Wednesday Morning Workshops
September 18
, 2019
09:00 AM -12:00 PM

 Click Here to Purchase Tickets

 

Workshop W01:

The Ethics and Pragmatics of Life Skills Instruction for Learners with Limited Repertoires

Skill Level: Intermediate
3.0  CEU – BA, ETH, MH, PSY

PATRICK MCGREEVY (Patrick McGreevy, Ph.D., P.A., [email protected])

 

Dr. McGreevy will describe the importance and the specifics of planning and providing life skills instruction to learners with developmental disabilities, including, but not limited to autism. He will describe and demonstrate the teaching of life skills during 1:1 and small-group instruction, with active participation during demonstrations by those in attendance.

By the end of the workshop participants will be able to:

 1.

Describe examples of developmental skills and life skills and the importance of differentiation.

 2.

Describe how life skills can and should be taught using small-group instruction.

 3.

Describe how life skills can and should be taught using 1:1 instruction.

 4.

Describe three reasons why life skills may be ignored in favor of developmental skills.

 5.

Describe the extent to which 'teaching life skills' is an ethical issue.

 Bio of Presenter:

Dr. McGreevy received B.S. and M.A. degrees from the University of Iowa. He was a special education teacher for eight years, working with children and young adults with severe developmental disabilities. He received the Ph.D. degree in Education from Kansas University under the guidance of Ogden R. Lindsley.

Dr. McGreevy has served on the faculties of the University of Missouri-Kansas City, Louisiana State University, the University of Central Florida, and the Florida Institute of Technology. He is the author of one book, nine journal articles, a book chapter on teaching verbal behavior, and Essential for Living, a functional skills curriculum

 
 

Workshop W02:

Utilizing Ethics and Supervisory Skills to Overcome Uncomfortable and Challenging Situations with Staff, Supervisees, and Other Professionals

Skill Level: Intermediate
3.0  CEU – BA, ETH, SUP, MH, PSY
AMY POLICK ([email protected], Florida State University Panama City)
NIKKI DICKENS ([email protected], FSU Early Childhood Autism Program)

 

According to the BACB Professional and Ethical Compliance Code (PECC) when behavior analysts are supervisors, “they must take full responsibility for all facets of this undertaking” (BACB, 2016). However, being a supervisor is not always easy, and the facets of this role very often involve dealing with difficult or uncomfortable situations with those they work with (e.g., employees, clients, or other professionals). This workshop will discuss difficult behaviors of other people that BCBA supervisors commonly encounter and provide tools for tackling and overcoming challenging situations ethically and professionally.  Most importantly, we will review (and practice) how to have difficult conversations!

By the end of the workshop participants will be able to:

 1.

Identify common patterns of behaviors displayed by “difficult people” that supervisors are likely to encounter in the ABA workplace.

 2.

Identify strategies for utilizing ethics, professionalism, and behavior analytic skills for assessment of difficult or uncomfortable workplace situation.

 3.

Identify and implement solutions for challenging or uncomfortable situations across many facets of supervision activities.

 4.

Discover barriers that may occur when supervisors are tackling challenging situations and how to overcome them.

 5.

Develop strategies for integrating ethics, professionalism, and communication skills for handling difficult situations as a supervisor when they arise in the ABA workplace.

 

Workshop W03:

BCBAs in Dementia Care: 101

Skill Level: Intermediate
3.0  CEU – BA
MARANDA TRAHAN (Abilities Behavioral Services, [email protected])
AMANDA RIPLEY(Abilities Behavioral Services, [email protected])

 

Over 5 million seniors call Florida home and almost 30% have a diagnosis of dementia. Behavior and psychological symptoms are the most difficult and most costly aspects of care. In this workshop, learn about signs and symptoms, types of challenging behaviors exhibited, and how BCBAs can be effective change agents for a population in need of services. Speakers use lectures, case presentations, and small group discussions to review how to assess and intervene on the challenging behaviors in dementia. Attendees receive guided notes, a resource packet, and glossary of terms to take home and use in building a clinical practice.

By the end of the workshop participants will be able to:

 1.

List signs and symptoms of dementia.

 2.

Differentiate long term care settings where BCBAs may practice.

 3.

Compare behavior assessment methods in dementia care.

 4.

Recognize which behavior interventions are common first-line prescriptions.

 5.

Describe barriers to care.

Bios of Presenters:

Dr. Maranda Trahan, PhD, BCBA-D received her doctorate in behavior analysis from Southern Illinois University in Carbondale, Il. She completed a three-year post-doctoral fellowship in geriatric medicine and gerontology at the Johns Hopkins University School of Medicine in Baltimore, MD. Dr. Trahan is currently the Program Development Coordinator at Abilities Behavior Services. Dr. Trahan is building a service delivery model to provided ABA services in dementia care.

Amanda Ripley, MS, BCBA received her master's degree in behavior analysis from Southern Illinois University in Carbondale. She works at Abilities Behavior Services as a clinical consultant and trainer for ABA services in dementia care. Amanda is also a specialized trainer in dementia care for individuals with ID/DD.

 

Workshop W04

The Tsunami is Near: A Wave of Transitioning Adults with ID/DD

Skill Level: Introductory
3.0  CEU – BA
KIM LUCKER-GREENE (Behavioral Solutions Consulting, [email protected])
SARAH FERNANDEZ (Florida Behavior Consultants, [email protected])

 

A tsunami of individuals are aging out of youth services and will soon be entering the adult service world with their diverse and challenging needs. The difficulty in navigating the system, lack of qualified providers and limited funding are leaving these individuals without the necessary supports. Inadequate transition planning and a lack of appropriate services often result in unsuccessful transitions, leaving adults unable to fully integrate into their community. The role of Behavior Analysts and the integration of the principles of Applied Behavior Analysis can greatly impact how we withstand this tsunami and ensure success for many of these individuals. 

By the end of the workshop participants will be able to:

 1.

Participants will gain an understanding of the diverse needs and challenges of adults with ID/DD at home and in the community.

 2.

Participants will gain knowledge of ways to support adults with ID/DD in residential settings, community settings and adult day training programs.

 3.

Participants will gain an understanding of how adult services are provided in residential, community and adult day training program settings.

 4.

Participants will gain knowledge of ways to improve the transition to adulthood.

 5.

Participants will gain knowledge of the risk associated with unsuccessful transitions.

Bios of Presenters:

Dr. Kim Lucker-Greene is the Founder & President of Behavioral Solutions Consulting, Inc. in Jacksonville, Florida.  Her company provides behavioral support services, training and consultation services to public and private schools, human service agencies and private families.  Dr. Lucker-Greene is a Board Certified Behavior Analyst (BCBA-D) with 25 years experience designing behavioral & learning programs for a variety of populations.  She has been a consultant to school districts, private families and state agencies in Florida since 1993.  She is a member of the Executive Committee of the Florida Association for Behavior Analysis. Co-presenters’ bios available upon request.

 

Sarah Fernandez is the founder and President of Florida Behavior Consultants in Jacksonville, FL. Her primary area of expertise is adults with autism and developmental disabilities. She has worked as a job coach for Vocational Rehabilitation and is currently a BCBA Consultant to Group Home Agencies as well as the Agency for Persons with Disabilities in northeast Florida. Sarah is an expert in vocational training and transition into adulthood.

 

Workshop W05:

Designing Receptive Language Programs: Pushing the Boundaries of Research and Practice

Skill Level: Intermediate
3.0  CEU – BA, MH, PSY

JENNIFER LAMARCA (Applied Behavior Center for Autism, [email protected])

VINCENT LAMARCA (Applied Behavior Center for Autism, [email protected])

 

Initial difficulty with receptive language is common for some children with autism.  General guidelines for teaching receptive language have been published (Grow & LeBlanc, 2013).  But what to do when all else fails?  Recently published in Behavior Analysis in Practice (LaMarca & LaMarca, 2018), this presentation will review 21 unique strategies that have been effective in teaching some children.  The presentation will include active participation through the use of audience member cell phones, role play, and question/answer case reviews.  The purpose of this workshop is to provide behavior analysts with a robust, systematic means of problem-solving receptive language difficulties.

By the end of the workshop participants will be able to:

 1.

Identify 21 different teaching procedures that can be used with receptive language.

 2.

Categorize different receptive language teaching procedures for systematic review.

 3.

Describe the conceptually systematic rationale behind each receptive language strategy.

 4.

Identify different client profiles that may make one strategy more effective than another.

 5.

Create modifications to different strategies that remain grounded in research.

Bios of Presenters:

Beginning in 1995, while a student at Purdue University, Jennifer LaMarca was introduced to ABA therapy when her friend’s child was diagnosed with ASD. From the first moment, Jennifer knew what her career path would be. Jennifer succeeded in obtaining a position at one of Dr. Lovaas’ Young Autism Project replication sites. After completing intensive training at the site, she returned in 1997 as the first early intensive behavior intervention consultant living in Indiana for families needing services in the Midwest. When the BCBA certification became a requirement, she obtained her BCaBA and later completed her master’s degree in ABA and earned the BCBA certification. The Arc of Indiana recognized her contributions with the 2016 Cathleen Clark Professional Service Award for her outstanding effort and accomplishments with parents, teachers, other professionals and most importantly, in the lives of young children whom she has served. Her heart wishes to continue the ground breaking work that Dr. Lovaas provided through his outcome studies. Her passion lies in creating rapid progress for life changing skill development. She wants to share the practitioner knowledge she gained at the Young Autism Project with other young professionals by providing insightful supervision and presenting and publishing helpful research papers.

 

Vince Lamarca has practiced as a behavior analyst since 1999. Over the course of his career, he has helped guide programs in early intensive behavior intervention, life skills programs, and transitions to adulthood. Research interests include encouraging individualized ABA programming to promote rapid progress and meaningful outcomes.

 

 

Workshop W06:

Navigate Challenging Behavior Better: How to Supervise and Train Individuals to Comprehensively Address Challenging Behavior

Skill Level: Intermediate
3.0  CEU – BA, SUP, MH, PSY
MEGAN MILLER (Navigation Behavioral Consulting, [email protected])

 

This workshop focuses on going beyond the typical training provided on functions of behavior and behavioral assessment to provide attendees with a more comprehensive understanding of how to supervise and train others to navigate challenging behavior. This workshop provides an overview of how to truly conduct functional assessment and analysis and reviews research in support of advancements in functional analysis technology (e.g., Hanley, 2015). It then provides a deeper dive into considerations relating to ethical and flexible application of extinction and maintaining analysis when designing behavior intervention plans.

By the end of the workshop participants will be able to:

1.

Describe how to provide supervision relating to the primary purpose of functional assessment.

 2.

Identify at least 1 benefit to including advancements in functional analysis technologies during supervision.

 3.

Explain at least 1 ethical consideration regarding extinction to incorporate during supervision.

 4.

Describe at least 1 general guideline to follow when addressing challenging behavior during supervision.

 5.

Describe the importance of maintaining analysis in developing behavior intervention plans when supervising others on the development of such plans.

 

Workshop W07:

Training on the use of the Motor and Vocal Imitation Assessment

Skill Level: Intermediate
3.0  CEU – BA, SUP, MH, PSY
ANIBAL GUTIERREZ (University of Miami, [email protected])
ELAINE ESPAÑOLA (University of Miami, [email protected])

STEPHANIE LLANES (University of Miami, [email protected])

 

The Motor and Vocal Imitation Assessment (MVIA) is an empirically validated hierarchy of imitation skills that serves as a protocol for selecting targets for imitation intervention. The MVIA provides a baseline level of imitation skills, a validated sequence of imitation skills and a method of tracking skill mastery. The MVIA contains a comprehensive compilation of features and characteristics that determine the level of complexity of imitation tasks. This compilation of features and characteristics is the product of previous research examining the development of imitation. Research suggests that use of the MVIA can result in better intervention outcomes for imitation skills.

By the end of the workshop participants will be able to:

 1.

Describe the relationship between imitation and outcomes for individuals with ASD.

 2.

Describe the hierarchy of difficulty in imitation skills.

 3.

Administer the MVIA as an assessment tool.

 4.

Use the MVIA to select imitation skills for intervention

 5.

Use the MVIA to track imitation skill mastery.

Bio of Presenter:

Dr. Gutierrez is a Research Associate Professor in the department of psychology at the University of Miami, Director of the IBIS Clinic, Associate Director of UM CARD and Co-Director of the University of Miami Behavior Analysis Program.

 

Wednesday Afternoon Workshops
September 18
, 2019
01:00 AM -4:00 PM

 Click Here to Purchase Tickets

 

Workshop W08:

Teaching Complex Verbal Behavior: Chapters 12, 13 and 14 and the Autoclitic in Skinner’s Text

Skill Level: Intermediate
3.0  CEU – BA, MH, PSY
VINCENT CARBONE (Carbone Clinic, [email protected])

 

In language training programs for children with autism and related disorders therapists and parents often require multi-word utterances consistent with the child’s chronological age. Therapists frequently rely on the psycholinguistic literature (Brown, 1973) and not the behavior analytic literature (Skinner, 1957) to guide the teaching of complex verbal behavior. Through guided activities and discussion the participants will analyze the role of autoclitic processes in the development and teaching of increased length of utterance and complex verbal behavior in children who do not acquire this repertoire typically. The prerequisite verbal repertoires necessary to acquire autoclitic behavior will be discussed. 

By the end of the workshop participants will be able to:

 1.

Describe Brown’s stages of language development.

 2.

Define the autoclitic processes according to Skinner.

 3.

List the prerequisite skills necessary for the development of autoclitic behavior.

 4.

Identify the type of autoclitic given written descriptions of each type.

 5.

Identify three problems that result from teaching autoclitic behavior in children with limited primary verbal operant repertoires.

Bio of Presenter:

Vincent J. Carbone is a board certified behavior analyst-doctorate. Dr. Carbone has over 40 years of experience in the field of applied behavior analysis. He has published in several peer-reviewed journals including Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavior Modification and others. He has held adjunct appointments at Penn State University, the medical school at the University of Salerno and European Institute for the Study of Human Behavior, Parma, Italy. He is the 2017 recipient of the Jack Michael Award by ABAI, VB-SIG for the outstanding contribution to the analysis of verbal behavior.

 

Workshop W09:

Entrepreneurialism 101: Making a Great Living Doing What You Love

Skill Level: Introductory
3.0  CEU – BA, MH, PSY
CHRIS MCGINNIS (McGinnis Behavioral, [email protected])
TIMOTHY WEIL (Tandem Behavioral Health and Wellness, [email protected])

 

Dreaming of opening your own practice? This interactive workshop is geared for anyone considering starting their own practice as well as those who have started a practice but seek more direction. We will discuss the entrepreneurial mindset, incorporation options and steps, data management systems, branding and marketing, website development, revenue streams, market niche, employee hiring and management, and business banking, among other topics. Drs. McGinnis and Weil practice behavioral pediatrics and the workshop will reflect that. Note that this information is not intended to serve as legal or tax advice. 

By the end of the workshop participants will be able to:

 1.

State the difference between nonprofit versus for profit, and sole proprietor versus incorporated, business structures.

 2.

List several options for website development and hosting.

 3.

List several options for data management systems.

 4.

Explain the concept of market niche.

 5.

State the types of professionals with whom a business owner should consult on a regular basis.

Bios of Presenters:

Chris McGinnis, PhD, BCBA-D, is a family psychologist in private practice in Jupiter, Florida. He recently served as founding director of Boys Town South Florida’s outpatient Behavioral Health Clinic and is now full time in his own practice where he offers evidence-based services to children, families, and couples. He has published articles in the areas of behavioral pediatrics, motivation, and gifted education, and has served as subject matter expert for the BACB. His current research activities are in collaboration with the University of Nebraska, investigating the relationship between pediatric sleep health, behavioral compliance, and behaviors prompting an ADHD diagnosis. He has helped thousands of families find success directly via his clinical services and indirectly via his training of postdoctoral fellows in psychology over his more than 20-year career across school, outpatient clinic, primary care pediatric, and hospital settings.

 

Dr. Timothy Weil, received his Ph.D. from the University of Nevada, Reno where his focus was on verbal behavior with a focus on bridging language research and practice. Dr. Weil has taught in the graduate programs at Florida State University and the University of South Florida over the last decade. During this time, Dr. Weil maintained a vibrant lab and has presented and published on numerous occasions. Recently, Dr. Weil has started a program involving behavior analysis in the area of behavioral pediatrics

 

Workshop W10:

BCBAs in Dementia Care: Next Steps

Skill Level: Intermediate
3.0  CEU – BA, MH, PSY
MARANDA TRAHAN (Abilities Behavioral Services, [email protected])
AMANDA RIPLEY(Abilities Behavioral Services, [email protected])

 

Over 5 million seniors call Florida home and almost 30% have a diagnosis of dementia. Behavior and psychological symptoms are the most difficult and most costly aspects of care. In this workshop, learn about signs and symptoms, types of challenging behaviors exhibited, and how BCBAs can be effective change agents for a population in need of services. Speakers use lectures, case presentations, and small group discussions to review how to assess and intervene on the challenging behaviors in dementia. Attendees receive guided notes, a resource packet, and glossary of terms to take home and use in building a clinical practice.

By the end of the workshop participants will be able to:

 1.

Identify common barriers to ABA services in dementia care.

 2.

Outline marketing strategies for ABA in long term care.

 3.

Identify outcomes for stakeholders.

 4.

Describe how BCBAs may need to adjust clinical expectations, priorities, and value systems.

 5.

Discuss potential conflicts between clinical practice and the BACB Professional & Ethical Compliance Code and be able to resolve these issues successfully.

Bios of Presenters:

Dr. Maranda Trahan, PhD, BCBA-D received her doctorate in behavior analysis from Southern Illinois University in Carbondale, Il. She completed a three-year post-doctoral fellowship in geriatric medicine and gerontology at the Johns Hopkins University School of Medicine in Baltimore, MD. Dr. Trahan is currently the Program Development Coordinator at Abilities Behavior Services. Dr. Trahan is building a service delivery model to provided ABA services in dementia care.

Amanda Ripley, MS, BCBA received her master's degree in behavior analysis from Southern Illinois University in Carbondale. She works at Abilities Behavior Services as a clinical consultant and trainer for ABA services in dementia care. Amanda is also a specialized trainer in dementia care for individuals with ID/DD.

 

Workshop W11:

Transitioning to Post-Secondary Education and Employment

Skill Level: Intermediate
 3.0  CEU – BA, MH, PSY
MICHELLE CASTANOS (South Florida Center for Behavioral Health, [email protected])

 

Students with disabilites encounter significant barriers when transitioning out of highschool. Providing students with the proper skills as they apprach graduation is vital to their ability to succeed in the future. This workshop will review the challenges that students with intellectual and developmental disabilites encounter when transitioning to post secondary educaiton or employment. We will provide strategies to assisting with transition as well as resources for navigating this challenging time. 
By the end of the workshop participants will be able to:

 1.

Identify a student’s abilities and needs.

 2.

Select goals to teach prior to transition.

 3.

Identify resources in the community and knowing how to access them. Understanding the difference between employment and post-secondary education.

 4.

Develop a meaningful plan for transition.

 5.

List special Considerations when developing a transition plan (cultural variables, personal values, financial, etc.)

Bio of Presenter:

Michelle Castanos is a BCBA practicing in Miami, FL. She has been working in the field since 2004. Her primary focus is sexual behaviors of adults with Autism and transitioning to post secondary education. Michelle is also the very proud caregiver of her 24 year old cousin with Autism.

 

Workshop W12:

Assessment & Treatment of Children with Emotional & Behavioral Disorders: Broadening the Lens

Skill Level: Intermediate
3.0  CEU – BA, MH, PSY

JEANNIE GOLDEN (East Carolina University, [email protected])

 

Traditional counselors view aberrant behaviors as symptoms of underlying constructs that are the reason for these behaviors, while behaviorists view these behaviors as serving an environmental function. FBA identifies the function of aberrant behaviors and acceptable replacement behaviors that serve the same function. Components that are often missing in the analysis of aberrant behaviors include: 1) motivating operations in the form of private events (thoughts and feelings); and 2) learning history with specific Sds for reinforcement or punishment. This workshop will deal with the following: disturbed attachment, callousness and lack of emotionality, oppositional and defiant behaviors, and anxiety and depression.

By the end of the workshop participants will be able to:

 1.

Describe the symptoms of emotional/behavioral disorders as behaviors serving an environmental function.

 2.

Describe the process of conducting FBAs with children with emotional/behavioral disorders.

 3.

Describe the role of learning history in treating with children with emotional/behavioral disorders.

 4.

Describe the role of motivating operations and discriminative stimuli in treating children with emotional/behavioral disorders.

 5.

Describe how to develop and implement function-based treatments for children with emotional/behavioral disorders.

Bio of Presenter:

Dr. Jeannie Golden is a Licensed Psychologist who received her Ph.D. in School Psychology from FSU in 1981. Dr. Golden has taught in the Psychology Department at ECU for 36 years and became the first national Board Certified Behavior Analyst in NC in 2000. Dr. Golden received ECU teaching awards in 2001 and 2009, the FABA Honorary Lifetime Membership Award in 1994, the NCABA 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.

 

Workshop W13:

Beyond the Black and White: Ethics in Human Services

Skill Level: Intermediate
3.0  CEU – BA, ETH, MH, PSY
ANN BEIRNE (Global Autism Project, [email protected])

 

The field of behavior analysis continues to grow in response to the need for services, as does the need for training in responsible practice. In this live, in person workshop, we describe the expectations of ethical practice in behavior analysis and address the challenges of maintaining high standards for ethical behavior when the “right” answers to our ethical questions may be elusive. This workshop will encourage you to ask better questions rather than looking for simple answers. We’ll discuss relative and absolute ethics, and when the use of each is appropriate, as well operational definitions of ethics and professionalism.

By the end of the workshop participants will be able to:

 1.

Identify “levels of goodness” in terms of ethical practice and describe the importance of distinguishing among them.

 2.

Define relative and absolute ethics, as well as the case for each in practice.

 3.

Identify challenges of ethical practice with clients and families.

 4.

Identify challenges of ethical practices as individuals and with colleagues.

 5.

Identify way to meet and overcome these challenges.

Bio of Presenter:

Ann Beirne, M.A. BCBA is a Board Certified Behavior Analyst with over two decades of experience working with individuals with autism spectrum disorder. Ms. Beirne is passionate about the importance of professional development for students of behavior analysis, as well as emerging and seasoned behavior analysts. She has professionals on five continents and consults with centers serving individuals with autism all over the world as the Director of Professional Development at the Global Autism Project, a not-for-profit service organization with which she has had an association for over a decade. Ms. Beirne is co-author of the textbook Understanding Ethics in Behavior Analysis: Practical Applications available from Routledge Publishing in 2019.

 

Workshop W14:

A Treatment Package to Address Picky Eating

Skill Level: Intermediate
3.0  CEU – BA, MH, PSY
JESSICA WEBER (Up, Up, and Away ABA Therapy, [email protected])
ANIBAL GUTIERREZ (University of Miami, a.[email protected])

 

Picky eating is defined as a reluctance to try new foods based on some idiosyncratic feature. Children with ASD frequently tend to be described as picky eaters. Rigid eating behaviors may lead to habits that are difficult to break and can result in limited diets and other mealtime challenges. Escape extinction procedures have been well documented as a treatment for feeding related behaviors. However, children with mild feeding behaviors may not require the use of these procedures. The treatment package presented has demonstrated success in increasing food acceptance, in research and clinical settings, without the use of escape extinction.  

By the end of the workshop participants will be able to:

1.

Describe the clinical features of picky eating

 2.

Describe the shaping procedure presented

 3.

Administer the picky eating assessment tool

 4.

Describe how to fade the supports and promote generalization

 5.

Train caregivers on the use of the steps in the picky eating program

Bio of Presenter:

Dr. Gutierrez is a Research Associate Professor in the department of psychology at the University of Miami, Director of the IBIS Clinic, Associate Director of UM CARD and Co-Director of the University of Miami Behavior Analysis Program.

 

Workshop W15:

Student's Guide to Productive Writing and Editing

Skill Level: Student
No CEUS offered - Special $10 price

TARA FAHMIE (California State University, [email protected])

 

This interactive workshop is intended for students working on theses, dissertations, and manuscripts for publication. In the first half of the workshop, I will reveal ten tips for developing a productive writing habit. Students will use their workshop handout to practice immediate application of these tips. In the second half of the workshop, we will complete exercises (sometimes disguised as games) to practice editing for concision and precision.

By the end of the workshop participants will be able to:

 1.

Identify the behavioral characteristics of writing.

 2.

Distinguish between behaviors that make their writing more vs. less productive.

 3.

Complete a workbook to guide the initial self-management of a productive writing schedule.

 4.

Use four editing strategies that improve concision in writing.

Bio of Presenter:

Dr. Tara Fahmie is an associate professor in the department of psychology at California State University, Northridge (CSUN). Dr. Fahmie earned her undergraduate degree in psychology from the University of Florida, where she became inspired by the faculty to pursue a graduate degree in Behavior Analysis. She earned her master’s degree from the University of Kansas, under the mentorship of Dr. Gregory Hanley, and her PhD from the University of Florida, under the mentorship of Dr. Brian Iwata. Dr. Fahmie is a BCBA-D and has over 15 years of experience implementing behavior analysis with various populations in clinics, schools, and residential settings. Dr. Fahmie currently conducts research in several preschool classrooms and in collaboration with autism agencies in southern California. She has published on the functional analysis of problem behavior and on the acquisition of social skills in young children. These two initial research interests have led to her emerging passion for research on the prevention of problem behavior. Dr. Fahmie’s recent research has included both applied and laboratory models of the emergence and prevention of severe problem behavior. Dr. Fahmie also contributes to the field as a member of the editorial board of the Journal of Applied Behavior Analysis, an advisor to the Cambridge Center for Behavioral Studies, and as the membership chair of Division 25 of the American Psychological Association.

 

Saturday Afternoon Workshops
September 21
, 2019
01:00 AM - 4:00 PM

Click Here to Purchase Tickets

 

Workshop W16:

Teaching the Foundational Components of Pretend Play

Skill Level: Intermediate
3.0  CEU – BA, MH, PSY
NANCY CHAMPLIN (ACI Learning Centers, [email protected])

MELISSA SCHISSLER (ACI Learning Centers, [email protected])

 

Play is imperative to a child's development and is identified as one of the core deficits in children diagnosed with autism, often described as lacking in symbolic qualities and flexibility (Jarr & Eldevik, 2007). The purpose of this workshop is to train participants on how to teach the foundational components of pretend play utilizing the Pretend Play and Language Assessment and Curriculum (PPLAC).The five elements of play including agent, object, category of play, advanced play, and the essential skills to sociodramatic play are identified and separated into teachable components.

By the end of the workshop participants will be able to:

1.

Identify and examine the five elements of pretend play.

 2.

Demonstrate implementation of targets from Stage 1: Single Agent in the Pretend Play and Language Assessment and Curriculum.

 3.

Demonstrate collecting and analyzing data for targets in Stage 1 in the Pretend Play and Language Assessment and Curriculum.

 4.

Demonstrate initiating play, positioning appropriately, effective prompting, and providing feedback following a play opportunity.

 5.

Identify effective components of short-term and long-term pretend play goals.

Bios of Presenters:

Nancy Champlin, BCBA, is the CEO and owner of 5 ACI Learning Centers.  Ms. Champlin holds degrees in elementary education, learning disabilities, and early childhood special education and received board certification in 2004.  She has over 35 years experience working with children with autism and other developmental disabilities.  She recently published the PPLAC (Pretend Play and Language Assessment and Curriculum) utilizing a behavioral approach to target play skills. She has also developed a teaching curriculum that corresponds with the ABLLS™-R and the VB-MAPP. She has conducted and presented research on pretend play at ABAI, state conferences, and international conferences.

 

Melissa Schissler, BCBA, is the Research Director for ACI Learning Centers. She has her master’s degree in Applied Behavior Analysis with an emphasis in Autism and received her BCBA credential in 2012. Melissa has 10 years of experience working with children diagnosed with autism and other developmental disabilities. She recently published the PPLAC (Pretend Play and Language Assessment and Curriculum) utilizing a behavioral approach to target play skills. She has conducted research on establishing and increasing appropriate play skills and presented her research at ABAI and other state ABA conferences.

 

Workshop W17:

Inclusion of Advanced Verbal Behavior Programming With Childhood Clients: RFT and Acceptance & Commitment Training

Skill Level: Intermediate
3.0  CEU – BA, MH, PSY
TIMOTHY WEIL (Tandem Behavioral Health and Wellness, [email protected])

 

Taking young clients beyond the basics of intraverbal languaging is often quite difficult.  To fully appreciate the child's abilities, it is necessary to move into advanced verbal world of programming; and yet that wasn't offered in graduate school. The goal is to train flexible language repertoires for executive functions and understanding of the Self and others.  Acceptance and Commitment Training offers the ability to continue verbal programming while staying within our profession’s boundaries. This workshop will focus on basics of RFT and how ACT is ABA.  Case conceptualizations and audience client exemplars will make this an active, entertaining workshop.

By the end of the workshop participants will be able to:

 1.

Identify derived stimulus relations

 2.

State how stimulus function (e.g., aversive functions) change/is altered through verbal relational networks

 3.

Break down Acceptance & Commitment Training into basic behavioral principles and procedures

 4.

Identify three functions of rule governance and how these functions affect the behaviors that our young clients emit in the moment

 5.

Develop a values based system for their young clients to serve as guiding 'rules' to help them overcome avoidance, impulsive responding, and other restrictions on living a full, positively reinforcing life.

Bio of Presenter:

Dr. Timothy Weil, received his Ph.D. from the University of Nevada, Reno where his focus was on verbal behavior with a focus on bridging languaging research and practice. Dr. Weil has taught in the graduate programs at Florida State University and the University of South Florida over the last decade. During this time, Dr. Weil maintained a vibrant lab and has presented and published on numerous occasions. Recently, Dr. Weil has started a program involving behavior analysis in the area of behavioral pediatrics

 

Workshop W18:

Understanding ABA Billing and Revenue Cycle Management

Skill Level: Intermediate
3.0  CEU – BA
MICHELE SILCOX (ABA Therapy Billing and Insurance Services, [email protected])

SARAH SCHMITZ (Comprehensive Billing Consultants, [email protected])

REBECCA WOMACK (Behavior Analysis Advocacy Network, [email protected])

 

Working with insurance can be complicated and time-consuming. Providers should become comfortable with navigating contracting, authorizations, session note requirements, and managing claims appeals in order to keep services running smoothly. This workshop will review RCM tips and a deep dive into best practices for documentation and appeals management. We'll walk through common problems encountered and how to address them. With more ABA coverage by insurance plans, providers need to know when they are at risk for non-compliance and remain out of harm's way of fraudulent activity. We will also review internal audits and accountability to avoid unexpected outcomes in routine audits.

By the end of the workshop participants will be able to:

1.

Identify derived stimulus relations.

 2.

State how stimulus function (e.g., aversive functions) change/is altered through verbal relational networks.

 3.

Break down Acceptance & Commitment Training into basic behavioral principles and procedures.

 4.

Identify three functions of rule governance and how these functions affect the behaviors that our young clients emit in the moment.

 5.

Develop a values based system for their young clients to serve as guiding 'rules' to help them overcome avoidance, impulsive responding, and other restrictions on living a full, positively reinforcing life.

Bio of Presenter:

Rebecca Womack has been privileged to serve adults and children using ABA in a variety of capacities since graduating from her master’s program at ND State University.  From facility-based care, group homes, schools and in-home services, her experience includes implementing evidence-based therapy across multiple settings. She has traveled across the US and overseas to provide consultation for families with children who have autism. Additional experiences include administrative work, presentations, oversight of center and home-based services, staff and parent training, and supervision. As the Executive Director for BAAN, she works closely with policy makers to preserve services and continuity of care for children with autism. In addition to facilitating provider and family concerns, she also disseminates information on clinical and ethical practices relating to funding source requirements. Whatever the role, her ultimate goal is to always make a significant impact through effective and efficient services utilizing the science of behavior analysis.

Bios of co-presenters available upon request.

 

Workshop W19:

Simplivise: Training the trainer to simplify training & supervision through the use of evidence-based strategies

Skill Level: Intermediate
3.0  CEU – BA, SUP
YENDRI DIAZ (Skillometry, Inc, [email protected])

 

This workshop is designed to develop effective trainers and supervisors within ABA organizations.  This workshop will demonstrate how to incorporate Behavioral Skills Training, Precision Teaching, and digital technology into a simplified training and supervision program that develops and maintains critical skills for effective ABA services in online and in-person environments.  Phase 1: Instructional design segment where attendees will learn how to create an evidenced-based training program.  Phase 2: Teach attendees how to train and supervise staff utilizing a unique blend of BST, PT, and digital tech. Phase 3: Prepare attendees to maintain skill repertoires through simplified supervision and digital technology.

By the end of the workshop participants will be able to:

 1.

Identify and define evidence-based training and supervision strategies.

 2.

Develop an outline for training and supervision content using evidence-based strategies and digital technology.

 3.

Identify and set goals for trainers, supervisors, and their learners.

 4.

Identify how to measure quality and effectiveness of their training and supervision.

 5.

Plan for maintenance of skills through supervision.

 

Workshop W20:

Leadership in Behavior Analysis: The independent variable for our field

Skill Level: Intermediate
3.0  CEU – BA, MH, PSY
ADAM VENTURA (World Evolve, [email protected])
NATALIE PARKS (Behavior Leader Inc, [email protected])

 

Leadership is set of skills that effectively energizes followers to accomplish the mission of the company in an ethical manner. Unfortunately, many leaders are promoted due to their excellent technical skills without being provided any specific training in the skills of leadership. Behavior analysts have the specific skills necessary to motivate others, teach new skills, and maintain behavior over time; however, applying these skills organizationally can be difficult. This workshop will discuss the Leadership in Behavior Analysis (LIBA) model and provide an outline for the ideal behavior analysis leadership formula.

By the end of the workshop participants will be able to:

 1.

State the different components of the Leadership in Behavior Analysis (LIBA) model.

 2.

Complete the LIBA assessment and identify current leadership skills.

 3.

Conceptually analyze leadership in behavior analysis.

 4.

State how to write a vision, mission, and values that align with the BACB Code of Professional Conduct.

 5.

Pinpoint strategies and behaviors that will lead to best performance in followers.

Bios of Presenters:

Adam Ventura is a board certified behavior analyst and has over 15 years experience working in the field of behavior analysis. Adam is the founder and CEO or World Evolve, Inc. He is also the founder and of the Code Of Ethics For Behavioral Organizations (COEBO) and cofounder of the Miami Association for Behavior Analysis (MiABA), both public benefit companies. Adam also serves as an Adjunct professor at Florida International University in the behavior analysis department. Adam is currently the president elect of the OBM Network. He donates most of his time and experience to helping other businesses grow.

 

Dr. Natalie Parks graduated from University of Missouri with her master’s and doctorate degrees in school psychology. She completed her internship at Kennedy Krieger Institute. From there Dr. Parks worked with various organizations that provide services to individuals with autism, developmental disabilities, and severe problem behavior. As Dr. Parks advanced into leadership positions within the field of ABA, she began focusing on providing the necessary training for leadership skills. Dr. Parks currently focuses on Organizational Behavior Management and works with companies that are expanding, restructuring, or experiencing difficulties in various areas. Her main foci are leadership and business development, with the understanding that effective leadership is a necessary component for any business to thrive.

 

  Click Here to Purchase Tickets