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FEBRUARY 12 & 13, 2015St. Petersburg, FL

2nd annual & PBS Home Community Conference

SPONSORED BY

Coming in 2016

Hope to see you there! Details coming soon.

3rd annual & PBS Home Community Conference

PBS Home and Community Conference 2015 2

PBS Home Community Conference

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Welcome to the 2nd annual PBS Home and Community Conference!

As behavior analysts, parents, and educators, we know there are many unique challenges that we face when supporting the behavior of individ-uals in real life situations. At a conference like this, we evaluate whether interventions are a good “fit’ for our children, clients and students. The sessions at this conference have been selected and organized to focus on common challenges and highlight effective interventions. We do not assume that “one size fits all”, but instead recognize that approaches need to be tailored to complex home, school, and community environ-ments. We hope that every attendee will walk away with at least one small modifications or improvements to their established approaches, understanding that these small tweaks can have big results. What small investment or change is going to have the biggest result? It is the im-plementation of research based practices that produce meaningful and durable improvements.

I want to say a special thanks to our conference coordinator Jennifer Agganis who, like last year, has put together a very diverse program that offers excellent choices for all our attendees. We have chosen the Tampa Bay Area as the location of this event this year because of the great work being done by behavior analysts and support teams in this area. Thank you Diana Sanguino and Tricia Jeffries for the unending commitment to your families and the professionals you coordinate in the bay area. On a personal note, as a USF Alumni, and educator, it is great to be in back in the bay area.

Please enjoy the conference and let us know how we did!

Michael Nolan BCBA-DPresident Positive Behavior Supports Corp.


Table of Contents

4 CEU credits and additional conference info

5-7 Conference at-a-glance

8-13 Workshop/Session Descriptions

14-18 Presenter Bios 19-20 Conference Sponsors

22 Exhibitor Tables

23 Behavior Assistant Refresher procedures

24-25 Conference Grid (CEUs embedded) 27 Conference Room Locator

C o n t i n u i n g E d u cat i o n U n i t sContinuing Education Units (CEUs) can be obtained by both Board Certified Behavior Analysts (BCBA) and Board Certified assistant Behavior Analysts (BCaBA). Sign in and sign out initials by the session host are required for each CEU event attended. CEU credits are available at the rate of $10 per credit. CEUs credits will follow the guidelines presented by the Behavior Analyst Certification Board. For example; 50 minutes = 1 CEU; 75 minutes = 1.5 CEUs; 100 minutes = 2 CEUs; 150= 3.0 CEUs. Please follow the following procedures for obtaining these credits; Only those sessions that have CEUs noted can be attended for BACB credit. Make sure you arrive 5-10 min prior and no more than 5 min after the session has begun.

As you enter the session please ensure you find the session host (wearing PBS shirt) and have them sign you in to the session. You must receive both the entry and exit sign off to receive credit for the session. Before exiting, you must complete the session evaluation form. When exiting, provide the session host with the session evaluation to receive the exit sign off.

Place the completed evaluation in the designated box. If a presenter and you wish to receive credit as well then please see a session host for them to sign you in and out.

These CEU records will be your only verification that you attended these events. Please do not lose them. Please visit the registration table at the end of the conference or once you have completed all sessions you wish to attend for processing payment and to receive a receipt for your records of sessions attended.


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P o s i t i v e B e h av i o r S u p p o r t C o n f e r e n c e At-A-Glance

T h u rs d ay , F e b r u a ry 1 2 , 2 0 1 57:30am-12:00pm Refreshments served (Vinoy Grand Ballroom Foyer)8:00am-12:00pm Registration open (Lobby: Vinoy Grand Ballroom)8:00am-4:30pm Exhibit Tables open (Plaza Corridor East)8:30am-12:30pm Behavior Assistant Refresher Course: Part 111:00am-11:10am Welcome! (The Vinoy Grand Ballroom)12:00pm-1:30pm Lunch/Meet the Vendors!1:00pm-5:00pm Registration/CEU Table open (Lobby: Vinoy Grand Ballroom)

8:30am-12:30pm Shannon O’Leary, BCaBA (Thomasson) Behavior Assistant Refresher Course

9:00am-10:50am Stacie Neff, BCBA (2.0 CEUs available) (Plaza A/B) Ethical Dilemmas in an Electronic Age: To post or not to post…

9:00am-9:50am Natalie Parks, Ph.D., BCBA-D (1.0 CEUs available) (Plaza C) Best Practice Standards for Graphing in Excel: Tutorial…

10:00am-10:50am Andrew Houvouras, BCBA and Rayna Houvouras, LMHC, BCaBA (1.0 CEUs available) (Plaza C) A Guide Toward Making Your Therapist More Effective

10:00am-10:50am Brieann Yimoyines, M.S., CCC-SLP and Angela Hill OTR/L (Plaza D) PEERS for Teens- Making and Keeping Friends

11:00am-11:10pm Dr. Michael Nolan and PBS Administration (Vinoy Grand Ballroom) Welcome and Introductions!!

La nya r d sIn order for you to enter sessions/workshops and enjoy refreshments, all participants must wear lanyards. Please visit the registration booth for more information.

Co n fer en c e H a n d o utsPresenter handouts and conference materials can be found at www.teampbs.com under Resource Center.


11:10am-12:00pm KEYNOTE: Robert L. Koegel, Ph.D. and Lynn Kern Koegel, Ph.D., CCC-SLP (1.0 CEUs available) Pivotal Response Treatment: Overcoming Autism

12:00pm-1:30pm Lunch (on your own) / Vendors (Plaza Corridor East)

1:40pm-2:30pm Lauren Altman, Monica Anestin, Sara Barnes, and Ashley Horne (University of South Florida, ABA Master’s Program) Discussant: Kwang-Sun Cho Blair, Ph.D, BCBA (1.0 CEUs available) (Thomasson) School-Based Behavior and Academic Interventions

1:40pm-4:40pm Robert L. Koegel, Ph.D. (3.5 CEUs available) (WORKSHOP) (Plaza A/B) Application of PRT of Motivation and Initiations in Home and Community Settings

1:40pm-4:40pm Lynn Kern Koegel, Ph.D., CCC-SLP (3.5 CEUs available) (WORKSHOP) (Plaza C/D) Social Skills Workshop

2:40pm-3:30pm ABA Program Overview (Thomasson) University Representatives - FIT, USF, Kaplan, and Nova

3:40pm-4:45pm Beth Harriage, BCBA and Kwang-Sun Cho Blair, Ph.D, BCBA (1.0 CEUs available) (Thomasson) An Evaluation of a Parent Implemented In-Situ Pedestrian Safety Skills Intervention for Individuals with Autism

F r i d ay , F e b r u a ry 1 3 , 2 0 1 57:30am-12:00pm Refreshments served (Vinoy Grand Ballroom Foyer)8:00am-9:30am Registration (Lobby: Vinoy Grand Ballroom)9:30am-12:30pm Registration (Plaza Foyer; french doors)8:30am-12:30pm Behavior Assistant Refresher Course: Part 28:30am-4:30pm Exhibit Tables open (Plaza Foyer)12:35pm-2:00pm Lunch/Meet the Vendors! 1:00pm-5:00pm CEU table open (Plaza Foyer; french doors)

8:40am-9:30am Concurrent Sessions KEYNOTE: Robert O’Neill, PhD, BCBA-D (1.0 CEUs available) (Vinoy Grand Ballroom) Sustaining Effective Implementation of Positive Behavioral Supports in Educational and Community Settings


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8:30am-12:30pm Shannon O’Leary, BCaBA (Thomasson) Behavior Assistant Annual Refresher Course Part 2

8:30am-5:30pm Christina Alligood,Ph.D., BCBA-D & Natalie Parks, Ph.D., BCBA-D (9.0 CEUs available) (Plaza D) BCBA Superhero Training* (BCBA Supervision workshop) * Fees for CEUs are covered in this workshop

9:40am-12:35pm Robert O’Neill, Ph.D., BCBA-D (3.5 CEUs available) (WORKSHOP) (Plaza A/B) Designing and Implementing Function-Based Interventions for Challenging Behavior

9:40am-10:30am Sue Thomas, MEd. (Plaza C) Center for Autism and Related Disabilities (CARD), University of South Florida Transition Needs of Teens and Young Adults with Autism Spectrum Disorders

10:40am-12:20pm Corey Robertson, MS, BCBA (2.0 CEUs available) (Plaza C) There’s No Place Like Home: Providing Behavior Analytic Services in Group Home Settings

12:35pm-2:00pm Lunch (on your own) / Vendors (Plaza Corridor East)

1:30pm-2:30pm Interviews! (Plaza C) 2:00pm-4:30pm Meme Hieneman, Ph.D., BCBA (3.0 CEUs available) (WORKSHOP) (Plaza A/B) Improving Quality of Life through Effective Behavioral Intervention

2:00pm-4:30pm Kerri Duncan, Ed.D., BCaBA & Frank Krukauskas, BCaBA Discussant: Tricia Jeffries, BCBA (2.5 CEUs available) (WORKSHOP) (Thomasson) Why Didn’t My Child Come With an Instruction Manual?


Workshop and Session Descriptions

Presenter Sessions Description

Stacie Neff,BCBA

Ethical Dilemmas in an Electronic Age: To post or not to post…

Working with clients in complex community settings is extremely demanding, especially in this day and age. Practitioners face ethical dilemmas every day that pose a true challenge. This presentation will examine issues such as protecting client confidentiality when using social media, the appropriate and inappropriate uses of social media as a practitioner, and the pros and cons of electronic communication with clients, and many other relevant ethical issues in today’s world. Participants will have an opportunity to discuss various scenarios regarding ethical service delivery in the community in this interactive presentation.

Objectives1. Participants will be able to identify appropriate and inappropriate uses of social media in a professional capacity2. Participants will be able to describe the limitations of electronic communication with clients3. Participants will be able to respond appropriately to ethical scenarios regarding service delivery within complex community settings

Natalie Parks, Ph.D., BCBA-D

Graphing in Excel: Tutorial for Line, Bar, and Multiple Baseline Graphs

This presentation will provide participants with a tutorial of how to graph data using line graphs, bar graphs, and multiple baseline graphs. It will provide a step-by-step tutorial of all the things you wanted to know how to do in excel, but have not had the time to figure out. Specific procedures include making dates on the x-axis, creating a secondary y-axis, changing the format of data paths, creating moving arrows and phase lines, creating multiple baseline graphs, indicating a repeated measure for a bar graph, and best practice standards to follow when creating graphs.

Objectives1. Participants will create a line graph, a bar graph, and a multiple baseline graph using Microsoft Excel2. Participants demonstrate knowledge of best practice standards for graphing

Andrew J. Houvouras IV, MA, BCBA and Rayna M. Houvouras, MA, LMHC, BCaBA

A Guide Toward Making Your Therapist More Effective

The assumptions made by parents, teachers and therapists can often interfere with the therapeutic process. And who suffers? Everyone. But there is always hope! In this presentation, the speakers will reduce the suffering by 1) explaining and removing myths about therapists; 2) tackling hard truths about service provision and progress; 3) offering parents, teachers and professionals 5 things they can do to improve the effectiveness of their therapist and therapeutic sessions.

Objectives:1. Provide 2 behavior analytic explanations for why change can be difficult2. List 3 potential reinforcers for therapists3. List 3 potential reinforcers for teachers/parents


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Brieann Yimoyines, M.S., CCC-SLP and Angela Hill, OTR/L

PEERS® for Teens – Making and Keeping Friends

Program for the Education and Enrichment of Relational Skills (PEERS®) is a 14-week evidence-based social skills intervention for motivated teens in middle school or high school (ages 12 – 19) who are interested in learning ways to help them make and keep friends. During each group session teens are taught important social skills and are given the opportunity to practice these skills in session during real play activities (e.g. playing sports, board games, etc.). Parents are taught how to assist their teens in making and keeping friends by providing feedback through coaching during weekly socialization homework assignments. Objectives:1. Participants will understand the objectives, and processes of the PEERS program. 2. Participants will understand the evidence-based results of the PEERS program.

Robert L. Koegel, Ph.D. and Lynn Kern Koegel, Ph.D., CCC-SLP

Pivotal Response Treatment: Overcoming Autism

Pivotal behaviors are those that, when targeted, result in broad changes in both targeted and untargeted areas. Because the intervention for autism has been difficult and time consuming, there has been a search for pivotal areas that might underlie thousands of individual target behaviors. This presentation outlines pivotal variables that have been identified, and demonstrates through video examples how Pivotal Response Treatment can produce extremely rapid and widespread behavioral gains that improve the condition of autism, while simultaneously reducing stress for families and practitioners.

Objectives:1. Participants will be able to define pivotal areas underlying the condition of autism as well as the key motivational variables. 2. Participants will be able to list interventions that target pivotal areas, producing rapid and widespread treatment gains.

Kwang-Sun Cho Blair, Ph.D., BCBA and University of South Florida, ABA Master’s Program Students

School-Based Behavior and Academic Interventions

This symposium presents research on improving class-wide or individualbehavior and academic performance of at-risk children in high-need elementary schools. All three tiers (i.e., primary, secondary, tertiary) are represented in the symposium. The first study focused on decreasing class-wide disruptive behavior and increasing academic engagement and correct responding using an electronic student response system. The second study evaluated auditory feedback to improve transition behavior. The third study used self-video modeling technology to improve oral reading fluency. The final study evaluated the Prevent-Teach-Reinforce modal to decrease problem behavior and to teach replacement behavior of children with behavioral challenges. Monica Anestin & Kwang-Sun Cho BlairUsing video self-modeling to improve reading fluency in at-risk students

Lauren Altman & Kwang-Sun Cho BlairUsing TAGteach to Improve Transition Behaviors of Elementary School Students

Sara Barnes, Kwang-Sun Cho Blair, & Rose IovannoneAn evaluation of the Prevent-Teach-Reinforce model within a multi-tiered intervention system.

Ashley Horne & Kwang-Sun Cho BlairAn evaluation of an electronic student response system in improving class-wide behavior Objectives:1. Describe how student response systems and auditory feedback can be used to improve class-wide or individual behavior2. Explain specific ways to implement video-self modeling and the Prevent-Teach-Reinforce model to improve individual academic skills or behavior


Robert L. Koegel, Ph.D.

Application of PRT of Motivation and Initiations in Home and Community Settings (Workshop)

This workshop will describe the Pivotal Areas of motivation, initiations, and attention, and illustrate how interventions can be developed to target each of these areas. Videos will be presented to illustrate how to use these procedures, and also to illustrate the types of gains to expect during treatment. Procedures will be described and illustrated in home, school, community, and clinic settings.

Objectives:1. Participants will define pivotal area of motivation.2. Participants will define pivotal area of attention.3. Participants will define pivotal area of initiations.4. Participants will define Pivotal Response Treatment procedures used to improve widespread areas of the condition of autism.

Lynn Kern Koegel, Ph.D., CCC-SLP

Social Skills Workshop

Social development has historically been considered to be one of the most challenging areas for treatment in individuals with autism spectrum disorders. However, recently new intervention procedures have been developed that have been demonstrated to improve social skills in individuals with autism. This workshop will discuss and present video illustrations of ten different social skill intervention procedures. The workshop will focus on illustrating both the social skill gains, and on the specific techniques and procedures that can be used to produce the social gains.

Objectives1. Participants will describe social difficulties characteristic of the diagnosis of autism.2. Participants will list 10 specific intervention procedures used to improve social skills.3. Participants will describe the types of gains to expect in the area of social development4. Participants will describe the improvements in the prognosis for social development in autism.

Beth Harriage, BCBA and Kwang-Sun Cho Blair, Ph.D., BCBA

An Evaluation of a Parent Implemented In-Situ Pedestrian Safety Skills Intervention for Individuals with Autism

This study examined the utility of using a behavioral skills training designed to help parents implement most-to-least prompting procedures in community settings to train their child with autism the necessary pedestrian safety skills. A multiple baseline design across participants indicated that fidelity of parent implementation was high, and improvements were seen in child pedestrian safety skills.

Objectives:1. Participants will understand behavior skills training procedures2. Participants will understand how the use of systematic prompting procedures to teach pedestrian safety skills to individuals with disabilities


Robert O’Neill, Ph.D., BCBA-D

Sustaining Effective Implementation of Positive Behavioral Supports in Educational and Community Settings

This session will discuss factors that have been found to be critical for maintaining effective implementation of PBS efforts over time in educational and community settings. Important factors include such things as leadership, use of data, and ongoing professional development. Strategies will be described for sustaining effective implementation.

Objectives1. Participants will understand a range of factors affecting sustained effective implementation of PBS.2. Participants will understand how a plan can be put it into place for sustaining effective implementation of PBS in educational and/or community settings.

Christina Alligood, Ph.D., BCBA-D andNatalie Parks, Ph.D., BCBA-D

BCBA Superhero Training (Workshop)

In this workshop for BCBAs and BCaBAs, participants will learn key features of high-quality behavior-analytic supervision. Topics will include the purpose of effective, evidence-based supervision, important features of supervision, behavioral skills training, delivering performance feedback, evaluating the effects of supervision, and ongoing professional development. Examples and interactive activities will facilitate learning. Upon completion of both days of the workshop, participants will be prepared to provide excellent supervision to pre-certification individuals, BCaBAs, and RBTs. This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independently of the BACB.

Objectives:1. Describe at least three reasons that effective, evidence-based supervision is important.2. Describe at least three potential outcomes of ineffective supervision.3. Explain six components of effective, evidence-based supervision that should take place at the establishment of the supervisory relationship.4. Explain six components of effective, evidence-based supervision that should take place during the supervision process.5. Describe eight components of behavioral skills training.6. Give examples of at least three formats for providing behavioral skills training.7. Give at least five examples of skill areas for which behavioral skills training might be used.8. Demonstrate behavioral skills training in a one-on-one in-person setting.9. Describe three components of performance feedback.10. Describe a six-step process for providing corrective feedback.11. Demonstrate appropriate corrective feedback in a one-on-one in-person setting.12. Give at least five examples of different ways to provide feedback.13. Describe three areas in which supervisory effectiveness can be evaluated.14. For each area of supervisory effectiveness, give at least two ways that effectiveness can be measured.15. Give at least five examples of methods for ongoing professional development as a supervisor.16. Give at least five examples of methods for ongoing professional development of supervisees.



Designing and Implementing Function-Based Interventions for Challenging Behavior (Workshop)

This session will provide an overview of strategies for (1) conducting functional behavioral assessments of challenging behavior situations and (2) using FBA information to develop and implement effective function-based interventions in such situations.

Objectives:1. Participants will be able to describe a range of possible functional behavior assessment tools and strategies.2. Participants will be able to use FBA information to conduct a competing behavior analysis to guide the selection of support strategies.3. Participants will be able to describe a range of possible support strategies including manipulation of motivating operations and antecedent factors, teaching alternative behaviors, and management of consequences for appropriate and challenging behavior.

Sue Thomas, MEd.

Transition Needs of Teens & Young Adults with Autism Spectrum Disorders

As the rates of ASD continue to rise, more and more young persons with ASD will be exiting public schools to the workforce or postsecondary education. However, their characteristic challenges can result in difficulty finding and keeping a suitable job, lack of academic and social success in post-school environments, and overall loneliness and isolation from the adult mainstream. This presentation will define the key challenges presented by teens and young adults with ASD, and identify positive behavior supports/interventions to address these challenges and ultimately improve adult outcomes at home and in the community.

Objectives:1. Participants will be able to define the characteristic challenges of ASD that negatively impact transition to adulthood2. Participants will be able to identify positive behavior supports/interventions to improve adult outcomes at home and in the community.

Corey Robertson, MS, BCBA

There’s No Place Like Home: Providing Behavior Analytic Services in Group Home Settings

Behavior analysts change peoples’ lives by teaching them skills that help them achieve their desired outcomes, where they live, work and play. For many adults with Developmental Disabilities and Intellectual Disabilities, their home is a group home – where individuals with disabilities live together and receive care and support from dedicated staff. This presentation will address several considerations in providing behavior analytic services in group home settings, including selecting appropriate targets, deciding who will implement training and behavior management plans, and providing support to these stakeholders in successfully providing quality treatment.

Objectives:1. Identify assessment tools for adults with various Intellectual Disabilities2. Provide examples of acquisition skills for adults that meet their individual needs.3. Provide examples of performance management strategies for working with staff in group home settings.


MemeHieneman,Ph.D., BCBA

Improving Quality of Life through Effective Behavioral Intervention

Improving not only behavior, but also quality of life of individuals and their families, has been identified as being of critical importance in our work in homes, schools, and community. Unfortunately, processes for ensuring that plans have social validity and result in life changes (e.g., increased community participation, higher quality interactions and relationships with others, enhanced independence) have not been adequately described in the literature. This workshop will guide participants to identify broad goal, select instructional targets and practices relevant those goals, and utilize measures that capture not only immediate behavior changes, but also lifestyle improvements.

Objectives1. Identify goals to improve individuals’ quality of life from various domains of functioning2. Identify target behaviors and skill deficits may that interfere with goal achievement3. Identify related skills and short-term objectives relevant to bringing about these changes4. Identify teaching methods (e.g., routine-based interventions) that may lead to more durable, widespread establishment of the skills5. Identify methods to not only evaluate changes in immediate behavior, but also capture improvements in quality of life

Kerri Duncan, Ed.D., BCaBA, Frank Krukauskas, BCaBA, and Discussant: Tricia Jeffries, BCBA

Why Didn’t My Child Come With an Instruction Manual?

Do you ever feel like you have no control over your children? Does anyone not feel that way at times? Raising children is a rewarding but often challenging endeavor, especially is today’s society. Parenting requires significant amounts of time, energy, and emotional strength, it is not uncommon for parents and caregivers to feel stress related to this important role. This workshop/presentation is about the power of being positive and how it will exert the right kind of control in your home with you and family. The basic underlying principle of this presentation can be summed up in a quote printed at the end of every chapter in Dr. Glenn Latham’s book: The Power of Positive Parenting. “Research has shown that the most effective way to reduce problem behavior in children is to strengthen desirable behavior through positive reinforcement rather than trying to weaken undesirable behavior using aversive or negative processes.” –Dr. Sidney W. Bijou

Objectives: 1. Define problem behavior2. Why behaviors occur3. Why current parenting practices may not work4. Establish a “thinking set” on parenting that is very effective for all children

Stacie Neff is a Board Certified Behavior Analyst with over 20 years of experience. Stacie is currently the Assistant Director of Education for the Clemson Center for Behavior Analysis at Clemson University. In addition to teaching, Stacie created Positively Motivational…an innovative new company that provides motivational presentations, corporate and private training, assessment and behavioral consultation. Stacie is the author of the curriculum Positively Motivating Others which she uses to inspire people to make a positive difference in their environment.

Dr. Natalie Parks is a Board Certified Behavior Analyst and Licensed Psychologist in the State of California. She earned her Ph.D. in School Psychology from the University of Missouri in 2008. She completed her pre-doctoral internship at Kennedy Krieger Institute/Johns Hopkins University School of Medicine where she completed rotations in the Inpatient Neurobehavioral Unit and the Intensive Feeding Disorders Clinics. Dr. Parks then completed her post-doctoral fellowship at the Marcus Autism Center in Atlanta, GA where she developed a parent training program which focused on teaching parents to reduce problematic behaviors and increase language and other adaptive behaviors in their young children diagnosed with autism, language delays, or who exhibited problematic behaviors. After this, she remained with the Marcus Autism Center where she became the program manager of the Severe Behavior Day Treatment Clinics and Intensive Toileting Programs. She managed these programs until her move to California in 2012. Dr. Parks has worked in the field of behavior analysis for over 15 years and has extensive experience in home settings, in schools, and in clinic-based settings. Her experience spans both the development of programming focused on increasing adaptive and functional skills and on reducing severe problem behaviors. Her research interests include functional analysis, parent and staff training, and examining the differences in different teaching procedures.

Stacie Neff,BCBA

Presenter Bios


Natalie Parks, Ph.D., BCBA-D


Andrew J. Houvouras IV identifies himself as a “behavioral-humanist”. He believes ABA can change the world and believes the job of a BCBA is to help people shape their environments and make it through transitions into new routines. He has spent 13 years working for Brevard Schools as a BCBA.

Rayna M. Houvouras is a licensed mental health counselor, board certified assistant behavior analyst; an avid photographer and baseball coach. Her life experiences have taught her that it is through collaboration where meaningful differences are made. Rayna, in her 12th year with Coastal Behavior Therapy, is the Program Director of the Therapeutic Supervision Program.

Brieann Yimoyines, M.S. CCC-SLP (All About Speech & Language owner, and Socialights Connection, Inc. partner) As a speech-language pathologist, Brieann holds years of experience in conducting and leading social skills groups and is certified in PEERS, trained in PROMPT Method for Speech, Orton Gillingham Reading, Interactive Metronome, and iPad technology applications.

Angela Hill, OTR/L (Achievable Community Interaction Therapy owner, and Socialights Connection Inc. partner) An Occupational Therapist for over 18 years, she is skilled in sensory integration therapy with certification in Therapeutic Listening, Rythmic Entrainment Intervention, Neuronet, Interactive Metronome, Balametrics, The Astronaut Spinning Protocol, Therapressure Brushing, and Handwriting Without Tears, and PEERS.

Drs. Robert and Lynn Koegel from the University of California, Santa Barbara are the developers of Pivotal Response Treatment®. Over the past 30 years, the Koegel’s, their graduate students, and their colleagues have published over 200 research articles in peer-reviewed journals that support the effectiveness of PRT®, and have written over 30 books and manuals. PRT® is listed by the National Research Council as one of the ten model programs for autism, and is one of four scientifically based practices for autism intervention in the U.S. They have been the recipient of numerous multimillion dollar research and training grants from the National Institutes of Health, the U.S. Department of Education, and the National Institute of Mental Health. Models of their procedures have been used in public schools and in parent education programs throughout the world. They have appeared in numerous media outlets including internationally televised documentaries, such as Supernanny on the ABC Television network.

Brieann Yimoyines, M.S., CCC-SLP

Angela Hill, OTR/L

Andrew J. Houvouras IV, MA, BCBA and Rayna M. Houvouras, MA, LMHC, BCaBA

Robert L. Koegel, Ph.D. and Lynn Kern Koegel, Ph.D., CCC-SLP

Kwang-Sun Cho Blair, Ph.D., BCBA is an associate professor in the Department of Child and Family Studies at the University of South Florida. Dr. Blair received her Ph.D. in special education and minor in psychology from the University of Arizona in 1996. Dr. Blair is currently the Principal Investigator for two federal grants (Project TSBA and Project ABA) funded by the U.S. Department of Education. Both projects aim to prepare school-based behavior analysts to provide applied behavior analysis services to children with disabilities. Dr. Blair’s research interests include early intervention, functional behavior assessment and intervention, family-centered intervention, and home-school collaboration.

Dr. Christy Alligood received an M.A. in Psychology from UNC-Wilmington and a Ph.D. in Psychology with a specialization in Behavior Analysis from West Virginia University. Christy began working with young children with autism in 2000, and has worked with individuals with challenging behavior in home, school, and clinic settings. She has provided supervision in intensive practicum as well as in-agency formats, and also has experience with applications of behavior analysis to animal behavior and performance management. Christy is the President-Elect of the Southeastern Association for Behavior Analysis and is on the Program Committee of the Association for Behavior Analysis International.

Bethany Harriage, MA, BCBA has been working in the field of behavior analysis since 2009. Beth is currently Behavior Analyst of ABA Solutions. She graduated from the University of South Florida with a master’s degree in Applied Behavior Analysis and completed her undergraduate work at in psychology at Samford University. Her diverse background includes working with individuals with traumatic brain injury, developmental disorders, and autism spectrum disorders. Beth has a full range of experience that includes designing effective treatment programs for educational, vocational, and residential programs.

Dr. Robert O’Neill, BCBA-D, is a professor and Chair of the Department of Special Education at the University of Utah. He has been engaged in research, teaching, and consulting activities involving functional behavioral assessment and positive behavioral support in educational and community settings for over 30 years.



Christina Alligood, Ph.D., BCBA-D

Kwang-Sun Cho Blair, Ph.D., BCBA and University of South Florida ABA Program Students

Beth Harriage, MA, BCBA

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Sue is a Transition consultant at the Center for Autism and Related Disabilities (CARD) located on the USF-Tampa campus. Sue has over 30 years of experience as a special education administrator and teacher in the public school systems of Washington and Illinois, and is certificated as a school administrator, general education teacher, and ESE teacher in Florida. Sue currently provides guidance and consultation to families and school districts in transition planning for teens and young adults with ASD, and has been writing a column about transition for the CARD Connector newsletter. Sue recently organized an integrated young adult social group that meets monthly at a community location.

Corey L. Robertson received his M.S. in Applied Behavior Analysis and Organizational Behavior Management from Florida Institute of Technology in 2006 and became a Board Certified Behavior Analyst in 2007. He began his career in 1998 as an exceptional education teacher for Orange County Public Schools in Orlando, Florida, and has since worked as a behavior analyst for a number of organizations, working in homes, schools and community settings with parents, teachers, and staff to improve the lives of children and adults with and without disabilities.

Dr. Hieneman is a consultant working with agencies that support children with significant behavioral challenges to improve the quality and effectiveness of their services. She has authored three books, written numerous articles and chapters, and delivered hundreds of presentations. Dr. Hieneman’s previous roles have included directing the ABA program at All Children’s Hospital and Positive Family Intervention and Florida PBS projects at USF. She also served as co-training coordinator for the National Research and Training Center on PBS. Her research interests include factors that affect the outcomes of community-based intervention and engaging caregivers.

Sue Thomas, MEd.

Corey Robertson, MS, BCBA

Meme Hieneman,Ph.D., BCBA


Dr. Kerri Duncan has over 30 years’ experience in the field of education. She is a parent, teacher, supervisor and trainer. She specializes in the field of autism and behavior management and is a Regional Coordinator with Positive Behavior Support Corporation. She has served on various boards dedicated to consumers with special needs and authored several articles over the years. She currently resides in SW Florida with her husband of 16 years and two beloved Schnauzers. She is the proud mother of three beautiful daughters and one magnificent grandson!

With more than 20 years in educational settings Frank has successfully utilizing his knowledge of the science of human behavior to support students, clients, staff and parents in a variety of settings including private homes, group homes, day-treatment programs, children shelters and both and private schools settings Within these settings, Frank has had many different roles including Program Director, Principal, Behavior Analyst, Teacher, Case Manager and Instructor/trainer for several crisis management programs (Professional Crisis Management, Non-Violent Crisis Prevention Intervention). As an instructor and behavior analyst consultant, Frank has assisted individuals and families struggling with the challenging behaviors of many individuals with various disabilities. Frank served as a principal of a small private school serving 20-35 kids with Emotional Behavioral Disabilities for 6 years which focused on addressing students challenging behaviors in the setting they occur in without the use of suspensions.

Tricia Jeffries is a Board Certified Behavior Analyst who was certified in 2013. She received her Bachelor’s degree in psychology from the Florida State University in 2010 and her Master’s degree in Applied Behavior Analysis from the University of South Florida in 2013. Tricia has over four years of experience working with individuals with varying disabilities and age ranges in the areas of play therapy and behavior analysis. Tricia is a member of the Florida Association for Behavior Analysis as well as the Association for Behavior Analysis International and has presented her research at both organizations yearly conferences. Tricia began working for PBS Corp. in December 2014 as an analyst and now works part time as a Regional Coordinator while continuing to work with clients. Tricia lives in Brandon, Florida with her boyfriend and dog – Wilbur.

Kerri Duncan, Ed.D., BCaBA

Frank Krukauskas, BCaBA


Tricia Jeffries,BCBA

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2 0 1 5 S p o n s o rs


We would like to thank Pepin Academies for donating our conference bags this year!


20

PBS Corp is a comprehensive agency providing services to individuals with behavior challenges and skill deficits that affect their ability to function effectively in home, school, and community environments. PBS Corp. hires independent contractors, representing a large group of highly-qualified, experienced, and dedicated professionals, including bachelor’s level (BCaBA), master’s level (BCBA), and doctoral-level (BCBA-D), behavior analysts. We have licensed mental health counselors (LMHC), social workers (LCSW), Licensed Psychologists, and speech and language pathologists (CCC-SLP) on staff. Behavior assistants are available to provide ongoing support under the supervision of our behavior analysts and other professionals.

Our services are individualized and based on the clients’ and caregivers’ needs. Many of our behavior analysts specialize in designing and implementing plans for individuals with autism. Services may range from consultation to comprehensive home and community support. Additionally, PBS Corp. staff has school-based experience and collaborates with local school districts to maximize our clients’ educational success. Most importantly, our program is designed to empower parents and other caregivers to support clients within their natural routines so they can be successful and self-sufficient.

PBS Corp is currently hiring, please visit our PBS booth to sign up for an interview on

Friday the 13th

Interviews will be located: Plaza C (1:30-2:30)

WWW.TEAMPBS.COM

1-855-832-6727


(Picture drawn by a child with autism age 10, Broward County)

Center for Autism and Related Disabilities (CARD)13301 Bruce B. Downs Blvd. Tampa FL 33612http://card-usf.fmhi.usf.edu/

Family Network on Disabilities2196 Main St. Suite K, Dunedin, FL 34698http://www.fndfl.org/

Florida Association forPositive Behavior Support Network (FLAPBS)558 Shoreline Circle, PL FL 34684https://sites.google.com/site/floridaapbs

Florida Autism Center of Excellence (FACE)6400 E Chelsea St Tampa FL 33610http://www.faceprogram.org/

Florida Diagnostic & Learning Resources System (FDLRS)7227 Land O’Lakes Blvd., Land O’Lakes, FL 34638http://gulfcoast.fdlrs.org/

Florida Institute of Technology (FIT)150 W University Blvd Melbourne, FL 32901www.fit.edu

Freedom Sailing Camp of Florida1730 Lombardy Dr.Clearwater, FL 33755http://www.freedomsailingcampoffloridainc.com/

Kaplan University550 West Van Buren StreetChicago, Illinois 60607http://www.kaplanuniversity.edu/arts-sciences/ap-plied-behavioral-analysis-certificate.aspx

Nova South Eastern Universityhttp://www.nova.edu/humandevelopment/academics/non-degree/index.html

Pepin Academies3916 East Hillsborough Ave., Tampa FL 33610http://pepinacademies.com/

Quality Behavioral Solutions, Inc. (QBS)257 Turnpike Rd Ste 320 Southborough, MA 01772http://www.qbscompanies.com/site/index.php

University of South Florida (USF)13301 Bruce B. Downs Blvd, MHC 2113A, Tampa FL 33612http://aba.cbcs.usf.edu/

Please visit the exhibitor tables in the Plaza Corridor East.

2015 Exh i bitor Tables


2015 Exh i bitor Tables Behavior Assistant Refresher Procedures

Process for BA refresher course:

1. Check in with Claudia Axelrod at the registration booth; Please mention the Behavior Assistant Refresher Track. 2. Attend the refresher course on BOTH days from 830am-1230pm. 3. You are welcome to attend a training of your choice following the refresher course at no additional cost. 4. On Friday the 13th, take the test and submit to class instructor (Shannon O’Leary) for grading. 5. Upon successfully passing the refresher course a certificate will be given on Friday the 13th.

Please join PBS Corp. for an interview Feb. 13 in Plaza C,1:30 - 2:30 p.m.

Interested in becoming a Behavior Analyst?

Please attend the ABA Program roundtable on Thurs. Feb. 12 from 2:40-3:40pm in Thomasson.

Various featured ABA programs will present their course offerings:

Kaplan UniversityFlorida Institute of Technology (FIT)

University of South Florida (USF)Nova South Eastern University



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26

R en a i ssa n c e T h e V i n oy

R o o m Lo c a t o rIf you need assistance, please find a PBS Corp. team member, wearing a PBS shirt.


The Vinoy® Renaissance St. Petersburg Resort & Golf Club501 5th Avenue NE St. Petersburg, Florida 33701 USA

Phone: +1-727-894-1000

Sales: +1-727-824-8042

Fax: +1-727-502-9088

Sales fax: +1-727-898-8109

Toll Free Room Reservations:

1-888-303-4430

Floor Plans

Page 1 of 1

1/29/2015http://www.marriott.com/hotels/event-planning/floor-plans.mi?country=&sunit=sf&sortby...

The Vinoy® Renaissance St. Petersburg Resort & Golf Club501 5th Avenue NE St. Petersburg, Florida 33701 USA

Phone: +1-727-894-1000

Sales: +1-727-824-8042

Fax: +1-727-502-9088

Sales fax: +1-727-898-8109

Toll Free Room Reservations:

1-888-303-4430

Floor Plans

Page 1 of 1

1/29/2015http://www.marriott.com/hotels/event-planning/floor-plans/tpasr-the-vinoy-renaissance-st-...

Registration & Keynote

Workshops & Sessions

pbs home - positive behavior supports corporation › pdf › conferencebooklet.pdf ·...

Documents