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

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