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Monday, August 5
 

1:00pm EDT

05. Recent Research on Teaching Verbal Behavior to Children with Autism - Presidents Hall 2
A recent review of empirical applications of Skinner’s Verbal Behavior (1957) to interventions for children with autism showed that the number of studies published each year has increased over time (DeSouza, Akers, & Fisher, 2017). Additionally, research on applications of Skinner’s Analysis of Verbal Behavior spans a variety of peer-reviewed outlets. Recent research has continued to examine methods to directly teach a variety of verbal operants including mands, tacts, intraverbals, and echoics as well as methods to produce emergent responding across non-targeted operants. While the increase in publications is exciting and beneficial in advancing evidence-based interventions, it may be challenging practitioners to keep up with the literature. The current presentation will provide an overview of several recent studies on teaching verbal behavior to children with autism. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Alice Shillingsburg

Alice Shillingsburg

Dr. Alice Shillingsburg obtained her doctoral degree and training in clinical child psychology and behavior analysis at Auburn University. She is a licensed psychologist and Board Certified Behavior Analyst at the doctoral level. She is the senior vice president of Applied Verbal... Read More →

5. Presentation pdf
Monday August 5, 2019 1:00pm - 4:00pm EDT
TBA
  Livestreaming

1:00pm EDT

08. The Evolution of a Science: A Brief History of Behavior Analysis, Including Applications to Autism Treatment - Presidents Hall 3
Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for A. Charles Catania

A. Charles Catania

Professor Emeritus, UMBC
A. Charles Catania, Professor Emeritus at the University of Maryland Baltimore County (UMBC), is Past-President of the Association for Behavior Analysis and of Division 25 of the American Psychological Association. He has been Editor of the Journal of the Experimental Analysis of... Read More →

8. Presentation pdf
Monday August 5, 2019 1:00pm - 4:00pm EDT
TBA
  Livestreaming
 
Tuesday, August 6
 

9:00am EDT

13. A Step-Wise Approach to Behavioral Intervention: Implications for Behavioral Consultation - Presidents Hall 1
The presenter will describe a philosophy of behavioral intervention that is based on empirical evidence. He will begin with a discussion of strategies for prevention of severe behavior disorders. Next, he will describe the role of "healthy contingencies" in both the prevention and early intervention of behavior disorders. Third, he will discuss age-appropriate contingency management strategies. Fourth, he will discuss individualized intervention strategies. Finally, he will discuss limits in the scope of practice for behavior analysts, and the importance of collaboration with other professionals. Throughout, the presenter will offer time for questions and discussion. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Timothy Vollmer

Timothy Vollmer

Professor and Associate Chair, Psychology, University of Florida
Timothy R. Vollmer received his Ph.D. from the University of Florida in 1992. From 1992 until 1996 he was on the psychology faculty at Louisiana State University. From 1996 to 1998 he was on the faculty at the University of Pennsylvania Medical School. He returned to the University... Read More →

13. Presentation pdf
Tuesday August 6, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

14. Analyzing and Interpreting Trends in Data: Dancing with the Data - Room 108
Behavior Analysis is an evidence-based, data-driven approach to solving problems. Baseline data provide a wealth of information about behavior in addition to providing a benchmark against which to evaluate the effectiveness of treatments. This workshop will describe patterns of behavior frequently observed in baseline measurement and what they tell us about variable responsible for behavior. The workshop will also evaluate how to compare baseline and treatment data and what it they tell us about motivating operations and learning effects. His workshop will also examine the importance of tracking down sources of variability and how this can influence our understanding of the controlling stimuli, contexts and functions of behaviors. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Ron Van Houten

Ron Van Houten

Dr. Van Houten received his BA from SUNY at Stony Brook and his MA and Ph.D. from Dalhousie University where he received training in the Experimental Analysis of Behavior. He is currently Professor of Psychology at Western Michigan University. Dr. Van Houten has published 42 papers... Read More →

14. Handout pdf
Tuesday August 6, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

16. An Update on Legal Issues for Students with Autism Spectrum Disorders - Room 208
This session will provide an overview of the Individuals with Disabilities Education Act, Section 504, related federal agency policy interpretations and state laws, and court decisions specific to students with ASD, with a particular focus on eligibility and methodology issues. The emphasis will be on recent legal developments since the corresponding presentation during last year's conference. Credits: Act 48, SW, Psych, PT, OT, INFANT, ASHA
Speakers
avatar for Perry Zirkel

Perry Zirkel

Professor Emeritus of Education and Law, Lehigh University
Perry A. Zirkel is university professor emeritus of education and law at Lehigh University, where he formerly was dean of the College of Education, subsequently held the Iacocca Chair in Education for its five-year term. He has a Ph.D. in Educational Administration and a J.D. from... Read More →

16. Handout pdf
Tuesday August 6, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

18. Project ImPACT (Improving Parents as Communication Teachers) - A Parent Training Curriculum from Birth to Age - Room 207
The importance of the direct involvement of parents in the education of children with autism spectrum disorders (ASD) has been widely recognized (e.g. National Autism Center, 2009; National Research Council, 2001). Project ImPACT (Ingersoll and Dvortcsak, 2010) is an evidenced-based, parent-training curriculum that has been used to improve children with ASD’s social communication skills. Evaluation of this program has revealed that parents increased their knowledge of the intervention techniques (Ingersoll and Dvortcsak 2006; Ingersoll and Wainer 2011), improved accuracy of implementation of the intervention techniques (Ingersoll and Wainer, 2011), were highly satisfied with the program (Ingersoll and Dvortcsak 2006; Ingersoll and Wainer 2011), and ascribed gains in their child’s social communication skills directly to the program (Ingersoll and Dvortcsak 2006; Ingersoll and Wainer,2011). Child measures revealed an increase in language use (Ingersoll and Wainer, 2011). Teachers reported that participating parents’ ability to utilize techniques and the child’s social communication skills improved because of the program (Ingersoll and Dvortcsak 2006; Ingersoll and Wainer 2011). Topics will include the following: the importance of parent training as part of the intervention for children with ASD; overview of Project ImPACT; parent-mediated intervention model based on best practices; successful elements of PMI; intervention targets and social communication skills; naturalistic development behavioral intervention; and, preparation for Project ImPACT. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Anna Dvortcsak

Anna Dvortcsak

Anna Dvortcsak, MS, CCC-SLP, is a speech pathologist in private practice in Portland, Oregon. She provides consulting, parent training and individual speech and language services to families and children with autism. Anna has experience conducting research on the efficacy of treatment... Read More →

18. Presentation pdf
18. Handout 1 pdf
18. Handout 2 pdf
18. Handout 3 pdf
Tuesday August 6, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

19. Ethics for Behavior Analysts: “The Good Place” - Deans Hall 1 & 2
This session is an enlightening approach to ethics, and an overview that is pragmatic and analytic. The tools a behavior analyst brings to the table with regards to interventions with clients should also be used to govern one’s own behavior. Ethics is a topic that is all encompassing, and practitioners can often face a variety of decisions that should be driven by ethics-related undercurrents. This session will provide an analysis of ethical behavioral approaches, practical applications, data collection techniques, and strategies to improve expertise and self-care. Welcome to the “Good Place” where behavior analysts can discuss daily decisions, integrity and principles that can occur and should be analyzed and managed to maintain professionalism. Credits: Act 48, SW, Psych, PT, OT, BACB Ethics, INFANT
Speakers
avatar for Lori Chamberlain

Lori Chamberlain

Educational Consultant, BCBA, PaTTAN
Lori has worked as an educational consultant at PaTTAN for 20 years. She is a board certified behavior analyst since 2004. She started in the field as an elementary teacher. When she taught in the classroom, she wanted to learn how to help the students in her classroom that needed... Read More →
avatar for Rebekah Houck

Rebekah Houck

Behavior Analyst/Autism Consultant, PaTTAN
Rebekah Houck, MEd, BCBA, is a Board Certified Behavior Analyst with a BA in Psychology from Loyola University and a MEd in Education from Florida Atlantic University. Her educational background casts a wide net from multicultural education and women’s studies to communication and... Read More →

19. Presentation pdf
Tuesday August 6, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

22. Discovering Units of Analysis in our Concepts of Stimulus and Response - Room 106
In 1935 B.F. Skinner published the paper On the Generic Nature of the Concepts of Stimulus and Response. Skinner’s publication laid the foundation for a science of behavior and has changed the lives of countless individuals with and without disabilities. This presentation will detail how Skinner discovered lawful behavioral principles by allowing his own behavior to be shaped by the behavior of his subjects. Participants will learn the importance of identifying precise units of stimulus and response. Participants will also learn the role that such units play in the analysis of classroom events, such as identifying the stimulus and response classes of socially significant problem behaviors. Additionally, this presentation will provide a discussion of how the analytic units discovered and defined by Skinner can be incorporated into an understanding of the complex behaviors instructors aim to develop for their students on the autism spectrum. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT
Speakers
avatar for David Roth

David Roth

David Roth received his master’s degree in Behavior Analysis at California State University, Stanislaus. He currently consults with the Pennsylvania Technical Training and Assistance Network for public school classrooms serving students with autism across the state of Pennsylvania... Read More →

22. Presentation pdf
22. Handout 1 pdf
Tuesday August 6, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

17. Toward a Functional Analysis of Social Behavior - Room 206
Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA
Social behavior is a topic of enormous scientific importance, spanning disciplines from anthropology to neuroscience. Although the topic has been widely studied outside behavior analysis, it has received only scant attention over the years within the field. This is unfortunate because behavior analysis has much to contribute to this field, both methodologically and conceptually. My main aim in this talk to summarize what is known about social behavior (e.g., cooperation, resource sharing, imitation, social interaction) across species and settings, and to outline a functional approach to conceptualizing and studying it. I will call attention to areas in which behavior-analytic concepts and methods have the potential for substantive contributions to this rapidly growing field. I will also discuss some tangible ways in which this type of functional analysis can be translated into practical applications, including special populations for whom social behavior poses significant challenges.
Speakers
avatar for Tim Hackenberg

Tim Hackenberg

Tim Hackenberg received a B.A. in psychology from the University of California, Irvine in 1982 and a doctorate in psychology from Temple University in 1987, under the supervision of Philip Hineline. He held a postdoctoral research position at the University of Minnesota with Travis... Read More →

17. Presentation pdf
Tuesday August 6, 2019 9:00am - 12:00pm EDT
TBA
  Livestreaming

9:00am EDT

20. Teaching Advanced Mands - Presidents Hall 2
The basic principle of mand training is that the student will learn under conditions of motivation to ask for what they want. “Want it, say it, get it” is the basic formula. The mand repertoire utilized by proficient speakers in day-to-day interactions, however, involves more complicated environment-behavior relations. This session will describe complex multiply controlled mands and will review instructional protocols and skill sequences relative to complex mands. Practical considerations for addressing motivation to initiate the social interaction necessary for complex mands will be discussed. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Mike Miklos

Mike Miklos

Miklos BCT
Mike Miklos, MS, BCBA, is a behavior analyst and Pennsylvania certified school psychologist currently in private practice. He previously served as an educational consultant for the Pennsylvania Training and Technical Assistance Network (PATTAN) and served as co-lead for the PaTTAN... Read More →

20. Presentation pdf
Tuesday August 6, 2019 9:00am - 12:00pm EDT
TBA
  Livestreaming

1:15pm EDT

31. (repeat of 17) Toward a Functional Analysis of Social Behavior - Room 208
Social behavior is a topic of enormous scientific importance, spanning disciplines from anthropology to neuroscience. Although the topic has been widely studied outside behavior analysis, it has received only scant attention over the years within the field. This is unfortunate because behavior analysis has much to contribute to this field, both methodologically and conceptually. My main aim in this talk to summarize what is known about social behavior (e.g., cooperation, resource sharing, imitation, social interaction) across species and settings, and to outline a functional approach to conceptualizing and studying it. I will call attention to areas in which behavior-analytic concepts and methods have the potential for substantive contributions to this rapidly growing field. I will also discuss some tangible ways in which this type of functional analysis can be translated into practical applications, including special populations for whom social behavior poses significant challenges. Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA
Speakers
avatar for Tim Hackenberg

Tim Hackenberg

Tim Hackenberg received a B.A. in psychology from the University of California, Irvine in 1982 and a doctorate in psychology from Temple University in 1987, under the supervision of Philip Hineline. He held a postdoctoral research position at the University of Minnesota with Travis... Read More →

31. Presentation pdf
Tuesday August 6, 2019 1:15pm - 4:15pm EDT
TBA

1:15pm EDT

32. Special Education Law and Ethical Issues for Behavior Analysts - Presidents Hall 1
This session will focus on the Individuals with Disabilities Education Improvement Act (IDEIA) and the issues that practicing behavior analyst should be apprised of. Participants will learn about federal requirements for conducting functional behavioral assessments, writing behavior intervention plans, understanding the term positive behavior supports as used in the IDEIA, and the requirements for independent educational evaluations including FBAs. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer around case study framework. Detailed handouts will be provided. Credits: Act 48, SW, Psych, PT, OT, BACB Ethics, INFANT
Speakers
avatar for Missy Olive

Missy Olive

After many years in higher education, Melissa Olive, Ph.D., BCBA-D, “Missy”, founded Applied Behavioral Strategies. Missy has served on the Editorial Board of Topics in Early Childhood Special Education, Journal of Early Intervention, and Young Exceptional Children and she is... Read More →

32. Presentation pdf
32. Handout pdf
Tuesday August 6, 2019 1:15pm - 4:15pm EDT
TBA

1:15pm EDT

27. (repeat of 13) A Step-Wise Approach to Behavioral Intervention: Implications for Behavioral Consultation - Presidents Hall 2
The presenter will describe a philosophy of behavioral intervention that is based on empirical evidence. He will begin with a discussion of strategies for prevention of severe behavior disorders. Next, he will describe the role of "healthy contingencies" in both the prevention and early intervention of behavior disorders. Third, he will discuss age-appropriate contingency management strategies. Fourth, he will discuss individualized intervention strategies. Finally, he will discuss limits in the scope of practice for behavior analysts, and the importance of collaboration with other professionals. Throughout, the presenter will offer time for questions and discussion. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Timothy Vollmer

Timothy Vollmer

Professor and Associate Chair, Psychology, University of Florida
Timothy R. Vollmer received his Ph.D. from the University of Florida in 1992. From 1992 until 1996 he was on the psychology faculty at Louisiana State University. From 1996 to 1998 he was on the faculty at the University of Pennsylvania Medical School. He returned to the University... Read More →

27. Presentation pdf
Tuesday August 6, 2019 1:15pm - 4:15pm EDT
TBA
  Livestreaming

1:15pm EDT

30. Supervision Savvy - Room 206
In order to ensure that trainees possess the skills necessary to become competent behavioral analysts who are prepared to represent the field with integrity, it is essential for supervisors to take a behavior analytic and data driven approach to providing individualized quality supervision. This training will cover the components of competency-based supervision including systems for assessment, maintenance, and progress monitoring of trainee skill sets, use of behavior skills training (BST), and the delivery of effective performance feedback. Additionally, this training with review current requirements and upcoming changes to the supervision model. Credits: Act 48, SW, Psych, PT, OT, BACB Supervision, INFANT, ASHA
Speakers
avatar for Rachel Kittenbrink

Rachel Kittenbrink

Dr. Rachel Kittenbrink is the founder and director of Pittsburgh Behavioral Services, a small non-profit service agency providing direct intensive ABA services and consultation to programs for individuals with autism and learning differences in the western PA region. Rachel has experience... Read More →
JM

30. Presentation pdf
Tuesday August 6, 2019 1:15pm - 4:15pm EDT
TBA
  Livestreaming
 
Wednesday, August 7
 

9:00am EDT

43. Teaching "Learning How to Learn" - A Functional Analysis of Curriculum Programming for Children with Autism - Presidents Hall 4
Following the publication of the Me book, the first textbook that outlined a behaviorally based instructional sequence for children with autism, numerous curriculum manuals have been published. Manuals have been invaluable in providing both parents and practitioners with sequences of objectives and behavioral procedures to establish verbal and nonverbal skills in children with autism. While some manuals have organized their objectives across traditional developmental areas, favoring a more structural approach to teach language skills, other have employed a functional approach to categorize language objectives. Regardless of their conceptual premise, all published manuals share common characteristics: they all provide a list of objectives that are operationally defined, for each objective they describe a prompt hierarchy, and a corresponding mastery criterion based on a number of specific responses to be demonstrated. In this presentation, I will attempt to illustrate a functional analysis of curriculum development and suggest an additional level of specificity in the design and implementation of behaviorally derived instructional sequences for children with autism. Firstly, I will suggest a way of organizing skills based on whether they constitute a generalized operant class or cumulative/finite skills and how such classification necessarily induces a consideration of mastery criteria for each skill. Secondly, I will endeavor to demonstrate how when behavioral topographies are brought under the relevant and multiple sources of environmental control they lead to rapid and generalized learning, enabling the child to acquire novel responses with minimal teaching. This conceptual framework will be illustrated in relation to two pivotal skills that may lay the foundation for the development of multiply controlled generalized verbal behavior: Simple and conditional discriminative learning and naming. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Francesca degli Espinosa

Francesca degli Espinosa

BCBA-D
My clinical and research interests focus on behavioural interpretations of social responding and advanced applications of contemporary analyses of verbal behaviour (Horne & Lowe, 1996; Michael, Palmer, & Sundberg, 2011) as a basis for teaching generalised verbal repertoires, and... Read More →

43. Presentation pdf
Wednesday August 7, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

48. Maintaining Employee Performance: Specific Strategies for Training and Maintaining High Levels of Staff Fidelity - Deans Hall 1
When thinking about service delivery to individuals with autism, it is reasonable to stress the importance of well-trained staff. The teachers and direct-care workers shoulder huge responsibility when delivering treatment for the individuals they serve. The staff are expected to implement instructional protocols and behavior treatment plans that, if successful, should result in individuals with autism possessing a wider skill set, and engaging in skills and competencies more independently, with greater efficiency, all that should lead to a higher quality of life. Thus, it is critical to service provision that staff are trained to implement protocols and plans with great efficiency and fidelity. The quality of the interventions is important too, in that these interventions must result in accomplishing the stated goals that should lead to great client outcomes. But procedures designed to effectively train staff that leads to long-term maintenance must be identified and used for these purposes. This presentation will focus on many issues related to the training and maintenance to achieve those goals. Different training models will be presented, with outcome data being reported. Low- and high-tech staff training strategies will be discussed, along with common errors that staff make when implementing instructional and behavioral plans. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Thomas Zane

Thomas Zane

Dr. Thomas Zane is a Professor of Practice and the Director of Online Behavior Analysis programs in the Department of Applied Behavioral Science at the University of Kansas. Dr. Zane earned his Bachelor’s and Master’s degree in psychology at Western Michigan University and his... Read More →

48. Handout 1 pdf
48. Handout 2 pdf
48. Handout 3 pdf
48. Handout 4 pdf
48. Handout 5 pdf
48. Handout 6 pdf
48. Handout 8 pdf
48. Handout 7 pdf
48. Handout 9 pdf
48. Handout 10 pdf
48. Handout 11 pdf
48. Handout 12 pdf
48. Presentation pdf
Wednesday August 7, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

49. International Applications Derived from PATTAN’s Autism Initiative - Room 112
Credits: Act 48, SW, Psych, PT, OT, BACB
Speakers
avatar for Dita Chapman

Dita Chapman

Dita Chapman was born in former Czechoslovakia but left the country at the age of 20, ten years after the iron curtain fell, with a great desire to see the bigger world. She ‘stumbled’ across ABA during her undergraduate degree in psychology in London when she discovered that... Read More →
HV

49. Presentation pdf
Wednesday August 7, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

51. Ethical Issues Regarding the Assessment and Treatment of Feeding Difficulties (Picky Eaters) - Room 105
Many children with autism spectrum disorders develop food selectivity or what is also called “picky eating.” It is not uncommon for children to restrict their diets to one brand of chicken nuggets, to refuse to eat colored foods, or to consume only pureed foods. This training will focus on the ethical issues related to the assessment & treatment in behavioral feeding. Participants will also learn what medical, behavioral, and related service assessments should be completed before starting feeding therapy. Participants will discuss the ethical issues related to the use of various techniques such as deprivation, physical prompting, and extinction. Time will be available for questions and answers throughout the event.
Credits: Act 48, SW, Psych, PT, OT, BACB Ethics, INFANT
Speakers
avatar for Missy Olive

Missy Olive

After many years in higher education, Melissa Olive, Ph.D., BCBA-D, “Missy”, founded Applied Behavioral Strategies. Missy has served on the Editorial Board of Topics in Early Childhood Special Education, Journal of Early Intervention, and Young Exceptional Children and she is... Read More →

51. Presentation pdf
51. Handout pdf
Wednesday August 7, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

45. Speech-Language Pathology & Applied Behavior Analysis: Implementation of Speech Generating Devices Within an Evidence-Based Framework - Presidents Hall 3
Credits: Act 48, SW, Psych, PT, OT, BACB
Speakers
ND
TL

45. Presentation pdf
Wednesday August 7, 2019 9:00am - 12:00pm EDT
TBA
  Livestreaming

9:00am EDT

47. The Poisoned Cue and its Implications for Teaching and Social Interactions - Room 206
Much is known about discriminative stimuli established under either reinforcing or aversive stimuli and about how they work as conditioned reinforcers or conditioned aversive stimuli. However, little is known experimentally about discriminative stimuli established with both reinforcing as well as aversive events. It has been reported that the interaction between reinforcing and aversive events makes the discriminative function somewhat different from other discriminative stimuli (see Hearst & Sidman, 1961). Karen Pryor (2002) called this phenomenon the Poisoned Cue. She suggested that a cue, or SD, that is established using both reinforcing and aversive events leads to the breakdown of the behavior both preceding and following the cue. This may be due to an increase in avoidance behaviors and the uncertainty that exists regarding the consequence that will follow. The Poisoned Cue phenomenon is important because it reflects the majority of teaching situations in the real world. SDs in the real world are rarely taught with purely positive reinforcement or purely aversive consequences. This presentation will show an experimental analysis of the Poisoned Cue, and techniques to identify situations that might involve Poisoned Cues. It will also discuss ways to overcome these cues. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Jesus Rosales-Ruiz

Jesus Rosales-Ruiz

Jesús Rosales-Ruiz is an associate professor at the University of North Texas in the Department of Behavior Analysis. He obtained his Ph.D. from the University of Kansas in 1995, under the mentorship of two pioneers in the field of behavior analysis, Donald M. Baer and Ogden R. Lindsley... Read More →

47. Presentation pdf
47. Handout pdf
Wednesday August 7, 2019 9:00am - 12:00pm EDT
TBA
  Livestreaming

1:15pm EDT

64. (repeat of 43) Teaching "Learning How to Learn" - A Functional Analysis of Curriculum Programming for Children with Autism - Presidents Hall 4
Following the publication of the Me book, the first textbook that outlined a behaviorally based instructional sequence for children with autism, numerous curriculum manuals have been published. Manuals have been invaluable in providing both parents and practitioners with sequences of objectives and behavioral procedures to establish verbal and nonverbal skills in children with autism. While some manuals have organized their objectives across traditional developmental areas, favoring a more structural approach to teach language skills, other have employed a functional approach to categorize language objectives. Regardless of their conceptual premise, all published manuals share common characteristics: they all provide a list of objectives that are operationally defined, for each objective they describe a prompt hierarchy, and a corresponding mastery criterion based on a number of specific responses to be demonstrated. In this presentation, I will attempt to illustrate a functional analysis of curriculum development and suggest an additional level of specificity in the design and implementation of behaviorally derived instructional sequences for children with autism. Firstly, I will suggest a way of organizing skills based on whether they constitute a generalized operant class or cumulative/finite skills and how such classification necessarily induces a consideration of mastery criteria for each skill. Secondly, I will endeavor to demonstrate how when behavioral topographies are brought under the relevant and multiple sources of environmental control they lead to rapid and generalized learning, enabling the child to acquire novel responses with minimal teaching. This conceptual framework will be illustrated in relation to two pivotal skills that may lay the foundation for the development of multiply controlled generalized verbal behavior: Simple and conditional discriminative learning and naming. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT
Speakers
avatar for Francesca degli Espinosa

Francesca degli Espinosa

BCBA-D
My clinical and research interests focus on behavioural interpretations of social responding and advanced applications of contemporary analyses of verbal behaviour (Horne & Lowe, 1996; Michael, Palmer, & Sundberg, 2011) as a basis for teaching generalised verbal repertoires, and... Read More →

64. Presentation pdf
Wednesday August 7, 2019 1:15pm - 4:15pm EDT
TBA

1:15pm EDT

36. Effective Technologies in Evoking First Instances of Speech In Non-Vocal Children With Autism - Room 206
Various longitudinal studies indicate that children with autism spectrum disorder with speech impairments and minimal verbal skills have less favorable outcomes in life; hence, development of speech and communication in children with autism is both desired and beneficial. In this session, the duration to vocalization, vocal emergence by form and operant, vocalization in older children and relative success of the technologies used will be explored. Current research indicates an estimated 25-50% individuals with autism fail to develop vocal speech (DeWeerdt, 2013; Wodka, Mathy & Kalb, 2013). A current study spanning 6 years and 8 months reviewed technologies for emergence of vocals in 126 children. Non-vocals children between 1.8 to 13.5 years participated in four experiments that used delayed multiple baseline design across subjects. Experiment 1 studied the role of sign-mand training and paired vocals on the emergence of speech in 58 participants. Experiment 2 studied the effect of vocal prompt delays during sign-mand training on three children who failed to acquire vocals on experiment 1 for 9-33 weeks. Experiment 3 studied the additive effect of intraverbal training with paired auditory stimulus on 46 children who failed to acquire vocals after 12-40 weeks of sign-mand training. In experiment 4 a treatment package of sign-mand training and intraverbal training with paired vocals were introduced on 19 children. Of the total 126 children across all experiments, 105 (83%) emerged with vocals meeting the mastery criteria (n=seven vocals) with permanent effects. The mean IOA of the study was 89% (range 83%-94% and treatment integrity 86% (range 57%-100%). Retrospective data analysis suggested age of children was not a determinant for vocal emergence. Children up to an age of 13.5 years acquired first vocals. The first instances of speech emerged across various verbal operants such as mands, echoic-mands, echoics and intraverbals. Motivating operation accounted for 65% of initial vocals however, 27% first vocals also emerged as intraverbal fill-ins. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT
Speakers
avatar for Smita Awasthi

Smita Awasthi

Smita Awasthi completed her Masters (Psych) as a University topper in 1983 and a PG Dip in Counseling from NCERT, India. She completed her ABA Education from University of North Texas, USA (2004) to become the first Board Certified Behavior Analyst (BCBA) from India. She continues... Read More →

36. Handout pdf
36. Presentation pdf
Wednesday August 7, 2019 1:15pm - 4:15pm EDT
TBA
  Livestreaming

1:15pm EDT

68. Early Development of Social Reciprocity: Developmental Social Neuroscience Meets Public Health Challenge - Presidents Hall 3
This presentation highlights the critical role of early diagnosis and intervention in attenuating the symptoms of autism. Data will be presented on early diagnostic indicators obtained through eye-tracking-based behavioral assays that quantify the social disabilities in autism. The results of these assays were used to generate "growth charts" of normative social engagement, and the deviations from the norm were taken as early indicators of risk. These methods yielded high sensitivity and specificity for the screening of infants. The ultimate goal of this effort is to develop objective and quantitative tools for the detection of autism in infancy, tools that might be deployed in primary care practices. This work will be contextualized in terms of recent developmental social neuroscience research with toddlers with autism, which implicated developmentally very early emerging, and evolutionarily highly conserved, mechanisms of social adaptation that set the stage for reciprocal social interaction, which in term represent the platform for early social brain development. These mechanisms of socialization are under stringent genetic control, setting the scientific basis for parent-delivered, community-viable, early treatment in which social engagement is “engineered” via daily activities, thus impacting a child’s development during every moment of social interaction. Effective screening of infants would be unethical without a clinical infrastructure providing access to family support and early intervention for those screened positive. Through a collaboration with Dr. Amy Wetherby, we are now establishing tools and procedures for the full integration of primary care physicians and early intervention providers with the goal of establishing a new system of healthcare delivery for infants & toddlers with autism spectrum disorders. This system deploys “Early Social Interaction” as its modality of parent-delivered treatment. Credits: Act 48, SW, Psych, PT, OT, INFANT
Speakers
avatar for Ami Klin

Ami Klin

Professor, Emory University School of Medicine
Ami Klin, Ph.D. is the Georgia Research Alliance Eminent Scholar Professor and Chief of the Division of Autism and Developmental Disabilities at Emory University School of Medicine, and Director of the Marcus Autism Center, Children’s Healthcare of Atlanta. He obtained his Ph.D... Read More →

68. Presentation pdf
68. Handout 1 pdf
68. Handout 2 pdf
68. Handout 3 pdf
68. Handout 4 pdf
Wednesday August 7, 2019 1:15pm - 4:15pm EDT
TBA
  Livestreaming
 
Thursday, August 8
 

9:00am EDT

72. Guidelines for Moving from Assessment to Programming - Room 207
During this session, we will discuss a variety of assessment practices that can be utilized to assess a wide range of skills from early basic skills to more complex verbal and non-verbal behavior. The focus of the session will be on using assessment data to develop individualized instructional programs that are not only introduced systematically, but are relevant, balanced and at the appropriate level. The presenter will highlight the importance of sequencing instruction in such a way that the learners can acquire the component skills needed to eventually engage in more complex verbal and non-verbal behavior. Curricular sequence, relevant target selection, and establishing adequate performance and acquisition rates will also be addressed. Credits: Act 48, SW, Psych, PT, OT, BACB
Speakers
avatar for Aimee Miller

Aimee Miller

Educational Consultant, PaTTAN
Aimee Miller, M.Ed., BCBA is an educational consultant with the Pennsylvania Autism Initiative. She earned her master's degree in education from Cabrini College and her undergraduate degree in special education from Bridgewater College of Virginia. She completed her course work to... Read More →

72. Handout 1 pdf
72. Handout 3 pdf
72. Handout 2 pdf
72. Presentation pdf
Thursday August 8, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

78. The Role of Fluency in Programming for Children with Language Delays - Presidents Hall 4
One educational method that is highly effective and supported by published evidence is fluency training. Fluency training is implemented for skills that a child can demonstrate but not at a speed that is efficient. It serves to build the rate at which particular skills are emitted. Many educators are familiar with fluency for academic skills such as words read correctly per minute. This session will discuss atomic repertoires and the component/composite analysis for operants using fluency training. Rate data is a valid measurement and fluency instruction is an effective teaching tool, however, an analysis of when to use such tools is important for maximizing effective instructional time. Skills taught to fluency aims serve to build retention, endurance, stability and promote generalization for more complex language. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Lori Chamberlain

Lori Chamberlain

Educational Consultant, BCBA, PaTTAN
Lori has worked as an educational consultant at PaTTAN for 20 years. She is a board certified behavior analyst since 2004. She started in the field as an elementary teacher. When she taught in the classroom, she wanted to learn how to help the students in her classroom that needed... Read More →

78. Presentation pdf
Thursday August 8, 2019 9:00am - 12:00pm EDT
TBA

9:00am EDT

74. Executive Functioning Redefined - Presidents Hall 2
Executive Functioning has traditionally been defined by psychology as the series of neurologically-
based skills involving mental control and self-regulation. Executive Functioning has also been defined as a set of processes that have to do with managing oneself and one’s resources in order to achieve a goal. Notwithstanding the obvious importance of the brain in executive (and most other) behavior, we propose that Executive Behavior is akin to Cooper, Heron, & Heward’s Self-Management: The personal and systematic application of behavioral principles that result in the desired modification of one’s own behavior (1987) and Skinner's Self Control (1953). Examples of naturalistic and contrived methods to teach attention, memory, emotional regulation, and time and energy management will be presented.
Credits: Act 48, SW, Psych, PT, OT, BACB
Speakers
avatar for Mariela Vargas-Irwin

Mariela Vargas-Irwin

Dr. Vargas obtained her doctoral degree from Rutgers University, completed her internship at Boston Children’s Hospital through Harvard Medical School, and pursued post-doctoral training at the Judge Baker Children’s Center. She has over twenty-five years of experience working... Read More →

74. Handout pdf
74. Presentation pdf
Thursday August 8, 2019 9:00am - 12:00pm EDT
TBA
  Livestreaming

9:00am EDT

76. Converging Qualities of Personal Competence: What They Are and How to Teach Them - Presidents Hall 3
What is to be taught? How is learning to occur? What makes for a truly successful learner? Educators are increasingly looking to the learning and psychological sciences for help in answering these questions. Covering content is no longer considered adequate, nor is a simple emphasis on the purely academic domain sufficient. Educators are being challenged with developing competencies that extend beyond what might be called the cognitive domain. This is especially important for children with developmental challenges. Often efforts focus solely on competencies in what might be termed the “cognitive domain.” In addition to cognitive competencies, three other competencies have been identified that some have suggested are essential for learners to master metacognitive, social/emotional, and motivational competencies. Although there is an emerging consensus that these are important, there is not wide- spread agreement on precisely how these competencies are defined and how they may be acquired. This workshop provides a behavioral description of each competency, how each may be taught, and how the competencies converge, that is, how each competency may contribute an important component (or components) to another. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for T.V. Joe Layng

T.V. Joe Layng

T. V. Joe Layng has nearly 50 years of experience in the experimental and applied analysis of behavior with a particular focus on the design of teaching/learning environments. in 1971 he founded the Center for Innovative Design and Programed Instruction at Western Illinois University... Read More →

76. Handout pdf
Thursday August 8, 2019 9:00am - 12:00pm EDT
TBA
  Livestreaming

1:15pm EDT

87. Token Reinforcement: Bridging the Gap between Science and Application - Room 206
Token economies are among the oldest and most widely used procedures in applied behavior analysis. Unlike other successful technologies in behavior analysis, however, there has been little substantive contact between applied and basic research with token reinforcement over the years. Despite some 50 years of applied work on token economies, surprisingly little is known about the variables responsible for their effectiveness; they are rarely based on an understanding of the basic principles involved. This is beginning to change, as recent translational research is beginning to uncover the behavioral roots of token reinforcement. In this talk, I will discuss some research from laboratory and applied settings, designed to illustrate the benefits of an integrated approach to research and application. I will also provide concrete examples of how such knowledge of basic processes is translated into clinical practice. This type of function-based applied research has the potential to rapidly advance both the science and application of token systems. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA
Speakers
avatar for Tim Hackenberg

Tim Hackenberg

Tim Hackenberg received a B.A. in psychology from the University of California, Irvine in 1982 and a doctorate in psychology from Temple University in 1987, under the supervision of Philip Hineline. He held a postdoctoral research position at the University of Minnesota with Travis... Read More →

87. Presentation pdf
Thursday August 8, 2019 1:15pm - 4:15pm EDT
TBA
  Livestreaming
 
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