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Conference Overview |
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Registration (best rate by 1/27) |
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Call for Papers (deadline 9/16) |
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Workshops |
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Workshop Registration (schedule & descriptions below) You must register for the conference in order to register for a workshop. Pre-registration for workshops is strongly encouraged, as space is limited and workshops will be filled on a first-come, first-served basis. Please register online for the conference and workshops.
For more Public Policy Track events, search for "Public Policy Track" on our Program & Search page. NOTE: Workshops will be the only sessions available on Wed. 2/15 and Sat. 2/18. All other presentation types (addresses, symposia, panels) will be scheduled for the concurrent sessions on Thu. 2/16 and Fri. 2/17. |
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Fees:
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Continuing Education (CEUs):
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toward Ethics and Professional Behavior requirement
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Program Area:
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Workshop Descriptions and Schedule (subject to change – check this site periodically for updates) |
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Wed., Feb. 15, 2012 • 9:00 a.m. – 4:00 p.m. (see other workshops available Sat. 9am - 12pm, Sat. 9am - 4pm and Sat. 1pm - 4pm) (top) |
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Workshop # 1 (PEL - Intro) 
Public Policy Track
BRYAN DAVEY DAVID ADAMS SARAH TRAUTMAN-ESLINGER JANE HOWARD CE: BACB_EPB
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Health Plan Coverage of ABA Tx of Autism in California: What It Means and How To Do It This is a "how to do it" workshop for administrators of ABA agencies and BCBAs who are currently billing health plans or are interested in becoming a credentialed healthcare provider. Participants will learn how to become a credentialed healthcare provider and be recognized by insurance companies. Attendees of this workshop will learn the specifics required to access such coverage on behalf of clients and their families including how to use billing codes and modifiers, how to submit claims, and how to make appeals to insurance companies when denied. Some of the associated potential changes in funding and provider structuring will be discussed. Presenters will discuss ethical issues related to insurance coverage and the right to effective treatment. An expert panel will also be a part of this workshop in order to allow participants to ask questions about working with insurance systems in California and beyond. Implications for the practice of ABA brought about by health plan coverage, including ethical and practical considerations, will be discussed. Participants in this workshop will:
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Sat., Feb. 18, 2012 • 9:00 a.m. – 12:00 p.m. (see other workshops available Wed. 9am - 4pm, Sat. 9am - 4pm and Sat. 1pm - 4pm) (top) |
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Workshop # 2 (PEL - Adv) JOY POLLARD CE: BACB_EPB
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Ethical Considerations for Clinical Applied Behavior Analysts This workshop is designed to advance the understanding of ethical standards of the behavior analyst. We will review the ethical guidelines of the BACB and discuss scenarios related to common ethical dilemmas in a clinical practice. We will provide tools to develop supervisory systems for monitoring and maintaining ethical conduct. We will address training direct-line staff on maintaining the ethical standards of your organization. Finally we will cover the limits of scope of practice as well as address requests to integrate non-empirically based practices and procedures. Participants will learn to develop supervisory systems for maintaining ethical conduct in an organization, and to train direct-line staff on how to engage in appropriate ethical behavior. The participants will also learn how to recognize advanced ethical dilemmas and how to manage them. |
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Workshop # 3 (ED, AUT - Intermed) DEIRDRE L. FITZGERALD CE: BACB
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Using What Works in Education: Applying Effective Behavioral Education Practices to Learners in SPED/RED Effective instructional practices grounded in the principles and practices of Behavior Analysis have significant evidence supporting their effectiveness for a variety of learners in different settings across subjects. Many Behavior Analysts are familiar with behavioral education models but fail to utilize them in the daily design and practice of behavior analysis. This workshop is designed to take practitioners from knowledge of these concepts to application in individual and group learning environments for learners with special needs, including those with Autism, through typical learners in regular education settings. In particular, the Personalized System of Instruction (PSI), Precision Teaching (PT) including use of the Standard Celeration Chart, and Classwide Peer Tutoring (CWPT) will be described as systems, integrated into program design, used, and evaluated by participants. Participants in this workshop will learn to:
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Workshop # 4 - Invited Speaker (AUT – Intermed) REBECCA MACDONALD CE: BACB
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Teaching Children with Autism Using Video Modeling In this session we will present procedures for teaching a variety of skills using video modeling. We will review a curriculum including social skills, self-help skills and vocational skills for teaching children with autism. We will describe how to develop scripts, video tape models and teach using video modeling. We will also review our most recent work identifying necessary prerequisite skills for video modeling instruction to be most successful. We will discuss the most effective components of creating video models and research to support these recommendations. We will introduce the procedure of video prompting, with and without response prompting procedures. We will also discuss the advantages of this teaching procedure and implications for this technology as an easy and effective strategy for teachers and parents to use to teach children. Participants will learn to:
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Workshop # 5 (OBM, DD - Intro) ADRIENNE MUBAREK CE: BACB_EPB
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Staff Training for Organizations Staff training can be a necessary component to target organizational outcomes. However, with increasing budget restrictions, we are charged to do more with less. Given this concept and an increasing need for a more competitive service, this workshop presents ways to target staff training efficiently and effectively. Organizations should learn to appropriately develop staff training to save time in meeting the needs of the service. The goal of this workshop is to provide participants with a working model of staff training that can be applied to various agencies. During the workshop, presenters will review specific analysis, implementation, and follow-up for training development. This is a 'train-the-trainer' approach that can be applied to individual or group training. Participants will learn:
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Sat., Feb. 18, 2012 • 1:00 p.m. – 4:00 p.m. (see other workshops available Wed. 9am - 4pm, Sat. 9am - 12pm and Sat. 9am - 4pm) (top) |
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Workshop # 6 (OBM, AUT - Intermed) DONNIE STAFF CE: BACB
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Managing a Human Service Agency Using Human Performance Technology This workshop introduces a comprehensive approach for analyzing and managing the performance of a school, agency, or program as a system. Understanding and appreciating an organization's systemic nature is the key to managing an organization's operations and achieving its organizational goals. In this workshop, participants will be introduced to several tools enlisted from human performance technology (HPT) to help them assess and understand the host of contextual variables operating inside and outside of their organization that might influence the accomplishment of mission related objectives. These tools drive the analysis and design of performance systems that can be maintained by employees within your organization. Well-suited for executive directors, program directors, and staff supervisors this presentation will show how Optimal's approach to organizational management can be adopted by ABA service provider agencies to improve organization level performance. Participants will learn to describe:
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Workshop # 7 (DD, ED - Intermed) SARAH E. BLOOM CE: BACB
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Trial-based Functional Analysis: What It Is and How To Do It Functional analyses are commonly used to determine the function of problem behavior. They involve the direct manipulation of various environmental variables to determine their influence on problem behavior. Although research supports the use of functional analyses to identify the environmental variables that maintain problem behavior and to direct treatment development, functional analyses may not always be feasible to conduct in all settings (e.g., schools) due to limited resources, primarily access to controlled environments. The trial-based functional analysis (Bloom, Iwata, Fritz, Roscoe, & Carreau, 2011) was developed to allow teachers to conduct functional analysis in their classrooms, with brief assessment trials embedded into ongoing activities. This workshop is designed to introduce participants to the trial-based functional analysis, exploring its strengths and weaknesses and identifying conditions under which it is appropriate (and ethical). Participants will discuss the ethics of trial-based functional analysis, including problems which may arise when using this assessment procedure. Participants will learn how to conduct trial-based functional analyses, how to collect, graph and analyze data and how to use results as the foundation for treatment development. Participants will view video clips of trial-based FAs and role-play different trial-types as well as practice data collection, graphing and analysis skills. Participants will receive trial description handouts as well as blank data sheets and graphs. It is recommended that participants have an intermediate knowledge level, and have some experience with functional analysis to receive maximum benefit from the workshop. Participants will:
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Workshop # 8 (CM - Intro) VICTORIA KUBAL CE: BACB, BBS
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Behavioral Relaxation: Training and Scale Relaxation techniques are an integral part of the successful treatment of those exhibiting anxiety-related, pain-related, and/or anger-related behaviors. The sooner a client learns relaxation and other types of self-control techniques, the safer his/her internal and external environments may become. In addition, due to limitations in funding, providers must often demonstrate that extensive treatment progress has been made within a relatively short period of time. Poppen's (1998) Behavioral Relaxation Scale (BRS) is an assessment tool for measuring the progress of an individual demonstrating the 10 overt relaxed behaviors taught to criterion with Behavioral Relaxation Training (BRT). BRT can be an effective part of treatment for individuals with emotional/mental disorders, hyperactivity, schizophrenia, traumatic brain injury, physical limitations, and/or restricted cognitive/intellectual capabilities. During this workshop, the participants will hear a presentation about physiological effects of relaxation, using relaxation training to treat psychological and physical disorders, and Poppen's (1998) development of BRT and the BRS. The instructor will demonstrate each of the 10 postures included in Upright Behavioral Relaxation Training (URT) through labeling, topographical description, and modeling. The participants will practice diaphragmatic breathing, then imitate the other 9 relaxed behaviors of URT while viewing an instructor as model. The instructor will provide individualized corrective feedback and teach participants how to provide corrective feedback to one another. Once participants are proficient in demonstrating URT and can verbally describe these 10 relaxed behaviors and corresponding examples of unrelaxed behaviors, they will be taught how to assess URT using the BRS. Participants will learn to:
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Workshop # 9 (DD, ED - Intro) AMY L. KENZER CE: BACB
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Maximizing Motivation During ABA-Based Interventions This workshop will provide a comprehensive discussion of motivation as it pertains to ABA-based interventions for individuals with developmental disabilities. Participants will learn how to establish conditioned and generalized conditioned reinforcers in order to maximize learning across a variety of settings including home, school, workplace, and community. Particular emphasis will be placed on establishing control by "natural" reinforcers appropriate to the learning environment (i.e., money in the work place, letter grades in the classroom, social approval in the community). Additionally, guidelines for identifying potential reinforcers including how and when preference assessments should be used will be presented. Finally, the importance of motivational variables (i.e., establishing and abolishing operations) and the role of habituation in operant responding will be discussed. Participants will be able to:
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Sat., Feb. 18, 2012 • 9:00 a.m. – 4:00 p.m. (see other workshops available Wed. 9am - 4pm, Sat. 9am - 12pm and Sat. 1pm - 4pm) (top) |
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Workshop # 10 (DD, PEL - Intermed) JOSE D. RIOS KRISTINE D. DICKSON HOWARD TSERNOV DOUGLAS BEATTY CE: BACB_EPB, BBS, SLPAB, under review for MCEP
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Self-injurious Behavior: An Introduction to Definitions, Demographics, Causes, Assessment, Treatment and Ethics Self-injurious behavior is a complex, disturbing and bewildering phenomena that has been described as "frightening in its maladaptiveness" (Simeon & Hollander, 2001). In persons with developmental and intellectual disabilities, self-injury ranges from mild and seemingly innocuous behaviors to severe, intense and destructive acts. While a wealth of information exists on self-injurious behavior (as evidenced by multitudes of journal articles, reviews and studies on self-injury), practitioners and students are often unprepared and unequipped to address the complexities of this behavior. In this introductory workshop, we will cover information for students, new as well as seasoned practitioners, to better understand and address self-injury. Because of the complexities of this behavior, this workshop should be considered just one of many steps taken by practitioners to develop the necessary skills and knowledge to assess and treat self-injury. We will review:
Participants will:
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