 |
Conference Overview |
|
Brochure (for posting) |
 |
Outstanding Contributor Address |
|
Vittimberga Memorial Lecture |
|
Poster Session & Cash Bar Social |
|
Job Fair & Graduate School Expo |
|
Luncheon, Awards, & Auction |
|
Book Signings |
 | |
| Conference questions? conference@calaba.org | |
| |
 |
 |
 |
|||||||||||||||||||
 |
 |
|
 |
|
 |
|
 |
|
 |
|
 |
|
 |
|
 |
|
 |
|
|
|
|||||||||||||||||||
 | Home |
| Who We Are |
| Purpose |
| Board of Directors |
| Bylaws |
| Past Cal-ABA Presidents |
| Cal-ABA Outstanding Contributor Award |
| Contact Cal-ABA |
| Conduct Guidelines |
| Autism Consumer Guidelines |
| Advertising Policy |
| Retroactive Continuing Education Documentation |
| Behavior Analyst Certification Board® |
| Continuing Education Opportunities |
| Continuing Education Providers |
| CA Reg. Ctrs. - ABA Training Requirements |
| Liability Insurance for BCBAs and BCABAs |
| Graduate Training Programs |
| Julie Vargas Research Award |
| Volunteer at the CalABA Conference |
| Board Representation |
|
|
Workshops |
|
Workshop Registration (schedule & descriptions below) Feb. 5 update: Due to a change in presenters, Workshop #6 is being reevaluated for BACB CEU eligibility. BACB status is pending at this time. If you registered for this workshop and would like to change workshops, please email us to register for a replacement workshop. Jan. 31 update: Workshop #7 canceled. If you registered for this workshop, please email us to register for a replacement workshop. You must register for the conference in order to register for a workshop.
Pre-registration for workshops is strongly encouraged, as space is limited and workshops will
be filled on a first-come, first-served basis.
Please register online
for the conference and workshops. |
|
|
Fees:
|
|
Continuing Education (CEUs):
|
Program Area:
|
Levels:
|
|
Workshop Schedule and Descriptions (subject to change – check this site periodically for updates) Saturday, February 10, 2007 • 9:00 a.m. – 12:00 p.m. |
|
|
Workshop # 1 (ED – Intermed) RANDY SPRICK Safe & Civil Schools CE: None Fee: $35 |
Designing and Implementing Positive School-wide Behavior Support
Plans Student misbehavior is an an-going frustration for school personnel. The school effectiveness literature states that a proactive, positive and preventative discipline policy the best way to prevent violence and chronic disruptions in our schools. However, that brings up the questions: What is the content of an effective discipline policy? How do you get staff to design and implement an effective discipline policy? Will an effective policy make a difference in our schools? This workshop is designed to address these questions. The session will begin by examining some of the myths, misconceptions and weaknesses of current discipline practices in many of your school. Then, the focus will be on how to get the entire staff to implement a consistent, research-based approach to school-wide discipline, and classroom management. Information will be provided on evaluating the effectiveness of current policies and practices, and how to revise those policies and practices to meet the realities of today's students. Suggestions will be provided on procedures for managing playgrounds, assemblies, halls, cafeterias and so on. Additional topics will include reducing office referrals, increasing staff consistency, and helping teachers implement proactive and positive behavior plans in their classroom. A major focus of the session will be on how to get staff at the building level to be actively involved in designing and implementing procedures and policies that improve school climate, reduce violence and disruption, and increase student focus on learning. |
Workshop # 2 (DD – Intermed) JOSE RIOS Private Practice EVANGELINA HURTADO Pathways LYSA SNOWDEN Verdugo Hills Autism Project CE: BACB Fee: $35 |
Designing Effective, Ethical and Clinically Accurate Behavior Plans This workshop will review and discuss inaccuracies and mistakes often encountered in functional assessments and behavior intervention plans. The workshop will review he basic foundations of an effective intervention plan, including the direct tie between assessment findings and treatment strategies. In this workshop, we also will review the various components that should be included in a comprehensive plan. Participants will review and discuss sample plans to determine their accuracy in meeting those components. Participants will learn how to design behavioral goals and review basic terms necessary for the development and implementation of behavioral plans. In addition, participants will have the opportunity to review ethical guidelines that apply to the development and implementation of treatment plans, as well as recommended standards of practice. This workshop is geared to professionals who design, review, and evaluate behavior intervention plans. |
Workshop # 3 (EXP - Intro) BILL POTTER JESSICA BAILEY CSU Stanislaus CE: BACB Fee: $35 |
Using Revolution Software for Experimental, Training and Organizational Purposes This workshop will introduce participants to Revolution Software. This programming software is easy to learn and useful for arranging experiments, training conditions, or other organizational tasks (e.g. facilitate report writing). Participants will be taught the basics of the software, then given introductory programming experience allowing them to develop their own programs. Particular emphasis will be placed on programming issues related to behavioral issues, for example arranging schedules of reinforcement, or computer-based training. Please bring your laptops as trial software will be provided and the participants will conduct exercises (in groups of 1 or 2). |
Workshop # 4 (DD – Intermed) DAVID A. PYLES Chicago School of Prof. Psych. CE: BACB Fee: $35 |
Integrating Medical, Behavior Analytic, and Psychopharmacological Interventions for People with Developmental Disabilities Dually diagnosed individuals (developmental disabilities and mental health psychiatric disorders) present unique challenges for people who support them for several reasons. Language limitations, medical conditions, and severe behavior problems can make assigning an accurate diagnosis difficult. Current and past medication use, multiple medications, simultaneous intervention changes, and medication side effects can all make it nearly impossible to assess intervention effectiveness and to make data-based decisions. This workshop provides a hypothesis-testing framework for structuring the assessment and intervention process to develop ethical, effective, and practical treatment plans for dually diagnosed individuals. It presents an overview of behavior analytic and psychopathological assessment tools, and ways to use objective measures to assist in the diagnostic case formulation process. The team identifies the relevant features of the presenting problem, to develop interventions tailored to each person's clinical situation. This workshop also provides a framework for assessing intervention effectiveness, resulting in supports that are data-based and data-driven, truly person-centered, and with as little restrictions as possible. Objectives: Participants learn to use data to generate hypotheses for assessing and treating problem behaviors and signs of mental health disorders. Participants will be able to discuss methods of assisting psychiatrists and psychologists in the diagnostic process. Participants will be able to identify means of assessing treatment effectiveness. |
Workshop # 5 (PEL – Intro) LISA BRITTON BROOK WHEETLEY LORI GRAVES MURRY SHAWN BRYANT Spectrum Center Schools CE: BACB Fee: $35 |
Ethics: Behavior Analysis in Practice The purpose of this workshop is to provide the participants with critical thinking skills and communication skills related to ethical practices as a behavior analyst in clinical settings. In particular, we will provide training in the following areas:
|
Workshop # 6 (AUT - Intro) SELENA R. EMOND Autism Behavior Consultants CE: BACB pending Fee: $35 |
Incorporating Peers and Social Skills Training into your ABA Program The development of social skills is one of the key areas of intervention for children with autism. It is often however, one of the most difficult skill areas to teach. While there are a few published resources for social skill development, practioners are often at a loss as to how to implement these resources within the context of an intensive intervention program and how to take meaningful data on student progress. This workshop will help participants to untilize a variety of social skills programs by developing objective data collection systems to monitor and demonstrate student progress. Workshop participants will also learn a variety of instructional strategies that have been found to be effective in the research literature including: prompting strategies, social scripts and script fading, video and peer modeling, verbal modeling with contingent reinforcement, role playing, pre-teaching, and rule cards. Participants will be provided with guided notes and will participate in small group discussions and role playing throughout the session. |
Saturday, February 10, 2007 • 1:00 p.m. – 4:00 p.m. (see other workshops available Sat. 9am - 12pm and Sat. 9am - 4pm) (top) |
|
CANCELED Workshop # 7 (ED – Intro) CE: BACB Fee: $35 CANCELED If you registered for workshop #7, please email us to register for a replacement workshop. |
CANCELED SCOOP: A Versatile, Criterion-Based, Direct Observation System to Teach and
Monitor Caregiver-Consumer Interactions |
Workshop # 9 (PEL – Intermed) WEIHE HUANG Regional Center of the East Bay DAVID A. DELAMBO University of Wisconsin-Stout CE: BACB, MCEP Fee: $35 |
Ethical Practice in Applied Behavior Analysis This workshop is designed to increase participants' ability to ethically practice applied behavior analysis (ABA) by introducing codes of ethics documented in the Guidelines For Responsible Conduct For Behavior Analysts and incorporating ethical reasoning strategies. When making clinical decisions, many behavior analysts tend to believe that these decisions are solely based on the analysis of objective data and relevant evidences. However, in reality the decision-making process is also influenced by behavior analysts' values, as well as societal values including those of service recipients. In facing with ethical dilemmas, behavior analysts need codes of professional conduct and ethically sound strategies to reach reasonable and practical resolutions. Part of this workshop is aimed at providing applied behavior analysts with ethical reasoning strategies, which are based on the relevant experience of the presenters and the available literature in the field of behavior analysis and related areas. The emphasis of discussion will be on the application of this model to various clinical settings, including natural homes, residential facilities, day programs, and educational programs. |
Workshop # 10 (PEL - Intro) JOHN YOUNGBAUER HEIKE BALLMAIER North LA County Regional Center CE: BACB, MCEP, BBS Fee: $35 |
Behavior Analysts and Suspected Abuse We know from the child abuse literature that children with disabilities are far more likely to experience abuse than their typically developing peers. The heaviest weighted risk factors for abuse are cognitive and language deficits that may compromise or preclude a child's communication of maltreatment. Likewise, the research on elder and dependent adult abuse and neglect reflects a similar constellation of risk factors. Board Certified Behavior Analysts and Associates provide professional services, but unlike our licensed colleagues, we are not required to obtain continuing education in the detection and reporting of suspected abuse. This lack of requirement does not relieve us of our ethical & legal responsibility nor does it protect us from criminal and/or civil liability if we fail in that responsibility. This workshop will provide definitions of abuse [child, dependent adult, & elder], the laws, risk factors, research, reporting requirements [timelines], and civil & criminal penalties for failing to report suspected abuse. This workshop will use video re-enactments, redacted case records, and scenarios to illustrate instances of abuse. A pre-test and a post-test will allow the participant to self assess their level of mastery. Handouts will be provided. The content of this 3 hour workshop will include The Child Abuse and Reporting Act (California Penal Code section 1164) and participants in this workshop will learn:
|
|
Workshop # 11 (AUT – Intro) DEBRA A. RAUSCH-HARRIS UCSD Autism Research Program Motiva Associates CE: None Fee: $35 |
Pivotal Response Training Pivotal Response Training (PRT) is a behavioral treatment intervention based on the principles of applied behavior analysis (ABA). Researchers have identified many pivotal behaviors that affect a wide range of behaviors in children with autism. Two prominent pivotal behaviors are motivation and responsivity to multiple cues. These behaviors are central to a wide area of functioning, so positive changes in these behaviors have widespread effects on other behaviors. PRT is able to increase the generalization of new skills while increasing the motivation of children to perform these behaviors being taught to them. PRT works to increase motivation by including components such as child choice, turn-taking, reinforcing attempts and interspersing maintenance tasks. PRT has been used to target language skills, play skills and social behaviors in children with autism.This workshop was designed for parents, paraprofessionals, psychologists, and others working closely with yound children with autism. A basic understanding of behavioral principles is helpful, although a review of behavioral strategies will be given . Video clips and role modeling will be used to allow participants to gain practical experince in implementing strategies as well as identfying correct implementation of pivotal response training procedures. |
Workshop # 12 (AUT - Intermed) ROBERT K. ROSS STEVE WOOLF BEACON Services CE: BACB Fee: $35 |
Clinical Interventions for Children with Aspergers Syndrome Individuals with a diagnosis of Aspergers Syndrome present a wide array of unique challenges to teachers and parents. This workshop is designed to provide participants with a clearer understanding of the markedly different learning profile of learners with Aspergers Syndrome. Additionally the participants will be taught how to modify instructional practices to enable acquisition and reliable demonstration of a broad range of skills including social skills and adaptive behavior. Issues such as constant arguing, difficulty in taking the perspective of others, the seeming need to be "right" all of the time, challenges related to honesty and limited empathy for others will be directly addressed from both an intervention and etiology perspective. |
Saturday, February 10, 2007 • 9:00 a.m. – 4:00 p.m. (see other workshops available Sat. 9am - 12pm and Sat. 1pm - 4pm) (top) |
|
Workshop # 13 (ED - Intro) GREG NUNN UHS-Keystone Schools SCOTT HARTMAN Girls and Boys Town, NRTC CE: BACB, MCEP, BBS Fee: $60 |
An Overview of the Girls and Boys Town Education Model For many years, Father Flanagan's Boys Home has been successful in helping children from all over the country to improve their lives. After experiencing the tremendous success on the home campus in Omaha Nebraska, school systems across the country have requested the secret to that success. The National Resource and Training Center at Girls and Boys Town developed the Boys Town Education Model for schools that are interested in training their staff to duplicate the program in their districts. The Girls and Boys Town Education Model (GBTEM) was developed in 1979 and is an extension of the Boys Town Family Home Program (Coughlin & Shanahan, 1986) and the Teaching Family Model (Phillips, Phillips, Fixsen & Wolf, 1973). The GBTEM has been adapted to train classroom teachers, building administrators, and support staff to implement three critical elements:1. A school-wide social skills curriculum2. An administrative intervention process3. A proactive classroom behavior management approach These three critical elements contribute to a system-wide approach that fosters respectful and caring staff/student interactions by fundamentally changing the way schools address discipline and deal with student behavior. |
Workshop # 14 (AUT - Intro) PATRICK MCGREEVY McGreevy and Associates CARL SUNDBERG Private Practice CE: BACB Fee: $60 |
Teaching Signs and Sign Language to Hearing Children and Adults with Developmental Disabilities including Autism Many children and adults with developmental disabilities, including autism, do not communicate using spoken words. At the present time, the most popular alternative communication response forms include selecting pictures. This workshop is based on B.F. Skinner's analysis of verbal behavior, research in the teaching of signs and sign language and the teaching of topography-based verbal behavior in the form of signs, and the extensive clinical experience of Drs. McGreevy and Sundberg. This workshop will provide participants with a comprehensive look at the advantages and disadvantages of signs and sign language, videotape demonstrations of many learners of all ages using signs effectively, and procedures for teaching learners sign mands, tacts, and intraverbals. At the conclusion of this workshop, the BCBAs, BCABAs, and other participants will be able to: (1)describe the importance of the echoic repertoire, (2)describe when an alternative communication response form – signing, pictures, or augmentative devices – is necessary, (3)describe the advantages and disadvantages of various alternative communication response forms, (4)describe and implement effective procedures for teaching sign mands, (5)transfer sign mands to tacts and intraverbals, (6)collect data while teaching sign mands, tacts, and intraverbals, and (7)adjust teaching procedures when common problems occur in teaching sign mands, tacts, and intraverbals. This workshop will provide written descriptions, videotape and live demonstrations, and practice activities for participants. The target audience for this workshop includes teachers, behavior analysts (BCBAs and BCABAs), speech-language pathologists, and others who work with children and adults with developmental disabilities, including autism. |
|
