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Workshop Registration (schedule & descriptions below) Jan. 22 update: All conference general sessions and workshops submitted for BACB, MCEP, BBS, or SLPAB CE have been approved for CEUs. You must register for the conference in order to register for a workshop. Pre-registration for workshops is strongly encouraged, as space is limited and workshops will be filled on a first-come, first-served basis. Please register online for the conference and workshops. |
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Workshop Schedule and Descriptions (subject to change – check this site periodically for updates) Saturday, February 18, 2006 • 9:00 a.m. – 12:00 p.m. |
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Workshop # 1 (AUT – Intermed) Kelly McKinnon, MA, BCBA Shaun Howell, SLP CE: BACB Fee: $35 |
A Team Approach to Teaching Language: Behaviorists and Speech Pathologists
Working Together As behavior analysts we are taught to assess and teach language through our analysis of the use and non-use of verbal language. Because of this, we often feel like we can teach or "know it all" when it comes to teaching language to children with autism. Yet there are many parts to the development of speech and language that behaviorists are not trained to do and should consult with other professionals. Teaming with a speech pathologist can enhance the quality of language services provided to the child with autism. Review the merging of the two methodologies, and the use of a new Decision-making Treatment Tree coordinated by a licensed Speech and Language Pathologist and a Board Certified Behavior Analyst to determine language curriculum and treatment. |
Workshop # 2 (AUT – Intro) Patricia R. Massoth, BA Mark Adams, PhD, BCBA Sergio Pinto, BCABA CE: None at this time Fee: $35 |
Teaching Reading and Writing Children receiving intensive 1:1 discrete trial training often show deficits in developing vocal speech, while receptive language skills are strong. In addition, there is beginning to be support shown for developing alternative means of vocal speech (e.g., writing or typing or word exchange) as a substitute for vocal, expressive speech. The purpose of this workshop is to provide training of expressive object labeling and other expressive language skills using writing, typing, and word exchange as a substitute for vocal speech response requirements. It is proposed that strengthening the "equivalence" properties of hearing vocal speech, seeing objects and constructing their corresponding written or typed responses through the use of a Reading and Writing Program based on the publication "The Reading and Writing Program," (Watthen-Lovaas & Lovaas, 1998), will facilitate the use of language, regardless of the formal characteristics of the expressive response. Workshop participants will receive hands-on practice using a Reading and Writing board and corresponding materials. Additionally, they will leave with a Reading and Writing board, and receive a comprehensive manual outlining progressions and various methods of implementing a Reading and Writing Program based on case examples. |
Workshop # 3 (AUT – Intermed) Len Levin, PhD Paul Coyne CE: BACB Fee: $35 |
Integral Treatment and Education Strategies to Supplement Discrete-Trial Teaching in ABA Intensive, ABA-based, early intervention programs for children with autism routinely utilize the discrete-trial teaching (DTT) format to address skill deficits commonly associated with Autism Spectrum Disorder. Typically, however, target objectives exist that cannot be addressed in an optimal fashion via the DTT format, objectives such as spontaneous communication, engagement in long response chains such as appropriate play, and the reduction of disruptive behavior. Consequently, DTT should not be the only teaching strategy employed in a comprehensive, ABA-based early intervention program. The presenters of this workshop will review other ABA-based strategies that are integral to an early intervention program designed to achieve best outcome with young children with autism. In addition to learning how to implement each strategy, participants will understand the relative benefit of each strategy when compared to DTT in addressing specific target objectives. The strategies that presenters will review will include:
The purpose of the workshop is not to dissuade participants from using DTT; it is intended to highlight additional evidence-based strategies that, when used in combination with DTT, will generate a comprehensive, ABA-based early intervention treatment and education program. |
Workshop # 4 (CM – Intermed) Patrick C. Friman, PhD CE: BACB, MCEP Fee: $35 |
Elimination Disorders: Everything Behavior Analysts Need to Know Elimination disorders affect as many 25% of all children between 4 and 6 years of age. If incomplete toilet training of three year old children is included, the percentage can go as high as 50%. Historically, these problems were attributed to either character defect (stubborn, lazy) or psychopathology. A residue of these interpretations remains in United States culture along with widespread misunderstanding of the disorders. For example, incontinence is the second leading cause of child abuse. The advent of effective medical treatment diminished (but did not eradicate) the influence of characterological and psychopathological interpretations of elimination disorders and increased understanding of them, even among laypersons. But medical accounts often do not supply methods for addressing the non medical aspects of the disorders. And there is a gap in behavioral health services for afflicted children. Virtually all cases are first seen in primary care, but large percentages are incompletely treated due to limited time and behavioral resources of primary care physicians. This gap could be filled readily by well informed behavior analysts. This work shop will cover incomplete toilet training, functional encopresis, diurnal and nocturnal enuresis. The presentation will cover diagnosis and classification, assessment, relevant physiology, etiology, and effective treatment. The role of the behavior analyst will be emphasized, particularly in the areas of assessment and treatment. |
Workshop # 5 (CM – Intro) Ingo Bergsteinsson, PhD, BCBA Stephen Eversole CE: BACB Fee: $35 |
Management, Analysis and Graphing of Behavioral Data for Clinical and Applied Decision Making TargetTracker is a program designed to help you manage large amounts of behavioral data effectively and efficiently. The program permits rapid and accurate data entry of different data types (frequency, interval, duration or trial) in a grid or a calendar like interface. Its sophisticated graphing and report component allows you to generate multiple baseline graphs, phase lines, and to analyze and summarize your data, by periods and environmental events. Future versions of TargetTracker will include a feature that allows you to work with remote databases over the Internet. During the workshop I will review and demonstrate how to use TargetTracker. We will go through several data entry and graphing exercises. You will get the most out of the workshop if you bring your laptop so that you can actively participate during demonstration training. For more information on TargetTracker, please visit www.behaviorchangeresources.com. |
Workshop # 6 |
NOTE: Workshop # 6 is the full-day Sat. workshop. Please see below for description. |
Workshop # 7 (DD – Intermed) Richard E. Laitinen, PhD, BCBA Karrie Grama Christina Lovaas Deirdre Hickey-Sturm CE: BACB Fee: $35 |
Developing Competencies for Participation in Direct Instruction Curriculum This workshop will teach attendees how to plan for and teach naïve learners for participation in Direct Instruction programs. Naïve learners are children who lack the fundamental skills to effectively participate in structured curriculum and instruction. Because they typically lack the participation competencies to engage in cued, choral responding and sustained active responding throughout scheduled instructional periods, naïve Learners require systematic programming to develop them. Participants will be oriented to the Competent Learner Model (CLM) and its approach and tools for developing participation competencies. Individual cases will be discussed and used to apply what is learned to actual cases. |
Workshop # 8 (ED – Intro) Lisa Britton, PhD, BCBA Whitney O'Keefe Sarah Pinkelman Amy Crye CE: BACB Fee: $35 |
Assessing the Quality of Special Education Classrooms and Services The purpose of this workshop is to provide the participants with some tools that will allow them to assess a classroom to evaluate the quality of the program. In particular, we will provide training in the following areas:
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Workshop # 9 (PEL – Intro) John G. Youngbauer, PhD, BCBA, MFT Heike I. Ballmaier, PsyD, BCBA CE: BACB, MCEP, BBS Fee: $35 |
Behavior Analysts and Suspected Abuse We know from the child abuse literature that children with disabilities are far more likely to experience abuse than their typically developing peers. The heaviest weighted risk factors for abuse are cognitive and language deficits that may compromise or preclude a child’s communication of maltreatment. Likewise, the research on elder and dependent adult abuse and neglect reflects a similar constellation of risk factors. Board Certified Behavior Analysts and Associates provide professional services, but unlike our licensed colleagues, we are not required to obtain continuing education in the detection and reporting of suspected abuse. This lack of requirement does not relieve us of our ethical & legal responsibility nor does it protect us from criminal and/or civil liability if we fail in that responsibility. This workshop will provide definitions of abuse [child, dependent adult, & elder], the laws, risk factors, research, reporting requirements [timelines], and civil & criminal penalties for failing to report suspected abuse. This workshop 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 mastery. Handouts will be provided. The content of this 3 hour workshop will include The Child Abuse and Reporting Act (California Penal Code section 1164) and participants in this workshop will learn:
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Saturday, February 18, 2006 • 9:00 a.m. – 4:00 p.m. (see other workshops available Sat. 9am - 12pm and Sat. 1pm - 4pm) (Top) |
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Workshop # 6 (DD – Intermed) Vicci Tucci, MA, BCBA Aaron Wood Jawantey Morris CE: BACB Fee: $60 |
Formulating Programs for Naïve Learners: Worksheets The design and implementation of effective contingencies to solve problems of social importance is the sine qua non of behavior analysis. This workshop will provide assistance to educators and parents to make conspicuous the contingencies operating in a given situation. Participants will learn to formulate and deliver supplementary reinforcement contingencies as prescribed by best-practice recommendations. Each participant will receive a copy of a "Contingency Management" binder that compiles many of the contingencies known to reflect 'best practice' for achieving ethical change in problematic behavior. For service providers already familiar with the principles and operations of behavior analysis the worksheets contained within this binder will serve as a convenient means of standardizing communication and documentation of procedures. For those less familiar with Applied Behavior Analysis the booklet will provide an overview of the critical concepts, principles and operations that the ethical utilization of each of the contingencies contained therein. Each contingency description is designed so that that page can be copied and completed for an individual learner or client. Each participant will be required to select and complete a contingency worksheet for a Learner of his or her choice. |
Saturday, February 18, 2006 • 1:00 p.m. – 4:00 p.m. (see other workshops available Sat. 9am - 12pm and Sat. 9am - 4pm) (Top) |
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Workshop # 10 (VB – Intermed) Mark L.. Sundberg, PhD, BCBA CE: BACB, BBS Fee: $35 |
The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism Most discrete trial programs that are designed for teaching language to children with autism make excellent use of behavior modification procedures such as prompting, fading, shaping, and differential reinforcement. However, the conceptual analysis of language that underlies these programs and their language curriculum are based on cognitive theories of language. The current workshop will present the benefits of adding a behavioral analysis of language (Skinner, 1957) to the existing discrete trial programs. Specifically, the focus of the workshop will be on the advantages of adding mand and intraverbal assessment and training to the existing language programs. In addition, behavior analysts will learn how to use the concepts from Verbal Behavior to analyze language curricula, language deficits, and several common language barriers experienced by children with autism. |
Workshop # 11 (AUT – Intermed) Kelly McKinnon, MA, BCBA CE: BACB Fee: $35 |
Getting to the "Heart" of Autism: Matching Curriculum to Diagnostic Information At CALABA 2005, the topic of curriculum, or "what to teach" was discussed and posed as a further challenge to ABA clinicians to explore and consider. Treating children using the principles of ABA has become a well-researched method of successful treatment for children diagnosed with autism. Despite this, great debates are held in the form of articles, magazines and conferences regarding the use of ABA services as appropriate treatment. Those "against using ABA" to teach children with autism describe ABA as "robot-like" and teaching children "a series of unrelated and possibly unfamiliar activities reinforced by use of a reinforcer that may not have anything to do with the skill being taught". Perhaps contributing to this argument is the differences among clinicians on the "What, Where and How" to teach. Review the literature and areas of research to address appropriate curriculum and treatment that align with diagnostic criteria and symptoms of autism, including addressing areas of joint attention, social language and play, behavior awareness, executive functioning and theory of mind, self help and friendship building skills. |
Workshop # 12 (AUT – Intermed) Christina Whalen, PhD, BCBA Brad McGuire CE: BACB Fee: $35 |
Using Computers to Teach Children with Autism Many clinicians, schools, and parents are choosing to use computers to teach children with autism as many of these children are visual learners and are motivated to use computers. Computers offer many tools to increase efficiency, motivation, and efficacy. In this workshop, various teaching strategies using computers will be shown including innovative ways to use Microsoft Word, Powerpoint, and Publisher. In addition, the TeachTown treatment program, an ABA-based software assisted program, will be demonstrated and discussed. Research studies that have used computers with children with autism will be reviewed and discussed. Prompting, acquisition, discrimination, generalization, and reinforcement with computers will be discussed along with a discussion of the importance of research studies in advancing the science of technology for treatment of children with autism. Participants in this workshop will receive copies of research articles, presentation notes, resource list including helpful websites, and a demo copy of the TeachTown software and sample copies of non-computer TeachTown generalization activities. |
Workshop # 13 (CM – Intro) Greg Nunn, PhD, BCBA CE: BACB, MCEP Fee: $35 |
Advances in Treating Children with Habit Disorder, Motor and Vocal Tics, Tourette’s Syndrome, and Stuttering Using Habit Reversal and Regulated Breathing Treatment Procedures 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 individuals who suffer from them. Because these problems can cause acute psychological distress, 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 diagnosis 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 encouraged to provide input. |
Workshop # 14 (DD – Intermed) Richard E. Laitinen, PhD, BCBA Cassie Cole Joe Potter Rebecca Franklin Pete Pallares CE: BACB Fee: $35 |
Program Formulation for Naïve Learners: Four Key Questions to Answer This workshop will provide attendees with a basis for formulating programming for naïve Learners. Such programming requires determining (1) what repertoires are to be developed, (2) are there adequate stimuli available to affect change, (3) what contingencies will be designed given type of programming required, and (4) how can parts of the instructional conditions be arranged and re-arranged given required contingencies or programming? Application of these four formulation questions to classroom programming will be reviewed and discussed. |
Workshop # 15 (ED – Intermed) Andrew Bailey, MA, MFT William Henkel, MA, BCBA CE: BACB, BBS Fee: $35 |
Intensive Multidisciplinary Treatment of Neurodevelopmental Impairments in a Private Educational Setting The Anova Center for Education (ACE School) is pioneering the use of intensive multidisciplinary treatment of students with a variety of neurodevelopmental impairments, primarily Asperger's Disorder, High Functioning Autism and Nonverbal Learning Disability. Our program is designed to serve children and adolescents in grades Kindergarten through 12th grade with an academic program that is highly individualized but meets state standards and uses state adopted text. The pupils at the ACE School have all been unsuccessful learning in public school environments due to serious behavioral and/or social/emotional challenges. Although most of our students are cognitively intact and quite expressive verbally, they are frustrated by sensory processing deficits, pragmatic language delays and emotional challenges such as anxiety or depression. In addition to these conditions, our students often 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 problems, 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. The Anova method of multidisciplinary treatment involves the frequent and direct use of Speech and Language Pathologist, Occupational Therapist, Psychotherapist and other support services in clinic and classroom environments. Our professional therapists are employed directly by Anova (not subcontracted) and work from the classrooms and specially designed clinic space to seamlessly integrate their services into the entire school curriculum. Computer technology and adaptive software are important pieces of the academic program at the ACE School. Finally, we also integrate the principles and practices of Applied Behavior Analysis into every facet of our program by training our staff in Functional Analysis Assesment technology and Positive Behavior Intervention strategies, which are incorporated into our schoolwide and individualized behavior programs. We are a data driven program that designs measurable and observable goals for our students, based on formal assessment, and then continually revises these goals according to student progress. BCBA's will learn about innovative new school programs that use the principles of Applied Behavior Analysis. Participants will be able to act more knowledgably as Behavior Intervention Case Managers (or BICM) for the clients they serve and to more capably participate in making appropriate educational recommendations. Increasingly BCBA's are being asked to assess difficult to serve pupils and make service and placement recommendations. This workshop will present a promising new methodology that provides measurable educational benefit for the students it serves, providing a valuable resource for the participants as they increasingly work in school based settings. |
Workshop # 16 (PEL – Adv) Weihe Huang, PhD, BCBA CE: BACB Fee: $35 |
Ethical Practices in Applied Behavior Analysis This workshop is designed to increase participants’ ability to ethically practice applied behavior analysis (ABA) by describing the characteristics of ethical dilemmas and introducing an Ethical Decision Making Model. This model incorporates codes of ethics documented in the Guidelines For Responsible Conduct For Behavior Analysts and ethical reasoning strategies. When making clinical decisions, many behavior analysts tend to believe that these decisions are solely based on the analysis of objective data and relevant evidences. However, in reality the decision-making process is also influenced by behavior analysts’ values, as well as societal values including those of service recipients. Behavior analysts often encounter ethical dilemmas when these values conflict. In facing with ethical dilemmas, behavior analysts need codes of professional conduct and ethically sound strategies to reach reasonable and practical resolutions. The Guidelines For Responsible Conduct For Behavior Analysts is helpful in many situations. In some cases, however, ethical dilemmas cannot be resolved by appealing to the existing guidelines or regulations. Part of this workshop is aimed at providing applied behavior analysts with ethical reasoning strategies in the event that the Guidelines alone is insufficient. These strategies are based on the relevant experience of the presenter and the available literature in the field of behavior analysis and related areas. The emphasis of discussion will be on the application of this model to various clinical settings, including natural homes, residential facilities, day programs, and educational programs. Objectives: At the completion of the workshop, participants will be able to:
Activities: This workshop will use cases both provided by the presenter and generated by participants to illustrate the implementation of the steps in the Ethical Decision Making Model. Participants of this workshop will be encouraged to:
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Workshop # 17 (AUT – Intro) Tricia and Jason Nelson, parents Fee: $35 |
Understanding A Parent's Perspective "How can a professional help my child with Autism if they don't understand?" So many times as parents we have to rely on professionals to tell us how to treat our children with Autism. But how can they, when Autism is so different with every child. When my son was diagnosed with Autism and regressed from a 70 word vocabulary to being a non-verbal child, I felt like professionals were unable to understand my situation. Empathy and understanding can be the difference in how parents and family react to a diagnosis or even accept professional help. I have spoken to groups on several occasions about how Autism has changed the lives of myself and my family. |
Workshop # 18 (EXP – Intro) Jennifer L. Austin, PhD, BCBA CE: BACB Fee: $35 |
Graphing Single-Subject Design Data in Microsoft Excel This interactive workshop will provide detailed instructions for creating single subject design graphs using the Microsoft Excel software program. Participants will learn how to create reversal, multiple baseline, multi-element, and changing criterion design graphs consistent with JABA publication standards. They will also learn how to change Excel graphing options and update existing graphs. Both whole-group and individual instruction will be provided. This workshop is intended for clinicians, researchers, and students who graph data as part of their on-going activities. Prerequisite knowledge of Excel is not required, but participants should have basic computer skills. PLEASE NOTE: This workshop requires participants to provide their own battery-operated laptop computers with Excel software installed (participants may use any version of Excel). |
Workshop # 19 (HDG – Intro) Gary Novak, PhD, BCBA CE: BACB Fee: $35 |
Teaching a Behavioral Child Development Course: Interteaching and Student Response Systems (Clickers) Very few behavior analysts teach courses in child development. As a result, this important area is dominated by nonbehavioral viewpoints. This workshop will give you the knowledge and skills needed to be prepared to teach a course in child and adolescent development from a behavioral perspective. The workshop leaders will present the basic concepts of their behavioral-systems approach to child development. Methods of delivering the course, including a method of using Student Response Systems in an interteaching format will be demonstrated. |
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