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Conference Overview |
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| Conference Logos (for websites) |
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Keynote Speakers | |
| · Howard Goldstein, PhD, SLP | ||
| · Edward Morris, PhD | ||
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Outstanding Contributor Address | |
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Vittimberga Memorial Lecture | |
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Invited Addresses | |
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Invited Workshops | |
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Outstanding Contributor Address |
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Vittimberga Memorial Lecture |
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Poster Session, Social, Silent Auction |
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Job Fair & Graduate School Expo |
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Luncheon, Advocacy Award, Auction Results |
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Book Signings |
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Call for Papers (deadline 9/15) |
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| Conference questions? conference@calaba.org | |
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Workshops |
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Workshop Registration (schedule & descriptions below) 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. NOTE: Workshops will be the only sessions available on Sat. 2/20. All other presentation types (addresses, symposia, panels) will be scheduled for the concurrent sessions on Thu. 2/18 and Fri. 2/19. The full program, including all sessions for Thu. and Fri., will be posted as soon as available on our Program page. |
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Fees:
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Continuing Education (CEUs):
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Program Area:
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Levels:
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Workshop Schedule and Descriptions (subject to change – check this site periodically for updates) Saturday, Feb. 20, 2010 • 9:00 a.m. – 12:00 p.m. |
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Workshop # 1 - Invited Speaker (CM – Intermed) MICHAEL MOZZONI Lakeview NeuroRehabilitation Center CE: BACB, BBS
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Behavioral Methods and Strategies for Working with Neurologically Impaired Adults Persons with acquired brain injuries (ABI) typically present with three areas of challenge, medical, behavioral and educational. This workshop will focus upon two of these areas, behavioral and educational. It is not uncommon for people to demonstrate challenging behaviors following a brain injury. Typically these behaviors arise out of the confusion and disorientation associated with the injury and sometimes, medications. Behavior approaches differ depending upon the persons' Rancho scale. Environmental management is key during the lower Ranchos levels (5 or less), modification through positive consequences are more appropriate during the higher levels of recovery where the person is now relearning to control their emotions and impulses. This presentation will review several strategies for environmental management and behavior modification found to be useful for persons with ABI. Educational strategies for retraining functional skills will highlight methods frequently reported in the behavioral literature. Frequently persons with ABI may lack motivation secondary to poor awareness and/or poor performance. Deficits in the area of social skills, ADL's, impulsivity, stimulus relations and frustration tolerance are common. Studies concerning trial presentation, prompting, discounting and fluency training methods addressing these common deficit areas will be presented. Participants will be able to:
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Workshop # 2 - Invited Speaker (AUT, ED – Intermed) THOMAS S. HIGBEE ALICE A. KEYL, JOY S. POLLARD KRISTEN N. KELLEY TYRA P. SELLERS, KATIE SNYDER Utah State University CE: BACB
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Using Activity Schedules to Promote Appropriate Independent and Interactive Play Skills for Children with Autism Children with autism spectrum disorder (ASD) frequently have behavioral deficits and excess in the area of appropriate play skills, often isolating themselves and engaging in repetitive, atypical play actions and stereotypy. Researchers have demonstrated that using independent and joint activity schedules (photographic sequences of leisure activities) can increase a child's ability to complete leisure tasks and engage in appropriate social interactions and play with adults and peers. In this workshop, recent research involving activity schedules will be presented and discussed. Participants will learn the skills necessary to assess, develop, implement, monitor, and problem solve the use of activity schedules for individuals with ASD by creating a mock, individualized activity schedule for a variety of student profiles. Information presented in this workshop is at the intermediate level and is appropriate for teachers, parents, and other professionals working with individuals with ASD or other disabilities resulting in deficits in play and leisure skills. |
Workshop # 3 - Invited Speaker  (PEL, AUT – Intermed) GINA GREEN Association of Professional Behavior Analysts CE: BACB
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Obtaining Health Insurance Coverage of ABA Intervention for Autism A number of states have adopted laws requiring health insurance companies to cover treatments for autism, including applied behavior analysis (ABA) interventions. Similar laws are pending or planned in other states. In other states, including CA, efforts are underway to secure health insurance coverage of ABA services under mental health parity laws. Successful adoption and implementation of such laws requires close collaboration among parents, behavior analysts, other professionals, and policymakers. Arguments for insurance coverage must be articulated and supported with evidence on the efficacy and medical necessity of ABA intervention for autism, the costs and cost savings of insurance coverage, and the qualifications of providers. This workshop will provide participants with information, suggested strategies, and supporting resources for working with insurance companies to obtain coverage of ABA intervention in individual cases; advocating for legislation to require health insurance coverage of ABA intervention for autism and related disorders; and developing regulations to implement legislative mandates for insurance coverage of ABA interventions. |
Workshop # 4 (PEL – Adv) WEIHE HUANG Regional Center of the East Bay CE: BACB
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Solving Ethical Dilemmas in the Practice of 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, discussing Guidelines for Responsible Conduct, and introducing an ethical decision making model. This approach incorporates codes of ethics for behavior analysts and ethical reasoning strategies. When making ethical 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 services recipients. Behavior analysts often encounter ethical dilemmas when these values conflict. In facing 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 for Responsible Conduct alone are insufficient. These strategies are based on the relevant experience of the presenters and the available literature in the field of behavior analysis and related areas. The emphasis of the discussion will be on the application of the model to various clinical settings, including natural homes, residential facilities, day programs, and educational programs. |
Workshop # 5 (DD, ED – Intro) MICHELE BISHOP AMY KENZER Center for Autism and Related Disorders CE: BACB
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Maximizing Motivation during ABA-based Interventions This workshop will provide a comprehensive discussion of motivation as it pertains to ABA-based interventions for individuals with developmental disabilities. Participants will learn how to establish conditioned and generalized conditioned reinforcers in order to maximize learning across a variety of settings including home, school, workplace, and community. Particular emphasis will be placed on establishing control by "natural" reinforcers appropriate to the learning environment (i.e., money in the work place, letter grades in the classroom, social approval in the community). Additionally, guidelines for identifying potential reinforcers including how and when preference assessments should be used will be presented. Strategies for teaching individuals to solicit reinforcers as well as provide self-reinforcement will be included as well. Finally, the importance of motivational variables (i.e., establishing and abolishing operations) and the role of habituation in operant responding will be discussed. |
Saturday, Feb. 20, 2010 • 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 # 6 (DD, AUT – Intermed) MICHELE D. WALLACE CSU Los Angeles APRIL S. WORSDELL Coyne & Assoc. CE: BACB
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Conducting an Ethical Functional Behavioral Assessment in Three Easy Steps This workshop will provide an overview of three common approaches to Functional Behavioral Assessment (FBA): Indirect Assessments, Descriptive Assessments, and Functional Analyses, as well as ethical issues that arise during FBAs. First, workshop participants will become familiar with the key assumptions, defining characteristics, the strengths and limitations of each FBA method, and ethical parameters. Participants will be involved in various hands-on activities, including:
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Workshop # 7 (OBM – Intermed) SHANE D. ISLEY DONNIE M. STAFF Optimal CE: BACB
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Managing a Human Service Organization Using Human Performance Technology This workshop introduces a comprehensive approach for analyzing and managing the performance of a school, agency, or program as a system. Understanding and appreciating an organization's systemic nature is the key to managing an organization effectively. In this workshop, participants will be introduced to several tools enlisted from human performance technology (HPT) to help them assess and understand the host of contextual variables operating inside and outside of their organization that might influence the accomplishment of mission related objectives. These tools drive the analysis and design of performance systems that can be maintained by employees within your organization. In addition, participants will be given a framework to help them manage all the components of their organization, including suppliers, operating processes, products or services, and customers. Well-suited for executive directors, program directors, and staff supervisors this presentation will show how Optimal's approach to organizational management can be adopted by ABA service provider agencies to improve organization, process, and job level performance. |
Workshop # 8 (DD – Intermed) LISA BRITTON AMY CRYE JOHN HEALEY Spectrum Center CE: BACB
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Be a Better Assessor: Revitalizing Data-based Methods for Assessment Staff responsible for conducting functional assessments may be initially trained in several methods for conducting these assessments; however, due to expectations of their employer, competing contingencies, or drift the assessor may not employ the necessary rigor when conducting these assessments. This workshop is designed to improve skills in various methods for conducting indirect and descriptive assessments and in analyzing the data from those assessments. The workshop highlights when to use particular types of assessment and how to do so appropriately. The indirect assessments discussed within this workshop include the Motivational Assessment Scale (Durand & Crimmons, 1988) and the Functional Analysis Screening Tool (Iwata & DeLeon, 1995). The descriptive assessments discussed within this workshop include scatterplots, activity assessments, narrative recording, structured A-B-C, interval A-B-C, and antecedent assessments. Attendees will learn about these assessments and data collection methods associated with them. Participants will practice collecting assessment data and learn how to analyze the results. The data analysis component will include information regarding calculating conditional probabilities and background probabilities. Finally, the workshop will cover graphical display and data interpretation. |
Workshop # 9 (DD, ED – Intro) BRYAN J. DAVEY DONALD M. STENHOFF CHRISTINA M. BAROSKY REBECCA R. WISKIRCHEN STEPHANIE JOHNSON ACCEL CE: BACB
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Using Excel for Analyzing Treatment Outcomes in Applied Settings Visual display of data is imperative when communicating functional relationships and intervention outcomes with consumers and fellow practitioners. BCBAs are expected to be skillful in using graphs to convey results. However, simply possessing knowledge of graphical displays may not transfer to effective or efficient software use. Excel is an efficient way for behavior analysts to create graphs. Excel graphs convey effect across multiple-baseline, alternating treatment, and reversal designs. In addition, standard celeration charts and cumulative review graphs are often used to display client progress. These graph types are often used to display interview results (e.g., FAST, MAS), preference assessment, structural and functional analyses, treatment (i.e., DRA, DRNO, FCT, etc) and discrete trial program outcomes. While Microsoft Excel 2003 and 2007 can be difficult to use, this workshop will provide participants with hands on training promoting effective use. At the completion of the workshop attendees will be able to create spreadsheets and data sets, graphs (e.g., alternating treatment designs, reversal designs, cumulative record), manipulate graph components (e.g., axes, phase change lines). Instructors will provideseveral models, followed by opportunities for participants to practice with feedback. Additionally, workshop instructors will provide an Excel CD tutorial that will assist participants in future Excel projects. Participants are required to bring a laptop with the Excel application. |
Saturday, Feb. 20, 2010 • 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 # 10 (VB, AUT – Intermed) SIRI MING VB3 JOHN MCELWEE Pennsylvania Verbal Behavior Project IAN STEWART National University of Ireland, Galway CE: BACB
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Practical Applications of RFT to EIBI Programs Generative Verbal Behavior (GVB) is the ability to understand and produce novel verbal behavior in the absence of direct instruction. This ability is key to the flexibility and complexity of language and should, therefore, be a core goal of any program that aims to train language skills. However, achieving GVB has been extremely difficult for a large number of children with ASD. Relational Frame Theory (RFT) may constitute an important resource for the training of GVB for individuals designing EIBI instructional programs. RFT is a behavior analytic approach to human language and cognition that conceptualizes generalized or derived relational responding as the core process underlying these phenomena. This theoretical approach also allows an important expansion of Skinner's influential analysis of verbal behavior. This workshop will demonstrate how RFT concepts can be incorporated into EIBI programs with the design of instructional program sequences for early to advanced learners. The first part of the workshop will involve a brief demonstration of the core concept of GVB. This will be followed by a presentation on RFT as a behavior analytic account of this phenomenon. The second part will provide discussion of specific instructional programs and their sequencing to facilitate GVB, including analysis of the correspondence between Skinnerian verbal behavior programs (specifically those using the VB-MAPP) and core RFT skills, and an introduction to the TARPA (Training and Assessment of Relational Precursors and Abilities), a computer-based protocol for systematic assessment and training of relational framing skills (participants will receive an electronic copy). |
Workshop # 11 (AUT, ED – Intro) CATHY WATKINS CSU Stanislaus TIM SLOCUM Utah State University MARY MEEHAN TAYLOR HILLARY WHITESIDE TIEE CE: BACB
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Direct Instruction for Children with Autism Spectrum Disorders (ASD) Direct Instruction is an integrated system of curriculum and instruction that attempts to arrange all critical variables to produce student learning. It is a specific program of instruction that has been directly tested and shown to be effective through scientific research with relevant populations of students, including, students with ASD. Participants in this workshop will learn how Direct Instruction programs address the unique needs of learners with ASD and support the acquisition of basic language and academic skills. Participants will be introduced to instructional design principles, organizational recommendations and instructional procedures that enable teachers to deliver these programs and address the specific needs of children with ASD. The importance of treatment fidelity will be emphasized along with strategies for determining whether or not instructional modifications are needed. Guidelines for such modifications will also be examined. This workshop will enable BCBAs to implement instruction in a wide variety of academic areas, including reading, mathematics and language arts. It will include video examples of instructional programs as well as outcome data to support the effectiveness of Direct Instruction programs for learners with ASD. Decision-making and placement of students into programs will be discussed in depth. Participants will also have the opportunity to practice direct instructional teaching skills. |
Workshop # 12 (AUT – Intermed) MARJORIE H. CHARLOP Claremont McKenna College DEBRA BERRY MALMBERG CSU Northridge CE: BACB
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Using Visual Strategies to Teach Children with Autism A large body of literature is emerging showing that visual strategies to treat children with autism can be more effective than traditional procedures for a wide variety of behaviors. In this workshop, participants will learn how to design behavioral interventions based upon several evidenced-based visual strategies that seem to take advantage of the visual strengths of children with autism. Participants will learn to use such strategies to address a wide variety of skills such as social behaviors, communication, and self-help behaviors, as well as to reduce inappropriate behaviors. Visually-based interventions will include such strategies as video modeling, picture communication methods (e.g., PECS), activity schedules, cue cards, as well as others. By the end of this workshop, participants will be able to design and carry out these visual strategies, collect data to track the effectiveness of these interventions, and understand innovative methods of incorporating visual strategies into their own intervention plans. Participants will receive handouts from the presentation and will be able to practice skill development throughout the workshop. |
Workshop # 13 (ED, AUT – Intro) COLLEEN DAVIS Monterey County Office of Education CHRISTINA LOVAAS JAMES POTTER Tucci Learning Solutions CE: BACB
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Formulating Effective Behavioral Contingencies Across Home, School, and Community Settings 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 all levels of staff and parents to make conspicuous the contingencies operating in a given situation across home, general and special education classes as well as community settings. Participants will learn to formulate and deliver supplementary reinforcement contingencies as prescribed by best-practice recommendations. Each participant will receive a copy of a "Worksheets for Designing Contingencies" booklet 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 contain therein. Each contingency description is designed so that each page can be copied and completed for an individual learner or client. Each participant will be required to select and complete contingency worksheets for a Learner of his or her choice in order to increase desirable (e.g., participation or other pro-social) behavior and/or decrease undesirable (e.g., self-injurious, injurious, or disruptive) behavior. |
Workshop # 14 - Invited Speaker (ED – Intermed) LLOYD D. PETERSON Sam Houston State University STEPHANIE M. PETERSON Western Michigan University CE: BACB
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Making the Most of Teachable Moments: A Paradigm Shift Do you work with children who display challenging behavior due to deficits in social skills? The primary goal of this workshop is to provide participants with a set of procedures/skills that will help them build desirable student behaviors (social skills) via opportunistic teaching. The best way to deal with inappropriate social behavior is to prevent its occurrence in the first place through explicit instruction. One line of prevention involves planned teaching of appropriate social skills. Another involves identifying "opportunistic teaching moments." These moments include times when students make errors by displaying undesirable social behaviors. While many may consider these moments as times to implement reductive (punishment) procedures, we suggest these should be viewed as opportunities to build (teach and reinforce) desirable behaviors. This workshop will provide you with an opportunity to gain the knowledge and skills to make this paradigm shift and capitalize on these "teachable moments." This will extend participants' general knowledge about behavior analytic principles by demonstrating how such principles can be put to work to resolve common problems (problem behavior due to social skill deficits) in natural settings. Specifically, following the workshop, participants will be able to:
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Workshop # 15 - Invited Speaker (DD, PEL – Intermed) JOSE D. RIOS CE: BACB, BBS, SLPAB
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Writing, Implementing, and Evaluating Effective and Ethical Behavior Intervention Plans Functional assessments and behavior intervention plans are increasingly used, developed and implemented across a variety of settings such as schools, homes, early intervention services, residential programs, adult workshop/day programs, geriatric facilities, and rehabilitation centers. Despite this, until recently, there have not been any standard methods or protocols for the design and development of assessment and treatment plans. This workshop will address a variety of steps necessary to conduct effective and comprehensive assessments and intervention plans including:
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