advancing on the road to professional practice€¦ · send resume to: allison gyllensten the...

BABAT 2012

Advancing on the Road to Professional Practice

33rd Annual Conference of the BERKSHIRE ASSOCIATION FOR BEHAVIOR ANALYSIS AND THERAPY October 11-12, 2012

may institute – A national leader in applied behavior analysis

For nearly 60 years, we have been a leader in providing comprehensive, research-

based services to children and adults with autism spectrum disorders and other

developmental disabilities, brain injury, and behavioral health needs.

800.778.7601www.mayinstitute.org

Corporate offiCe: 41 Pacella Park Drive Randolph, MA 02368

Our evidence-based services include:

� Special education day and residential schools (autism and brain injury)

� Diagnostic, assessment, and support services for children and families

� Early intervention and home-based therapy

� Adult day rehabilitation, vocational, and residential programs

� Consultation and training to public schools

� TRICARE-approved autism services for military families

� Behavioral health outpatient services

proud reCipient of the 2007 SaBa award for enduring programmatiC ContriButionS

in Behavior analySiS

Career opportunitieS availaBle for qualified Behavior analyStS aCroSS the Country.

3rd Annual Convention March 21-23, 2013

Rio Hotel & Casino, Las Vegas, NV

Keynote addresses by Tom Critchfield, PhD, Illinois State University; Patrick Friman, PhD, Boys Town Center for Behavioral Health; and Dorothea Lerman, PhD, BCBA-D,

University of Houston Clear Lake

Invited tutorials, workshops, and discussions by top-notch speakers on evidence-based behavior change procedures, professional credentialing, public policies, ethics,

health insurance billing, running a business, and more

Social and professional networking oppportunities

Open submissions for symposia, posters, and student papers on practice-related research. Call for Papers and peer review criteria available at www.apbahome.net.

SUBMISSION DEADLINE: November 15, 2012

BACB Type 2 CEUs for most oral presentations

Great values on registration, workshop, CEU, exhibitor, and advertising fees

Excellent group rate on guest rooms at the Rio, just off the fabulous Strip. Rooms are going fast, so go to www.apbahome.net to make your reservation now!

Autism Intervention Specialists is actively seeking BCBAs for full time employment, and ABA Pros for part time employment in the rapidly expanding and extremely rewarding

field of insurance funded ABA therapy.

If you are interested in applying for one of these positions within our company, please send a resume, 3 letters of reference and certification # (BCBA only) to:

[email protected]

Autism Intervention Specialists (AIS) provides in home, community and

center based insurance funded 1:1 ABA services to children, teens and adults with Autism, Asperger Syndrome, PDD-NOS, Rhett Syndrome and CDD.

Our BCBA Supervisors conduct FBAs, create and maintain individual

behavioral intervention plans, provide feedback and guidance to our

1:1 ABA Pros, and provide parent training all within a flexible work schedule.

NOW MORE OFFICES TO SERVE THE NEW ENGLAND AREA

Worcester MA

West Boylston MA

Holyoke MA

Peabody MA

Nashua NH

Madison CT

“Providing services to those who need us most”

elcome Greetings from the Conference Planning Committee of the Berkshire Association for Behavior Analysis and Therapy. This year we dedicate this conference program to the theme of Professional Practice—for the past year, BABAT has forged the way ahead into licensure and other issues of professional practice. Our mission is to support the work of our members and promote Excellence in Professional Practice. Best wishes—

2012 BABAT Conference Planning Committee Richard Graff, Ph.D, BCBA-D and Maureen Kelly, PhD, BCBA-D, Co-Chairs

BABAT 2012 Special Content Sections— Learning From Dennis Reid

Do Unto Others, Keeping Current in a Changing Field, Page 7

Scope of Practice in ABA, Page 9 An Update From Mass ABA, Page 10 2012 Jerry Shook Practitioner Award, Page 12 Keynote and Invited Speakers, Pages 15-22 BABAT Student Awards 2012, Page 22 Conference Program, Pages 23-32 2012 Student Paper Competition Winner, Page 27 Instructions for Seeking CE Credits at BABAT, Page 36

SAVE THE DATE!PITTSBURGH ★ JULY 10-13, 2013

Westin Convention Center Pittsburghwww.westin.com/pittsburgh

With over 1,000 attendees, close to 100 exhibitors and 100 speakers, this is one of the largest autism conferences in the United States. The conference is also a great opportunity to network with other professionals, service providers, individuals on the autism spectrum and their families from around the country and internationally. Mark your calendars and plan to attend!

DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve

or endorse the Autism Society, the materials, information or sessions identified herein.

44th AUTISM SOCIETY

NATIONAL CONFERENCE

AND EXPOSITION

For more information on

the conference, go to

WWW.AUTISM-SOCIETY.ORG/CONFERENCE.

Information about sessions and BCBA

credits will be posted early in 2013

and conference registration will be

open online in late February.

DR. DENNIS HUNTINGTON REID is better known as just “Denny”, a far more approachable moniker and more fitting of what he has done in his career. For since the very beginning Denny has worked in his friendly and gentle way to promote happiness and well-being in the people he has served. His research and books on improving staff perfor-mance in human service settings target making work life better for support staff through simple but powerful methods for helping sup-port staff learn the skills they need to help others. His clinical-behavioral work has fo-cused on discovering how to determine preferred belongings and activities for people with profound disabilities, and the effect of making these stimuli more easily available to them. Not surprisingly, the result is “happiness”. While methodolo-gists may quiver at the idea of targeting happiness, the measurable result is an increase in smiles and a decrease in signs of distress such as crying in the people he serves.

Extending this work to teaching in his “preference-based teaching” Denny found that the previously challenging to teach could be helped to ac-cept teaching by embedding the teaching context with preferred routines and materials—making “happiness” a part of the experience.

The common theme throughout is creating positive

experiences and environments for people where they are at that bring out their best. When the focus is staff in the workplace, the emphasis is on simplicity, practicality, and helping staff learn the skills of helping others. When the focus is on the clinical population, the focus is on creating individualized environments where the variables that stimulate the person the to feel and do their best are more or less within easy reach.

The key to Denny’s success is quite possibly his genuineness—he treats others as he lives his own life, doing unto others as he does unto himself. In an interview with the New Jersey Association for Be-havior Analysis, Reid explained the simple advice he applies to himself, sounding remarkably like what he advises for his support staff and clinical clients: “My ad-vice is rather simple: find a specialty area within behavior analysis that provides a useful service for people in need, is an area in which one thoroughly enjoys the day-to-day work, and one can make a reasonable living at it. Then, pursue it very diligently, structure one’s own rein-forcers for getting the work done and adhere to basic principles of behavior

analysis and common courtesy for people with disabili-ties and their support staff.” Denny Reid has found success in his life by manag-ing contingencies and pursuing what makes him happy. Having found the secret of success for himself, he now shares it with others.

Why We All Need to Learn Denny Reid’s Secret to Success:

Do Unto Others

Joseph N. Ricciardi, PsyD, ABPP, BCBA-D Seven Hills Clinical Associates and BABAT President

K E E P I N G F O C U S E D

Page 5

www.ippi.orgwww.ippi.orgwww.ippi.org

Requirements Requirements Requirements

Qualified candidates will have a Master’s degree in behavior analysis and experience applying behavior principles with children and families with behavioral, developmental, and/ or mental health disorders. Must also have the ability to work collaboratively with a team of professionals, and experience working with families is essential. Bi-lingual (English/Spanish) a plus. Position requires certification as a BCaBA, BCBA preferred.

Behavior AnalystBehavior AnalystBehavior Analyst The Institute’s Connecticut based Professional Parenting Program is seeking a talented Behavior Analyst to make a difference in the lives of children who have been abused and/or neglected. Primary responsibilities include:

Teaching behavior analytic skills to foster parents via competency-based classroom and in-home training.

Conducting functional behavioral assessments and skills assessments.

Developing behavior intervention and skill acquisition plans. Analyzing data and managing crises for children with developmental disabilities, emotional, psychiatric, behavioral, and/or medical challenges.

Competitive salary and benefits.

Send resume to: Allison Gyllensten The Institute of

Professional Practice, Inc. 538 Preston Avenue Meriden, CT 06450

Email: [email protected] T 203.317.2700 Ext. 110

F 203.317.2889

Connecticut ~ Maryland ~ Massachusetts ~ New HampshireConnecticut ~ Maryland ~ Massachusetts ~ New HampshireConnecticut ~ Maryland ~ Massachusetts ~ New Hampshire

MAINTAINING UP-TO-DATE PROFESSIONAL KNOWLEDGE AND SKILLS is an expected obligation of behavior analyst practitioners. However, in many human service agencies there is limited support for behavior analysts to spend time engaging in professional devel-opment pursuits because such time can interfere with client services. Consequently, behavior analysts must take the initia-tive to ensure their continued professional growth.

A variety of professional development opportunities exist for practicing behavior analysts, including conferences and workshops, consultant services, and on-line courses. Each of these activities can be problematic from a practical perspective though. In particular, they may require extra financial resources or considerable time away from client services -- features that can reduce the likelihood of agency approval.

One means of professional development that can minimize cost and time requirements is reading groups. Reading groups involve a practitioner (e.g., a reading group leader) periodically selecting an article or chapter on a relevant topic, disseminat-ing the reading to all group members to read, and conducting a meeting to discuss the reading. Reading groups can offer several advantages beyond involving minimal disruptions to client services (i.e., no significant time away from a work site) and cost. For example, by involving agency personnel in the reading-group process in addition to behavior analysts, the behavioral knowledge of the former persons can be enhanced. Also, with relatively little time and cost, reading groups can be arranged for BACB © approved continuing education units for behavior analysts.

One disadvantage of typical reading-group processes is that often they do not fully incorporate evidence-based strate-gies for knowledge or skill enhancement. In particular, fre-quently there is no competency-based requirement. This disad-vantage can be overcome by the reading group leader includ-

ing a competency-based component such as with brief quizzes or performance practice that requires demonstration of partici-pant acquisition of the reading’s content.

The disadvantage associated with usual reading-group processes represents a concern with many professional devel-opment activities in which behavior analysts participate. To illustrate, most conference presentations lack competency-based requirements that are characteristic of evidence-based, behavioral training. Participants are usually not required to demonstrate any knowledge or skill competency following at-tendance at a presentation, only to evaluate the presentation by completing a survey. Hence, some changes seem needed to better align common professional development activities with what behavioral research has demonstrated to constitute evi-dence-based knowledge and skill enhancement.

Determining how to make professional development activ-ities more competency-based is likely to require careful consid-eration as well as relevant research. Particular concern seems warranted regarding how activities such as conference presen-tations can be conducted in a competency-based manner yet still be time- and cost-efficient. The response effort required of personnel who provide the activities as well as participants like-wise warrants attention. If the response effort becomes too significant, then it is likely these types of professional develop-ment activities will be avoided in lieu of less effortful but less effective activities.

Keeping Current in a Changing Field? Professional Development for Practitioners: Strategies and Concerns

Dennis H. Reid, Ph.D., BCBA Carolina Behavior Analysis Support Center

I S S U E S I N P R O F E S S I O N A L P R A C T I C E

Dennis Reid’s written work is well-known for an emphasis on achievement and motivation, helping support staff perform their best, and serving the servers, all using principles of applied behavior analysis.

Page 7

Training tailored to meet your professional goalsApplied Behavior Analysis

• Master of Science in Autism and Applied BehaviorAnalysis

• Graduate Certificate in Applied Behavior Analysis

• Certification Preparation Track – Complete your coursework requirements started at another program

• Assistant Certification Preparation Track – Complete coursework towards certification as a BCaBA

• Supervised Experience Track – Complete supervised fieldwork requirements

For more information, please contact

Deirdre Fitzgerald, Ph.D., BCBA-D [email protected]

Training in Autism Spectrum Disorders

• Master of Arts in Special Education/Education with a Specialization in Autism Spectrum Disorders

• Graduate Certificate in Autism Spectrum Disorders

For more information, please contact:

John D. Molteni, Ph.D., BCBA-D [email protected] or 860.231.2013

University of saint JosephSchool of Graduate and Professional Studies

www.usj.edu

Institute for Autism & Behavioral Studies

THE PRACTICE OF APPLIED BEHAVIOR ANALYSIS has come under scru-tiny in recent years as to whether it is a practice unto itself or best subsumed within other professional practices such as psy-chology or education. Recent legislative developments with regard to insurance coverage, school-based programming and the identification of Applied Behavior Analysis as a medical treatment have pushed licensure of Behavior Analysts to the forefront in several states. The licensure process involves defin-ing the scope of practice for a profession that will, should licen-sure be granted, serve as the framework for the practice of that discipline. As such, a focus on the scope of practice of applied behavior analysis and how it may differ and overlap with other professions has arisen and is a source of, often heat-ed, discussion about protecting these practices perhaps to the exclusion of other disciplines.

In Massachusetts, raised bill S2217 defined the scope of practice for applied behavior analysis including measurement of behavior, functional assessment and analysis and implementing behavior change procedures. It would be the pur-view of the board of registration of ap-plied behavior analysts to define stand-ards for licensure that meet or exceed that of the Behavior Analyst Certification Board®. While scope of practice speci-fies what behavior analysts can do, the question remains as to what should pro-fessional behavior analysts be able to do?

To answer this question, we must turn to our own stand-ards of practice and operationally define what behaviors are needed. The Behavior Analyst Certification Board® has out-lined 72 Basic-Behavior Analytic skills in the Fourth Edition Task List. These are identified as skills that can be used with some,

but not all, clients. While definitions for supervised fieldwork and practi-cum expectations for supervision ex-ist, they are loosely defined and allow for a great deal of variability with re-gard to the behaviors that would meet these requirements. In fact, it is entirely possible that only a limited behavioral repertoire may be learned

given these broad requirements. It cer-tainly makes logical sense to adopt the skills outlined in the Task List as the standard for supervision and ensure that supervisees meet these as a requirement to sit for the certifica-tion exam.

If practitioners of Applied Behavior Analy-sis are to participate in licensure, a scope of practice is required to define what it is that we do and how we differ from other professions.

How we define our scope of practice and how, as a profession, a scope of practice im-pacts supervision and the development of pro-fessional competence need to remain as cen-tral themes of discussion as we continue to move forward in our development as a profes-sion. The skills outlined in the Task List outlines skills behavior analysts should be able to per-form. Standardization of training expectations and measurement of competencies for those seeking licensure should become a serious

discussion moving forward. As behavior analysts, we have a technology that allows us to support our profession and devel-op competent practitioners that will set us apart from other professions with less well-defined practices.

Scope of Practice and Applied Behavior Analysis: Considerations for the Field

John Molteni, Ph.D., BCBA-D Department Chair for Special Education University of Saint Joseph

D E F I N I N G T H E F I E L D

If practitioners of Applied Behavior Analysis are to par-ticipate in licen-sure, a scope of practice is required to define what it is that we do and how we differ from other pro-fessions.

Page 9

Training tailored to meet your professional goalsApplied Behavior Analysis

• Master of Science in Autism and Applied BehaviorAnalysis

• Graduate Certificate in Applied Behavior Analysis

• Certification Preparation Track – Complete your coursework requirements started at another program

• Assistant Certification Preparation Track – Complete coursework towards certification as a BCaBA

• Supervised Experience Track – Complete supervised fieldwork requirements

For more information, please contact

Deirdre Fitzgerald, Ph.D., BCBA-D [email protected]

Training in Autism Spectrum Disorders

• Master of Arts in Special Education/Education with a Specialization in Autism Spectrum Disorders

• Graduate Certificate in Autism Spectrum Disorders

For more information, please contact:

John D. Molteni, Ph.D., BCBA-D [email protected] or 860.231.2013

University of saint JosephSchool of Graduate and Professional Studies

www.usj.edu

Institute for Autism & Behavioral Studies

PROFESSIONAL ASSOCIATION

An update of the work of the Massachusetts Association for Applied Behavior Analysis:

Mass ABA 2012

THE PAST SEVERAL YEARS HAVE BEEN BOTH FRUITFUL AND CHAL-

LENGING for the field of Applied Behavior Analysis. Necessary divisions have spawned an ar-ray of responses to critical is-sues as well as internal debates. Yet debate comes with divisions

and with debate comes resolution. Our field is now at a critical juncture in its history. We are at the point where we are resolving past differ-ences and uniting to ensure the continued evolution of our practice as behavior ana-lysts.

In Massachusetts, we are extremely for-tunate to have professionals in two state-wide membership organizations represent-ing the collective interests of Applied Behav-ior Analysts. BABAT and Mass ABA have worked diligently with our legislature to pro-mote our field and develop consensus on issues that affect us. These issues have in-cluded: state licensure of Applied Behavior Analysts, making ABA services reimbursable through private insurance, protecting consumers and clients, establishing model rates, and providing re-sources to practitioners in the state. At Mass ABA we have developed organizational subcommittees to address numerous issues facing our field. One obvious area of concern continues to be li-censure. Our board, represented by practitioners and administrators from agencies across the state, has worked to establish consensus on several issues related to licensing. These issues have ranged from the creden-tialing processes to our ability to practice independent-ly. While Behavior Analysts are not yet licensed as inde-pendent practitioners, we are all certain that such li-

censing will occur in the near future and remain opti-mistic that its advent will secure Applied Behavior Anal-ysis as an independent discipline in this state.

Under the leadership of MassABA's first president, Steve Wolf, Psy.D., BCBA-D, our membership has grown to over 300 members and we have successfully orga-nized two conferences with nationally recognized speakers.

As an organization, we have been concerned with establishing rates that will sustain our field as a whole. As with any field, there exists a range of rates for services that we all provide. As professional practitioners, we want to en-sure that our field is viable for years to come. As a starting point, Mass ABA has developed a model rate subcommittee. This group is comprised of practitioners in independent practice, small agencies, and large organiza-tions. As a group, we are not sharing our individually negotiated rates, but are looking at trends in the field with insurance compa-nies, private payers, agency-payers, and school districts. Again, the objective of this group is simple: to establish parameters that

allow our field to prosper and evolve as a profession without diluting services. The Board of Mass ABA is honored to represent our membership with openness and transparency. Mass ABA is pleased to support BABAT’s annual confer-ence and the efforts that BABAT has made for the bet-terment of our field.

Marilia Vargas, Psy.D., BCBA-D President, Mass ABA

BABAT is pleased to support the work of Mass ABA and develop partnerships for the work ahead in secur-ing and sustaining independence in the practice of applied behavior analysis. Best wishes with your con-ference in Spring, 2013!

Our member-ship has

grown to over 300 members and we have successfully

organized two conferences

with national-ly recognized

speakers.

Page 10

PROFESSIONAL ASSOCIATION

An update of the work of the Massachusetts Association for Applied Behavior Analysis:

Mass ABA 2012

THE PAST SEVERAL YEARS HAVE BEEN BOTH FRUITFUL AND CHAL-

LENGING for the field of Applied Behavior Analysis. Necessary divisions have spawned an ar-ray of responses to critical is-sues as well as internal debates. Yet debate comes with divisions

and with debate comes resolution. Our field is now at a critical juncture in its history. We are at the point where we are resolving past differ-ences and uniting to ensure the continued evolution of our practice as behavior ana-lysts.

In Massachusetts, we are extremely for-tunate to have professionals in two state-wide membership organizations represent-ing the collective interests of Applied Behav-ior Analysts. BABAT and Mass ABA have worked diligently with our legislature to pro-mote our field and develop consensus on issues that affect us. These issues have in-cluded: state licensure of Applied Behavior Analysts, making ABA services reimbursable through private insurance, protecting consumers and clients, establishing model rates, and providing re-sources to practitioners in the state. At Mass ABA we have developed organizational subcommittees to address numerous issues facing our field. One obvious area of concern continues to be li-censure. Our board, represented by practitioners and administrators from agencies across the state, has worked to establish consensus on several issues related to licensing. These issues have ranged from the creden-tialing processes to our ability to practice independent-ly. While Behavior Analysts are not yet licensed as inde-pendent practitioners, we are all certain that such li-

censing will occur in the near future and remain opti-mistic that its advent will secure Applied Behavior Anal-ysis as an independent discipline in this state.

Under the leadership of MassABA's first president, Steve Wolf, Psy.D., BCBA-D, our membership has grown to over 300 members and we have successfully orga-nized two conferences with nationally recognized speakers.

As an organization, we have been concerned with establishing rates that will sustain our field as a whole. As with any field, there exists a range of rates for services that we all provide. As professional practitioners, we want to en-sure that our field is viable for years to come. As a starting point, Mass ABA has developed a model rate subcommittee. This group is comprised of practitioners in independent practice, small agencies, and large organiza-tions. As a group, we are not sharing our individually negotiated rates, but are looking at trends in the field with insurance compa-nies, private payers, agency-payers, and school districts. Again, the objective of this group is simple: to establish parameters that

allow our field to prosper and evolve as a profession without diluting services. The Board of Mass ABA is honored to represent our membership with openness and transparency. Mass ABA is pleased to support BABAT’s annual confer-ence and the efforts that BABAT has made for the bet-terment of our field.

Marilia Vargas, Psy.D., BCBA-D President, Mass ABA

BABAT is pleased to support the work of Mass ABA and develop partnerships for the work ahead in secur-ing and sustaining independence in the practice of applied behavior analysis. Best wishes with your con-ference in Spring, 2013!

Our member-ship has

grown to over 300 members and we have successfully

organized two conferences

with national-ly recognized

speakers.

Page 10

MASSACHUSETTS ASSOCIATION FOR APPLIED BEHAVIOR ANALYSIS

Save the date for our Annual Conference, April 5, 2013 Bentley University Waltham, MA Our Featured Speakers Include—

Andy Bondy James Carr Maria Malott Dennis Reid

APRIL 5, 2013—Save the date!

EXCEPTIONAL PRACTICE

Jerry Shook Practitioner Award 2012:

Amanda N. Kelly, MS, BCBA

IN 2011, THE BERKSHIRE ASSOCIATION FOR BEHAVIOR ANALYSIS AND THERAPY introduced the Practitioner Award to recognize the accomplishments of an exceptional practitioner in the New England area. This year the Award has been renamed the “Jerry Shook Practitioner Award” in memory of Dr. Jerry Shook, founder and CEO of the Behavior Analyst Certification Board (BACB) and a founding Director of APBA. Dr. Shook’s founding of the BACB has had a positive impact on the lives of thousands of practitioners and those they serve.

We are pleased to announce that the recipient of the first annual Jerry Shook Practitioner Award is Amanda N. Kelly. Amanda received her Masters of Science in Education from Simmons College in 2007 and her Board Certification as a Behavior Analyst in 2008. Her doctoral dissertation is entitled “The Effects of Presession Pairing on Challenging Behavior and Compliance for Children with Autism” and she is sched-uled for her PhD defense this fall, also from Simmons College. Amanda has experience working in-homes, as well as in pri-vate and public schools, integrated centers and residential facilities. Presently, Amanda serves as the Coordinator of ABA Consultation Services for the SEEM Collaborative in Stoneham, MA where she is responsible for coordinating school and home-based behavior consultation services for 10-member and several non-member districts. Amanda is also involved in coordinating continuing education events that are hosted at the collaborative.

In March 2012, Amanda chaired a presentation at the 2nd Annual MassABA conference entitled, “Parent and Participant Perspectives”. At the most recent annual ABA:I conference in May 2012, Amanda presented in a panel discussion entitled “Harmonizing School, Work, & Life” and a poster entitled “Tapping the Natural Environment to Promote Graphing Skills”. Amanda also accepted the position of Chair of the ABA:I Dissemination of Behavior Analysis-Special Interest Group (DBA-SIG). In August 2012, Amanda served on the ABA:I planning committee for the Behavior Change for a Sus-tainable World (BCSW) conference, where she also presented a poster entitled “Using Global Go Green Initiatives to Guide Future Practices within the US”. In October 2012, Amanda will present her dissertation research as well as chair an ethics panel at the 33rd annual BABAT conference.

Amanda has demonstrated her true passion for ABA in many forums: she is active in advocating with her legislators, having attended several of the events calling for passage of the Autism Insurance Legislation (ARICA) as well as the cur-rent Behavior Analyst Licensing bill in the Massachusetts State House. She presents useful (e.g., data sheets, suggestions for preparing for the BCBA exam) and entertaining (ABA Comics) information on her website Behaviorbabe.com. She also posts links to articles relevant to ABA on Facebook and LinkedIn and participates in and leads #ABAChat discussions on Twit-ter.

Gordon DeFalco, Ph.D., BCBA-D BABAT Board of Directors and Stonebridge Consultation Dr. Gordon DeFalco prepared this article and is the chair of the selection committee for the annual Jerry Shook Young Practitioner Award.

But what about Behaviorbabe?

Amanda’s web site, behaviorbabe.com, is a hub of enthusiasm and enlighten-ment about ABA. She thoroughly co-vers the basics (“The Seven Dimensions”) and then some important consumer friendly finds (“Quality Indi-cators” and “What’s a BCBA/BCaBA?”) using an engag-ing and friendly style. And Behaviorbabe is all over the web, not just this site. She makes a home on Facebook, Twitter, Youtube, Twylah, Pinterest and probably a half dozen more newcomers to social media. In all, she’s spreading the word about ABA, making it engaging and fun for professionals and consumers. Great contribution, Behavior babe!

Page 12

Emphasizing research, practice, and professional development in behavior analysis

To learn more, contact the Office of Graduate Studies Admission at 617-521-2915 or [email protected], or visit us on the web at www.simmons.edu/gradstudies.

Join the growing community of professional

behavior analysts by working toward your

master’s or Ph.D. with course work in Verbal

Behavior, Organizational Behavior Management,

Behavioral Medicine, and Data Collection, Display,

and Interpretation. Evening and weekend courses

for working professionals.

Explore a Career in Applied Behavior Analysis

Ideal for individuals interested in special or general education, psychologists and counselors, speech and occupational therapists, social workers, nurses, administrators in nursing, education and business, as well as recent college graduates with any major who are interested in a career in applied behavior analysis. The ABA program at Regis College provides rigorous scholarship both inside the college classroom and out. A supervised practicum allows students to apply theory to practice in the particular area best suited to their professional interests. Students can complete the MS in ABA program in as little as 2 years of full-time study; however, Regis offers a part-time option designed for students with full-time employment.

Explore one of two program options: Master of Science Degree in Applied Behavior Analysis Comprised of 18 credit hours of core coursework, 6 credit hours of thesis, 9 credit hours of elective coursework, and 9 credit hours of supervised practicum for a total of 42 credit hours.

Certificate of Advanced Studies in Applied Behavior AnalysisThe certificate is designed for students who currently hold a Bachelors or Masters in an approved field. Students are required to complete 18 credit hours of coursework and 9 credit hours of practicum for a total of 27 total credit hours.

Information Session n November 12, 5:30pmTake 2 classes before applying and waive the GRE

Ask about the New Student Discount

For more information and to RSVP to the Information Session, please contact:

Office of Graduate Admissionwww.regiscollege.edu/grad

[email protected]

n Behavioral Assessmentn Child Behavior Management

n Current Topics in ABAn Ethical Practice in ABA

Curriculum highlights include:n Principles & Concepts of Behavior Analysis n Strategic Intervention

KEYNOTE AND INVITED SPEAKERS

Thursday, October 11, 2012 — 9:00-9:50

KEYNOTE ADDRESS—No Known Cure

AUBREY C. DANIELS, Aubrey Daniels International Dr. Aubrey Daniels is the world’s foremost authority on applying the scientifically-proven laws of human be-havior to the workplace. For more than 30 years, Aubrey and his esteemed colleagues have helped the world’s leading organizations employ the timeless principles of behavioral science to re-energize the work-place, optimize performance and achieve lasting results. Aubrey is the author of six best-selling books widely recognized as international management classics: Bring-ing out the Best in People: How to Apply the Astonishing Power of Positive Reinforcement; Performance Management: Changing Behavior That Drives Organizational Effectiveness, Other People’s Habits, Measure of a Leader, Oops! 13 Management Practices that Waste Time and Money (and what to do instead), and Safe by Accident? His books have been translated into Japanese, Chinese, Korean, Spanish and French and have been licensed in China, India, Indonesia, Japan, Korea, Romania and Saudi Arabia.


INVITED ADDRESS—Sexuality Education and Individuals with ASD: What Behavior Analysts Need to Know

PETER GERHARDT, McCarron School Dr. Peter Gerhardt, is a psychologist and Director of Transition Services at the McCarton School. He is the author or co-author of articles and book chapters on the needs of adults with autism spectrum disorder, the school-to-work-transition process and analysis and intervention of problematic behavior. He has served on numerous professional advisory boards, including the Autism Society of America, NJ COSAC and ASPEN. In 2002 Dr Gerhardt became the Chairman of the Scientific Council of the Organization for Autism Research. Previously, Dr. Gerhardt held an appointment as Research Assistant Professor at the Rutgers University Grad-uate School of Applied and Professional Psychology.


INVITED ADDRESS—Overview of Translational Research in the APA Handbook of Behavior Analysis

WILLIAM V. DUBE, University of Massachusetts Medical School Dr. William Dube is Associate Professor, Department of Pediatrics, University of Massachusetts School of Medi-cine, and a researcher at the Eunice Kennedy Shriver Center. His research is focused on learning, attending, and motivation in individuals with intellectual and neurodevelopmental disabilities. Current areas of empha-sis include the analysis and remediation of learning problems related to stimulus overselectivity, translational research in behavioral choice and behavioral momentum, behavioral analyses of joint attention deficits in young children with Autism Spectrum Disorders, and the use of computer-mediated programmed instruction for individuals with severe intellectual disabilities.


APBA INVITED WORKSHOP—Treating Negatively Reinforced Problem Behavior

LINDA LEBLANC, Trumpet Behavioral Health

Dr. Linda LeBlanc is Director of Research and Clinical Services for Trumpet Behavioral Health. She is a licensed clinical psychologist as well as a BCBA. Her expertise includes children with autism, and behavioral health issues in the population as well. Her current research and clinical interests include the behavioral treat-ment of autism and developmental disabilities across the lifespan, behavioral gerontology, verbal behavior, and incorporation of technology into behavioral interventions. Dr. LeBlanc has published over 75 articles and book chapters. She serves on the board of directors for the Association of Professional Behavior Analysts, the Society for the Experimental Analysis of Behavior, and the Alabama Autism Provider Network.


INVITED ADDRESS—Treatment Integrity Considerations: Barriers, Assessment, and Intervention

FLORENCE D. DIGENNARO REED, University of Kansas Dr. Florence DiGennaro Reed is Assistant Professor and Co-Director of Graduate Training at the University of Kansas, where she also directs the department’s Performance Management Laboratory. Her research areas include OBM and behavioral consultation, developing efficient and effective training procedures, quality im-provement systems, and performance management within service delivery settings. Dr. DiGennaro Reed has served on the editorial boards of Journal of Applied Behavior Analysis, Journal of Behavioral Education, Be-havior Analysis in Practice, School Psychology Review, and Journal of Early and Intensive Behavior Interven-tion. She sits on the Executive Committee as Secretary of the Board of Directors for the Association for Sci-ence in Autism Treatment and serve on the Board of Governors for the Mid-American Association for Behav-ior Analysis.

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INVITED ADDRESS—Reinforcement: The Tortuous Path to Our Present Understanding

JOHN DONAHOE , University of Massachusetts, Amherst John Donahoe is Professor Emeritus of Psychology and The Interdisciplinary Program in Behavioral Neurosci-ence, University of Massachusetts, Amherst. During his activity at UMASS, Dr. Donahoe operated the Neuro-science and Behavior Lab. His work has been notable for the integration of behavioral and neural sciences, and the development of neural-network model of behavior and cognition. His book Learning and Complex Behavior (co-authored with David C. Palmer) is considered one of the few cohesive integrations of the physi-ology of learning and complex behavior, a unified principle of reinforcement that bridges the gap between classical and operant conditioning.


KEYNOTE ADDRESS—Professional Development for Practitioners: Practical Strategies for Continued Knowledge and Skill En-hancement.

DENNIS H. REID, Carolina Behavior Analysis and Support Center

Dr. Dennis Reid is a licensed psychologist and BCBA who has spent his career providing behavioral services as a teacher, psychologist, program director, and director of psychology services. His work has been reported in the major journals of the field, as well as practical books and manuals to allow this information to be ex-ported to the widest audience. His work on reinforcer assessment/preference and happiness indices was seminal and is frequently cited. This line of preference investigation has opened new opportunities for the lives of individuals with profound, multiple handicaps. His work in staff training and management (including staff motivation) has helped other researchers and practitioners understand and use these procedures.


INVITED ADDRESS—Treating Problem Behavior Remotely Via Teleconsultation for Children with Autism

DAVID P. WACKER, University of Iowa Children's Hospital Dr. David Wacker is a Professor in the Departments of Pediatrics and Special Education at the University of Iowa, where he has directed one of the country’s leading clinical research programs in developmental disa-bilities. He and his students have conducted important research on a number of topics, but he is most well-known for his pioneering work in behavior disorders. His brief functional analysis method has informed prac-titioners and researchers alike. Presently, he is researching brief functional analysis through real-time video conferencing. He is a past editor of the Journal of Applied Behavior Analysis, Fellow of the American Psycho-logical Association (APA), and recipient of distinguished research awards from both APA and the Arc of the United States.


INVITED ADDRESS—A Call for Independence

WILLIAM H. AHEARN, New England Center for Children and Association for Professional Behavior Analysts Dr. William Ahearn, is Director of Research at New England Center for Children and President of the Associa-tion for Professional Behavior Analysts. He is also a Clinical Assistant Professor at Northeastern University, Program in Applied Behavior Analysis and Adjunct Faculty in Western New England College's doctoral pro-gram. Dr. Ahearn’s research interests include social skills in children with autism, verbal behavior, assessment and treatment of stereotypy, severe problem behavior, and pediatric feeding difficulties. His work has been published in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Be-havioral Interventions, Behavior Modification, The Lancet, Journal of Autism and Developmental Disorders and has written book chapters on teaching children with autism and pediatric feeding problems in children with autism. Bill is currently on the Editorial Boards for the Journal of Applied Behavior Analysis, Analysis of Verbal Behavior, and Behavioral Interventions and has served as a reviewer for several other journals.


SPECIAL ADDRESS—The Profession of Applied Behavior Analysis: What We Are and What We Are Not

MICHAEL F. DORSEY, Endicott College

Dr. Michael F. Dorsey is a licensed psychologist and a BCBA. He a Professor of Education and the Director of the Institute for Behavioral Studies at the Van Loan School of Graduate and Professional Studies, Endicott College. Dr. Dorsey the Chair of the Practice Board of the Association for Behavior Analysis International. He is an author/co-author of many professional publications, including participating in the development of the Functional Analysis/Assessment methodology. Currently Dr. Dorsey spends much of his professional time conducting Independent Educational Evaluations for parents and school districts. He has testified as an ex-pert witness in numerous BSEA cases, as well as an expert witness in various Probate, Superior, and Federal Court cases involving the education and treatment of individuals diagnosed with developmental disabilities.



INVITED ADDRESS—Now That We Have the Treatment of Choice for Autism: Where do We Go Next

RON VAN HOUTEN, Western Michigan University Dr. Ron Van Houten is Professor of Psychology at Western Michigan University. He has conducted systematic research on highway speeding and failure to yield to pedestrians, two of the most common causes of death on the roadways. His research interests include all aspects of traffic safety, the use of technology to imple-ment behavioral principles, Simulation research (he has a driving and an aircraft simulator). He has published research in the areas of, energy conservation, clinical applications, developmental disabilities and autism, and educational applications of behavior analysis. He is a former associate editor of the Journal of Applied Behav-ior Analysis, former chair of the Transportation Research Board Pedestrian Committee and current chair of its papers subcommittee, and a member of the National Committee on Uniform Traffic Control Devices. Many of the safety treatments he has developed have contributed to rule making and are in everyday use.


INVITED ADDRESS—Do Stimuli Have Temporally Extended Effects?

DAVID C. PALMER, Smith College

Dr. David C. Palmer is a lecturer in behavioral psychology and statistics at Smith College, and a consulting psychologist. He is well-known for the depth of his analysis on a range of complex issues. He is an ardent exponent of the views of B. F. Skinner and his principal activity is the clarification of the conceptual founda-tion of behavioral interpretations of human behavior. He is co-author of Learning and Complex Behavior, a text that attempts to integrate the science of behavior with what is known about the physiology of learning in order to provide a foundation for the interpretation of complex behavior outside the laboratory. He has served on the editorial boards of several journals in behavioral psychology: Journal of the Experimental Anal-ysis of Behavior; The Behavior Analyst, and The Analysis of Verbal Behavior.

Friday, October 12, 2012 — 9:00-9:50

KEYNOTE ADDRESS—Some Reflections on the Spiraling Evolution of Behavior Analytic Practice.

GREGORY P. HANLEY, Western New England University

Dr. Gregory P. Hanley is Associate Professor at Western New England College where he also directs the Ph.D. Program in Applied Behavior Analysis. Dr. Hanley has held editorial appointments for the Journal of Applied Behavior Analysis, and several other journals in the field. He is presently the Editor of Behavior Analysis in Practice. . He was the 2006 recipient of the B. F. Skinner New Researcher Award by APA's Division 25 and was appointed a Fellow of the Association in 2007. His research interests include childhood behavior man-agement, pediatric sleep disorders, autism, behavior-analytic research methodology, class-wide interventions, early childhood education, and functional analysis of severe problem behavior.

Friday, October 12, 2012 — 10:00-10:50

INVITED ADDRESS—Ethical Considerations Involved in Incorporating Technology into Applied Behavior Analysis Interventions and Training Experiences


Dr. Linda LeBlanc is Director of Research and Clinical Services for Trumpet Behavioral Health. She is a licensed clinical psychologist as well as a BCBA. Her expertise includes children with autism, and behavioral health issues in the population as well. Her current research and clinical interests include the behavioral treat-ment of autism and developmental disabilities across the lifespan, behavioral gerontology, verbal behavior, and incorporation of technology into behavioral interventions. Dr. LeBlanc has published over 75 articles and book chapters. She serves on the board of directors for the Association of Professional Behavior Analysts, the Society for the Experimental Analysis of Behavior, and the Alabama Autism Provider Network.

Friday, October 12, 2012 — 10:00-10:50

INVITED ADDRESS—Application of Operant Conditioning to Address the Interrelated Problems of Poverty and Drug Addiction

KENNETH SILVERMAN, Johns Hopkins University School of Medicine Dr. Kenneth Silverman is Professor of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine. He also serves as and Director of the Center for Learning and Health, a treatment research unit dedicated to developing and evaluating behavioral interventions that address the interrelated problems of drug addiction, poverty, and health. His research interests are the development and experimental evaluation of operant learning interventions to address the interrelated problems of poverty, unemployment and drug addiction. His work is disseminated across a broad range of disciplines: applied behavior analysis, psychology, psychiatry, substance abuse, HIV, and pharmacology.

Page 17

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Friday, October 12, 2012 — 10:00-11:20

APBA INVITED WORKSHOP—Peer Review for Applied Behavior Analysts

JIM JOHNSTON, Auburn University

Dr. Jim Johnston is Professor at Auburn University since 1985. He also serves as director of the Department’s Master’s program in Applied Behavior Analysis in Developmental Disabilities. He has published laboratory and field research with both human and non-human species on topics ranging from rumination to canine olfaction. He has also co-authored a text in research methods for studying behavior, now in its third edition. His present activities focus on longstanding interests in the area of developmental disabilities and has con-sulted with state developmental disabilities systems for some years in facilitating the delivery of sound habili-tative services. He has served on the editorial boards of the Journal of the Experimental Analysis of Behavior and the Journal of Applied Behavior Analysis, among others, and has also served as president of ABAI, and the BACB.

Friday, October 12, 2012 — 10:00-11:20

APBA INVITED WORKSHOP—Response Blocking for Stereotypy: A Comprehensive Review of Procedural Vari-ations

WILLIAM H. AHEARN, New England Center for Children and Association for Professional Behavior Analysts Dr. William Ahearn, is Director of Research at New England Center for Children and President of the Associa-tion for Professional Behavior Analysts. He is also Adjunct Faculty in Western New England College's doctoral program. Dr. Ahearn’s research interests include social skills in children with autism, verbal behavior, assess-ment and treatment of stereotypy, severe problem behavior, and pediatric feeding difficulties. His work has been published in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Behavioral Interventions, Behavior Modification, The Lancet, Journal of Autism and Developmental Disorders and has written book chapters on autism and pediatric feeding problems. Dr. Ahearn is currently on the Edi-torial Boards for the Journal of Applied Behavior Analysis, Analysis of Verbal Behavior, and Behavioral Inter-ventions.

Friday, October 12, 2012 — 11:00-11:50

INVITED ADDRESS—Voucher-based Contingency Management for Smoking Cessation During Pregnancy

STEPHEN T. HIGGINS, University of Vermont Dr. Stephen T. Higgins is Professor of Psychiatry and Psychology and Vice Chair, Department of Psychiatry, University of Vermont, College of Medicine. He also serves as Director, Department of Psychiatry Center on Substance Abuse Research and Treatment. He is a licensed psychologist. He is an internationally recognized researcher in all aspects of drug abuse and its treatment. Dr. Higgins initiated the first effective treatments for cocaine dependence through the reinforcement of abstinence coupled with pro-social reinforcement contin-gencies for developing and maintaining behaviors incompatible with drug abuse. His research interests in-clude treatment-outcome and clinical-laboratory research focused on elucidating behavioral and pharmaco-logical processes involved in substance use disorders and their treatment.

Friday, October 12, 2012 — 11:00-11:50

INVITED ADDRESS—Behavior Therapy for Tourette Syndrome: An Opportunity for Behavior Analysts

DOUGLAS W. WOODS, University of Wisconsin-Milwaukee Dr. Doug Woods is currently Professor and Chair of Psychology at the University of Wisconsin-Milwaukee. He is a licensed psychologist. Dr. Woods expertise is in the assessment and behavioral intervention for tic disor-ders, trichotillomania, and other OCD-spectrum disorders in children and adults. He has edited eight books describing behavioral interventions for Tic Disorders and Trichotillomania and another book on contempo-rary behavior analytic models of psychiatric disorders. He has presented his work nationally and internation-ally, with nearly 300 conference presentations and invited talks, is on the Editorial Boards of seven different journals. Dr. Woods serves on the Tourette Syndrome Association's (TSA) Medical Advisory Board, and serves on the Scientific Advisory Board of the Trichotillomania Learning Center (TLC).

Friday, October 12, 2012 — 11:00-11:50

INVITED ADDRESS—Supervising a Scope of Practice: Implications for the Profession of Behavior Analysis

JOHN D. MOLTENI, University of Saint Joseph Dr. John Molteni is Assistant Professor of Education at University of Saint Joseph, where he coordinates the Autism Spectrum Disorder Initiative. He also directs the Institute for Autism and Behavioral Studies, which serves the educational, research, and community outreach programs that serve the University and communi-ty. Dr. Molteni is a licensed psychologist and BCBA-D. His work has included development of instructional and behavioral programs for children, adolescents and young adults with autism and related disabilities; and consultation to public and nonpublic schools, residential treatment facilities, inpatient psychiatric units, gov-ernment agencies and outpatient clinics. Dr. Molteni is Past-President of the Connecticut Association for Be-havior Analysis.


Friday, October 12, 2012 — 1:00-1:50

KEYNOTE ADDRESS—Our Unsuccessful Quest for Mainstream Relevance and What to do About It

PATRICK C. FRIMAN, Boys Town

Dr. Patrick C. Friman is Director of Clinical Services at Boys Town Center for Behavioral Health and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He is an interna-tionally recognized expert in the application of behavior analytic methods to behavioral medicine, particular-ly on the successful treatment of common but potentially serious childhood behavior disorders such as hab-its, sleep problems, oppositional behavior, and incontinence. He has served as a reviewer editorial board member for virtually every major behavioral journal and was the editor of The Journal of Applied Behavior Analysis.

Friday, October 12, 2012 — 2:00-2:50

INVITED ADDRESS—A Pilot Vocational Training Program for Adults with High-Functioning Autism

DOROTHEA C. LERMAN, University of Houston, Clear Lake Dr. Dorothea Lerman is Professor of Psychology at the University of Houston-Clear Lake, where she directs the Master’s program in applied behavior analysis. She received her Ph.D. in Psychology from the University of Florida in 1995, specializing in the experimental analysis of behavior. Her areas of interest include autism, developmental disabilities, functional analysis, teacher and parent training, and treatment of severe behavior disorders and she has published more than 60 research articles and chapters on these topics. Dr Lerman is the founding Editor of Behavior Analysis in Practice and past Associate Editor for The Journal of Applied Be-havior Analysis and Research in Developmental Disabilities. She has received a number of significant awards for her work, including the Award for Distinguished Contributions to Applied Research the B. F. Skinner Award (both from the APA), and the New Researcher Award (AAMR).

Friday, October 12, 2012 — 2:00-2:50

INVITED ADDRESS—The Mand and the Tact: Functionally Independent

ANNA I. PETURSDOTTIR, Texas Christian University

Dr. Anna I. Petursdottir is Associate Professor of Psychology at Texas Christian University. Her major research interests are translating advances in basic research and theory into intervention strategies; in particular, lan-guage assessment and intervention for children diagnosed with autism. Dr. Petursdottir’s lab is currently studying variables that may lead to the emergence of novel verbal behavior, in the context of teaching cate-gorization skills and foreign-language vocabulary words to typically developing preschoolers and kindergar-teners, and developing effective strategies for teaching basic building blocks of language to children diag-nosed with autism-spectrum disorders. Dr. Petursdottir serves an Associate Editor for The Analysis of Verbal Behavior, and she was recently elected to serve on the Board of Editors of the Journal of Applied Behavior Analysis.

Friday, October 12, 2012 — 2:00-2:50

INVITED ADDRESS—Countering Myopic Views of Climate Change and Sustainability through Behavioral Economics

DEREK D. REED, University of Kansas

Dr. Derek D. Reed is Assistant Professor, Applied Behavioral Science at University of Kansas where he also directs the Laboratory in Applied Behavioral Economics. In addition, Dr. Reed serves as Co-Director of Gradu-ate Training, Applied Behavioral Science. His research is focused on translation of research from basic oper-ant phenomenon to issues of social importance. For example, his Laboratory in Applied Behavioral Econom-ics is working to understand the behavioral processes associated with sustainable campus behaviors and environmental decision making. Dr. Reed is presently on the editorial board of Behavior Analysis in Practice and he has served on the editorial board for Journal of Applied Behavior Analysis.

Friday, October 12, 2012 — 3:00-3:50

INVITED ADDRESS—The Role of Joint Control in Teaching Complex Listener Responding to Children with Autism.

VINCENT J. CARBONE, The Carbone Clinic Dr. Vincent J. Carbone is a Board Certified Behavior Analyst-Doctoral with over 35 years of experience de-signing learning environments for persons with autism and development disabilities. He has served as an adjunct faculty member at Florida Institute of Technology and Penn State University. He is visiting professor in the Behavioral Education doctoral program at Simmons College in Boston, MA. His research has been pub-lished the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Focus on Autism and Other Developmental Disabilities and others. Dr. Carbone currently serves on the editorial review board of several peer reviewed behavior analytic journals including Behavior Analysis in Practice. He has provided training to hundreds of professionals looking to advance their repertoire of applied verbal behavior analysis in the treat-ment and education of individuals with autism based upon B.F. Skinner’s analysis of verbal behavior.

Page 21


Friday, October 12, 2012 — 3:00-3:50

KEYNOTE ADDRESS—Contingency Horizon: On Private Events and the Analysis of Behavior.

SAM LEIGLAND, Gonzaga University

Dr. Sam Leigland is Professor, Gonzaga University, He is a well-known contributor to scholarly debate in the Theoretical and Philosophic Behaviorism. Dr. Leigland’s research interests include experimental analysis of naturally-occurring verbal behavior; functional analysis of ordinary-language terms/concepts; methodologi-cal development in the analysis of human/verbal behavior; scientific systems in psychology. His sharp anal-yses of radical behaviorism, pragmatism, and verbal behavior are well known in the field. Dr. Leigland serves on the editorial board of The Analysis of Verbal Behavior.

Friday, October 12, 2012 — 3:00-3:50

INVITED ADDRESS—Four Parenting Errors and Consideration of the Contingencies Maintaining Them

TIMOTHY R. VOLLMER, University of Florida

Dr. Timothy R. Vollmer is Professor of Psychology at the University of Florida. His primary area of research is applied behavior analysis, with emphases in developmental disabilities, reinforcement schedules, and parent-ing. He was the recipient of the 1996 B. F. Skinner New Researcher award from the American Psychological Association (APA). Currently, he is principal investigator for a collaborative project with the Florida Depart-ment of Children and Families, teaching parenting skills to foster parents. In addition, his research in develop-mental disabilities runs the basic-to-applied gamut with studies in an operant rat lab, a human operant lab, and school-based assessments and treatments of behavior disorders. Dr. Vollmer serves as Book Review Edi-tor, Journal of Applied Behavior Analysis.

Friday, October 12, 2012 — 4:00-4:50

KEYNOTE CLOSING ADDRESS—Some Understudied Topics in Applied Behavior Analysis

BRIAN A. IWATA, University of Florida Dr. Brian Iwata is Professor of Psychology and Psychiatry at the University of Florida, where he directs re-search programs on disorders of learning and behavior. He has served as Director of the Florida Center on Self-Injury and Director of the UF-ARC Prader-Willi Syndrome Program. He is the recipient of the 2007 Sidman Award for Enduring Contribution to Applied Behavior Analysis. His research and clinical work focus on disor-ders of learning and behavior including basic learning processes, assessment and treatment of severe prob-lem behavior, staff and parent training, and research methodology. Much of Dr. Iwata’s work has focused on the functional (experimental) analysis of severe behavior disorders. This approach to assessment and treat-ment is one of the most significant advancements in behavior analysis over the past 25 years and is now con-sidered the standard in the field for both clinical research and practice. Dr. Iwata is former editor of the Jour-nal of Applied Behavior Analysis, and has held numerous editorial board appointments. His leadership posi-tions in the field have included President of ABAI and President of SABA.

WINNER OF THE 2012 BABAT STUDENT PAPER AWARD— "A Laboratory Comparison of Response-Reducing Differential-Reinforcement

Techniques" Joshual Jessel, University of Maryland, Baltimore County John Borrero (Advisor)

WINNER OF THE 2012 BABAT/BF SKINNER FOUNDATION STUDENT RESEARCH AWARD:

“Prevalence and Effects of Teaching Errors on Acquisition of Self-Care Chains” Maeve Donnelly, Western New England University Amanda Karsten (Advisor)

BABAT HONORS EXCELLENCE IN ABA

Page 22

33rd ANNUAL CONFERENCE THE BERKSHIRE ASSOCIATION FOR BEHAVIOR ANALYSIS AND THERAPY

An aff i l iate chapter of The Association for Behavior Analysis International An affi l iate association of The Association of Professional Behavior Analysts

OUR PROGRAM: Thursday, October 11, 2012

7:30-8:45 Concourse

REGISTRATION

8:45-9:00 Auditorium

OPENING REMARKS— Welcome to the 33rd Annual BABAT Conference—JOSEPH N. RICCIARDI, BABAT President & Seven Hills

Clinical Associates

9:00-5:00 Concourse

PROGRAM EXPOSITION—Exhibitors from various agencies, open daily on the concourse level.


KEYNOTE ADDRESS—No Known Cure.[B][SLP]

AUBREY C. DANIELS, Aubrey Daniels International


INVITED ADDRESS—Sexuality Education and Individuals with ASD: What Behavior Analysts Need to Know. [B][SLP]

PETER GERHARDT, McCarron School Room 163C INVITED ADDRESS—Overview of Translational Research in the APA Handbook of Behavior Analysis. [B][SLP]

WILLIAM V. DUBE, University of Massachusetts Medical School

10:00-11:20 Room 905 9th Floor

SYMPOSIUM—Application of Stimulus Equivalence Technology. [B][SLP]

Chair: RUSSELL W. MAGUIRE, Simmons College Discussant: RONALD ALLEN, Simmons College

Using Stimulus Equivalence Class Formation to Increase Performance on Academic Vocabulary Assessments. BRIAN MACAULEY and R. W. Maguire, Simmons College Using Matching-to-Sample Procedures in a Multiple Choice Format to Establish Equivalence Relations Between Name, Definition, and Description of Application of Schedules of Reinforcement with Parents of Children with Men-tal Illness and Developmental Delays. JOYCE PERSSON and R. W. Maguire, Simmons College. The Expansion of Stimulus Classes and the Formation of Equivalence Classes via Matching-to-complex Samples. FRANCESCA PERSSON and R. W. Maguire, Simmons College.

Room 168 SYMPOSIUM—Improving Health-Related Behaviors of People With and Without Disabilities. [B][SLP][P] Chair: CHARLOTTE MANN, New England Center for Children

A Comparative Analysis of Treatments for Addressing Sleep Problems of Young Children. SANDY JIN and Gregory P. Hanley, Western New England University The Effects of Self-monitoring, Exergames, and Trainer Behavior on Children’s Level of Physical Activity. NICHOLAS R. VANSELOW and Gregory P. Hanley, Western New England University Evaluation of Reinforcer Effectiveness of Healthy Versus Snack Foods Using Concurrent- and Single-operant Rein-forcer Assessments. CAITLIN HILL, Syd Berkman, Adam Gosselin, Jillian O'Connor, Marc DiBuono, Simmons College, and Allen Karsina, New England Center for Children Accuracy and Staff Preferences Associated with Three Models of Urine Alarm. MAEVE DONNELLY, New England Center for Children and Amanda M. Karsten, Western New England University

CONTINUING EDUCATION CODES: [B] = CE credits for behavior analysts available. [B,E] = also meets BACB “Ethics and Professional Behavior” requirement, BACB. [P] = CE credits for psychologists available. [SLP] = meets criteria for ASHA CEs.

CONTINUING EDUCATION IS AVAILABLE FOR BOARD CERTIFIED BEHAVIOR ANALYSTS attending approved work-shops and events only. BABAT is an approved continuing professional education provider

CONTINUING EDUCATION IS AVAILABLE FOR PSYCHOLOGISTS attending approved workshops and events only. Pro-fessional Education Resources and Conference Services (PERCS) is the Continuing Education Division of Human Services Man-agement Corporation (HSMC). HSMC is approved by the American Psychological Association to sponsor continuing education for psychologists. HSMC maintains responsibility for this program and its content.

CONTINUING EDUCATION IS AVAILABLE FOR CERTIFIED SPEECH-LANGUAGE PATHOLOGISTS attending ap-proved workshops and events only. New England Center for Children is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language patholo-gy and audiology. This conference is offered for up to 1.25 ASHA CEs. ASHA CE provider approval does not imply endorsement of course content, specific products or clinical procedures. HOW TO RECORD AND REGISTER YOUR ASHA CEs— At registration table, pick up the ASHA CE packet after you receive your BABAT registration packet. At the end of your time at BABAT turn your Participant Form and completed Session Attendance

form in at the Registration desk on the lower level of the Campus Center. A certificate documenting your hours will be mailed to you within 45 days.

Thursday, October 11, 2012

10:00-11:20 Room 904 9th Floor

SYMPOSIUM—Conceptual Developments in the Behavior Analysis of Anxiety. [B][SLP]

Chair: PAUL E. JOHNSON, University of Maine, Presque Isle Discussant: MARK W. STEEGE, University of Southern Maine

Anxiety as Motivating Operations. MARK W. STEEGE, University of Southern Maine The Role of Preference Reversals in the Behavioral Analysis of Anxiety. PAUL E. JOHNSON, University of Maine, Presque Isle

Room 917 9th Floor

SYMPOSIUM—Differential Reinforcement Procedures as Interventions to Address Stereotypic Behavior. [B][SLP][P]

Chair: JESSICA ROHRER, Center for Children with Special Needs Essential Features of Differential Reinforcement in the Context of High Frequency Stereotypy. ELIZABETH C NULTY, Center for Children with Special Needs Teaching Self-regulation of Vocal and Motor Stereotypies to a 5th Grade Student with Autism in a Public Elemen-tary School. BECKY MUNDAY, Center for Children with Special Needs Intrusive Scripting and its Impact on Social Engagement in an Integrated Environment. JESSICA ROHRER, Center for Children with Special Needs

Room 162 APBA Professional Development Series WORKSHOP—Treating Negatively-reinforced Problem Behavior. [B][SLP]


Room 165 WORKSHOP—Technology and ABA in a Special Needs Pediatric Dental Clinic. [B][SLP][P]

KARLY L. CORDOVA, Nova Southeastern University-Mailman Segal Center, and Oscar Padilla, Nova Southeastern University-College of Dental Medicine

10:30-11:50 Room 101

SYMPOSIUM—Avoidance Behavior in Educational and Clinical Settings. [B][SLP][P]

Chair: JAMES K. LUISELLI, May Institute Graduated Exposure, Positive Reinforcement, and Stimulus Distraction in a Compliance-With-Blood Draw Inter-vention for an Adult with Autism. BLAKE GRIDER, James K. Luiselli, and William Turcotte-Shamski, May Institute Intervention for Extreme School Avoidance in a Student with Developmental Disability. SERRA LANGONE, James K. Luiselli, and Jamie Hoover, May Institute Increasing Tolerance of Routine Physical Exams in an Adolescent Female with Autistic Disorder. RACHEL CAVALARI and Melanie DuBard, May Institute

Room 174 SYMPOSIUM—Getting the Best Bang for Your Buck: Some Practical Applications for Matrix Training.[B][SLP]

Chair: CHATA A. DICKSON, New England Center for Children Discussant: JUDAH AXE, Simmons College

Matrix Training of Pretend Play Skills Taught Using Video Modeling. CLELIA DELTOUR and William H. Ahearn, New England Center for Children Using Matrix Training to Promote the Generalization of Waiting. JILLIAN KLOTZ and CHATA A. DICKSON, New England Center for Children Comparing the Efficiency of Matrix Training When Teaching Action-object Instruction Following. MEGHAN MARTINEAU, New England Center for Children , and Gregory P. Hanley, Western New England University

Reading WORKSHOP—Questions and Answers about OBM: History, Applications, Challenges and Future. [B][SLP]

AUBREY C. DANIELS, Aubrey Daniels International


INVITED ADDRESS—Treatment Integrity Considerations: Barriers, Assessment, and Intervention. [B][SLP][P]

FLORENCE D. DIGENNARO REED, University of Kansas

163C INVITED ADDRESS—Reinforcement: The Tortuous Path to Our Present Understanding. [B][SLP][P]

JOHN W. DONAHOE, University of Massachusetts Amherst

11:30-12:30 Student Union

Ballroom Amherst Room

LUNCH—-Join us for complimentary lunch! Like last year, lunch will be available in two locations: The Student Union Ballroom and The Amherst Room

Dukes Room BABAT Board of Directors Meeting.


ADA COMPLIANT AND NONDISCRIMINATORY. All educational programs or activities of the sponsoring organization are in accordance with applicable provisions of federal law regarding nondiscriminatory practices and ADA compliance.


Dukes Room BABAT Board of Directors Meeting.


KEYNOTE ADDRESS—Professional Development for Practitioners: Practical Strategies for Continued Knowledge and Skill Enhancement. [B,E][SLP][P]

DENNIS H. REID, Carolina Behavior Analysis and Support Center


PANEL DISCUSSION—Massachusetts Department of Developmental Disabilities State-wide Positive Behavior Supports Initiative: An Update on the Future of Behavior Supports for Individuals Served by the DDS. [B][SLP]

Chair: JANET GEORGE, Massachusetts Department of Developmental Services Panelists: CHRISTOPHER FOX, Massachusetts Department of Developmental Services, MICHAEL DORSEY, En-dicott College, ROBERT PUTNAM, May Institute, and JOSEPH RICCIARDI, Seven Hills Clinical Associates

Room 174 SYMPOSIUM—Improving Social Skills With Individuals Diagnosed With Disabilities. [B][SLP][P] Chair: LAUREN BEAULIEU, University of Massachusetts Lowell Discussant: LINDA LEBLANC, Trumpet Behavioral Health

Teaching Observational Learning to Children Diagnosed with Autism. JACQUELYN MACDONALD and William Ahearn, New England Center for Children Changes in Joint Attention Following a Year of Early Behavioral Intervention for Children with Autism. DIANA PARRY-CRUWYS, Sally Dupere, and Rebecca MacDonald, New England Center for Children Improving Conversational Skills of a College Student Diagnosed With a Learning Disability. LAUREN BEAULIEU, University of Massachusetts Lowell, Gregory P. Hanley, and Joana L. Santiago, Western New England University

Room 168 SYMPOSIUM—Athletic Performance Enhancement in Intellectual and Developmental Disabilities (IDD). [B][SLP][P]

Chair: JAMES K. LUISELLI, May Institute Improving Athletic Performance: Overview of Behavioral Methods and Applications in IDD. JAMES K. LUISELLI, May Institute Behavioral Coaching of Special Olympics Track Athletes. James K. Luiselli, May Institute, Neelima G. Duncan, University of Southern Mississippi, PATRICK KEARY, May Institute, Elizabeth Godbold Nelson, Louisiana State University, Rebecca E. Parenteau, May Institute, and Kathryn E. Woods, Connecticut Children's Medical Center Practitioner Beliefs About Athletic and Health Promoting Activities for People with IDD: A Social Validation Sur-vey. James K. Luiselli, May Institute, Kathryn E. Woods, Connecticut Children's Medical Center, Patrick Keary and REBECCA E. PARENTEAU, May Institute

Room 905 9th Floor

SYMPOSIUM—Modifying Evidence-based Clinical Treatments: Case Examples from Dually Diagnosed Individu-als with Autism. [B][SLP][P]

Chair: MELANIE DUBARD, May Institute Modifying CBT with Young Adults Diagnosed with Autism: The Case of Two Students with Comorbid Anxiety and/or Mood Disorders. VERONIQUE PARENT, Carolyn Barahona, Melanie DuBard, and James K. Luiselli, May Institute Modifying Trauma-Focused CBT (TF-CBT): Two Case Studies of Children with Autism and PTSD Symptoms. SCOTT DACOSTA, Veronique Parent, and Melanie DuBard, May Institute The Challenges of Modifying CBT with a Child with PDD-NOS, ADHD and Mood Disorder-NOS. Janine Kester-son, Veronique Parent, and ALEXIS PITTENGER, May Institute

Room 904 9th Floor

SYMPOSIUM—Using Behavior Analysis to Assess, Change, and Maintain the Behavior of Volunteers and Visi-tors in an Animal Shelter. [B][SLP]

Chair: RONALD ALLEN, Simmons College Discussant: RUSSELL W. MAGUIRE, Simmons College

The Effects of Crowding and Visitor Presence on Visitor Behavior on a Canine Adoption fFoor. MIRANDA COURANT, Simmons College Decreasing Fingers-in-kennel Behavior of Animal Shelter Visitors. STEPHANIE KEESEY, Simmons College Safewalk: An Instructional Design Curriculum for Changing the Behavior of Humans Who Care for Dogs in Shel-ters. TERRI BRIGHT, Simmons College

Room 917 9th Floor

SYMPOSIUM—Enhancing the Integrity of Behavioral Interventions through Technology, Precision, and Train-ing. [B][SLP]

Chair: DEIRDRE L. FITZGERALD, University of Saint Joseph Discussant: CHATA DICKSON, New England Center for Children

The Effect of Staff Training Procedures on Implementation of Behavioral Technologies: A Comparison of Video Modeling, In-vivo Modeling Paired with a Checklist, and Group Debriefing. JESSICA NEWMAN, Norwich CT Public Schools and Deirdre L. Fitzgerald, University of Saint Joseph. The Use of iPad Video Modeling in the Implementation and Maintenance of Behavior Analytic Home-Programming. DEIRDRE L. FITZGERALD, University of Saint Joseph, and Thomas J. Zwicker, Easter Seals of Coastal Fairfield County Using Train to Code to Teach the Autism Curriculum Encyclopedia® (ACE®) to New Staff. THOMAS J. ZWICK-ER, Easter Seals of Coastal Fairfield County and Deirdre L. Fitzgerald, University of Saint Joseph

Page 25


2:00-320 Room 804 8th Floor

WORKSHOP—Skills Assessment and Training for Vocational and Life Skills for Young Adults With Autism: Part 1 (A two-part workshop—See Thursday, 3:30-4:50). [B][SLP][P]

ELIZABETH M. MARTINEAU, STEPHANIE DANIELS, AMANDA BIRT, HEATHER BAIROS, and JESSICA TIL-LEY, Nashoba Learning Group

Reading WORKSHOP—Increasing the Vocal Production of Children with Autism: Part 1 (A two-part workshop—See Thursday, 3:30-4:50). [B][SLP][P]

VINCENT J. CARBONE, The Carbone Clinic

Room 165 WORKSHOP—Understanding and Treating Sleep Problems of Children with Autism and Related Disabilities. Part 1 (A two-part workshop—See Thursday, 3:30-4:50). [B][SLP]


Room 162 WORKSHOP—Rules of Thumb for Treating Behavior Disorders. Part 1 (A two-part workshop—See Thursday, 3:30-4:50). [B][SLP]


2:30-3:20 Room 163C

INVITED ADDRESS—Treating Problem Behavior Remotely Via Teleconsultation for Children with Autism. [B][SLP][P]

DAVID P. WACKER, University of Iowa Children's Hospital 2:30-3:50 Room 101

INVITED ADDRESS—A Call for Independence. [B,E]

WILLIAM H. AHEARN, New England Center for Children and TheAssociation for Professional Behavior Analysts

SPECIAL ADDRESS—The Profession of Applied Behavior Analysis: What We Are and What We Are Not. [B,E] MICHAEL F. DORSEY, Endicott College

3:30-4:20 Room 163C

INVITED ADDRESS—Now That We Have the Treatment of Choice for Autism: Where do We Go Next. [B][SLP]

RON VAN HOUTEN, Western Michigan University Auditorium INVITED ADDRESS—Do Stimuli Have Temporally Extended Effects? [B][SLP][P]

DAVID C. PALMER, Smith College

Room 904 9th Floor

PAPER SESSION—Using ABA in Higher Education. [B][SLP] Interteaching: Promoting Behavior Analytic Teaching Methods in Higher Education—Tools and Tips for Success. JAMES L. SOLDNER, Assumption College The Effect of Repeated Writings: A Rule-Based Intervention and Performance Feedback on the Writing Behavior of Undergraduate Students. PAUL E. JOHNSON, University of Maine Presque Isle

Room 917 9th Floor

PAPER SESSION—Improving Clinical Performance in Applied Settings. [B][SLP] Increasing Implementation of Behavior Support Plans Through Performance Feedback and Video Self-evaluation. CATHLEEN M. ALBERTSON, Devereux CARES Supervisory Interventions Designed to Increase Medicaid Compliance in Clinicians’ Progress Notes. ROBERT L. SHAPIRO, Devereux

Room 174 SYMPOSIUM—Advancements in the Analysis and Treatment of Challenging Behavior. [B][SLP][P]

Chair: JUDAH AXE, Simmons College Noncontingent Reinforcement Without Extinction: Maintaining Versus Arbitrary Reinforcers for Escape-Maintained Problem Behavior. CALEB R. DAVIS, Eileen M. Roscoe, and Nancy P. Errera, New England Center for Children Evaluating the Efficacy of Auditory and Visual Signals on Functional Communication under Escape Conditions. MARRISA B. ALLEN, Melmark New England, Jonathan C. Baker, Southern Illinois University, Nicole A. Heal, Melmark New England, Jodi E. Nuernberger and Kristina K. Vargo, Southern Illinois University Analysis of Response-Response Relations: The Response-class, Chain, and Precurrent Sequences. GRACIE A. BEA-VERS, Brian A. Iwata, and Kathryn G. Horton, University of Florida Effects of Presession Pairing on Disruptive Behavior and Compliance during Discrete Trial Training. AMANDA N. KELLY, SEEM Collaborative, Ronald F. Allen, Judah B. Axe, and Russell W. Maguire, Simmons College

Room 168 SYMPOSIUM—Some Preliminary Findings Related to Skill Acquisition for Individuals with Autism and Related Disorders. [B][SLP][P]

Chair: ALLEN KARSINA, New England Center for Children Pre-requisite Skills and Observational Learning in the Context of Group Instruction. ASHLEY PALMERI, Sorrel Ryan, and Susan Langer, New England Center for Children Increasing Independent Correct Responding for Children with a History of Prompt Dependency Using Choice as a Reinforcer. ANNA-KRISTIN DAUB, Ashlie Gannon, Rebecca Shatzman, Joanne Vanderhoof, and Allen Karsina, New England Center for Children Continued on next page

SPECIAL PRESENTATION ON PROFESSIONAL PRACTICE

A Laboratory Comparison of Response-Reducing Differential-Reinforcement Techniques Joshua Jessel and John C. Borrero (advisor), University of Maryland, Baltimore County

2 0 1 2 B A B A T S T U D E N T P A P E R A W A R D

Two variations of differential-reinforcement-of-low-rates (DRL) procedures have been noted within the applied literature: (a) spaced-responding DRL and (b) full-session DRL. However, the two DRL procedures differ in that spaced-responding DRL requires a response to occur fol-lowing the elapse of a specified interresponse time (IRT), representing a positive contingency or specifically, a de-pendency. The full-session DRL resembles a differential-reinforcement-of-other-behavior (DRO) in that responding need not occur to produce the reinforcer, representing a potential negative contingency. We compared these two procedures using a human oper-ant preparation and analyzed within-session data to as-sess any similarities or differences between molecular re-sponse patterns. All data reflected a positive contingency value during the spaced-responding DRL condition and a negative contingency value during the full-session DRL condition. Furthermore, 60% of the participants discontin-ued responding during the full-session DRL condition with 80% displaying slopes of cumulative responding below 0.01 by the final session.

The results of the current study continue to support the dichotomy between the utility of spaced-responding DRL

and DRO-with-tolerance schedules of reinforcement often reported in the applied literature. The spaced-responding DRL schedule reliably maintained responding and there-fore should be used when reducing or pacing appropriate behavior. The DRO-with-tolerance has been known to eliminate behavior and the fading procedures with a ter-minal goal of removing tolerance match this interpreta-tion (Deitz & Repp, 1973). Therefore, DRO-with-tolerance schedules should be considered when reducing inappro-priate behavior. Furthermore, modifying its classification to a DRO schedule (rather than the previously reported DRL schedule) may improve the selection of interventions by demystifying its effects, by highlighting the units of analysis, and by underscoring the behavioral mechanisms that are responsible for effect obtained therein. Practitioners should implement the full-session DRL sched-ules for appropriate behavior with caution, as it could lead to complete suppression of responding.

CONCLUSIONS

ABSTRACT

-20

0

20

40

60

80

100

120

140

160

180

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

DRL Optimal

DRO Allowable

VR 15 (±5) EXT VR 15 (±5) DRO 162.28 (Bt≤44.37 rpm) vs. DRL 81.14

P-18

CLI

CK

S(R

PM)

1 3 5 7 9 11 13 15 17 19 21 23 25 27

DRO 103.7 (Bt≤69.43 rpm)vs. DRL 51.85

VR 15(±5) VR 15(±5) VR 15(±5) VR 15 (±5)

DRLDRO

P-8

EXT

SESSIONS SESSIONS

Response rates during the variable ratio (VR), extinc-tion (EXT), spaced-responding DRL, and DRO-with-tolerance conditions across sessions for P-18 (left panel), and P-8 (right pan-el). The solid horizontal line depicts the optimal re-sponse rate for producing the most points during the spaced-responding DRL condition. The broken hori-zontal line depicts the al-lowable response rate with-out resetting point delivery during the DRO-with-tolerance condition.

Page 27


3:30-4:20 Room 168

Continued from previous page … SYMPOSIUM—Some Preliminary Findings Related to Skill Acquisition for Individuals with Autism and Related Disorders. [B][SLP][P]

Evaluating the Effects of Errors of Commission and Omission of Reinforcer Delivery during Matching to Sample Tasks with Typical Adults. ELIZABETH GRAGG, Julie Cardente, Natalya Hallanan, Caitlin Moulton, Michael Desilets, and Allen Karsina, New England Center for Children Evaluation of Reinforcer Effectiveness of Healthy versus Snack Foods Using Progressive Ratio Reinforcer Assessments. BROOKE GRAVES, Jessica Lalli, and Allen Karsina, New England Center for Children

Room 804 8th Floor

WORKSHOP—Skills Assessment and Training for Vocational and Life Skills for Young Adults With Autism: Part 2 (A two-part workshop—See Thursday 2:00-3:20 for abstract). [B][SLP][P]

ELIZABETH M. MARTINEAU, STEPHANIE DANIELS, AMANDA BIRT, HEATHER BAIROS, and JESSICA TILLEY, Nashoba Learning Group

Reading WORKSHOP—Increasing the Vocal Production of Children with Autism: Part 2 (A two-part workshop—See Thursday 2:00-3:20 for abstract). [B][SLP][P]

VINCENT J. CARBONE, The Carbone Clinic

Room 165 WORKSHOP—Understanding and Treating Sleep Problems of Children with Autism and Related Disabilities. Part 2 (A two-part workshop—See Thursday 2:00-3:20 for abstract). [B][SLP]


Room 162 WORKSHOP—Rules of Thumb for Treating Behavior Disorders. Part 2 (A two-part workshop—See Thursday 2:00-3:20). [B][SLP]



INVITED PRESENTATION—BABAT 2012 STUDENT PAPER AWARD

Some Reflections on the Spiraling Evolution of Behavior Analytic Practice

JOSHUA JESSEL and JOHN C. BORRERO (Advisor), University of Maryland, Baltimore County


THE 8TH ANNUAL MURRAY SIDMAN AWARD FOR ENDURING CONTRIBUTION TO APPLIED BEHAVIOR ANALYSIS PRESENTED IN MEMORY OF JERRY SHOOK (Died, November 11, 2011)

6:00-7:00 Room 163C

POSTER PRESENTATIONS: Join your colleagues for a tour of regional research findings.

Friday, October 12, 2012

8:00-9:00 Concourse

REGISTRATION


INVITED ADDRESS—Some Reflections on the Spiraling Evolution of Behavior Analytic Practice. [B,E][SLP]

GREGORY P. HANLEY, Western New England University 10:00-10:50 Auditorium

INVITED ADDRESS—Ethical Considerations Involved in Incorporating Technology into Applied Behavior Analysis Interventions and Training Experiences. [B][SLP] LINDA LEBLANC, Trumpet Behavioral Health

Room 163C INVITED ADDRESS—Application of Operant Conditioning to Address the Interrelated Problems of Poverty and Drug Addiction. [B][SLP]P] KENNETH SILVERMAN, Johns Hopkins University School of Medicine

Room 101 INVITED ADDRESS—Schedule Control by Whom? A Matching Analysis of Behavior in Transition. [B][SLP][P] BRIAN K. MARTENS, Syracuse University

10:00-11:20 Room 174

SYMPOSIUM—Improving the Efficacy and Efficiency of Skill Acquisition Programs. [B][P]

Chair: NICHOLAS R. VANSELOW, Western New England University Comparison of Physical and Video Prompts in the Acquisition of Play and Vocational Tasks. AMANDA B. PENDERGRASS, Julie Weiss, and William H. Ahearn, New England Center for Children

Continued on next page...

Jerry Shook left perhaps the most important legacy in the field of behavior analysis: the formation of the national certification of behavior analysts and the Behavior Analyst Certification Board. As the only formal program of credentialing in behavior analysis, it has had profound effects on both service delivery and university training throughout the country. Over 200 university programs teach applied behavior analysis using content specifically tied to the BACB task list. There are 200 U.S. testing sites and 150 non-U.S. testing sites. Nearly 50 countries now have board certified be-havior analysts. In 63 short years his contribution to the field of applied behavior analysis was nothing short of legendary. Yet, if he were with us still today, he would deflect this praise to others in his usual quiet, humble manner.

Friday, October 12, 2012 10:00-11:20 Room 174

Continued from previous page … SYMPOSIUM—Improving the Efficacy and Efficiency of Skill Acquisition Programs. [B][SLP][P]

Teaching Delayed Imitation Using Matrix Training and Its Relation to Video Modeling Performance. KYLA MCHAFFIE and Rebecca MacDonald, New England Center for Children An Evaluation of the Effects of Data Sampling on Graphical Depictions of Response Acquisition. MARY-KATHERINE SELLERS and Jason Bourret, New England Center for Children Computerized Behavioral Skills Training to Teach Safety Skills to Young Children. NICHOLAS R. VANSELOW and Gregory P. Hanley, Western New England University

Room 168 SYMPOSIUM—Further Advancements in the Treatment of Automatically Maintained Problem Behavior.[B][SLP][P]

Chair: JONATHAN P. SEAVER, New England Center for Children Decreasing Vocal Stereotypy in Children with Autism with Limited Vocal Verbal Repertoire. LORI L. CESANA, New England Center for Children, Eimar McMahon, University of Ulster, and William Ahearn, New England Center for Children A Comparison of Differential Reinforcement Procedures for Treating Automatically Reinforced Problem Behavior. CHELSEA B. HEDQUIST and Eileen M. Roscoe, New England Center for Children The Use of Wrist Weights and Vibratory Stimulation to Treat Self-Injurious Behavior. John J. Demanche, James T. Chok, Melmark New England, and AMANDA KENNEDY, New England Center for Children Assessment and Treatment of Self-Injurious Behavior Using DRA and Contingent Application of Equipment with Timeout Plus Equipment Fading Using a Chained Schedule of Reinforcement. JEFFREY S. KALLES, Jonathan P. Seaver, Christine A. Gates, and Melissa Joseph, New England Center for Children

Room 804 SYMPOSIUM—Teaching Essential Life Skills to Adolescents and Teenagers with Autism. [B][SLP][P]

Chair: ELIZABETH M. MARTINEAU, Nashoba Learning Group Teaching Students with Autism to use Public Restrooms Independently. Amber Jastrab and AMANDA BIRT, Nashoba Learning Group Teaching Time Telling on an Analog Clock for use in Time Management. AMBER JASTRAB and Amanda Birt, Nashoba Learning Group Teaching Teenagers with Autism to Identify Their Total Owed From a Restaurant Meal, Including Tax and Tip. Elizabeth M. Martineau, HEATHER BAIROS, and Crystal Seagle, Nashoba Learning Group

Room 904 9th Floor

SYMPOSIUM—Examining Variables Related to Treatment Integrity: Three Different Case Examples.[B][SLP][P]

Chair: MELANIE DUBARD, May Institute Discussant: ROBERT F. PUTNAM, May Institute

Assessment of Factors that Influence Treatment Integrity with Behavior Support Plans on a System Wide Level. VALERIE HOFFBERGER, May Institute and Kate Gilligan, Canton MA Public Schools Evaluating Treatment Integrity Performance Feedback within a Problem Solving Model of Consultation. LISA LIBSTER MINOR, Melanie DuBard, and Janine Kesterson, May Institute Increasing Staff Transition Treatment Integrity Scores Through Videos and Performance Feedback. KATE GENGARELLY and Shannon Kay, May Institute

Reading APBA Professional Development Series WORKSHOP—Peer Review for Applied Behavior Analysts. [B,E][SLP]

JIM JOHNSTON, Auburn University

Room 162 APBA Professional Development Series WORKSHOP—Response Blocking for Stereotypy: A Comprehensive Review of Procedural Variations. [B][SLP]

WILLIAM H. AHEARN, New England Center for Children

10:30-11:50 Room 917 9th Floor

SYMPOSIUM—Recent Research on the Assessment and Treatment of Problem Behavior in Individuals with Developmental Disabilities. [B][SLP]

Chair: JUDAH B. AXE, Simmons College Functional Analysis of Vocal Stereotypy: Effects of Idiosyncratic Stimuli. Michelle Petrongolo, May Institute Application of a Multicomponent Treatment Package to Reduce Self-Injurious Skin-Picking. RACHEL N. CAVALARI and Melanie DuBard, May Institute Contingent Pairing to Establish Praise as a Conditioned Reinforcer with Children with Autism. AMANDA LAPRIME and Judah B. Axe, Simmons College

Room 165 WORKSHOP—Educator Training for Successful Inclusive Practices in Secondary School Settings. [B][SLP][P]

KIMBERLY B. MARSHALL and MARINA A. AZIMOVA, Center for Children with Special Needs

11:00-11:50 Room 163C

INVITED ADDRESS—Voucher-based Contingency Management for Smoking Cessation During Pregnancy. [B][SLP][P]

STEPHEN T. HIGGINS, University of Vermont




INVITED ADDRESS—Behavior Therapy for Tourette Syndrome: An Opportunity for Behavior Analysts. [B][SLP][P]

DOUGLAS W. WOODS, University of Wisconsin-Milwaukee Room 101 INVITED ADDRESS—Supervising a Scope of Practice: Implications for the Profession of Behavior Analysis.

[B,E][SLP][P] JOHN D. MOLTENI, University of Saint Joseph

11:30-12:30 Student Union

Ballroom Amherst Room

LUNCH—-Join us for complimentary lunch! Like last year, lunch will be available in two locations: The Student Union Ballroom and The Amherst Room


KEYNOTE ADDRESS—Our Unsuccessful Quest for Mainstream Relevance and What to do About It.[B,E][SLP] PATRICK C. FRIMAN, Boys Town


SPECIAL REPORT—A Legislative Update for Behavior Analysts. HON. JOHN W. SCIBAK, State Representative, Commonwealth of Massachusetts

2:00-2:50 Room 163C

INVITED ADDRESS—A Pilot Vocational Training Program for Adults with High-Functioning Autism. [B][SLP][P]

DOROTHEA C. LERMAN, University of Houston, Clear Lake Room 101 INVITED ADDRESS—The Mand and the Tact: Functionally Independent? [B][SLP][P]

ANNA I. PETURSDOTTIR, Texas Christian University

Room 174 INVITED ADDRESS—Countering Myopic Views of Climate Change and Sustainability through Behavioral Eco-nomics. [B][SLP][P]

DEREK D. REED, University of Kansas

2:30-3:50 Room 168

SYMPOSIUM—Teaching Verbal Operants: Echoics, Complex Intraverbals, and Tacts of Private Events in an Analogue Arrangement. [B][SLP]

Chair: AMANDA M. KARSTEN, Western New England University Discussant: DAVID C. PALMER, Smith College

A Systematic Comparison of Commonly Used Echoic Teaching Procedures. CATIA CIVIDINI-MOTTA and William Ahearn, New England Center for Children Evaluating Procedures Derived from the Conditional Discrimination Literature to Teach Complex Intraverbals to Children with Autism Spectrum Disorders. APRIL N. KISAMORE, Amanda M. Karsten, Western New England University , and Charlotte C. Mann, New England Center for Children Teaching Tacting of Private Events Based on Public Accompaniments: Effects of Contingencies, Stimulus Com-plexity, and Audience Control. COREY S. STOCCO, Rachel H. Thompson, Adam Burger, Stephen Rodriguez, and Hannah Vantassel, Western New England University

Room 804 8th Floor

SYMPOSIUM—Conceptual Analyses and Reviews of Motivating Operations. [B][SLP]

Chair: JUDAH B. AXE, Simmons College Discussant: JASON C. BOURRET, New England Center for Children

A Review of the Role of the Warning Stimulus in the Conditioning of Discriminated Avoidance Behaviors. NI-COLE M. DAVIS, Ronald F. Allen, and Russell W. Maguire, Simmons College Delay until Reinforcement; A type of Motivating Operation? PAUL E. JOHNSON, University of Maine-Presque Isle A Review of Research Utilizing the Concept of Conditioned Motivating Operations. JUDAH B. AXE, Simmons College

Rep. Scibak speaking at the Association of Developmental Disabilities Providers (ADDP) Conference last year.

REPRESENTATIVE JOHN W. SCIBAK was first elected to the Massachusetts House of Representatives in November of 2002. Troughout his 5 two-year terms, Rep. Scibak has promoted the practice of applied behavior analysis and service for children and adults with special needs. Most recently, he sponsored House Bill 1901 (An Act Relative to the Licensure of Behavior Analysts), an initiative he

continues to support and pursue. In addition, he has ardently supported individuals with disabilities, infants and youth, and numerous health care initiatives. Prior to legislative service, Dr. Scibak with a psychologist with the state developmental disa-bilities programs, where he applied his Johns Hopkins training in behavior analysis. Please join Rep. Scibak for his summary of legislative activities affecting behavior analysts and the individuals we serve.

Page 31

SUPPORTING EXEMPLARY WORK

Part of our mission is to promote excellence in ABA. One way we fulfill this is by recognizing exemplary scholarship and research through our student awards.

BABAT HONORS

EXCELLENCE IN ABA

WINNER OF THE 2012 BABAT STUDENT PAPER AWARD— "A Laboratory Comparison of Response-Reducing Differential-Reinforcement

Techniques" Joshual Jessel, University of Maryland, Baltimore County John Borrero (Advisor)

WINNER OF THE 2012 BABAT/BF SKINNER FOUNDATION STUDENT RESEARCH AWARD:

“Prevalence and Effects of Teaching Errors on Acquisition of Self-Care Chains” Maeve Donnelly, Western New England University Amanda Karsten (Advisor)

OUR 2011 AWARD WINNERS—

Lauren Beaulieu BABAT Student

Paper Award

Aimie Giles BABAT/Skinner

Foundation Student Research Award

Jessica Seaver BABAT/Skinner Foun-dation Poster Award


2:30-3:50 Room 904 9th Floor

SYMPOSIUM—The Assessment and Treatment of Anxiety and Avoidance Behavior. [B][SLP][P]

Chair: JAMES T. CHOK, Melmark New England Incorporating Physiological Measures into the Assessment and Treatment of Anxiety. JAMES T. CHOK, John Demanche, Amanda Kennedy, and Lisa Studer, Melmark New England Behavioral Method for Assessing Anxiety in Children with Autism. KEIRA MOORE, Western New England Uni-versity, Amanda Bullard, New England Center for Children, Felicity Weale, University of Ulster, and William Ahearn, New England Center for Children Assessment and Treatment of Problem Behavior Maintained by Escape from Dental Procedures. KELLY L. MCCONNELL, Jessica L. Sassi, and Natalie Stepanik, New England Center for Children Assessment and Treatment of Problem Behavior Maintained by Social Avoidance. JILL M. HARPER, Brian A. Iwa-ta, University of Florida, and Erin M. Camp, Autism Concepts, Inc.

Room 917 9th Floor

SYMPOSIUM—Improving Classroom Behavior Support and Instructional Practices. [B][SLP][P]

Chair: ROBERT F. PUTNAM, May Institute Discussant: BRANDI SIMONSEN, University of Connecticut

A Multi-Tiered System of Support for Students with ASD. ROBERT F. PUTNAM, May Institute Utilization of a Comprehensive Classwide Assessment Tool to Increase Research Based Practices in a Classroom Serving Students with ASD. RAVIT R. STEIN, EASTCONN Regional Education Service Center Class-Wide Positive Behavioral Supports: Plan Development, Plan Implementation, and Outcomes. Christina Har-dy and ADAM FEINBERG, May Institute

Auditorium PANEL DISCUSSION—Ethical Considerations Across Various Treatment Settings. [B,E][SLP] Chair: AMANDA N. KELLY, SEEM Collaborative

Panelists: AMANDA N. KELLY, SEEM Collaborative, RYAN SNYDER, SEEM Collaborative, JESSICA SLATON, Nashoba Learning Group, REBECCA MARKOVITS, Seven Hills Clinical Associates

Reading WORKSHOP—Promoting Happiness Among People with Autism and Other Severe Disabilities: Evidence-Based Strategies. [B][SLP][P]

DENNIS H. REID, Carolina Behavior Analysis and Support Center Room 165 WORKSHOP—Impulsivity and Delayed Reinforcement: Implications for Clinical Practice. [B][SLP][P]

DARLENE E. CRONE-TODD and Richard Hennigan, Salem State University

Room 162 APBA Professional Development Series WORKSHOP—Making Instruction More Fun: Creating and Implementing Game-Based Discrete Trial Teaching Procedures. [B][SLP]


3:00-3:50 Room 163C

INVITED ADDRESS—The Role of Joint Control in Teaching Complex Listener Responding to Children with Autism. [B][SLP][P]

VINCENT J. CARBONE, Carbone Clinic

Room 101 INVITED ADDRESS—Contingency Horizon: On Private Events and the Analysis of Behavior. [B][SLP]

SAM LEIGLAND, Gonzaga University

Room 174 INVITED ADDRESS—Four Parenting Errors and Consideration of the Contingencies Maintaining Them. [B][SLP][P]



CLOSING ADDRESS—Some Understudied Topics in Applied Behavior Analysis. [B][SLP]

BRIAN A. IWATA, University of Florida DR. BRIAN IWATA is Professor of Psychology and Psychiatry at the University of Florida, where he directs research programs on disorders of learning and behavior. He has served as Director of the Florida Center on Self-Injury and Director of the UF-ARC Prader-Willi Syndrome Program. He is the recipient of the 2007 Sidman Award for Endur-ing Contribution to Applied Behavior Analysis. His research and clinical work focus on disorders of learning and behavior including basic learning processes, assessment and treatment of severe problem behavior, staff and parent training, and research methodology. Much of Dr. Iwata’s work has focused on the functional (experimental) analysis of severe behavior disorders. This approach to assessment and treatment is one of the most significant advancements in behavior analysis over the past 25 years and is now considered the standard in the field for both clinical research and practice. Dr. Iwata is former editor of the Journal of Applied Behavior Anal-ysis, and has held numerous editorial board appointments. His leadership positions in the field have included President of ABAI and President of SABA.

Page 33

CONGRATULATIONS, AMANDA KELLY, MS, BCBA

2012 Jerry Shook Practitioner Award

THE INSTITUTE FOR BEHAVIORAL STUDIESat the Van Loan SchooL of

Graduate and ProfeSSionaL StudieS

endicott C O L L E G E

376 Hale Street • Beverly, MA 01915 • 978-232-2199 • www.endicott.edu/gps/behavioranalystEndicott College is accredited by the New England Association of Schools and Colleges.

APPLIED BEHAVIOR ANALYSIS PROGRAMSOFFERED ONLINE, ON CAMPUS, AND AT MANY OFF SITE LOCATIONS

u Master of Education in Special Needs with Certificate in Applied Behavior Analysis (ABA)

uMaster of Education in Autism and Applied Behavior Analysis uBoard Certified Behavior Analyst (BCBA®) Certificate Program uAutism Certificate

uCertified Applied Behavior Analysis Technician (CABA-Tech®) Program

uSpecial Education Licensure Option

uSpecial Education Non Licensure Degree Option

uUndergraduate Concentration in Autism and ABA

We now offer a Study Abroad option For more information and course descriptions please visit us on-line at:

www.endicott.edu/gps/behavioranalystst

FACULTY:

Malcolm L. Patterson, Ed.D. Professor of Education, Associate Dean 978-232-2935 [email protected] Michael F. Dorsey, Ph.D., BCBA-D Professor of Education, Institute Director 978-232-2599 [email protected] Mary Jane Weiss, Ph. D, BCBA-D Professor and DirectorPrograms in Autism and Applied Behavior Analysis 978-998-7749 [email protected]

Thomas Zane, Ph.D., BCBA-D Director of Applied Behavior Analysis Online Programs Professor of EducationInstitute for Behavioral Studies 978.998.7714 Fax: [email protected]

Revised August 2012

INSTRUCTIONS FOR SEEKING CONTINUING EDUCATION CREDITS AT BABAT

The BABAT Conference offers members a convenient and cost effective way to secure continuing education credit for board certified behavior analysts, psychologists, and speech language pathologists. If you are certified in more than one of these disciplines (e.g., a BCBA and a licensed psychologist or speech pathologist) you can receive certificates across BOTH specialties at no additional cost. To secure CE’s, you must pay the CE fee and receive a package for your discipline. If you have more than one specialty certification, ask for BOTH CE packages.

A CE package is a printed booklet containing sing-in/sign-out form and presentation rating sheet for every ap-proved CE event. Again, there is a booklet for behavior analysts, psychologists and speech-language pathologists. Bring the book with you to each event, and have a proctor signs you in/sign you out of each event. Proctors are easily found at the entrances and circulating throughout and will complete the sign-in/out process with you.

Once you have completed all events, bring your CE package to the appropriate CE booth for your discipline in the concourse level. Look for signs indicating where to submit CE package for BCBA, or psychologist, or SLP.

Resolving conflict or seeking refund— If for some reason you need additional information, of if you believe you are entitled to a refund of your CE fee, please contact Joseph Ricciardi, BABAT President, at [email protected] and he will work with you to find a resolution. During the conference, Dr. Ricciardi may be reached at 978-846-1688.


CONTINUING EDUCATION IS AVAILABLE FOR BOARD CERTIFIED BEHAVIOR ANALYSTS attending approved work-shops and events only. BABAT is an approved continuing professional education provider

CONTINUING EDUCATION IS AVAILABLE FOR PSYCHOLOGISTS attending approved workshops and events only. Pro-fessional Education Resources and Conference Services (PERCS) is the Continuing Education Division of Human Services Man-agement Corporation (HSMC). HSMC is approved by the American Psychological Association to sponsor continuing education for psychologists. HSMC maintains responsibility for this program and its content.

CONTINUING EDUCATION IS AVAILABLE FOR CERTIFIED SPEECH-LANGUAGE PATHOLOGISTS attending ap-proved workshops and events only. New England Center for Children is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language patholo-gy and audiology. This conference is offered for up to 1.25 ASHA CEs. ASHA CE provider approval does not imply endorsement of course content, specific products or clinical procedures. HOW TO RECORD AND REGISTER YOUR ASHA CEs— At registration table, pick up the ASHA CE packet after you receive your BABAT registration packet. At the end of your time at BABAT turn your Participant Form and completed Session Attendance

form in at the Registration desk on the lower level of the Campus Center. A certificate documenting your hours will be mailed to you within 45 days.

Some important reminders—

Not all events are approved for CEs for each discipline—check the conference program to see which are approved for your discipline.

You must attend the entire event in order to obtain CEs—no partial credit available.

You must complete a rating sheet for each event you attend and are seeking CEs. Although the form will be reviewed when you submit it, if a rating sheet is later found incomplete, you cannot receive a certificate.

Certificates will be provided for BACB Ce’s; certificates for psychologists and SLPs will be mailed to you.

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New England

New England

461 River Road, Andover, MA 01810-4213 PH: 978.654.4300 FAX: 978.654.4315 www.melmarkne.org

Melmark New England specializes in the education and treatment of children with complex and challenging needs. Children served are from across Massachusetts and surrounding states.Students ServedChildren and adolescents who have difficulty with cognitive and behavioral challenges are eligible, male and female, ages 3-21.

n autism spectrum disorders n acquired brain injury (traumatic brain injury including neurological diseases,

brain tumors and illnesses) n other neurologically based disorders that result in significant neurobehavioral challenges n school consultation services and individual and program evaluation

Services include education and vocational training, adaptive physical education, allied health ser-vices, recreation and residential support. All services delivered within the framework of Applied Behavior Analysis. For referral information or career opportunities, please call or visit our website at www.melmarkne.org

expanding life’s options for children with special needs

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