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        Workshops

 

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.

Pre-conference insurance workshop, Wed. 2/15, 9am-4pm. CalABA's Public Policy Committee will host an all-day, pre-conference workshop on insurance coverage for autism on Wed. 2/15. Space will be limited and this event is expected to sell out quickly. See below for more information on this workshop.

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.

 


Fees:
  • 6-hr pre-conference insurance workshop, Wed. 2/15: $150
  • 6-hr workshop, Sat. 2/18: $60
  • 3-hr workshop, Sat. 2/18: $35
  • CEU processing fee if applicable (flat fee covers entire conference 2/15 - 2/18, no maximum): $60
Continuing Education (CEUs):

  • BACB: Behavior Analyst Certification Board
  • BACB_EPB: Counts toward Ethics and Professional Behavior requirement
  • BBS: Board of Behavioral Sciences
  • MCEP: Mandatory Continuing Education Program for Psychologists
  • SLPAB: Speech-Language Pathology & Audiology Bureau
  • Program Area:

  • AUT: Autism
  • CM: Clinical and Medical
  • DD: Developmental Disabilities
  • ED: Education
  • EXP: Experimental
  • HDG: Human Development & Gerontology
  • PEL: Professional, Ethical, & Legal
  • OBM: Organizational Behavior Management
  • TCP: Theoretical, Conceptual, & Philosophical
  • VB: Verbal Behavior
  • OTH: Other
  • Levels:

  • Intro: Introductory
  • Intermed: Intermediate
  • Adv: Advanced


  • Workshop Descriptions and Schedule (subject to change check this site periodically for updates)


    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)


    Workshop # 1 (PEL - Intro)

    Public Policy Track Public Policy Track

    BRYAN DAVEY
    ACCEL

    DAVID ADAMS
    CLASS

    SARAH TRAUTMAN-ESLINGER
    STE Consultants

    JANE HOWARD
    Therapeutic Pathways/The Kendall School

    CE: BACB_EPB
    Fee: $150
    Max. enrollment: 120
    Available: sold out


    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:

    1. be informed on the status of autism reform in California and learn specific measures of how to become involved in this process.
    2. be educated on the types of insurance plans, rates that can be expected, and the in's and outs of co-pays, deductibles, and out of pocket expenses for the subscriber.
    3. learn how to become "a participating provider" and/or develop "individual case agreements" with various insurance companies.
    4. be educated with regard to the terminology used by insurance companies.
    5. learn how to submit claims and how to respond to insurance companies if they are denied coverage.

    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)


    Workshop # 2 (PEL - Adv)

    JOY POLLARD
    JESSICA AKERS
    DAPHNE HARTZHEIM
    THOMAS S. HIGBEE
    Utah State University

    CE: BACB_EPB
    Fee: $35
    Max. enrollment: 54
    Available: sold out


    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.



    Workshop # 3 (ED, AUT - Intermed)

    DEIRDRE L. FITZGERALD
    JOHN MOLTENI
    Saint Joseph College

    CE: BACB
    Fee: $35
    Max. enrollment: 54
    Available: sold out


    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:

    • describe PSI
    • describe PT
    • describe Self-management to chart learning
    • describe CWPT
    • design effective behavioral education programs using PSI, PT, and CWPT
    • use PSI, PT, and CWPT with learners in 1:1 instruction
    • use PSI, PT, and CWPT with learners in group instruction
    • evaluate and modify behavioral education programs

    Workshop # 4 - Invited Speaker
    (AUT Intermed)

    REBECCA MACDONALD
    The New England Center for Children

    CE: BACB
    Fee: $35
    Max. enrollment: 90
    Available: 14


    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:

    1. Describe the research on video modeling.
    2. Describe teaching procedures using video modeling.
    3. Become familiar with the identified prerequisites for video modeling.
    4. Describe strategies to teach play, self-help, social skills and vocational skills using video modeling.
    5. Describe how to create new video modeling videos and teaching scripts.

    Workshop # 5 (OBM, DD - Intro)

    ADRIENNE MUBAREK
    DIONYSIA TIPLER
    SYLVIA PETERSON
    California Psychcare

    CE: BACB_EPB
    Fee: $35
    Max. enrollment: 54
    Available: 8


    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:

    1. how to identify training needs
    2. components of effective instruction
    3. how to demonstrate the use of response cards
    4. ways to identify and measure outcomes of training provided

    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)


    Workshop # 6 (OBM, AUT - Intermed)

    DONNIE STAFF
    BRYON NEFF
    SHANE D. ISLEY
    West Coast Behavioral Consultants

    CE: BACB
    Fee: $35
    Max. enrollment: 25
    Available: sold out


    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:

    1. the importance of analyzing and managing your organization as a system.
    2. three tools for identifying and assessing the host of contextual variables operating inside and outside of your organization.
    3. Optimal's approach to organizational management and how it can significantly improve the quality of service provision.

    Workshop # 7 (DD, ED - Intermed)

    SARAH E. BLOOM
    S. SHANUN KUNNAVATANA
    Utah State University

    CE: BACB
    Fee: $35
    Max. enrollment: 54
    Available: sold out


    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:

    • learn to identify situations in which a trial-based FA may be appropriate, including situations in which it may or not be ethical to use trial-based FA.
    • be able to articulate the strengths and weakness of the trial-based FA in relation to other forms of functional behavior assessments.
    • learn to conduct different types of trials and to embed those trials into ongoing activities in the classrooms or other contexts.
    • learn to graph and analyze trial-based FA data.
    • begin to explore ways to troubleshoot problematic trial-based FAs, with an eye towards ethical practice.
    • be able to articulate what to do once trial-based FA results have suggested a function for problem behavior.

    Workshop # 8 (CM - Intro)

    VICTORIA KUBAL
    CSU Fresno

    CE: BACB, BBS
    Fee: $35
    Max. enrollment: 24
    Available: sold out


    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:

    • Position his/her own body in alignment with the 10 overt relaxed behaviors from Upright Behavioral Relaxation Training (URT).
    • Write a description of each of the 10 overt relaxed behaviors from URT in his/her own words and provide corresponding examples of unrelaxed behaviors.
    • Give another individual appropriate feedback so that the other individual can correct himself/herself according to the 10 URT postures.
    • Observe, record, and assess another individual's performance of the 10 relaxed behaviors from URT by accurately using the Behavioral Relaxation Scale (BRS).

    Workshop # 9 (DD, ED - Intro)

    AMY L. KENZER
    MICHELE R. BISHOP
    Center for Autism and
    Related Disorders

    CE: BACB
    Fee: $35
    Max. enrollment: 54
    Available: sold out


    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:

    1. list two types of motivating operations and explain how they influence the probability of responding,
    2. list several types of reinforcers based on the source of reinforcer delivery, reinforcer value, and relationship to response,
    3. list guidelines for establishing conditioned reinforcers,
    4. describe a variety of preference assessment methods and formats and explain the advantages and disadvantages of each, and
    5. list ten characteristics of habituation and explain how they influence the probability of responding.

    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)


    Workshop # 10 (DD, PEL - Intermed)

    JOSE D. RIOS
    Private practice

    KRISTINE D. DICKSON
    CSU Los Angeles

    HOWARD TSERNOV
    CATHY CARPENTER
    IECP

    DOUGLAS BEATTY
    Chicago School of
    Professional Psychology

    CE: BACB_EPB, BBS, SLPAB, under review for MCEP
    Fee: $60
    Max. enrollment: 75
    Available: 10


    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:

    • distinctions in definitions of self-injury
    • demographics of self-injury
    • information on the prevalence of self-injury
    • a review of functional causes of self-injury
    • current methodology in assessing self-injury
    • current treatment methods, and
    • a review of some of the ethical issues in the treatment of self-injurious behavior.
    Attendance and participation in this workshop should be construed as only a fundamental step, a starting point for many, in addressing individuals who display self-injurious behavior. We also will discuss further steps that students and practitioners should consider in furthering their skills and knowledge to adequately and effectively deal with this population.

    Participants will:

    1. gain a broader knowledge of the definition, topography and demographics of self-injurious behavior.
    2. be educated on behavior analytic assessment procedures commonly used to assess self-injurious behavior.
    3. be presented with a broad historical effective and ineffective treatment strategies.
    4. be presented with empirical based treatment strategies, case studies demonstrating effectiveness, and treatment modules for self-injurious behavior.
    5. review ethical issues related to the assessment and treatment of self-injurious behavior.
    6. Workshop attendees will participate in guided exercises to demonstrate and solidify the newly acquired information on self-injurious behavior.