Tosha Owens, Ph.D., BCBA-D, is an assistant professor of Special Education at East Carolina University. She is also a Board Certified Behavior Analyst. Her research interests include increasing access to the general education setting for students with challenging behavior, culturally responsive behavioral support, reducing disproportionate discipline for minority students through positive behavioral interventions and support (PBIS), and integration of school-based mental health supports within a PBIS framework. She is the director of the Behavior Specialist Certificate, as well as the director of the ABA Clinic, an integral component of the Neurocognition Science Laboratory at ECU. She works closely with the Ministry of Education in the Czech Republic as a consultant on PBIS implementation and special education programming. Additionally, she leads a study abroad program where students engage in a hands-on experience in teaching and interacting with educational leaders within the Czech Republic. She is a graduate of UNC Charlotte, where she was a graduate assistant for The National Technical Assistance Center on Transition (NTACT).

Abstract

Students with persistent behavioral challenges require to access to sound behavioral support from “bell to bell.” However, due to lack of educator training, this need is often unmet. Research has clearly demonstrated the importance of evidence-based practices for students with EBD across all settings (Gable et al., 2012). With the inadequacy of pre-service teacher training on supporting students with any sort of behavior challenge, a lack of resources including individuals with knowledge for consultation, and overall general education classroom hardships, it is not surprising that students with EBD and those with some of the highest level of behavioral needs would remain on an unchanged trajectory. In an effort to gain a better understanding of the preparedness and confidence of both general and special educators in regard to supporting students with behavioral challenges, a nationwide survey was conducted. Results of the survey will be discussed, as well as implications based on the results and suggestions for future research.

Jenn Godwin is Board Certified Behavior Analyst and Certified Professional Compliance Officer. Jenn has worked in the field of Behavior Analysis in both public and private sectors for over 25 years receiving her initial training and mentorship under Dr. Vincent Carbone. Jenn’s areas of interest include staff training, development of procedures to support learners who need an alternative method of speaking and healthcare compliance. Jenn holds both an undergraduate and graduate degree in Special Education.

Spencer Ramsey was first introduced to Applied Behavior Analysis when her son was diagnosed with autism at the age of 3. After attending a workshop led by Dr. Vince Carbone BCBA-D and Dr. Pat McGreevy, BCBA-D, she was certain there was nothing more she wanted to do than help children with autism as a behavior analyst. To reach that goal. she completed the required coursework and mentorship leading to her certification as a BCaBA under Dr.Vince Carbone, BCBA-D. Spencer furthered her education by completing her M.Ed in Special Education from the University Michigan Dearborne, completed the BCBA coursework sequence through the Florida Institute of Technology and completed the mentorship leading to her BCBA in 2013 under Jenn Godwin, BCBA. In her free time, Spencer enjoys spending time with her family, going to the Theater with her husband, and spoiling her menagerie of pets.

Albena Apostolova Rank is a mother of three and a Board Certified Behavior Analyst (BCBA). Albena is currently focusing on supporting her 5 year-old son who has a diagnosis of Apraxia as well as Autism. She has recently obtained her Substitute Teacher credentials in addition to maintaining her BCBA licensure. Albena has always loved working with children and has done so in a variety of settings and circumstances: as an Au-pair, nanny, teacher assistant, behavior technician, BCBA, substitute teacher, and, most of all, as a mother. Albena was born in Sofia, Bulgaria, where she lived until 2005. She left Bulgaria to pursue education and experience in London, UK. There, she obtained her bachelor degree in Psychology with Neuroscience in 2010 from the University of Westminster. Shortly afterwards, Albena relocated to the USA to reunite with her now husband. After a few years of focusing on her new and growing family in San Diego, CA, Albena took a Behavior Technician job with an Applied Behavior Analysis (ABA) service provider and fell in love with the field. She completed her Master of Education (Curriculum and Instruction) degree at Arizona State University and has been practicing as a BCBA since June 2020, first in California, and then in North Carolina. In September 2022, Albena decided to take a break from clinical work and focus her time and energy on her own son, because It Really Is That Hard! Apart from her passion for ABA, Albena loves reading, cycling, board games, and spending time with her family and friends.

Chairperson: Monique Baker is a Board Certified Behavior Analyst who has been practicing behavior analysis in North Carolina for over fifteen years. She discovered her passion for working with children with autism her first year of college when she became a behavior technician for a young child with autism. She finished her undergraduate work, earning a B.S. in Early Childhood Special Education from Central Missouri University. Monique went on to earn her Master’s in Applied Behavior Analysis with an emphasis in Autism. Monique’s belief in creating high quality, individualized programs led her to help create a company that focuses on continuing education and rigorous ongoing training for providers. During the past few years Monique has worked alongside other behavior analysts in the state to ensure increased access to services and to support the creating of licensure for Behavior Analysts. Monique is currently serving in the role of Past President for NCABA and plans to continue her work of advocating for critical issues for behavior analysts and those who receive behavior analytic services.

Abstract

For many parents of children with ASD or other developmental disorders, the carryover of interventions is necessary outside the constraints of a clinic, school or even in-home with a BCBA. Meaning, parents are often asked to implement change procedures outside of ABA sessions and research suggests that clinical outcomes are improved when caregivers implement interventions (Kasari et al., 2014; Rojas-Torres et al., 2020). However, not all parents are able to implement recommended interventions consistently or at all (Pickard et al., 2015). Thus, it is the BCBAs responsibility to understand the variables contributing to parental engagement as well as the competing demands parents manage in order to modify treatment to increase the likelihood of successful outcomes. This panel will explore the experiences of parents of children with autism or other developmental disorders who are also BCBAs in order to improve the audience’s understanding of the environment-behavior relations that may contribute to parental stressors and challenges. As the field strives for improved empathetic and compassionate care, it is critical that we learn from those that we serve and modify our own clinical behavior to meet their needs.

Casey Gregory, MT-BC, BCBA has over 20 years of clinical experience serving populations in mental health, developmental disabilities, and autism, as well as 8 years of experience in clinical organizational management, including staff consultation, and training and development. In her current role as Director of Training and Compliance at Mosaic Pediatric Therapy, she developed and coordinates the student program, provides clinical support and consultation to BCBAs and Clinical Directors in multiple Mosaic clinics. She has presented applied research at national and state conferences with interests in effective teaching procedures, language development, OBM methods in applied settings, and staff training and Behavior Skills Training.

Ryan Martin, PhD, BCBA, is the Director of Research and Outcomes at Mosaic Pediatric Therapy. He is a licensed psychologist, nationally certified school psychologist, and a board-certified behavior analyst. Ryan’s primary responsibilities include conducting diagnostic evaluations, chairing Mosaic’s Research Review Committee, analyzing clinical data, and mentoring staff through the Mosaic Scholars program. He also serves on the editorial boards of the journals Behavior Analysis in Practice and Behavior and Social Issues. Ryan is passionate about using insights from applied research to help children and their families thrive.

Abstract

Behavioral Skills Training (BST) is an evidence-based training method for teaching a variety of skills (Parsons, et al., 2013; Parsons, et al., 2014). BCBAs are expected to train support staff, but often do not use BST during supervision (Parsons et al., 2014). This study used a pyramidal approach using BST to train BCBAs on the use of BST during supervision of RBTs, specifically with discrete trial training (DTT) implementation with autistic children. Baseline data was collected both on RBT performance of pinpointed aspects of DTT and on the use of BST by BCBAs during supervision sessions across two centers. Using BST, training was provided in a group format to BCBAs on the use of BST during supervision. Post-training data was then collected in the same manner as baseline to analyze the effects of the pyramidal training. Preliminary results suggest that using BST to teach BCBAs how to use BST during supervision is an effective and efficient method to increase fidelity and consistency of staff implementation of teaching at both the BCBA level and the RBT level. Future research could benefit from replication of this study across other aspects of BCBA supervision to determine the generality of the BST pyramidal training approach.

Ashley Anderson is a doctoral student at the University of North Carolina at Charlotte. She has an M.Ed. in Special Education from UNC Charlotte and a Bachelor’s in Special Education from Western Carolina University. She has 10 years of experience in the classroom serving students with extensive support needs, as well as her National Board Certification for students with extensive support needs. Her research interests include supporting students with extensive support needs, early transition-based skill learning, and community-based instruction. In her spare time she serves as the local coordinator for Special Olympics Gaston County and participates in several professional organizations. She enjoys spending time with my family and friends, participating in sports and outdoor activities, baking, and crafting.

Abstract

Young adults with autism spectrum disorder (ASD) typically benefit from individually-designed interventions to engage in reciprocal conversation. We used a multiple baseline across participants design to evaluate the effects of a technology-based self-monitoring application (i.e., I-Connect) and visual supports to teach question asking skills to three males with ASD, ages 21–26. Participants selected community locations to participate in structured conversations with peers that were audio recorded. All participants demonstrated an immediate effect to increase their number of questions asked when using I-Connect to self-monitor. However, participant responding varied when visual supports were added. Maintenance also varied across participants. Findings indicated existing evidence-based practices for learners with ASD, such as self-monitoring and visual supports, can be combined in socially valid ways. Implications and suggestions for future research related to teaching conversation skills for young adults with ASD are discussed. In this presentation attendees will have an opportunity to learn about the study, share with the results, and discuss implications for future research centered around teaching communication skills to young adults with ASD in the community setting.

Dr. Williams is a psychologist currently working as the Director of Psychological and Behavioral Services with Butterfly Effects, LLC. She received a Doctorate in Applied Behavior Analysis from the Chicago School of Professional Psychology, a Master’s in Clinical Psychology from North Carolina Central University, and Board Certification in Behavior Analysis – Doctoral Level. During her studies, Dr. Williams published research involving relational frame theory with focus on using a behavior analytic approach to stem the flow of disinformation on social media and research related to structural inequality and stereotyping and the implications of stereotype threat. Dr. William’s has worked nearly 20 years, serving adults, adolescents, and children facing severe mental health and behavioral challenges, in inpatient, outpatient, and home settings. Since 2017, Dr. Williams has been a board member of the North Carolina Association of Professional Psychologists.

Thomas J. Thompson, Ph.D. is a licensed psychologist specializing in Applied Behavior Analysis with more than 44 years of experience working with clients with intellectual disabilities and autism. He received his doctorate in Psychology from the University of Illinois-Chicago in 1988, and his Master’s in Psychology from Western Michigan University in 1979. Dr. Thompson retired as the Director of Psychology Services at the Murdoch Developmental Center in 2018. He is currently a clinician co-owner of BIP -Behavior Intervention Professionals in Hillsborough, NC, and a consultant with Butterfly Effects, LLC., a national leader in ASD treatment. He served 9 years on the North Carolina Psychology Board, the last three years as Chair. He is a past-president of NCABA and has given 24 presentations in 13 previous conferences.

Emily Hooker has worked for Butterfly Effects, LLC for 3 years as a Clinical Director. Emily is a licensed psychological associate and behavior analyst who currently works to improve the lives of children and families affected by Autism Spectrum Disorder. Prior to this, Emily completed psychological evaluations and counselled both adults and children. Emily’s interests include working in early intervention, supervision, and trauma. Emily is a mom to an 8-year-old boy and is expected a little girl in July. She has three dogs and a cat at home and is planning a wedding for April 2024.

Abstract

Comorbid psychiatric disorders are observed in children and adolescents with autism spectrum disorder (ASD) at substantially higher rates than those found in typically developing peers. The most common comorbid psychiatric disorders are attention deficit hyperactivity disorder (ADHD) and anxiety (including general anxiety disorder, phobias, panic disorder, and post-traumatic stress disorder). Symptoms of these disorders could diminish the effectiveness of therapeutic treatment via applied behavior analysis (ABA), aimed at addressing the core symptoms of ASD. Identification of behavioral symptoms associated with comorbid psychiatric disorders for clients receiving treatment for ASD assists in differentiating matters related to scope of practice for BCBAs and aids clients/caregivers who may benefit from referrals to other providers as part of a multidisciplinary approach to treatment. Secondly, this research highlights the value of ABA treatment for behaviors associated with conventional psychiatric conditions, which could benefit clients as well as the field of behavior analysis. A rapid screening survey instrument was developed to administer at initial assessment to caregivers of clients with a diagnosis of ASD and at subsequent reviews to identify and track the presence of behaviors consistent with comorbid psychiatric symptoms. Results provide data on initial presentation and the progression of behavioral and/or psychiatric symptoms with ABA treatment and collaborative care as necessary.

Brad Stevenson is the Director of Program Administration and Clinical Services for Melmark Carolinas. He has been working in the field of special education supporting individuals with autism and other developmental disabilities since 2004. Since that time he has worked in numerous roles including direct supports, classroom teacher, BCBA overseeing insurance funded services, consultant, and as a clinical director. He obtained his BCBA in 2009. In 2017, he earned his Ph.D. in special education from the University of North Carolina Charlotte where his focus was comprehensive behavior planning for students with developmental disabilities who exhibit severe challenging behavior. He has presented at state and national conferences and published his research in special education and behavior analytic journals.

Aimee is the Assistant Director of Programs at the Exceptional Children’s Assistance Center (ECAC). ECAC serves as North Carolina’s Parent Training & Information Center which is funded by the U.S. Department of Education, Office of Special Education Programs. ECAC also serves as North Carolina’s Family to Family Health Information Center funded by the U.S. Department of Health and Human Services, Health Resources and Services Administration. Prior to working at ECAC, she was employed as the Parent Liaison at a sensory based pediatric occupational therapy clinic for 12 years, where her son with autism was also receiving a variety of therapies. Her son received early intervention services through the NC Infant Toddler Program, special education services from age 3 to 18 through the public schools and employment support through NC Vocational Rehabilitation. Aimee has a strong connection to families with children with special needs and finds great fulfillment in her work, whether she is connecting them with resources or providing them with information to help them make informed decisions for their child.

Abstract

There is considerable overlap between the field of behavior analysis and special education beginning with research all the way to service delivery. As a result, behavior analysts regularly interact with and support individuals accessing special education in a variety of ways (e.g., as a public school employee, under contract with public schools as a consultant, at the request of families). Serving in these roles effectively can be challenging without an understanding of the intricacies of special education policies and procedures. This presentation will provide information and tools for behavior analysts to more effectively collaborate with and advocate in the field of special education. It will do this by covering the following areas. First, an overview of the overlap between behavior analysis and special education will be provided, including a comparison of the domains of autism insurance mandates and special education. Second, relevant special education legal codes and policies will be reviewed to ensure an understanding of major requirements. Next, a description will be provided of how to write recommendations and goals for special education. Last, actionable steps to take to resolve disputes amongst education teams are described.

Ryan Martin is the Director of Research and Outcomes at Mosiac. He is a licensed psychologist, nationally certified school psychologist, and a Board Certified Behavior Analyst (BCBA). Ryan’s primary responsibilities include conducting diagnostic evaluations, chairing Mosaic’s Research Review Committee, analyzing clinical data, and mentoring staff through the Mosaic Scholars program. He also serves on the editorial boards of the journals Behavior Analysis in Practice and Behavior and Social Issues. Ryan is passionate about using insights from applied research to help children and their families thrive.

Dr. Cynthia Anderson is a clinical psychologist with expertise in behavioral interventions and supports. She earned her PhD in Clinical Child Psychology from West Virginia University and held faculty appointments at West Virginia University, University of Oregon, and Appalachian State University. Currently, Dr. Anderson works at May Institute where she provides clinical leadership and oversees the May Institute Center for Applied Research. Her research interests span behavior analysis and psychology and focus on better understanding variables that affect the uptake and sustained use of interventions in community settings. Dr. Anderson’s research has been funded by the National Institutes of Health, the Department of Education, and the Department of Defense, as well as by several foundations.

Abstract

Wolf (1978) famously argued that behavior analysts should evaluate the social validity of the goals, procedures, and outcomes of behavior-analytic interventions. Unfortunately, assessment and reporting of social validity is omitted in most published behavior-analytic research, and when social validity is assessed, researchers often employ simple, non-validated questionnaires (Ferguson et al., 2018). Further, in recent years, autistic individuals and advocates have also expressed concerns regarding the acceptability of many behavior-analytic technologies (Dawson et al., 2021). It is therefore critical that behavior analysts redouble efforts to assess and promote social validity in their work. One promising way to promote social validity is the use of qualitative methods, which represent a class of methods for collecting and analyzing non-numeric narrative data, such as subjective experiences. We provide a brief primer on qualitative methods, including an overview of its philosophical underpinnings, common methods for collecting and analyzing data (e.g., thematic analysis; Clarke & Braun, 2017), quality indicators, and strategies for integrating qualitative methods within behavior analytic research and practice. We illustrate these concepts with qualitative data collected during a recent feasibility study of a behavioral parent training intervention.

Dr. Bonner received his Ph.D. in Behavior Analysis from the University of Florida in 2022. He is currently an Assistant Clinical Professor at Northeastern University where he serves as the director of Northeastern’s Hybrid M.A. in Behavior Analysis in Charlotte, NC. Dr. Bonner also serves on the board of directors for Values to Action, a social justice nonprofit that uses behavior analysis to make the world more nurturing for young people. Dr. Bonner’s research interests focus on the development and evaluation of small- and large-scale interventions to reduce greenhouse gas emission. In addition, he is engaged in research that evaluates interventions to enhance literacy in under-resourced schools and that uses family and home-based interventions to improve social-emotional learning and reduce challenging behavior in neurotypical learners. Dr. Bonner also has extensive experience assessing and treating severe problem behavior emitted by people with developmental disabilities. He was the 2022 recipient of the Gerber Behavior Analysis Research Award at the University of Florida, and the 2020 recipient of the Behavior Change for a Sustainable World Research Award from the Florida Association for Behavior Analysis.

Abstract

Climate change represents an imminent threat to the survival of our species. In the U.S., the leading cause of emissions is from the transportation sector, which is responsible for 29% of national emissions. Strategies to stem emissions from this sector on large scales are badly needed. Prior research has shown that (a) value-based messaging can increase subjects’ self-reported motivation to engage in pro-environmental behavior, and (b) combining performance feedback with monetary incentives can reduce the number of miles travelled in gas-powered vehicles. However, whether value-based feedback (in isolation) modulates miles driven in gas-powered vehicles remains an open question. Moreover, no research has been dedicated to developing assessment tools to inform interventions for pro-environmental behavior. This talk describes a series of four experiments that focused on developing scalable interventions for reducing emissions from the transportation sector. Result showed that value-based feedback produced mileage reductions in most cases and that monetary incentives only periodically produced additive effects. Moreover, a new assessment tool (The Environmental Awareness, Responsibility, and Values Treatment Hierarchy) accurately predicted intervention effectiveness on several occasions. Implications for future research are discussed.

Dr. Jeannie A. Golden is a Licensed Psychologist who received her Ph.D. in School Psychology from Florida State University in 1981. Dr. Golden has taught in the Psychology Department at East Carolina University for 39 years and became the first nationally Board Certified Behavior Analyst in North Carolina in 2000. Dr. Golden received ECU teaching awards in 2001 and 2009, the FABA Honorary Lifetime Membership Award in 1994, the NCABA Fred S. Keller Excellence in Behavior Analysis Award in 2005, the ECU Scholarship of Engagement Award in 2012, the NCABA Do Things Award for Outstanding and Sustained Contributions in 2013, the ECU Psychology Department Award for Distinguished Service in 2015, and the ECU Psychology Department Faculty Appreciation Award for Mentoring in 2017. Dr. Golden and colleagues received grants from Kate B. Reynolds Charitable Trust (2008-2011) and the Department of Health and Human Services (2011-2016) to provide school-based mental health services in two rural, impoverished counties in North Carolina. In March of 2018, Dr. Golden and colleagues were awarded the Creating New Economies Fund Grant by Resourceful Communities for the Greene County Community Advancement Project. Dr. Golden has been an invited speaker throughout the United States as well as internationally.

Paula Flanders

Abstract

The verbal behavior of staff toward youth can serve as motivating operations that can either encourage (establishing) or discourage (abolishing) aggressive, violent, oppositional, or defiant behavior. When strong emotional reactions and physiological responses are brought about by underlying trauma, techniques such as reflective listening, reframing, empathy, paradoxical intention, reinforcement, validating, and debriefing can serve as abolishing operations for these challenging behaviors. However, when staff are constantly the target of many of these behaviors, it is very difficult to respond using these strategies. Staff need both the skills and the motivation to respond to challenging behaviors in these in trauma-sensitive ways. Presenters will describe and demonstrate how to provide staff with the skills and motivation to use these techniques with traumatized youth. In our staff training program, staff were provided with two days (two-and-a- half hours each) of didactic information and then two days (two-and-a- half hours each) of modeling, role-play, and practice of the techniques that were taught. Pre and post role-play videos were used to evaluate this training program. Much was learned about how to effectively facilitate change in staff who are on the front lines dealing with youth who have experienced trauma and are exhibiting challenging behavior.

Tosha Owens, Ph.D., BCBA-D, is an assistant professor of Special Education at East Carolina University. She is also a Board Certified Behavior Analyst. Her research interests include increasing access to the general education setting for students with challenging behavior, culturally responsive behavioral support, reducing disproportionate discipline for minority students through positive behavioral interventions and support (PBIS), and integration of school-based mental health supports within a PBIS framework. She is the director of the Behavior Specialist Certificate, as well as the director of the ABA Clinic, an integral component of the Neurocognition Science Laboratory at ECU. She works closely with the Ministry of Education in the Czech Republic as a consultant on PBIS implementation and special education programming in country. She is a graduate of UNC Charlotte, where she was a graduate assistant for The National Technical Assistance Center on Transition (NTACT).

Holly Wickizer has an undergraduate degree in Rehabilitation Services from East Carolina University and recently obtained her Master of Arts in ABA from Ball State University, as well as BCBA certification. Holly’s research interests include meaningful ways in which functional communication can be supported, specifically in classroom settings and through caregiver training. She also has a special interest in the prevalence of co-diagnosis of autism and seizure disorders.

Abstract

Self-advocacy has been identified as a predictor for positive post-school outcomes for students with disabilities (Newman et al., 2011). Children with ASD often have difficulty expressing self-advocacy due to social communication deficits and other mitigating factors (Kartovicky, 2020). Furthermore, children who exhibit behavioral challenges require consistently applied individualized support, such as Function-based Interventions (FBI), to make adequate progress toward goals (McIntosh et al., 2008). Although FBI has demonstrated effectiveness as a practitioner-implemented strategy, few studies have embedded self-advocacy skills enabling students to independently seek support based on their specific behavioral function and replacement behavior. Providing students with HF ASD with instruction on how to self-advocate their needs and request specific need-based support has the potential for improving self-advocacy skills and promoting educational access and community engagement. This presentation will review results, implications, and suggestions for future research related to the application of FBSA intervention with individuals with HF ASD.

Callie received her Master’s degree from Auburn University and her PhD from Endicott College in behavior analysis and has been practicing since 2008. She currently serves as the Vice-President of Clinical Operations for Mosaic Pediatric Therapy, a multi-state ABA provider in the Southeast. Callie has served on the North Carolina Association for Behavior Analysis (NCABA) board as Member at Large, Community Liaison and two time Past-President. She has also held a seat on the board of directors for the Association of Professional Behavior Analysts (APBA), served as a subject matter expert for the Behavior Analyst Certification Board (BACB) and the Council for Autism Service Providers (CASP). She has authored several book chapters and published in the Journal of Applied Behavior Analysis with her research focusing on parent engagement as well as training and supervision for early career BCBAs.

Abstract

In the field of applied behavior analysis (ABA), there is a recognized need for Board Certified Behavior Analysts (BCBAs) to demonstrate improved empathy and communication skills when interacting with caregivers. In other helping professions, motivational interviewing (MI) is frequently used to enhance these therapeutic skills and improve clinical outcomes, yet this approach has not been evaluated in the field of applied behavior analysis. In this randomized control trial study, 51 behavior analysts were randomly assigned to either waitlist control or to receive the Brief Motivational Interviewing (BMI) training, which focused on situations which BCBAs often encounter when interacting with caregivers. Findings demonstrate that the brief virtual MI training results in statistically significant improvements in core MI skills including an increase in the use of open-ended questions, affirmations and reflections as well as improvements on a measure of MI knowledge. Measures of social validity confirm the feasibility, acceptability and usefulness of MI training for BCBAs and should be used to inform future modifications to graduate, practicum and ongoing continuing education. Overall, the curriculum fills the recent call for improvement from both parents and clinicians to address BCBA skill deficits with an approach that results in stronger therapeutic relationship building skills.

Dr. Jill Harper is the Senior Director of Professional Development, Clinical Training, and Research at Melmark New England. Dr. Harper also holds an adjunct position with Endicott College and currently serves as the president of the Berkshire Association for Behavior Analysis and Therapy (BABAT). She received her Ph.D. in Psychology with a concentration in Behavior Analysis from the University of Florida in 2012. Her research interests include the assessment and treatment of severe behavior disorders, mechanisms responsible for behavior change, and staff training and supervision. Her work has been published in such journals as the Journal of Applied Behavior Analysis and the Journal of Developmental and Physical Disabilities. Dr. Harper regularly presents at regional and national conferences.

Abstract

Behavior skills training (BST) has become a common method to establish professional competencies through instruction, modeling, rehearsal and feedback. This study examined the effects of BST on effective presentation skills of multiple professionals within an interdisciplinary review team (IRT) using a multiple baseline design. BCBA clinicians and registered nursing staff served as participants. All participants were active members of the IRT prior to the start of the study. During baseline, unique checklists were developed to assess the accuracy of presentation skills for each department. Supervisors of each department then implemented BST. During the instructional component, the rational for the IRT process was reviewed and a written description of the expectations around preparation and presentation was provided. Video models specific to preparation and presentation were viewed. Training ended with rehearsal during which participants were observed preparing for and presenting a case example. Feedback was provided throughout the training process. During baseline, moderate levels of accuracy were observed across all participants. Accuracy increased across all participants following BST. Participants and other members of the IRT completed social validity measures following the training. This study provides another example of the effectiveness of BST establishing professional competencies, in this case effective presentation skills.

Joseph is an Assistant Professor in the Department of Special Education at Vanderbilt University. His areas of expertise include practitioner training, functional analysis, function-based interventions, and environmental factors that influence maintenance of treatment effects.

Abstract

Extinction bursts, or temporary increases in rates and intensities of behavior during extinction, often preclude the inclusion of extinction in intervention packages meant to suppress severe challenging behavior. Notwithstanding, extinction is often necessary to effectively address this class of behavior. The purpose of this talk is to present a line of inquiry which was explicitly developed to provide insight into how practitioners might enhance interventions for severe challenging behavior while also mitigating the undesirable collateral effects (i.e., extinction bursts) of therapeutic action (i.e., extinction). Behavioral economics and consumer-demand theory have proven highly useful to the conceptualization of this line and will be spotlighted to establish both the line’s theoretical precedent, as well as its framework for data interpretation.

Objectives

Upon completion of this session participants should be able to:

Meredith joined the Department of Health Education and Behavior and the Psychology Department at the University of Florida in 2018. Before joining the University of Florida, Dr. Berry completed her postdoctoral training in the Behavioral Pharmacology Research Unit at the Johns Hopkins University School of Medicine. She received her Ph.D. in Forest and Conservation Sciences at the University of Montana, her M.S. in Experimental Psychology from Utah State University, and her B.S. in Psychology from the University of Florida. As an experimental psychologist, she has several primary areas of research including 1.) basic processes of operant reinforcement, learning, memory, and behavioral economics often in the context of drug misuse and other health-related behaviors, 2.) the evaluation of misuse liability and behavioral and cognitive effects of various drugs, 3.) the intersection of human and environmental health, benefits of nature exposure, and environmental conservation. Closely related to her work on the intersection of human and environmental health, she is exploring novel applications of the benefits of nature exposure to issues of drug misuse. Her current focus on clinical drug misuse research stems from a foundation of preclinical and clinical training in behavioral pharmacology, and basic and translational behavioral research in decision-making and behavioral economics. Dr. Berry is the recipient of numerous NIDA/NIH grants and early career awards including the B.F. Skinner Foundation New Researcher Award in Basic Research. Her work is frequently covered in popular press news outlets including Scientific American, the Huffington Post, and NBC News. She is mentally preparing for climate wars, and in the meantime, enjoys spoiling her dogs and being in nature.

Abstract

The benefits of visual exposure to natural environments for human well-being in areas of stress reduction, mood improvement, and attention restoration are well documented. Recent evidence suggests that visual exposure to natural (e.g., trees, vegetation) rather than built (e.g., cities, buildings) environments can also influence decision-making and behavior. The present series of experiments evaluated differences in behavioral economic decision-making tasks in humans experiencing visual exposure to one of the following conditions: natural images (e.g., mountains, forests), or built images (e.g., buildings, cities). Following visual exposure to either natural or built images, participants completed a delay discounting task (Experiments 1, 2 & 3) and a behavioral economic purchase task for hypothetical substances (Experiments 3 & 4). In general, participants discounted delayed outcomes less (i.e., were less “impulsive”) and consumed less of their preferred substance (e.g., less hypothetical alcohol) after viewing natural compared to the built environments. Results suggest that exposure to natural relative to built environments results in decreased “impulsive” decision-making and reduced drug consumption. These data suggest that exposure to natural as opposed to built/city spaces may be beneficial for human decision-making processes, and also hold implications for environmental conservation and city planning and design.

Objectives

Upon completion of this session participants should be able to:

Carolynn is a tenured Professor in the Department of Psychology at the University of the Pacific (Stockton, CA), a licensed clinical psychologist, and a Board Certified Behavior Analyst® (BCBA-D). She is currently serving on the editorial board for Behavior Analysis: Research and Practice. Her research interests include the application of single case design and repeated measures methodology to areas of importance to behavioral psychology which are typically examined with group designs and aggregate data, including self-report, alcohol consumption, infant behavior, and most recently, ethical decision-making models.

Abstract

Clinical psychologists, social workers, licensed therapists, and others in the helping professions have made extensive use of a strategy called Motivational Interviewing (MI). MI can be conceptualized as a specific way of interacting with a client that is often used to increase their motivation to access and remain in treatment. Recently, some behavior analysts have started using this strategy in their research and MI workshops have been offered to behavior analysts discussing methods for incorporating MI strategies into their practice. However, behavior analysts rarely receive the requisite training to use these types of strategies that other types professionals receive prior to becoming licensed. The purpose of this current talk is to (1) introduce the audience to the basic components of MI, (2) discuss behavioral principles that are compatible with MI strategies and that help us understand why and how MI might be effectively used, and (3) identify settings, populations, and conditions, with examples, under which MI might be ethically and effectively used by behavior analysts.

Objectives

Upon completion of this session participants should be able to:

Tom is an Associate Professor in the Department of Psychology at the University of North Carolina Wilmington. Dr. Cariveau has advanced degrees in special education and school psychology from the University of Oregon and completed postdoctoral training at the Marcus Autism Center and Emory University. He is a Board Certified Behavior Analyst at the doctoral level, Licensed Psychologist in North Carolina, and serves on the editorial boards of the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, and Journal of Behavioral Education. Like most behavior analysts, Dr. Cariveau dabbles in several different areas of research; although his primary interests are on methods to produce efficient and errorless transfer of stimulus control for early learners with a more recent focus on stimulus control topography coherence in early reading.

Abstract

Behavior analysts tasked with developing skill acquisition programs may be most effective when they are able to identify instances in which what was learned and what was intended to be taught are incongruent. Pervasive error patterns serve as one example of a performance suggestive of this incongruence; however, other performances may also indicate control by unintended conditions. This presentation will discuss recent work from our lab focused on methods to identify conditions that affect a learner’s performance and methods to remediate or even capitalize on those sources of control. We will also describe relevant research on methods aimed at promoting the efficiency of instructional programs including those that may produce more rapid acquisition or result in a greater amount of learning. Underlying each of these research areas is an emphasis on methods designed to meet the unique needs of each learner and a devoted attempt to incorporate the findings of the basic laboratory into our applied work.

Objectives

Upon completion of this session participants will be able to:

Kristin completed her bachelor’s degree at Western Michigan University and her master’s at University of the Pacific. She has authored more than a dozen peer-reviewed articles and has presented research at conferences nationwide on topics ranging from the application of behavior analysis to health and fitness, to the behavioral and neuropathological underpinnings of severe problem behavior commonly shown by children diagnosed with autism, fragile X syndrome, and Prader-Willi syndrome. Prior to joining LittleStar, Kristin served as the National Director of Outcomes for Invo Healthcare. Kristin currently serves as Vice President of Research and Development for LittleStar ABA Therapy. She is an Adjunct Lecturer in the Stanford University School of Medicine Department of Psychiatry and Behavioral Sciences, and committee member of ABAI’s Health, Sport, and Fitness Special Interest Group.

Abstract

While it appears that a considerable proportion of the contemporary behavior analytic literature has benefited from practitioner contributions (Normand & Donohue, 2022), a research-to-practice gap—i.e., a disconnect between the available evidence base and how clinicians practice—still exists in the field of Applied Behavior Analysis. This disconnect may lead to (a) practitioners engaging in out-of-date or ineffective practices and (b) researchers failing to investigate important applied issues. Nevertheless, practicing clinicians are uniquely situated to make important contributions to scientific evidence given their direct role in innovation—adjusting and shifting to new procedural variations based on patient need, response, and progress. Furthermore, by learning research design and engaging in research practices, behavior analysts are better able to evaluate the success of their interventions and make systematic modifications to optimize progress. Practicing behavior analysts who are afforded training and professional development opportunities to develop research acumen are likely to achieve a higher quality of service provision for patients and in turn, produce better patient outcomes (Reid, 1992; Sidman, 2011; Weiss, 2018). In this workshop, we will review strategies for developing research infrastructure within human service settings. Participants will be provided with practical guidance for improving research literacy among clinical staff and fostering a productive research environment within their organization.

Objectives

Upon completion of this workshop participants should be able to:

Joseph is an Assistant Professor in the Department of Special Education at Vanderbilt University. His areas of expertise include practitioner training, functional analysis, function-based interventions, and environmental factors that influence maintenance of treatment effects.

Bailey is in her fourth year of the doctoral program at Vanderbilt University in the Department of Special Education. As a former special education teacher and current BCBA, her research interests include the assessment and treatment of severe challenging behavior. More specifically, she is interested in promoting generalization of treatment effects outside of the highly controlled contexts of the traditional, within-session plane of analysis.

Jessica is a fourth-year doctoral student in the Department of Special Education at Vanderbilt University. Her research interests include function-based interventions, practitioner training, and applications of Relational Frame Theory.

Abstract

Service-delivery models that promote collaboration with families and program systematically for generalization may produce socially significant outcomes. However, valid empirical demonstrations of generality are difficult to generate. For practitioners invested in evaluating the molar impact of their effort, quantitative measures reflecting caregiver perception of change across time could be a valuable metric of social validity. In this workshop, a general framework for approaching intensive intervention for challenging behavior is presented, as well as measurement systems that allow practitioners to estimate the direct and collateral impact of their therapies on the prevalence and intensity of challenging behavior in socially valid domains. Through case-study analysis, we will underscore the potential value of a formative process of data triangulation and iterative design to treatment outcomes.

Objectives

Upon completion of this workshop participants should be able to: