9:00 am – 12:00 pm
Workshop (#1) AUT
Level: Intermediate
Inclusion: Going from “do this” to “do this…and that…with them”
After attending this workshop, attendees will understand some critical components to transition a child with autism or developmental disabilities from intensive applied behavior analysis services to a general education classroom setting. Attendees will be able to define: inclusion and least restrictive environment. They will also learn to identify: necessary components of an inclusive setting, members of an inclusion team, and skills to facilitate inclusion. They will receive an overview of some research-demonstrated strategies for: building peer supports, academics, language, socialization, play skills, and independence. Finally, participants will receive information about how peers and adults in educational settings benefit from the inclusion experience.
Kim B. Huyen, Ph.D., BCBA;
Tammy Heo, M.A.; & Issac Bermudez, B.A.
Vista Behavior Consulting
Workshop (#2) CM
Level: All
Fears, Phobias and Traumatic Stress: Empirical Findings from a Decade of Research at Western Michigan University
This workshop will address a series of treatment outcome investigations for the treatment of anxiety disorders, including specific phobias, social phobia, and traumatic stress. The work demonstrates the behavior analytical underpinnings of empirically supported treatments and debunks some assumptions concerning a new treatment for PTSD. The research program demonstrates the efficacy of one-session exposure treatment for specific animal phobias and in the process compares cognitive versus behavioral features of treatments, examines the role of endogenous opioids, and offers a comparison that establishes “clinical significance.” The research program further examined the treatment of traumatic stress reactions through a series of dismantling investigations targeting the new treatment called Eye Movement Desensitization and Reprocessing. This line of investigation clearly establishes the common behavior analytic foundation for this intervention, despite unsubstantiated claims as to its “new paradigm” status. The workshop is data based and treatments are described, as are the treatment outcomes.
Richard C. Spates, Ph.D.
Western Michigan University
Workshop (#3) AUT
Level: Intermediate
The Discrete Trial Tracking System: An Integrative and Analytic Approach to the Implementation of Discrete Trial Teaching Technology
There has been a large amount of controversy within the field of discrete trial instruction over which prompting system produces the greatest gains in learning. Instructional agencies generally will advocate for one particular prompting method and use that method to the exclusion of all others. The Discrete Trial Tracking System (DTTS) provides a systematic method of integrating both most-to-least and least-to-most prompting strategies, allowing children to benefit from both means of instruction. DTTS is not only an integrated method of prompting, program implementations and data collection, but also focuses on individualizing both the prompting hierarchy and instructional sequence to meet the needs of each child. Having a written prompting protocol makes the training of new staff members easier and more efficient, and makes prompting more consistent and therefore less confusing for children. Additionally, DTTS presents a written prompting hierarchy which is simple for staff to implement and easy for supervisors to monitor. Finally, DTTS provides a method of making systematic databased decisions in order to maximize speed of learning. Cumulatively, DTTS provides a systematic and analytic framework to aid in the implementation of discrete trial teaching technology across a variety of instructional settings.
Sara White, M.A., BCBA, &Sally
Roth, M.A.
B.E.S.T.
Thursday,
February 19, 2004
1:00 pm – 4:00 pm
Workshop (#4) AUT
Level: Intermediate
Assessing and Changing Behaviors Associated With a “Theory of Mind,” Advanced Social Skills and Advanced Emotional States
One of the defining characteristics of autism is an impairment in the ability to develop and sustain age-appropriate peer relationships. This workshop will provide an overview of the verbal and non-verbal behaviors that characterize advanced social skills and complex emotional states (what developmental psychologists term “Theory of Mind.”) Participants will become familiar with the use of direct measurement procedures to assess these skills and behavioral approaches to intervention.
Mila Amerine-Dickens, M.S.,
BCBA; Kym Cassaretto, M.S.; & Chanti Long, M.S., BCBA
Central Valley Autism Project, Inc.
Workshop (#5) PEL
Level: All
Suspected Abuse: Mandated Reporting & Risk
This workshop will address issues regarding the California Child Abuse & Neglect Reporting Law and Elder and Dependent Adult Abuse Reporting process. The topics covered will be: Who are mandated reporters, definitions of abuse, reporting requirements, risk indicators for possible abuse, care-giver issues, risk assessment & risk mitigation, interventions & planning, and penalties for not reporting.
John Youngbauer, Ph.D., BCBA,
& Heike Ballmaier, Ph.D., BCBA
North Los Angeles County Regional Center
Workshop (#6) DD
Level: Introductory
Psychotropic Drugs and Behavioral Interventions
In this workshop you will learn how drugs exert their effects in the central nervous system and you will be introduced to the basic principles of pharmacology. You will learn about different classes of drugs and individual drugs that are frequently used to treat problem behaviors. You will also learn about drug side effects that may influence the effectiveness of behavioral interventions. Finally, you will be introduced to different tools that will allow you to assess drug side effects prior to, and during, the implementation of behavior intervention procedures.
Frans van Haaren, Ph.D.
ABC Interventions, Inc.
Friday, February
20, 2004
8:30 am – 11:30 am
Workshop (#7) PEL
Level: Introductory
Professional and Research Ethics for Behavioral Psychologists
This workshop is designed to introduce students, practitioners and researchers to the professional and ethical standards that impact the practice of psychology and the conduct of psychological research. With the help of case studies, participants will become familiar with critical ethical codes including: the APA’s Ethical Standards for Psychologists and Ethical Principles for Research and Human Participants. The workshop will focus on ethical issues in the practice and teaching of psychology and conducting research. Participants will be encouraged to offer examples of ethical dilemmas (with appropriate concern for confidentiality) for discussion with workshop participants and leaders.
R. Wayne Fuqua, Ph.D., BCBA,
& Richard Spates, Ph.D.
Western Michigan University
Workshop (#8) DD
Level: Intermediate
Designing and Implementing Accurate and Effective Behavior Intervention Plans
Support staff and teachers can best assist individuals with problems behaviors when they have the guidance of a well-designed and effective intervention plan. Poor behavior plans are the inevitable result of inadequate assessment. Beginning with the importance of an accurate functional assessment, this workshop will review how to design and implement plans in residential and educational settings. Poorly designed plans will be discussed and evaluated in this workshop. The workshop will address staff’s concerns and barriers in the implementation of treatment plans and will also provide some steps to remedy these problems. The importance of effective staff training and supervision will be discussed.
Jose D. Rios, M.S., BCBA
Private Practice
John Youngbauer, Ph.D., BCBA
North Los Angeles County Regional Center
Evangelina Hurtado, BA
Pathways
Workshop (#9) AUT
Level: Introductory
Fluency-Based Instruction for Learners with Autism
This workshop will introduce participants to Fluency-Based Instruction as applied to learners with Autism. Fluency-Based Instruction, an instructional system derived from the discipline of Behavior Analysis, is a highly effective and efficient system for arranging instructional contingencies. Participants will learn the components of Fluency-Based Instruction, it historical and empirical underpinnings, as well as the support systems needed to effectively implement this model with learners with autism. The workshop uses actual examples and performance data from children with autism will illustrate key concepts.
Michael A. Fabrizio, M.A.,
BCBA
Fabrizio/Moors Consulting; University of Washington, Area of Special Education;
University of North Texas, Department of Behavior Analysis
Kelly J. Ferris
Fabrizio/Moors Consulting
Workshop (#10) VB
Level: Intermediate
B.F. Skinner’s Analysis of Verbal Behavior
This workshop will cover the basic concepts of Skinner’s analysis of verbal behavior, and how Skinner’s analysis is conceptually different from other (traditional) analyses of language. It will also teach participants how to define and exemplify the elementary verbal operants and classify samples of verbal behavior. Audience members should have a working knowledge of behavior analysis and some interest in the topic of language, and bring their copy of Verbal Behavior to the workshop, if they have one.
Mark Sundberg, Ph.D., BCBA
Behavior Analysts, Inc./STARS School
Friday, February
20, 2004
8:30 am – 11:30 am & 1:30 pm – 4:30 pm
Workshop (#11) AUT
Level: Intermediate
A Comprehensive Verbal Behavior Curriculum
This workshop will provide an overview of a state of the art approach to programming for children diagnosed with autism. The audience will see a humorous introduction highlighting the “do’s and don’ts” in ABA treatments with children with autism. The workshop is organized into tow content areas: The first area targets techniques for building repertoires. Specifically, we will focus on language repertoires such as mands, tacts, intraverbals, echoics and receptives. The second area targets curriculum and programming issues. There, we will present a comprehensive, functional, cumulative and hierarchical language program. We will present the curriculum content (the specific programs) as well as its structure (the underlying verbal functions targeted within each program).
Sebastien Bosch, Ph.D., BCBA,
& Marla Saltzman, B.A.
CARD, Inc.
Friday, February
20, 2004
1:30 pm – 4:30 pm
Workshop (#12) AUT
Level: Intermediate
Training School Aides to Facilitate Inclusion
This workshop will highlight the various roles of a school aide and general training guidelines. In addition to illuminating the various roles an aide may play, topics such as professionalism, confidentiality, following school codes, prompting strategies, reinforcement, behavior management, facilitating child interactions with the teacher and peers, data collection strategies and examples, functional analysis, interacting with the client, school personnel, and classmates, and fading support will be addressed. Finally, questions commonly asked by classmates and other individuals encountered at school along with suggested responses will be covered.
Scott Cross, M.A., BCBA; Simone
Stevens, B.A.; Mandy Juarez, B.A.; & Sarah Greenstein, B.A.
Lovaas Institute for Early Intervention
Workshop (#13) CM
Level: Introductory
Treating Children with Habit Disorders, Motor and Vocal Tics, Tourette’s Syndrome, and Stuttering with the Habit Reversal and Regulated Breathing Treatments
This workshop will discuss the identification, nature, and treatment of children, adolescents, and adults with habit disorders, motor and vocal tics, Tourette’s syndrome, and stuttering. Specifically it will cover the diagnosis and treatment of individuals using the Habit Reversal and Regulated Breathing Treatment Procedures of Azrin and Nunn as well as treatment variations that have evolved from their original work.
Greg Nunn, Ph.D., BCBA
National University and San Diego City Schools
Workshop (#14) AUT
Research to Practice: Teaching Discrimination and Matching Skills to Learners with Autism
Many important skills involve recognizing and responding to differences among stimuli, such as numbers, letters, and words. There are also many occasions when dissimilar stimuli (such as a spoken word and an object) must be matched, or treated as if they are the same. Clearly, then, functional curricula for individuals with autism and related disorders should emphasize both simple and conditional discrimination skills. Many individuals with autism do not learn such skills readily from exposure to typical teaching procedures. Recent research has shown that certain teaching methods are likely to produce the desired stimulus control, while others may establish errors that can impede learning. This workshop provides an overview of methods for teaching discrimination and matching skills, with an emphasis on practical strategies for minimizing errors.
Gina Green, Ph.D., BCBA
Private Practice
Saturday,
February 21, 2004
8:30 am – 11:30 am
Workshop (#15) AUT
Level: Introductory
Pivotal Response Training for Preschool and Elementary School-Age Children
This workshop will provide participants with an overview of Pivotal Response Training (PRT) as it relates to children with autism from preschool age to elementary school age. The motivational principles of PRT will be presented, as well vignettes about how to incorporate these procedures with children with as autism of varying communicative and social abilities. Additional topics of discussion will include teaching question asking and self-initiations, increasing positive social-communicative interactions with siblings and peers, self-management, training support staff, and school inclusion.
Lynn Kern Koegel, Ph.D., &
Robert Koegel, Ph.D.
University of California, Santa Barbara
Workshop (#16) DD
Level: Introductory
How to Write a SMART IEP that will Benefit a Child in Special Education
In this workshop you will learn that the Individualized Education Plan (IEP) is the cornerstone of a child’s special education. You will learn that it is very important to establish a child’s present level of performance (PLOP) to make sure that you have a baseline against which to measure progress. You will learn about standardized tests and how to interpret test results. You will learn about the Assessment of Basic Language and Learning Skills (ABLLS) and you will learn how to use the information from the ABLLS to write a SMART IEP. A SMART IEP is one that is Specific and Measurable, one that uses Action words, one that is Realistic, relevant and Time-limited. Special education students need SMART IEP’s to receive an education that will allow them to reach their full potential.
Frans van Haaren, Ph.D.
ABC Interventions, Inc.
Workshop (#17) AUT/OBM
Level: All
Managing Staff Performance to Ensure Quality Autism Interventions
Effective management of employees is critical to the success of any organization. The filed of Organizational Behavior Management (OBM) is the application of behavior analysis to the behavior of people at work. This workshop will present a model for applying OBM to the employees of autism treatment programs. The performance of all those involved in treatment will be discussed, with special emphasis on the “front line” employees (typically known as tutors or instructional assistants) since they are essential to the success of treatment.
Judy Agnew, Ph.D.
Aubrey Daniels International
Workshop (#18) PEL
Level: All
Preparing for the Behavior Analysis Certification Exam
Participants will learn how to avoid common mistakes and gain an understanding of content areas that most examinees have difficulty mastering. Participants will develop a study plan for passing the exam based on the relative weight of tasks contained on the exam and current knowledge. Participants may download examination information at www.BACB.com. These materials will not be available at the workshop.
MaryAnn Powers, Ph.D., BCBA,
Behavior Analysts Inc./STARS School
Siri Ming, M.A., BCBA, Redwood Coast Regional Center
Fees
- $35 for 3-hour workshops
- $60 for 6-hour workshops