NCABA Annual Conference

Dr. Mark Dixon is a professor of behavior analysis and therapy and a board certified behavior analyst. He is the best selling author of the PEAK Relational Training System and ACT for Children with Autism and Emotional Challenges. Mark has written over 200 peer-reviewed journal articles and delivered countless presentations about how behavior science can change the world. He has also served as the Editor of Behavior Analysis in Practice and The Analysis of Verbal Behavior, and the Associate Editor for Journal of Applied Behavior Analysis and Journal of Organizational Behavior Management. Mark’s world renown research and clinical work on complex human behavior has received uninterrupted constant external funding for the past 18 years. His work has been featured in Time, Newsweek, This American Life, Bill Nye Saves the World, and other global media outlets.

Abstract

This workshop will provide an introduction to the PEAK Relational Training System as a means for assessing and delivering ABA interventions to children with autism and related conditions. What makes PEAK different from other VB type approaches is PEAK’s inclusion of the past 50 years worth of scientific evidence on stimulus equivalence and derived relational responding. Attendees need no prior experience with PEAK to gain a good overview of the system, however those with some PEAK training/experience will also learn about the latest outcome research, curriculum evaluations, and advanced procedures to promote optimal learning. All four PEAK modules, assessment techniques, curriculum design, and transitioning from traditional VB-only approaches will be covered during the workshop.

Dr. Van Camp received her Ph.D. from Louisiana State University under the direction of Dorothea Lerman, Ph.D. She completed her Internship with University of Florida and The Department of Children and Families, Behavior Analysis Services Program, where she later became Director of Research. She is currently an associate professor at the University of North Carolina Wilmington. She has published research on the topics of functional assessment and function-based treatments in the Journal of Applied Behavior Analysis and Behavior Therapy. Her research on caregiver training in child welfare has been published in Research on Social Work Practice. Her current research is in the area of assessment of physical activity in children, translational evaluations of reinforcer preference and reinforcer strength, and assessment and treatment of problem behavior. Dr. Van Camp teaches undergraduate and graduate courses in Applied Behavior Analysis, and is the Director of the Severe Behavior Program at the Center for Pediatric Behavioral Health, a training clinic affiliated with UNCW.

Abstract

Identifying the function of problem behavior is a crucial step in developing effective evidence-based interventions. The most widely researched and valid functional assessment method is the experimental functional analysis described by Iwata et a. (1982), which involves presenting an establishing operation and providing the putative reinforcer contingent on problem behavior in the test conditions. In the case of severe problem behaviors, some behavior analysts may attempt to identify function via less valid methods (indirect or descriptive assessment) so as to not evoke and reinforce problem behavior.   An alternative strategy is to conduct the functional analysis by reinforcing precursor behaviors rather than the target problem behavior. In this workshop I will present research on precursor functional analysis, describe how to identify reliable precursors, and provide participants the opportunity to practice these skills during role-plays.

Dr. Tom Cariveau is currently an assistant professor in the department of psychology at the University of North Carolina Wilmington. He received his doctoral degree in school psychology from the University of Oregon under the mentoring of Dr. Tiffany Kodak and completed a predoctoral internship and postdoctoral fellowship under the mentoring of Dr. Alice Shillingsburg at the Marcus Autism Center and Emory University School of Medicine in Atlanta, Georgia. During his postdoctoral fellowship, he was fortunate to receive a training fellowship from the Autism Science Foundation under the advising of Dr. Larry Scahill. Tom’s interests are in methods to increase the efficiency of skill acquisition programs for individuals with autism and other developmental disabilities, social validity of practices, and understudied populations (e.g., females with autism spectrum disorder, individuals who are “minimally verbal,” etc.).

Abstract

The value of early intervention services for children with autism spectrum disorder (ASD) is well-established. Children with ASD may engage in behaviors that influence the efficacy of early intervention programming. As a result, behavior analysts may utilize a variety of strategies to reduce the frequency of these competing behaviors and train appropriate alternative responses. Recent research has evaluated the effects of presession pairing or rapport building on rates of problem behavior and time on-task for individuals with developmental disabilities. These procedures are typically described as pairing a therapist with high rates of reinforcement and have primarily included adolescents and adults with vocal verbal behavior. Similar procedures are of considerable interest for younger populations and those with less developed vocal repertoires. This presentation will describe a structured intervention protocol in which we systematically utilize differential reinforcement and demand fading procedures to increase participants’ allocation of responding to behaviors that are necessary for early intervention programming (e.g., maintaining close proximity to the therapist and compliance with demands). This protocol arranges a concurrent schedule with no physical guidance by the therapist. Participants included nine female participants diagnosed with ASD, under the age of 6 years old, and with no functional vocal repertoires. Implications for arranging early intervention programming and future directions will be discussed.

Dr. Mark Dixon is a professor of behavior analysis and therapy and a board certified behavior analyst. He is the best selling author of the PEAK Relational Training System and ACT for Children with Autism and Emotional Challenges. Mark has written over 200 peer-reviewed journal articles and delivered countless presentations about how behavior science can change the world. He has also served as the Editor of Behavior Analysis in Practice and The Analysis of Verbal Behavior, and the Associate Editor for Journal of Applied Behavior Analysis and Journal of Organizational Behavior Management. Mark’s world renown research and clinical work on complex human behavior has received uninterrupted constant external funding for the past 18 years. His work has been featured in Time, Newsweek, This American Life, Bill Nye Saves the World, and other global media outlets.

Abstract

This presentation will introduce attendees to the power that contemporary behavioral sciences has for developing meaningful, robust generalizing repertoires of children with autism. Dr. Dixon will provide data from a series of studies that show how quick and easy it is to move from traditional verbal operant training to more complex relational instruction techniques. When comparing the two methods, data reveal greater gains in intelligence when relational procedures are incorporated into ABA therapy interventions. Outcomes from year-long large scale group designs, randomized control trials, and single subject designs will be presented that have used the PEAK Relational Training System as the basis for relational responding intervention.

Charles Wood, Ph.D., BCBA-D is a Professor and Doctoral Program Coordinator in the Department of Special Education and Child Development at UNC Charlotte. Dr. Wood earned his undergraduate degree in Psychology from Western Michigan University and master’s and doctoral degrees in Special Education and Applied Behavior Analysis from The Ohio State University. His teaching and research interests included multi-tiered academic and behavioral interventions, instructional design, and single-case research.

Abstract

Professional development through in-service training may not be of sufficient duration, intensity, and specificity to improve teachers’ or therapists’ instructional skills. Due to the increased need to support teachers’ or therapists’ use of evidence-based practices, coaching can extend and strengthen professional development and increase instructional effectiveness. This session describes a behavior-analytic, multi-level approach to coaching, and provides implications for practice and research.

Presentation III: Reem Muharib, M.Ed. (University of North Carolina Charlotte) Comparative Effects of Functional Communication Training and Non-Contingent Reinforcement on Requesting and Problem Behaviors of Children with Autism

Presentation II: Sydney Ball (University of North Carolina Wilmington) Effects of a High-Probability Instructional Sequence and Response-Independent Reinforcer Delivery on Pediatric Food Refusal

Presentation I: Bruce Pate (East Carolina University) Job Card Grounding in an Intermediate Care Facility for Individuals with Intellectual Disability

Andrew is a postdoctoral associate in Psychiatry and Behavioral Sciences at Duke University, mentored by Ed Levin. Before arriving at Duke, his education includes a BA from Elon University, an MA from UNC-Wilmington and a PhD from the University of Kentucky. His interests are in developmental psychobiology and behavioral pharmacology, centering on how drugs of abuse and chemical contaminants impact brain development and lead to adverse behavioral outcomes later in life. Additional work centers on drug development for substance abuse and behavioral disorders. His past and current work involve the development of animal models of behavioral dysfunction using rats, mice and zebrafish.

Abstract

Humans are exposed to industrial chemicals through many sources, including occupational exposures, pollution and consumer goods. Thousands of chemicals still require risk assessment to guide safety policies. A number of commonly used chemicals may contribute to neurodevelopmental disorders or other clinically-relevant behaviors. Classically, rodent models have been used to assess neurotoxic potential but are too slow for screening a large number of compounds. Zebrafish models, by contrast, allow large arrays of chemicals to be economically and efficiently screened for their potential to alter behavior and neural function. Behavioral batteries for fish mimic those developed for rodents, including exploration, anxiety-like behavior, acoustic startle, social approach, escape and learning. Recent work has explored the risks posed by low-dose exposure to pesticides and flame retardants in larval or adult fish, assessing behavior immediately and later in development. Although screening is often limited to immediate effects, our work suggests that early outcomes poorly predict longer term changes in behavior and that both must be measured for a complete picture. These findings underline the need for risk assessment across development targeting a variety of outcomes. Supported by the US-EPA Star grant (83554101), National Toxicology Program (HHSN273201500214P), NIEHS Superfund Research Program (ES010356) and VICTeR consortium (PAR-14-050).

Jessica Woolson received a Bachelor of Arts degree in psychology and modern foreign languages (Spanish) in 2015 from James Madison University (JMU). During her time at JMU, she gained experience working with adults with ASD and tutored Spanish-speaking children in Harrisonburg, VA. Jessica graduated from University of North Carolina Wilmington (UNCW) with a Master of Arts degree in Psychology with a clinical concentration in Applied Behavior Analysis in December 2017. At UNCW, she conducted her thesis in the Pediatric Feeding Disorders Clinic under the mentorship of Dr. Melanie Bachmeyer. After completion of her thesis, Jessica began an internship at Autism Society of North Carolina under the supervision of Whitney Luffman, Erica Brown, and Dr. Jim Phillips. In the coming months, Jessica will begin her career as a clinical professional at Autism Society of North Carolina.

Abstract

Investigators have shown that manipulating placement and/or size of bite presentations may alter the response effort involved in eating and thus the likelihood of inappropriate mealtime behavior exhibited by children diagnosed with feeding disorders (Dolezal, 2006; Kerwin, Ahearn, Eicher, & Burd, 1995; Sharp & Jaquess, 2009). To our knowledge, no studies have systematically compared the effects of demand fading with and without escape extinction to escape extinction in isolation to treat pediatric food refusal. We conducted an assessment to determine the effects of varying bolus sizes and bite placements on the inappropriate mealtime behavior, compliance, and negative vocalizations of 3 children diagnosed with feeding disorders. Then, we used a combined multielement and reversal design to compare the effects of demand fading along bite placement and/or bolus size with and escape extinction alone. Results showed that escape extinction was necessary for all children. However, escape extinction combined with demand fading was associated with beneficial effects (i.e., more stable compliance and decreased inappropriate mealtime behavior and negative vocalizations) for all children. Interobserver agreement was collected during at least 33% of sessions and was above 80% for all children. Conceptual and practical implications of these findings will be discussed.

Callie is a Board Certified Behavior Analyst who has been practicing in North Carolina for the past 10 years. Callie completed her Master’s degree in Applied Behavior Analysis with a concentration in Developmental Disabilities from Auburn University. Post-graduate, Callie worked as a Staff Psychologist II for the state-wide PATH Program at Murdoch Developmental Center. She also spent time at the Carolina Center for ABA as a Senior Behavior Analyst, Director of Psychological Services, and Director of Clinical Outreach. Currently, Callie works as the Director of Autism Services for Access Family Services. In 2016, Callie volunteered with Global Autism Project and has since been accepted as a Discovery Fellow assisting with the development of new partner sites worldwide. Locally, over the past 6 years, Callie has had a direct role in advocacy efforts to ensure the passage of Autism Insurance and she is now focusing efforts on independent practice and licensure for Behavior Analysts. Callie has served on the North Carolina Association for Behavior Analysis as Member at Large, President and Community Liaison and she also currently holds a seat on the Board of Directors for the Association of Professional Behavior Analysts (APBA).

Abstract

The Conjoint Behavioral Consultation(CBC) model has recently been recognized as a progressive model for improved collaborative problem solving among team members serving children with intellectual disabilities. The CBC model is defined as “a strength-based, cross-system problem solivng and decision-making model wherein parents, teachers, and other caregivers or services providers work as partners and share responsibilty for prompting positive and consistent outcomes” (Sheridan & Kratochwill, 2008). This presentation will provide participants with training on how to implement the CBC approach across a variety of environments and a method to emphasize strengths across team members. CBC is a model of service delivery that capitalizes on team development and cross-discipline implementation which will benefit behavior analysts in the dissemination of behavior analysis to teachers, parents and other clinicians.

Kerin Weingarten received undergraduate degrees in Social Work (BS) and Fine Arts: Sculpture (BA) from the State University of New York: College at Buffalo, Buffalo, New York. From there, she traveled oversees and worked as a teacher of English as a Second Language (ESL), living in Europe and Asia. After returning to the US, she obtained a dual Masters of Arts (MA) in Clinical Psychology: Applied Behavior Analysis and Clinical Counseling specializations from the Chicago School of Professional Psychology, Chicago, Illinois under Dr. Charles Merbitz. During these studies, she focused on data-integrity, graphing, teaching units, and the philosophy of behavior analysis. She completed a PhD in Experimental Psychology from the University of Wisconsin: Milwaukee, Wisconsin working under Dr. Jay Moore. During these studies, she focused on the philosophy of the science, stimulus control, and “self- awareness.” Kerin is currently a Clinical Director serving children and their families with Autism.

Abstract

Behavior analyst practitioners’ repertoire of cultural competency is fundamental for both effective case conceptualization and optimal service delivery. Many codes within the BACB Professional and Ethical Compliance Code identify a requisite for BCBA cultural competence in practice for basics in effective treatment (Fong & Tanaka, 2013). Unless cultural norms and beliefs are made overt, incongruence is probable (minimally and maximally) between the client family and treatment team. These incongruencies interfere with optimal service delivery. An absence of cultural competence also may influence unethical practice, unbeknownst to the practitioner. To encourage a treatment plan that matches the client family’s needs and priorities, client family’s culture, values, and beliefs need to be made overt with the BCBA to some degree. Not only does cultural competence guide assessment and intervention practice, but it also aligns identification of socially meaningful goals (Fong et al. 2016). This workshop aims to help Participants identify (a) why focus in this area is imperative, (b) how cultures and cultural beliefs are shaped, and (c) how cultural competency can improve treatment efficacy, and encourage ethical and best practice.

Kelli received an MS in Kinesiology, concentration Sport and Exercise Psychology, from East Carolina University where she served as Program Coordinator for an exercise mentoring program for adolescents with obesity. She completed courses on Behavioral Assessment and Intervention and Functional Behavioral Assessment and is currently working on obtaining credentials as a BCBA.

Abstract

In this study, functional behavioral assessment (FBA) was used to determine the function of various activity abating behaviors displayed by obese adolescents in an exercise program. By creating an intervention tailored to individual functions maintaining low activity levels, FBA was used to assist adolescents with obesity in overcoming obstacles to lifestyle change. Through collection of ABC chart recordings and baseline frequency and duration data, it was found that the hypothesized functions of behaviors included: direct escape from aversive sensory stimulation, direct escape from a relatively difficult task, socially mediated escape from aversive activity and socially mediated access to adult or peer attention. An independent group contingency intervention was developed and implemented with a changing criterion design. Treatment protocols of Non-Contingent Escape (NCE), Premack principle, and Differential Reinforcement of Lower Rates of Behavior (DRL) were utilized. Although the criterion for reinforcement varied across participants, they all exhibited a steady decline in the activity abating target behavior (or increase in positive exercise behavior), each close to and/or matching the criterion. This article provides promise for the application of FBA to assist adolescents with obesity in overcoming obstacles to physical activity.

Brad Stevenson has worked in the field of behavior analysis since 2004 as an ABA counselor, classroom teacher, and consultant. He recently completed his doctorate in special education at the University of North Carolina Charlotte where he focused his research on comprehensive behavior planning for individuals with developmental disabilities who exhibit severe and dangerous behaviors in the school setting.

Abstract

The prevalence of autism has been steadily rising over the previous decades. The diverse ways in which the disorder manifests in students, and the free appropriate public education (FAPE) mandate of the Individuals with Disabilities Education Act (IDEA) requires that a student’s individualized education program (IEP) planning team tailor intervention programs to meet the unique educational needs of that student. Deciding on the most appropriate evidence-based intervention programs for students with autism can be complex. In fact, a frequent source of litigation is when families and school personnel disagree on the particular programming to be provided to students with autism. Often this litigation involves disagreement over the extent to which services should be based on the principles of applied behavior analysis (ABA). The purpose of this article is to review select case law to analyze how courts have ruled on whether schools must provide ABA services to meet FAPE requirement when families request those services, and to extrapolate implications for practice and policy. Guidance to families and school personnel on how to work collaboratively to resolve conflicts surrounding ABA services is provided.

Audrey is the Director of Autism Services in the Central Region at Easter Seals UCP and she has over 17 years of experience providing empirically based interventions and Applied Behavior Analysis (ABA) to individuals with ASD. She mentors and trains Registered Behavior Technicians and BCBAs entering the field. She holds a Master’s degree in Education with a specialization in Autism Education from San Diego State University, and she has been a Board Certified Behavior Analyst for the past 6 years. Audrey graduated magna cum laude with a B.S. in Psychology from Appalachian State University in North Carolina. She has conducted research on the effectiveness of ABA treatments and has presented her research at the annual ABA International Convention. Audrey presented at the NCABA conference on the effectiveness of the Early Start Denver Model. In addition, she conducted research at the UC Davis MIND Institute, where she helped carry out a brain imaging study to examine how the brain develops in children with ASD. Audrey and Easter Seals are currently collaborating with UNC-Chapel Hill School of Medicine’s Neuroscience research team to teach children with ASD to lie still in a MRI scanner. Audrey’s overarching goal is to improve the quality of life for individuals she serves by enabling them to reach their personal goals. Audrey is equally passionate about promoting a culture that does not limit individuals because of their disability, but instead celebrates their unique strengths, talents, and abilities. She feels that being part of the Easter Seals team will allow her to achieve these goals and more!

Abstract

Many children with severe forms of autism spectrum disorder (ASD) are not included in neuroscience studies of autism, due to demands of lying still in the MRI scanner. This restricts our complete understanding of how the brain develops in ASD, since many studies are based on only a subset of “high functioning” children who can tolerate the MRI scanner. Using applied behavior analysis, we developed a protocol in which participants were taught to successfully lie still while detailed MRIs of their brain development were acquired. The sample was N=17 children with ASD (9-13 years), n=13 with IQs in the intellectual disability range (mean=54.1; sd=12.1), and n=4 with IQs in the normal range (mean=102.2; sd=7.5). The ABA-based teaching protocol yielded 100% success in acquiring high-quality MRI scans. We shared these methods in an open-access, peer-reviewed scientific journal (Journal of Neurodevelopmental Disorders, 2016). This demonstrates the feasibility of including all children with ASD in research studies. Creating and disseminating effective ABA protocols, in collaboration with neuroscience researchers, is leading toward a greater understanding of the entire autism spectrum. We will discuss how this recently led to a new research collaboration between BCBAs at Easter Seals and neuroscientists at UNC School of Medicine.

Dr. Jeannie Golden is a licensed psychologist with a Ph.D. in School Psychology from Florida State University, is an associate professor in the Psychology Department at East Carolina University, and became the first national board certified behavior analyst in NC in 2000. Over the past eight years, Jeannie has been the principal investigator for grants from the Kate B. Reynolds Charitable Trust and the Department of Health and Human Services to provide school-based mental health services in rural schools.

Abstract

Functional behavioral assessment (FBA) provides the basis for developing innovative interventions for children in a variety of school, clinic-based and residential settings experiencing numerous challenging behavior problems. These behavior problems included: sucking on clothing, thumb sucking, head rubbing, off-task behavior and school refusal. Pediatric school psychology graduate students at East Carolina University were completing practicum placements in a variety of school, clinic-based and residential settings such as a clinic for pre-school children with autism, a residential school for children who are medically fragile, and several different grade levels in public elementary schools. These graduate students conducted FBAs to determine the functions of the target behaviors, which included direct sensory stimulation and escape from an aversive task or environment. Using these specific functions, the graduate students then developed function-based interventions. Some provided the interventions themselves while other consulted with teachers or staff to facilitate implementation of the interventions.

Callie Plattner is a Board Certified Behavior Analyst and a Licensed Psychological Associate practicing in North Carolina. Callie obtained her master’s degree in Applied Behavior Analysis with a concentration in Developmental Disabilities from Auburn University in 2007. Callie has worked as a Behavior Analyst for East Alabama Mental Health/Mental Retardation, Staff Psychologist II for the PATH Program at Murdoch Developmental Center and spent 7 years with the Carolina Center for ABA and Autism Treatment as Senior Behavior Analyst, Director of Psychological Services, and Director of Clinical Outreach. In 2016, Callie accepted a position as Director of Autism Services for Access Family Services. This position allows for Callie to be innovative in clinical and business development as a new ABA program, primarily serving the under-served, is implemented statewide. During 2016, Callie volunteered and traveled with Global Autism Project, which has sparked a passion and commitment for international dissemination of behavior analysis for the Autism community. Currently, Callie services on the Board of Directors for the Association of Professional Behavior Analysts. Callie has served on the North Carolina Association for Behavior Analysis Executive Board for the past 6 years as Member at Large, President and Community Liaison.

Abstract

Training staff to effectively implement treatment is imperative for the success of clients receiving applied behavior analysis (ABA) services. A part of effective treatment includes training staff to adequately build rapport and pair with clients prior to implementing program goals. Parsons, Rollyson, and Reid (2012) identified an evidence-based behavioral skills training (BST) protocol for training human service staff that focuses on an effective, efficient, and acceptable approach to training staff. The purpose of the current study was to use a BST protocol including video models, role-play, and on-the-job training in order to train staff to effectively pair and establish rapport with clients. Participants included five behavior technicians at a behavioral health agency providing ABA services to children with autism. Data from baseline and post-training assessments were collected from participants interactions with two mock clients, in addition to generalization which was assessed by observing each technician pair with one of their current clients. This study identified five key components for pairing with clients which included responding to the child’s vocalizations, describing/narrating play, providing praise, and refraining from asking questions or placing demands.

Dr. Carol Pilgrim received her Ph.D. from the University of Florida in 1987 with a specialization in the Experimental Analysis of Behavior. She is currently Professor of Psychology at the University of North Carolina Wilmington, where she has been honored with a Distinguished Teaching Professorship (1994-1997), the North Carolina Board of Governors Teaching Excellence Award (2003), the Faculty Scholarship Award (2000), and the Graduate Mentor Award (2008). She received the Chancellor’s Teaching Excellence Award and the College of Arts and Sciences Excellence in Teaching Award in 1992, the ABAI Student Committee Outstanding Mentor Award in 2006, and the ABAI Distinguished Service to Behavior Analysis award in 2017. Her research contributions include both basic and applied behavior analysis, with an emphasis in human operant behavior, relational stimulus control, and the early detection of breast cancer. Dr. Pilgrim has served as editor of The Behavior Analyst, associate editor of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, co-editor of the Experimental Analysis of Human Behavior Bulletin, and as a member of the editorial boards of those and several other journals. She is a Fellow of the Association for Behavior Analysis International and of Division 25 of the American Psychological Association. She has served as President of the Association for Behavior Analysis, the Society for the Advancement of Behavior Analysis, Division 25 of the American Psychological Association, and the Southeastern Association for Behavior Analysis. Additionally, she has been Member-at-large of the Executive Council of ABA and Division 25, and member of the Boards of Directors of the Society for the Experimental Analysis of Behavior, the Society for the Advancement of Behavior Analysis, and the Cambridge Center for Behavioral Studies.

Abstract

There can be little doubt that Sidman’s original definition of stimulus equivalence (Sidman & Tailby, 1982), based on the mathematical properties of reflexivity, symmetry, and transitivity, provided a critical starting point for a behavior-analytic examination of complex human repertoires often described in cognitive terms. As important as this starting point has proved to be, recent findings in equivalence research indicate that the original definition may not capture well the full range of emergent behavior patterns that are possible. Restricting ourselves to only those mathematical properties may underestimate the power and the promise of equivalence approaches for understanding and establishing necessary functional skills. This talk will review the basic equivalence approach, and then provide examples of emergent patterns that go far beyond the properties of reflexivity, symmetry, and transitivity. In doing so, the talk will highlight the benefits of lessons learned in applying equivalence approaches for basic science, and the potential that lies in application of new laboratory findings for furthering the impact of equivalence approaches.

Dr. Dennis Reid has over 40 years of experience as a clinician and supervisor in educational, residential, and community support settings for people with intellectual and developmental disabilities, and has consulted with human service agencies in the majority of states of the United States as well as Canada, Australia, and New Zealand. He has published over 140 refereed journal articles and book chapters focusing on applied behavior analysis and authored or co-authored 12 books. In 2007 he was awarded Fellowship status in the Association for Behavior Analysis International and in 2006 received the American Association on Intellectual and Developmental Disabilities International Research Award. Dennis is the founder and current director of the Carolina Behavior Analysis and Support Center in Morganton, North Carolina.

Abstract

This presentation will provide recommendations regarding behavior analysts treating adults who have intellectual and developmental disabilities (IDD) with dignity. Initially, the importance of treating adults with disabilities with dignity will be emphasized in terms of the impact on people who have IDD, their family members, behavior analysts and other service providers, and the behavior analysis field in general. The recommendations are based primarily on the author’s professional and personal experiences along with similar experiences of others involved in the disability field either personally or professionally. The focus will be on ways behavior analysts talk and act that reflect dignity versus lack thereof as perceived by others and where relevant, consensus opinion within the professional field of IDD. Ways for behavior analysts to acquire and maintain awareness of talking and acting to reflect dignity within the local settings in which they work will also be provided.

Dr. Tiger is an associate professor of psychology at the University of Wisconsin-Milwaukee and will soon be joining the faculty of Marquette University to serve as the director of a new Masters and Doctoral Program in Behavior Analysis. He completed his Ph.D. in Behavioral Psychology at the University of Kansas under the guidance of Greg Hanley and a postdoctoral fellowship at the University of Nebraska Medical Center with Wayne Fisher. Dr. Tiger is a Board Certified Behavior Analyst and licensed behavior analyst in the state of Wisconsin. He has served on the board of editors of Behavior Analysis in Practice and the Journal of Applied Behavior Analysis (JABA) and is a current Associate Editor for JABA. He also received the BF Skinner New Researcher Award in 2012, awarded by Division 25 of the APA. Dr. Tiger’s research emphasizes the development of effective intervention practices for individuals with developmental disabilities, while extending our knowledge of the basic processes that result in behavior change. Some examples of his research include evaluating the value of choice-making opportunities, developing stimulus control over social behavior through multiple schedule arrangements, and teaching braille related skills to individuals with and without visual impairments.

Abstract

Studies have shown that children of both typical and atypical cognitive development tend to prefer contexts in which their behavior results in a choice of reinforcers rather than a single reinforcer delivered without a choice-making opportunity, even when the reinforcer received is identical across conditions. The origin of this preference has been attributed speculatively to behavioral histories in which choice making tends to be associated with differentially beneficial outcomes, but few studies have evaluated this claim and those that have yielded mixed results. The current study evaluated providing five preschool-aged children histories in which choice-making and no-choice-making contexts were differentially associated with higher-quality and larger-magnitude reinforcers and assessed changes in preference for choice and no-choice contexts in which outcomes were equated. These conditioning histories resulted in consistent and replicable shifts in child preference, indicating that choice preference is malleable through environmental experience. Thus, choice preferences may develop across children through shared learning histories.

Dr. David Wilder is a Professor and Chair of the on-campus programs in the School of Behavior Analysis at the Florida Institute of Technology in Melbourne, Florida. Dr. Wilder has published over 70 peer-reviewed journal articles and has served as an Associate Editor for the Journal of Applied Behavior Analysis (JABA) and the Journal of Organizational Behavior Management (JOBM). He is also on the editorial boards of Behavioral Interventions, Education and Treatment of Children, and Behavior Modification. He has served as President of the Florida Association for Behavior Analysis (FABA) and the Organizational Behavior Management Network and is a recipient of the outstanding scientific contributions to behavior analysis award from FABA. Dr. Wilder has consulted at the individual and organizational level to businesses, schools, private homes, hospitals, group homes, and day treatment centers and is a Board Certified Behavior Analyst – Doctoral (BCBA-D).

Abstract

Performance problems such as poor program implementation and incorrect data collection among staff members in human service settings are ubiquitous. This address will describe some of the reasons these problems occur and provide some suggestions to address them. The Performance Diagnostic Checklist – Human Services (PDC-HS), an informant-based tool designed to assess the environmental variables that contribute to poor staff performance in human service settings, will be highlighted. Interventions based on PDC-HS results will be described and data-based examples of the utility of the PDC-HS will be provided. Specifically data from three studies will be presented. In two studies, interventions suggested by the PDC-HS are compared to non-suggested interventions. The results show that the PDC-HS interventions are more effective. In a third study, the PDC-HS was used by a manager with an intellectual disability to identify the variables that contributed to a performance problem. An intervention was then designed and implemented by the manager. Results suggest the tool was useful and the intervention was effective.

Dr. Donlin is an experimental psychologist with primary interests in the Experimental Analysis of Behavior, and Applied Behavior Analysis, especially as they apply to substance abuse, health and behavioral pharmacology. Her recent research publications focus on contingency management interventions to change the frequency and intensity of health related behaviors. For example, several studies have examined how to use monetary reinforcers to increase physical activity. Additionally, she is interested in studying the behaviors associated with drug use, especially electronic cigarettes.

Abstract

People often engage in patterns of behavior that may adversely affect health. The Centers for Disease Control and Prevention (2014) estimates that 900,000 Americans that die premature each year, and up to 40% of those deaths are preventable. That is, changing behavior could significantly alter mortality rates. Behavior Analysts are in a position to impact the field of Behavioral Medicine by designing interventions that alter health related behavioral patterns, including: physical activity, eating, using drugs, getting vaccines, medication compliance, using seatbelts and helmets. The benefits of healthy behavior choices are often delayed and uncertain, necessitating more immediate consequences to change health behavior patterns. This talk will describe impacts behavior analysis has made in behavioral medicine, and outline potential research and treatment areas in which behavioral approaches would likely be successful.

Linda A. LeBlanc, Ph.D., BCBA-D, Licensed Psychologist is the President of LeBlanc Behavioral Consulting. She previously served as a professor at Claremont McKenna College, Western Michigan University and Auburn University and as the Executive Director of Trumpet Behavioral Health. She has published over 100 articles and book chapters on topics such as behavioral treatment of autism, technology-based behavioral interventions, behavioral gerontology, supervision and mentorship, and systems development in human services. Dr. LeBlanc is an Associate Editor for Behavior Analysis in Practice and the Literature Review Editor for Education and Treatment of Children. She has previously served as an Associate Editor for The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis. She is the 2016 recipient of the American Psychological Association Nathan H. Azrin Award for Distinguished Contribution in Applied Behavior Analysis.

Abstract

Large human service agencies provide amazing opportunities for organizational analysis and implementation of standard process, procedures, and cultural change interventions. This presentation will describe the process for developing clinical standards in several critical domains including client relationships and protections, assessment, data collection, and supervision. The domain of ethics will be explored extensively as a example of an analysis of the contingencies impacting behavior in organizations. The Ethics Network will be described as an infrastructure designed to promote effective ethical problem solving as a means to prevention and early intervention of ethical concerns.

Linda A. LeBlanc, Ph.D., BCBA-D, Licensed Psychologist is the President of LeBlanc Behavioral Consulting. She previously served as a professor at Claremont McKenna College, Western Michigan University and Auburn University and as the Executive Director of Trumpet Behavioral Health. She has published over 100 articles and book chapters on topics such as behavioral treatment of autism, technology-based behavioral interventions, behavioral gerontology, supervision and mentorship, and systems development in human services. Dr. LeBlanc is an Associate Editor for Behavior Analysis in Practice and the Literature Review Editor for Education and Treatment of Children. She has previously served as an Associate Editor for The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis. She is the 2016 recipient of the American Psychological Association Nathan H. Azrin Award for Distinguished Contribution in Applied Behavior Analysis.

Abstract

Practicing behavior analysts and behavior analysts in academic settings often provide supervision for young professionals who are pursuing certification as a behavior analyst. Effective supervision is critical to the quality of ongoing behavioral services, the professional development of the supervisee, the continued growth of the supervisor, and the overall development of our field and its’ practice. Though there are now training and CEU requirements for supervising those who are accruing hours towards the experience requirement for certification; few resources exist to guide supervisor activities and recommended practice. This workshop summarizes five overarching recommended practices for supervision with detailed strategies and resources for structuring the supervisory experience and ongoing mentorship. Examples are provided for how to: create expectations for supervisees, use positive strategies for managing performance, teach structured clinical-decision making and problem-solving skills, and arranging to be a mentor and to be mentored. Examples from the presenters history with mentorship are presented and analyzed.

Dr. Tiger is an associate professor of psychology at the University of Wisconsin-Milwaukee and will soon be joining the faculty of Marquette University to serve as the director of a new Masters and Doctoral Program in Behavior Analysis. He completed his Ph.D. in Behavioral Psychology at the University of Kansas under the guidance of Greg Hanley and a postdoctoral fellowship at the University of Nebraska Medical Center with Wayne Fisher. Dr. Tiger is a Board Certified Behavior Analyst and licensed behavior analyst in the state of Wisconsin. He has served on the board of editors of Behavior Analysis in Practice and the Journal of Applied Behavior Analysis (JABA) and is a current Associate Editor for JABA. He also received the BF Skinner New Researcher Award in 2012, awarded by Division 25 of the APA. Dr. Tiger’s research emphasizes the development of effective intervention practices for individuals with developmental disabilities, while extending our knowledge of the basic processes that result in behavior change. Some examples of his research include evaluating the value of choice-making opportunities, developing stimulus control over social behavior through multiple schedule arrangements, and teaching braille related skills to individuals with and without visual impairments.

Abstract

Thirty plus years of functional analysis and treatment research has resulted in a robust technology of behavior change for individuals with severe problem behavior based. The most commonly evaluated and effective model of treatment involves identifying the reinforcer or reinforcers maintaining problem behavior, arranging extinction such that those reinforcers no longer follow problem behavior, and arranging those reinforcers to be delivered for other, more appropriate behavior (e.g., compliance or manding). This treatment model is highly effective when implemented in structured environments in which caregivers can respond to each request immediately. However, in most typical environments, caregivers will not respond immediately to each request. The introduction of delays to reinforcement results in a weakening of the appropriate behavior and in the potential a reemergence of problem behavior. The series of studies in this presentation target strategies to maintain appropriate behavior and to minimize problem behavior during delays.