learner Model© As A Curriculum and Assessment Basis For Template
Tucci Learning Solutions, Inc.		Matching with Naïve Learners

Paper 3: Powers, Daniel B.		Using Template Matching in Program Selection For A Young Girl With Autism

1.5 CEU – BACB, BBS, SLPAB


2:00-3:20 Dana V		The Current Status of Maintenance in Applied Behavior Analysis
Chair: Salzberg, Charles L., PhD
Utah State University
Discussant: Dietrich, Ronnie, PhD
Spectrum Center
(Symposium - TCP)

Paper1: Salzberg, Charles L.		Conceptual Analysis of the Problem of Maintenance
Utah State University
Paper 2: Slocum, Timothy A.		Current Practices For Promoting Maintenance
Utah State University
Paper 3: Hager, Karen D.		Treatment of Maintenance in JABA Studies
Utah State University

2:30-3:50 Dana VIII		Using Pivotal Responses and Positive Behavioral Support to Change Symptoms of Autism
Chair: Openden, Daniel
University of California, Santa Barbara
(Symposium - AUT)
Paper 1: Tran, Quy H.		Incorporating Pivotal Response Treatment to Improve Homework Motivation and
Koegel, Robert		Performance for Children with Autism
Mossman, Amanda
University of California, Santa Barbara
Paper 2: Lacy, Jane S.		Using A Transfer Stimulus to Reduce Ritualistic Behaviors in Children with Autism
Koegel, Robert
Koegel, Lynn
University of California, Santa Barbara
Paper 3: Openden, Daniel		Using Systematic Desensitization To Treat Hypersensitivity To Auditory Stimuli In
Koegel, Robert		Children with Autism
Koegel, Lynn
University of California, Santa Barbara

3:00-3:50 Dana I, II, and III		Training and Generalization of Safety Skills to Prevent Gun Play in Children
Miltenberger, Raymond G. Ph.D.		Each year in the United States hundreds of children accidentally injure or kill other children when
North Dakota State University		they find a loaded gun and play with it. Two approaches to preventing unintentional firearm injuries
(Invited Address -CM)		in children are to promote safe storage practices and to teach children safety skills to use upon
		finding a gun. Because efforts to promote safe storage practices have not been successful,
1 CEU - BACB		recent research has focused on teaching children safety skills to prevent firearm injuries. This
		presentation will review a series of studies evaluating behavioral skills training for teaching safety
		skills to children with an emphasis on the strategies needed to promote generalization and
		maintenance of the skills.

3:00-3:50 Dana VI		BACB Certificant Meeting and Update
Shook, Gerald L. Ph.D.		The presentation will provide an overview of the current status of the BACB® and its certificants.
Behavior Analyst Certification Board		It will cover important developments within the BACB over the past year relating to growth and
(Invited Address - PEL)		changes in the BACB including: continuing education, recertification, professional experience,
		university coursework approval, examination administration, ethics, and disciplinary standards.
1 CEU - BACB		The presentation also will offer projections for development of the BACB for the following year.
		Time will be provided for participant questions and discussion with presenter. This presentation is
		intended for BACB certificants (BCBAs® and BCABAs®), and individuals who are interested in the
		current status and future directions of the BACB.

3:00-3:50 Pacific Learning Center		Reinforcement, Attending, and Remembering
Nevin, John A. Ph.D.		Discrimination performance depends on attending to the relevant stimuli. By assuming that
University of New Hampshire		attending is the same as overt operant behavior in its probability of occurrence and its resistance
(Invited Address -ESP)		to change as a function of reinforcement, it is possible to model a wide variety of conditional
		discriminations including delayed matching to sample. The model provides a quantitative treatment
		of unmeasured or covert behavior with implications for applied analyses.

3:00-3:50 Capistrano		Evolution by Selection as Explanatory Model in Behavior Analysis
Glenn, Sigrid S. Ph.D.		Selection as a causal process was first used to account for the evolution of biological phenomena.
University of North Texas		As a kind of cause, selection may account for evolution in other domains, including the evolution of
(Invited Address -TCP)		cultures. It is not necessary to assume that selection processes in different domains are alike in
		every way, nor that the particulars of biological selection constitute the criteria against which all
1 CEU - BACB		other selection processses must conform. However, selectionist theory in the biological domain
		provides insight into the kinds of theoretical problems that may need to be addressed in other
		domains where selection is said to account for evolutionary change. A sample of theoretical prob-
		lems facing a selectionist account of the evolution of operant repertoires includes identification of
		the units of selection, the site and mechanism(s) of retention, and the nature of the entities that
		evolve. These problems will be compared to similar problems that have been at least partially
		resolved in evolutionary biology.

3:00-3:50 Dana VII		Positive Behavior Supports: Its Effectiveness With The Most Severe and Challenging
LaVigna, Gary W. Ph.D.		Behavior
Institute for Applied Behavior Analysis		One area in which the contributions of Applied Behavior Analysis (ABA) has been especially
(Address -CM)		notable is been that of challenging behavior. This includes the more recent development within
		ABA of Positive Behavior Supports (PBS). However, some behavior analysts have recently
1 CEU - BACB		challenged PBS as unable to effectively deal the most severe forms of challenging behavior. This
		paper adds to the evidenced based assertion that positive practices based on the principles of
		ABA are fully capable of supporting people with the most challenging behavior, without the inherent
		problems associated with the more traditional punishment strategies recommended by some be-
		havior analysts. Data to support the thesis of this presentation include a series of Type III case
		studies in which the challenging behavior was life threatening, for which qualified behavior analysts
		had previously determined aversive procedures would be necessary, and/or for which the focus
		person had a developmental disability, a mental health problem, or both. The last case presented
		involved charges of criminal assault. Given the effectiveness of PBS in this case, its clinical
		applicability for people without a developmental disability is discussed, with particular reference to
		its contribution to the social validity of ABA with a population who must consent to the treatment
		they receive.

3:00-3:50 Lantern II and III		Serving Our Students With Autism: How We Meet Their Needs
Cronin, Kathleen MS		ABC Unified School District is a culturally diverse middle-size suburban school district located in
ABC Unified School District		Los Angeles County. There are approximately 2500 students receiving special education services.
(Address -AUT)		Students with autism are educated in a variety of programs with instructional strategies designed
		to accommodate the culture of autism. Our Early Intervention Program serves students between
		the ages of 3-5 and placement is determined following a multi-disciplinary assessment determin-
		ing student needs. Placement options include: general education pre-school classes; hetero-
		geneous special day classes, both non-severe and severe; or special day classes based on the
		TEACCH philosophy. Elementary aged students with autism are offered an array of placement
		options which include: full inclusion in general education; Resource Specialist support, hetero-
		geneous special day classes, both non-severe and severe; or special day classes based on the
		TEACCH philosophy. Students in the special day classes have opportunities for mainstreaming
		and are supported by Buddy Clubs and social skills training groups. Throughout all of our programs
		for students with autism, a strong multidisciplinary team approach is encouraged. On-site service
		providers include: speech and language specialists, adapted physical education specialists,
		occupational therapists, psychologist/behavior specialists, and inclusion facilitators. A key com-
		ponent of all of our programs is on-going parent and staff training. In addition, time is allotted for
		staff to discuss and evaluate classrooms/programs through regularly scheduled "Grand Rounds".
		If student achievement and parental support are measures of success, then we are well on our
		way.

3:00-3:50 Catalina		Managing Staff Performance In A Day Treatment Setting: Data From Two Recent
Austin, John Ph.D.		Experiments Using OBM Techniques
Western Michigan University		Two studies will be discussed in which OBM techniques were used to improve staff performance.
(Invited Address -OBM)		In both cases, the OBM process was used to address the challenges: 1) appropriate behaviors
		were determined (pinpointing); 2) a measurement system was developed and data were collected;
		3) the performances were analyzed using the Performance Diagnostic Checklist; 4) appropriate
		interventions were developed and implemented; 5) the effects were analyzed by way of thorough
		data collection. Study 1 involved improving staff preparation behaviors in a therapy area and in a
		change area. Study 2 involved improving staff lifting behavior when transferring consumers.

4:00-4:50 Dana IV and V		School-Wide Positive Behavior Support: Implementing ABA At Scales of Social
Horner, Robert H. Ph.D.		Significance
University of Oregon		Large-scale implementation of school-wide positive behavior support is presented as one example
(Keynote Address - ALL)		of integrating applied behavior analysis principles and procedures into practical settings to achieve
		socially relevant outcomes. School-wide PBS blends rigorous and precise application of scientific
		procedures with the need to develop local, district, and state-level capacity to accomplish
		sustained improvements in whole school climates, specific learning environments and individual
		student behaviors. Key features to achieve large-scale impact through technically sound and con-
		textually appropriate interventions are identified and linked to the fundamental characteristics of
		school-wide PBS. Data reflecting the current status of school-wide positive behavior support
		implementation will be presented.

9:00 - 5:00 Doheny Board Room		Pilot Testing of New BACB Exam Questions
(drop-in basis, BCBAs and BCABAs only)
Behavior Analyst Certification Board staff

5:00-7:00
VIP Reception (by invitation only)

5:00-7:00 Lantern II and III
Job Fair and Graduate Program Expo

7:30-9:30 Dana I, II, III, IV, V, VI, VII, VIII
Dinner, Awards Ceremony, and
Skinner Foundation Auction
(Advance reservation or invitation required)

9:00-11:00 Capistrano
Hospitality Suite #1

9:00-11:00 Lantern II
Hospitality Suite #2

9:00-11:00 Lantern III
Hospitality Suite #3

9:00-11:00 Catalina
Hospitality Suite #4

SATURDAY, 02/19 (Top)

9:00-4:00 Dana II		Guidelines for Professional Conduct and Ethical Decision Making in The Delivery of
Workshop # 7 (PEL)		Behavioral Services
Robinson, Sarah Ph.D.		This introductory workshop will provide a discussion of ethical principles and their application to
Florida's Agency for Persons with		the practice of behavior analysis. It is designed to build understanding of ethical requirements in
Disabilities		everyday professional situations. The content will encompass background history and foundations
Osnes, Pamela		for codes of ethics, differences between legal and ethical behavior and interactive exercises. The
Ohio State University		presenters will review a number of professional codes and guidelines that have been designed to
		dictate professional conduct and to establish the relationship between ethics and law. Participants
		will identify and discuss the standards guiding the resolution of ethical dilemmas encountered in
6 CEU - BACB		mental health, educational and developmental disabilities settings including: Confidentiality, priv-
		ilege, privacy and consent; Record keeping; Professional competence; Fees and financial arrange-
		ments; Multiple relationships; Misuse of influence; Supervision; Consultation and referrals; Duty to
		warn; Honoring commitments; Rights of consumers; Publication credits; Use of punishment pro-
		cedures; Due process; Distribution of education resources; Conflicts among parents and teachers
		Issues relevant to development of individual education plans. Participants will be able to recognize
		and pursue strategies to avoid and resolve legal and ethical issues. They will participate in inter-
		active exercises designed to enhance their analyses of ethical issues, dilemmas and decision
		making.

9:00-4:00 Dana III		Social Skills: Assessment and Intervention Planning for Children with Autism
Workshop # 8 (AUT)		The workshop Social Skills: Assessment and Intervention Planning for Children with Autism guides
Moes, Doug Ph.D.		participants through a systematic process of designing individualized social skills programs for
Carter, Faye		children with autism including assessment and intervention planning. Both the assessment and
Lavarias, Gerald		intervention processes adhere to ABA principles and methodology. The assessment portion of the
Autism Spectrum Therapies		program outlines strategies for clarifying the nature of the deficit, determining the scope of deficits,
		clarifying what competing problem behaviors exist, and identifying preferences and relative
6 CEU - BACB		strengths to inform intervention planning. The intervention planning portion of the program outlines
		a multimodal approach to developing social skills. This includes teaching participants to opera-
2/8/05: WORKSHOP #8 FULL.		tionalize pivotal skills, determine the appropriate means of instruction including setting, peer, and
CLOSED TO ENROLLMENT.		activity selection, and developing appropriate data collection systems. This multi-modal approach
		to social skills instruction is illustrated through review of a case study, Small group activities
		provide an opportunity for participants to immediately apply this approach.

9:00-12:00 Dana VI		Bullying In Schools
Workshop # 9 (ED)		This workshop will address factors and provide a number of strategies that can assist school
Ybarra, Bill		personnel address the problem of bullying in their school. Specific strategies for each member of
Los Angeles County Office of Educ.		the school community, including students, wiol be discussed in detail along with policy recommen-
Wong, Cindy		dations for the schools.
Montebello Unified School District

3 CEU - BACB


9:00-12:00 Dana VII		Behavioral Demolition: Designing Effective Behavior Intervention Plans (BIP)
Workshop # 10 (DD)		This workshop will present the methods of behavioral demolition. We will review the
Bosch, Sebastien Ph.D.		functions of problem behaviors and the implication for treatments. We will also present
Maier, Eric W.		functional assessments (interview and direct observation) and their use in the development
California Unified Service Providers		of Behavioral Intervention Plans (BIP).

3 CEU – BACB, BBS

2/14/05: WORKSHOP #10 FULL.
CLOSED TO ENROLLMENT.


9:00-12:00 Dana VIII		Using Applied Behavior Analysis to Support Inclusive Education
Workshop # 11 (AUT)		This workshop will cover the basic concepts of inclusive education and how the techniques of
Heo, Tammy H.		applied behavior analysis can be utilized to transition a child from early intensive ABA services to
Kwan, Cindy		an inclusive classroom setting to facilitate the student's progress. Attendees will learn to prepare
Vista Behavior Consulting		for and meet the challenges of transitioning a child to a less restrictive setting, achieving generality
		across time, behaviors, and settings. Attendees will receive an inclusion workbook and review
3 CEU – BACB, BBS;		strategies of utilizing research based ABA techniques when working collaboratively with a team of
MCEP pending		professionals in an inclusive setting.


9:00-12:00 Pacific Learning Center		Evidence-Based Strategies for Training, Supervising, and Motivating Human Service Staff
Workshop # 12 (OBM)		This workshop will present procedures for improving and maintaining desired work performance
Reid, Dennis H. Ph.D.		among human service personnel. A behavioral outcome management approach derived from
Carolina Behavior Analysis and		behavior analytic research will be described for application by supervisors, consultants, and
Support Center		clinicians who provide consumer services by working through other personnel. Specific topics to
		be covered include training work-related skills to staff in an efficient and performance-based
3 CEU – BACB, BBS		manner, supporting proficient staff performance, corrective procedures for nonproficient perfor-
		mance, and means of motivating staff to impact both work performance and job satisfaction.
2/8/05: WORKSHOP #12 FULL.		Throughout all topics discussed, an emphasis will be on using staff training and supervision
CLOSED TO ENROLLMENT.		procedures that have an evidence base to support the effectiveness of the procedures. A focus
		also will be on procedures that are typically well received by direct service staff.

9:00-12:00 Capistrano		Behavior Management for Tough Kids: Practical Classroom Interventions
Workshop # 13 (ED)		This presentation will focus on the practical management of behaviorally disordered/emotionally
Jenson, William R. Ph.D.		disturbed students (BD/SED). These students are frequently referred to as "tough kids" because
University of Utah		they exhibit strong behavioral excesses such as arguing, noncompliance, and aggression while at
Bowen, Julie		the same time they possess significant behavioral deficits in self-management (rule governed be-
Jordan School District		havior), social skills, and academic abilities. This presentation will review what causes "tough kid"
		behavior, how to practically assess it, and strategies to remediate it. An emphasis will be placed
3 CEU – BACB, BBS;		on proactive strategies and positive behavior management interventions such as Mystery Motiva-
MCEP pending		tors, the "Sure I Will" program, the "Yes and No" classroom management program, reward
		spinners, a whole school positive discipline program and several more. Strategies to decrease
		the behavioral excesses of noncompliance and arguing will include differential attention, What If
		Charts, effective classroom rule design, precision requests, and a variety of practical reductive
		classroom interventions. In addition, information will also be presented on how to get other people
		such as parents and other educators to follow through and implement these techniques. All the
		strategies to be presented will research validated interventions that can be time efficiently
		implemented in classrooms at low cost.

9:00-12:00 Lantern II and III		Assessing and Programming for the Acquisition of Complex Language Skills in
Workshop # 14 (AUT)		Children with Autism
Sparkman, Coleen MA		This workshop will discuss how information obtained through speech and language assessment
Therapeutic Pathways, Inc./The Kendall		tools might be combined with direct observation to develop behavior analytic intervention programs
School		that target advanced verbal skills in children with autism. Discrete-trial methodologies have shown
Young, Jill		to be effective in teaching children a variety of verbal skills; however, fewer procedures have been
Cavagnaro, Devon		developed that target more complex verbal skills. Script-fading, self-monitoring and behavioral
Machado, Melanie		rehearsals are among the techniques used to develop higher-order language skills such as
Therapeutic Pathways, Inc.		commenting, maintaining contextually appropriate conversations, responding to listeners non-
Moore, Allyson		verbal behavior, and "inference making". Suggestions in the use of different assessments and
The Kendall School		interventions based on the learner's language, social and behavioral profiles will be outlined.

3 CEU – BACB, SLPAB


9:00-12:00 Catalina		Advances in Treating Children with Habit Disorders, Motor and Vocal Tics, Tourette's
Workshop # 15 (CM)		Syndrome, and Stuttering Using the Habit Reversal and Regulated Breathing Treatment
Nunn, R. Gregory Ph.D.		Program
National University		Maladaptive and undesirable habits, tics, Tourette's Syndrome (TS), and stuttering are extremely
		common problems which can seriously affect the personal relationships and self-esteem of indi-
3 CEU – BACB, BBS;		viduals who suffer from them. Because these problems can cause acute psychological distress,
MCEP pending		many different types of treatments for them have been developed. Habit Reversal is a behavioral
		treatment approach which has proven to be an effective, "General treatment" for habits and tics
		including TS (Azrin & Nunn, 1973; Azrin & Nunn, 1977; Nunn, 1978; Azrin, Nunn & Frantz, 1980;
		Azrin & Peterson, 1988a, Finney, Rapoff, Hall, & Christopherson, 1983; Franco, 1981; Zikis, 1983;
		Miltenberger, 2001). In this workshop we will discuss the identification, nature, and treatment of
		children, adolescents, and adults with these type of problems. Specifically we will cover the diag-
		nosis and treatment of individuals using the Habit Reversal and Regulated Breathing Treatment
		Procedures of Azrin and Nunn as well as treatment variations that have evolved from their original
		work. Case studies are included where possible and workshop participants are strongly encour-
		aged to provide input. You will learn: To identify and diagnose maladaptive habits, tics, TS, and
		stuttering with children and adults. To understand the theoretical rationales that have spawned the
		many treatments for these types of problems, The Habit Reversal and Regulated Breathing Treat-
		ment Procedures, Common pitfalls of treatment and ways of overcoming them. All practitioners,
		educators, and other professionals working with children, adolescents, or adults presenting with
		these types of problems are encouraged to attend.


1:00-4:00 Pacific Learning Center		Staff Recruitment and Retention: An Application of Organization Behavior Management
Workshop # 16 (OBM)		This workshop will provide the participants with the information necessary to develop a
LaVigna, Gary W. Ph.D.		staff recruitment and retention plan aimed at reducing turnover, staff vacancies and reduced time
Kelly, Rose K.		needed to fill open positions with qualified people. The methods utilized are based on the principles
Institute for Applied Behavior Analysis		of organization behavior management (OBM). Using the methods described in the workshop, IABA
		has reduced its own employee turnover nearly in half and has dramatically improved staff job
3 CEU – BACB		survival rate.


1:00-4:00 Capistrano		Helping Teachers in Traditional Classrooms Use Behavior Analytic Procedures
Workshop # 17 (ED)		This workshop does two things. First, it provides an overview of a range of things behavior
Sloane, Howard Ph.D.		analysis suggests a teacher needs to have in place in the classroom. Then it has an in-depth skill
Calif. Assoc. for Behavior Analysis		session on helping teachers learn to use correct questioning procedures to increase attending and
		learning and to decrease behavior problems. In the latter, participants are guided through using
3 CEU - BACB		these techniques and teaching others to use the techniques, including practice in questioning and
		teaching others to use questions correctly. After the overview introduction, the workshop incorpor-
		ates these procedures into the workshop itself.

1:00-4:00 Lantern II and III		Using Verbal Behavior to Understand Multiply Controlled Operants and Autism
Workshop # 18 (AUT)		This workshop will review Skinner's fundamental verbal operants and expand upon his description
Bondy, Andy Ph.D.		of "impure" or multiply controlled verbal operants. Video examples of behavior by children with
Pyramid Educational Consultants		autism and other disabilities using various modalities, including PECS, will be reviewed. The
		analysis will be extended to the teaching structure of the PECS protocol. Furthermore, a review of
3 CEU – BACB		Skinner's writing concerning private events and the autoclitic will be presented with special
MCEP pending		attention to autism. Much of this work is based upon an article in press in The Behavior Analyst.

Poster Session (Top)
THURSDAY, FEBRUARY 17, 8:00 – 10:00 PM
Location: Dana I, II, III, IV, V

Program areas: AUT - Autism; CM - Clinical & Medical; DD - Developmental Disabilities; ED - Education; EXP - Experimental; HDG - Human Development & Gerontology; OBM - Organizational Behavior Management; PEL - Professional, Ethical & Legal; TCP - Theoretical, Conceptual & Philosophical; VB - Verbal Behavior; OTH - Other.

1. (AUT) Teaching Children with Autism Independent Hand Washing Using Nonverbal Prompting and Fading
Liat Lang, California Institute of Behavior Analysis

2. (OBM) Training Instructors To Expand A Child's Mand Repertoire
Isaac L. Bermudez, California State University, Los Angeles

3. (EXP) Laptop Interfaces for Operant Chambers
Bill Potter, Andrea Duroy, California State University, Stanislaus

4. (AUT) Teaching Complex Play Skills to Children with Autism: A Comprehensive Program and Case Description
Lisa Brownfield, Jonathan Tarbox, Rachel S.F. Tarbox, Doreen Granpeesheh, Center for Autism and Related Disorders, Inc.

5. (AUT) Retrospective Analysis of the Effects of Decreases in Treatment Hours in Early Intervention for Young Children with Autism
Sienna Wooten, Rachel S.F. Tarbox, Sarah Larsen, Doreen Granpeesheh, Center for Autism and Related Disorders, Inc.

6. (ED) Mystery Motivator, An Intermittent Reinforcement: Effects on Playground Behavior of Primary Age Children
Richard B. Sanders, Richard P. West, Tim G. Smith, Utah State University
Joshua West, San Diego State University

7. (AUT) Partial Outcome Data From An In-Home Early Intervention Program for Children with Autism Younger than 3 Years Old
Katherine E. Calarco, Paul D. Coyne, Coyne and Associates

8. (TCP, CM) A Proposed Model of Sexual Risk Behavior Among Latino Males Having Sex with Males
Jason Daniel, Jennifer Zellner, Mel Hovell, Fernando Sanudo, Carol Sipan, San Diego State University

9. (DD) Effects of An Applied Behavior Analysis Training Program on Confidence and Stress in Caregivers for Children with Developmental Disabilities
Deborah K. Ewen, Tricia A. Wood, Humboldt State University
Siri Ming, Redwood Coast Regional Center
Mary B. Gruber, Kristi Shanoff, Humboldt State University

10. (DD) Effects of An Applied Behavior Analysis Training Program on Self-Efficacy and Behavioral Skills of Caregivers for Children with Developmental Disabilities
Tricia A. Wood, Deborah K. Ewen, Mary B. Gruber, Humboldt State University
Siri Ming, Redwood Coast Regional Center
Cary Horn, Humboldt State University

11. (CM) 2.5 -Year Follow-Up of Weight and Body Mass Index Values In the Weight Control for Life! Program: A Descriptive Analysis
R. Gregory Nunn, National University
J. Blake Nunn, University of Wisconsin-Milwaukee

12. (CM) Treating Children with Thumb and Finger-Sucking Using Habit Reversal Combined with Parent Education Procedures and A Moisture-Sensitive Awareness Training Device
R. Gregory Nunn, National University
J. Blake Nunn, University of Wisconsin-Milwaukee

13. (AUT) A Functional Assessment of Self-Gratifying Behavior and Evaluation of Strategies for Its Reduction
Elizabeth Wallace, Pacific Child and Family Associates, East Bay

14. (AUT) Management of Attention-Seeking Behavior Using A Two-Tier Token Economy
Elizabeth Wallace, Pacific Child and Family Associates, East Bay

15. (ED) Changing Behavior At A Montessori School
Heather Huber, Quality Behavioral Outcomes

16. (AUT) The Use of Fading Procedures to Teach Academic Readiness Skills
Ralph N., Pampino, Jr. Cheryl Martinez Avaricio, Donald Wachelka, Quality Behavioral Outcomes
Ellen Talbot, Pleasanton Unified School District

17. (ED) Increasing Peer Acceptance Through Peer Nomination and Classroom Positive Peer Review with Emotionally Disturbed Children
Lindsey Passmore, Jamie Sweeney, Mary Duncan, River Oak Center for Children

18. (EXP, CM) Parent Counseling and Bioassay Feedback to Reduce Secondhand Smoke Exposure in Children: Piloting Physicial Collaboration
Adrianne M. Simpson, Susan B. Meltzer, Dennis R. Wahlgren, Mel Hovell, Ruzbeh Toussi, San Diego State University

19. (AUT) Effects of Video Modeling on Aspects of Various Elements of Pragmatic Language of Elementary School Aged Children with Autism
Jennifer Carvalho, Spectrum Center for Educational and Behavioral Development

20. (AUT) Effects of Video Modeling on Aspects of Various Elements of Pragmatic Language of Middle School Age Students with Asperger's Syndrome
Sarah Finkelman, Spectrum Center for Educational and Behavioral Development

21. (AUT) Happiness Indices in Children Who Are Autistic and Have Limited Communication Skills
Krysti DeZonia, Training, Education, and Research Institute

22. (AUT) An Analysis of Stereotypic Responding During Discrete-Trail Training
Michele R. Bishop, Ginger R. Wilson, Jennifer Castellanos, Patrick M. Ghezzi, University of Nevada, Reno

23. (EXP) The Role of Reciprocation and Information in the Iterated Prisoner's Dilemma
Shawn R. Charlton, University of California, San Diego

24. (AUT) Evaluation of Pre-Session Preference Assessments on Response Rates
Edwin Dyer, Michele D. Wallace, Carrie Ellsworth, University of Nevada, Reno

25. (ED) Effects of Medication Levels on Preference and Reinforcer Assessments
Carrie Ellsworth, Michele D. Wallace, University of Nevada, Reno

26. (AUT) Effects of Vocal and Non-Vocal Feedback on Discrete Trial Instruction with Young Children with Autism
Amy L. Kenzer, Ginger R. Wilson, Patrick M. Ghezzi, University of Nevada, Reno

27. (AUT) On the Displacement of Leisure Items in Combined Stimulus Preference Assessments
Amy L. Kenzer, Kenneth MacAleese, Patrick M. Ghezzi, University of Nevada, Reno

28. (ED) Catch the Wave: Behavior Analysis Program at University of Nevada, Reno
Michele D. Wallace, University of Nevada, Reno

29. (OBM) Improving Customer Service Using Organizational Behavior Management Techniques
Kristi M. Baysinger, Carolynn Kohn, University of the Pacific

30. (CM, ED) Errorless Compliance Training As A Treatment for Noncompliance In A Preschool Setting
Lucas A. Bradley, Kenneth L. Beauchamp, Carolynn Kohn, Holly A. White, Wendy L. Ratto, University of the Pacific

31. (ED) Improving Social Interactions of Elementary Students Using Positive Peer Reporting
Xeres Delmendo, Carolynn Kohn, University of the Pacific

32. (ED) The Effects of Staff Training and Performance Feedback on Reducing Inappropriate Playground Behavior
Alayna T. Haberlin, University of the Pacific

33. (CM) The Effects of Performance Feedback on Job Performance and Attendance In A Volunteer Program for Adults with Mental Illness
Cynthia Joy Lopez, Kenneth L. Beauchamp, Judy Agnew, Cris Clay, University of the Pacific

34. (OBM) Teaching the Mentally Ill To Use Self-Generated Feedback to Maintain Receptionist Skills
Ronald D. Magno, , Alayna T. Haberlin, Todd Fabian, University of the Pacific

35. (CM) Training Mentally Disabled Individuals for Effective Nurse-Patient Communication
Ronald D. Magno, Kenneth L. Beauchamp, Gary Howells, Cris Clay, University of the Pacific

36. (OBM) Improving Job Performance Through the Use of A Job Task Checklist
M. Marie Ortega, Ronald D. Magno, Todd Fabian, University of the Pacific

37. (CM) Increasing Attendance and Prosocial Behavior During A Sports Activity Class
M. Marie Ortega, Todd Fabian, Carolynn Kohn, University of the Pacific

38. (EXP, CM) Use of Contingent Monetary Reinforcement and Feedback to Reduce Smoking by Adults Diagnosed with Schizophrenia
Eric Sandquist, Carolynn Kohn, Roseann Hannon, Chris Clay, University of the Pacific

39. (CM) Comparison of Three Stimulus Preference Assessment Methods in Adults Diagnosed with A Mental Illness
Staci Saylors, Holly White, Carolynn Kohn, University of the Pacific

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