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Monday, August 5
 

9:00am

01. Conference Welcome and Pennsylvania Updates - Presidents Hall
Credits: Act 48, SW, Psych, PT, OT, INFANT

Speakers
avatar for Mike Miklos

Mike Miklos

Mike Miklos, M.S., BCBA, is a behavior analyst and Pennsylvania-certified school psychologist employed as an educational consultant for PaTTAN. His responsibilities have included training staff, developing systems for data-driven decisions, completing functional behavior assessments... Read More →
avatar for Angela Kirby

Angela Kirby

Angela Kirby works as director of the PaTTAN- Harrisburg office. Prior to coming to PaTTAN, she served as a special assistant to the Secretary of Education in the Bureau of Teaching and Learning at the Pennsylvania Department of Education. She holds Pennsylvania Instructional II Certification... Read More →


Monday August 5, 2019 9:00am - 10:00am
TBA

10:00am

02. Opening Keynote: Build Your Legacy - Being a Champion with Behavior Analysis - Presidents Hall
Whether you are a student, Behavior Analyst, Educator, or a parent, you will find yourself building a legacy. As Behavior Analysis’ exposure increases not only in the world of autism but also in mainstream education in general, each of us has a more and more important role to play. What will your legacy be and how do you ensure an impact? Not surprisingly, the answers are unlikely to be found in graduate school and sometimes require hard lessons that only come with experience. This presentation will discuss various challenges faced by practitioners and educators using individual examples and from a large-scale perspective. Additionally, it will highlight the different issues we must address, the importance of doing so for our field, and just how dangerous the future could be if we do not act now. If you struggled with a response about your impact or do not see the clear call to action, get ready to work because you have more to give…to your field, your clients, and to yourself. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT, ASHA

Speakers
avatar for Nikki Dickens

Nikki Dickens

Emily N. Dickens, M.S., BCBA—or “Nikki”— is the Director of the FSU Early Childhood Autism Program in Panama City, a nonprofit clinic and community outreach organization. She received her Masters from FSU Panama City in 2005, returned in 2013 to oversee the ECAP practicum... Read More →



Monday August 5, 2019 10:00am - 11:00am
TBA

11:00am

03. Current Effective Practices in a Representative District - Presidents Hall
The PaTTAN Autism Initiative ABA Supports currently provides consultation to over 600 classrooms across Pennsylvania, including rural, suburban, and urban schools.  This brief session will highlight the Moon Area School District and their collaborative efforts with the Autism Initiative, involving seven classrooms spanning Kindergarten through High School students.  The partnership comprises dedicated teachers, paraprofessionals, administrators, internal coaches, behavior analysts, therapists, and amazing students.  The presentation will provide video examples of the use of reinforcement-based instruction based on the science of behavior analysis. Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA

Speakers
RD

Ryan Delaney

Ryan Delaney is an Educational Consultant for the PATTAN Autism Initiative supporting classrooms throughout Pennsylvania. He received his master’s degree at the University of Pittsburgh and earned his BCBA through the Penn State University ABA certificate program.



Monday August 5, 2019 11:00am - 11:30am
TBA

1:00pm

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 →



Monday August 5, 2019 1:00pm - 4:00pm
TBA

1:00pm

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

A. Charles Catania, professor emeritus at UMBC, is past president of ABAI and of Division 25 of the American Psychological Association. He has served as editor of the Journal of the Experimental Analysis of Behavior. He had the good fortune to start his career in 1954 in Fred Keller’s... Read More →



Monday August 5, 2019 1:00pm - 4:00pm
TBA

1:00pm

09. Bearcat BEST - Building Excellence through Skills Training - Room 206
Credits: Act 48, SW, Psych, PT, OT, BACB

Speakers
avatar for Philip Kanfush

Philip Kanfush

Philip M. Kanfush is a Board Certified Behavior Analyst at the Doctoral Level and a licensed Behavior Specialist in the Commonwealth of Pennsylvania. Additionally, Dr. Kanfush is a Certified Brain Injury Specialist. Dr. Kanfush earned Bachelor of Arts degrees at both the University... Read More →
avatar for Alaina D'Aloiso

Alaina D'Aloiso

Alaina D’Aloiso graduated from Saint Vincent College with a Bachelor of Science degree in Early Childhood Education in 2017. She holds current Pennsylvania teaching certification in Early Childhood Education (pre-K through grade 4), Special Education (for both grades pre-K through... Read More →



Monday August 5, 2019 1:00pm - 4:00pm
TBA

4:15pm

12. Legal and Ethical Considerations for the Written Functional Assessment and Behavioral Intervention Plan - Presidents Hall 1, 2 & 3
Many BCBAs working in schools and other settings are responsible for conducting functional assessments and developing behavioral intervention plans. What many behavior analysts may not know is that the written documents represent the only view of the process that outside observers, regulators, and advocates might have. Therefore, it is critical that the written document is constructed in a manner that is consistent with standards of legal and ethical practice. Although some aspects of practice vary from state to state, the fundamentals of the written assessment and written plan are generally consistent. In this presentation, Dr. Vollmer will draw from his experiences to describe “hot button” items associated with the written component of the assessment and plan. He will make suggestions related to making the written components clear, and as free from misinterpretation as possible. Throughout, legal and ethical standards will guide the discussion. Credits: Act 48, SW, Psych, PT, OT, BACB Ethics

Speakers
avatar for Timothy R. Vollmer

Timothy R. Vollmer

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 →



Monday August 5, 2019 4:15pm - 5:15pm
TBA
 
Tuesday, August 6
 

9:00am

15. Teaching Verbal Behavior and Functional Skills to Persons with Moderate to Severe Disabilities (including Autism) - Presidents Hall 3 & 4
Persons with autism and other developmental disabilities have benefited from treatment programs that emphasize the application of behavior analytic principles. Many of these programs are now informed by B.F. Skinner’s, (1957) analysis of verbal behavior. The purpose of this workshop is to provide an extension of this approach to treatment of persons with moderate to severe disabilities. Several curricula will be discussed including The Essential for Living. The Essential for Living is an assessment and curriculum uniquely designed to address the learning difficulties of this group of persons. With its foundation in the analysis of verbal behavior, these materials provide a functional curriculum for children and adults with severe learning needs. An overview of this approach along with video illustrations of treatment methods in educational settings across several essential domains, e.g., self-care, verbal behavior training within the routine of daily events, and reducing problem behavior by teaching tolerating and waiting skills, along with others. Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA

Speakers
avatar for Vincent J. Carbone

Vincent J. Carbone

Vincent J. Carbone, Ed.D., is a Board Certified Behavior Analyst-Doctoral and New York state licensed behavior analyst. He received his graduate training in applied behavior analysis (ABA) at Drake University, Des Moines, Iowa, under the supervision of W. Scott Wood. He currently... Read More →



Tuesday August 6, 2019 9:00am - 12:00pm
TBA

9:00am

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 →



Tuesday August 6, 2019 9:00am - 12:00pm
TBA

9:00am

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

Mike Miklos, M.S., BCBA, is a behavior analyst and Pennsylvania-certified school psychologist employed as an educational consultant for PaTTAN. His responsibilities have included training staff, developing systems for data-driven decisions, completing functional behavior assessments... Read More →



Tuesday August 6, 2019 9:00am - 12:00pm
TBA

1:15pm

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 R. Vollmer

Timothy R. Vollmer

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 →



Tuesday August 6, 2019 1:15pm - 4:15pm
TBA

1:15pm

28. Is My Child Really Included? - Presidents Hall 3 & 4
Every parent wants their child to be included and be a part of their school community and ultimately included in the community at large. However, it can often be a challenge to accomplish the goal of meaningful participation while also ensuring optimal outcomes and safety of all involved. This presentation will provide guidelines for parents and teams to consider as well as a review of critical skill sets that result in successful participation in general education settings, home, and community settings. Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA

Speakers
avatar for Amiris DiPuglia

Amiris DiPuglia

Amiris DiPuglia, M.D., obtained her degree as a medical doctor in 1991 from the Pontificate Catholic University Mother, and master's degree in the Dominican Republic. When her eldest son Alexander was diagnosed with autism, she abandoned her medical career and pursued her certification... Read More →



Tuesday August 6, 2019 1:15pm - 4:15pm
TBA

1:15pm

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 received her master’s degree in special education from Vanderbilt University and a Ph.D. in special education from the University of Pittsburgh. Dr. Kittenbrink is the founder and director of Pittsburgh Behavioral Services, providing direct ABA services and... Read More →



Tuesday August 6, 2019 1:15pm - 4:15pm
TBA

4:30pm

41. Special Presentation: Not Just Autism - Generic Extension of Effective Practices Across Special Education Settings - Presidents Hall 1, 2 & 3
Since 2002, the PaTTAN Autism Initiative has been providing technical support to classrooms across the Commonwealth of Pennsylvania based on the principles of behavior analysis and effective instruction. The structure of that technical support and the associated instructional processes have helped improve instruction for students with autism across a wide range of functional levels. This session will describe how the basic design features of the PaTTAN Autism Initiative have relevance for a wide range of special educational settings. Emphasis will be placed on the commonality of effective instruction practices and on celebrating what individuals with autism spectrum disorders have taught us. Credits: Act 48, SW, Psych, PT, OT, BACB

Speakers
avatar for Mike Miklos

Mike Miklos

Mike Miklos, M.S., BCBA, is a behavior analyst and Pennsylvania-certified school psychologist employed as an educational consultant for PaTTAN. His responsibilities have included training staff, developing systems for data-driven decisions, completing functional behavior assessments... Read More →
avatar for Amiris DiPuglia

Amiris DiPuglia

Amiris DiPuglia, M.D., obtained her degree as a medical doctor in 1991 from the Pontificate Catholic University Mother, and master's degree in the Dominican Republic. When her eldest son Alexander was diagnosed with autism, she abandoned her medical career and pursued her certification... Read More →



Tuesday August 6, 2019 4:30pm - 6:00pm
TBA
 
Wednesday, August 7
 

9:00am

9:00am

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 →



Wednesday August 7, 2019 9:00am - 12:00pm
TBA

9:00am

52. Low Tech Approaches/High Tech Approaches to Instruction - Presidents Hall 2
Credits: Act 48, SW, Psych, PT, OT, BACB

Speakers
avatar for Janet Twyman

Janet Twyman

Dr. Janet Twyman is an education innovator, thought leader, and founder of Blast: A Learning Sciences Company. She’s also the Director of Innovation and Technology for the Center on Innovations in Learning, Associate Professor of Pediatrics at the Univ. of Mass. Medical School... Read More →



Wednesday August 7, 2019 9:00am - 12:00pm
TBA

1:15pm

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 →



Wednesday August 7, 2019 1:15pm - 4:15pm
TBA

1:15pm

63. Positive Behavior Support Plans: The Interface Between Instruction and Intervention - Presidents Hall 2
This session will present an analysis of positive behavior support plans that includes the critical components to consider when writing the plan.  Behavior plans should consist of antecedent interventions to reduce motivation to engage in the problem behavior, a socially appropriate alternative behavior that will be taught to replace the problem behavior, and strategies for how staff will prevent the problem behavior from contacting reinforcement when it does occur.  Practical interventions for teaching appropriate communication and paring instruction with improving conditions will be discussed.  A focus on identifying the function, or functions, of problem behavior and then designing a plan that includes instructional goals to teach appropriate replacement behavior will be emphasized. Credits: Act 48, SW, Psych, PT, OT, BACB

Speakers
avatar for Willow Hozella

Willow Hozella

Willow Hozella, BCBA, is an educational consultant with PaTTAN's Autism Initiative. He provides in-class consultation to autism support classrooms throughout Pennsylvania, working directly with students, teachers, para-educators, and other staff to implement evidence-based instructional... Read More →



Wednesday August 7, 2019 1:15pm - 4:15pm
TBA

1:15pm

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

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 →



Wednesday August 7, 2019 1:15pm - 4:15pm
TBA
 
Thursday, August 8
 

9:00am

73. A Behavioral Interpretation of Mathematics and Logic - Room 206
In this workshop I discuss some of the behavioral contingencies underlying mathematical and logical concepts.  Even cave men must have found it useful to count, to estimate, to sort, and to match; to evaluate relative size, length, and duration; to tact temporal relationships such as before, next, after, past, future, and the length of the seasons; to tact physical relationships such as above, below, adjacent, near, far, heavy, and light.  But each such act of quantification or estimation must have been biased by a host of conditions in effect at that time or place. The relatively objective and abstract verbal rules of logic and mathematics must have had their roots in practical rules of thumb shaped by long exposure to such natural contingencies.
The elements of logic and mathematics are examples of verbal behavior, and their great power and usefulness derives from that fact. They facilitate model building and the formal structures and abstractions of science. These models generate precise predictions that go far beyond normal experience, and they have permitted astonishing advances in science and technology. I translate these elements into corresponding verbal units: Textual and transcriptive behavior, tacts and abstract tacts, intraverbals, intraverbal chains, and intraverbal frames. Problem solving is interpreted as bringing cycles of supplementary stimuli to bear on the task at hand. In light of this analysis, I suggest reasons that logic and mathematics are commonly hard to learn and point to procedures that may prove useful when teaching such concepts to students at every level of ability. Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA

Speakers
avatar for David Palmer

David Palmer

David Palmer earned bachelor's degrees in geology and English in 1969, but he immediately abandoned all pretense of getting a responsible job. He stumbled on the book Walden Two and spent the next decade on a soap box talking about Skinner, trying to start an experimental community... Read More →



Thursday August 8, 2019 9:00am - 12:00pm
TBA

9:00am

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 →



Thursday August 8, 2019 9:00am - 12:00pm
TBA

9:00am

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 →



Thursday August 8, 2019 9:00am - 12:00pm
TBA

1:15pm

83. (repeat of 71) Establishing Generative Verbal Learning for Children with Autism - Presidents Hall 1 & 2
Typically, developing children demonstrate an explosion of language skills between the ages of 2 and 3 (Hart & Risley, 1995). A child acquires new speaker and listener skills daily, often without direct training or reinforcement. However, many children with autism struggle with, or fail to make this critical linguistic leap. This learning barrier could be related to a child’s inability to benefit from generative verbal learning. Generative verbal learning occurs when existing verbal skills enable or accelerate the acquisition of other verbal skills, without direct teaching or reinforcement (Rosales-Ruiz & Baer, 1997). An account of generative learning based on Skinner’s (1957) analysis of verbal behavior will be described (e.g., Horne & Lowe, 1996; Greer & Ross, 2008; Staats, 1996). It will be suggested that there are several different types of generative effects that collectively allow for the rapid and efficient acquisition of more advanced verbal repertoires. The VB-MAPP contains a number of milestones that can be identified as measures of generative learning. These milestones will be described, along with ways to read a child’s existing VB-MAPP in terms of generative verbal learning scores. Finally, suggestions will be offered for how and when to establish generative repertoires for children with autism. Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA

Speakers
avatar for Mark Sundberg

Mark Sundberg

Mark L. Sundberg, Ph.D., BCBA-D, received his doctorate in applied behavior analysis from Western Michigan University in1980, under the direction of Dr. Jack Michael. He is the author of the VB-MAPP: Verbal Behavior Milestones Assessment and Placement Program, and co-author of the... Read More →



Thursday August 8, 2019 1:15pm - 4:15pm
TBA

1:15pm

84. Parents as Teachers: Promoting Independent Living Skills in the Home and Community - Presidents Hall 3 & 4
The goal of education is to better the lives of learners outside of the four walls of the classroom. We strive to make learners, of all ages, as independent as possible in their homes and communities. In order to achieve this goal, instruction must be provided directly in the natural environment. Early pioneers of applied behavior analysis, such as Ivar Lovaas and Nathan Azrin, understood the importance of including parents and caregivers in treatment. Today, parents and caregivers are still necessary members of the treatment team and play an important role in teaching skills in the home setting. An effective behavior analyst serves as an instructor to parents and caregivers on how to effectively use behavioral technology in the home, how to collect and analyze data, and how to assess needs in their children. This workshop will introduce the audience to ABA instructional methods that are effective in teaching the skills that are necessary for individuals to be independent in their home and community. Through daily living skill examples such as getting dressed, brushing teeth, making simple meals, doing household chores, traveling in the community, and shopping, the presenter will explain and model for the audience how to effectively teach these skills, collect data and assess progress. Techniques will include developing task analyses, using differential reinforcement, shaping, modeling, using visual prompts, and chaining skills to promote independent complex behavior. Time will be left for audience participation and questions. Credits: Act 48, SW, Psych, PT, OT, BACB, INFANT

Speakers
avatar for Frank Cicero

Frank Cicero

Dr. Frank Cicero is a New York State licensed psychologist, licensed behavior analyst and board certified behavior analyst with over 23 experience working in the fields of applied behavior analysis and autism spectrum disorders. He received his masters degree in school psychology... Read More →



Thursday August 8, 2019 1:15pm - 4:15pm
TBA

1:15pm

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 →



Thursday August 8, 2019 1:15pm - 4:15pm
TBA

4:30pm

95. Closing Keynote: Why Be a Behavioral Educator? (What Does it Mean to Be a Behavioral Educator)? - Presidents Hall 1, 2 & 3
Why be a behavioral educator? What does it mean to be a behavioral educator? Does it imply working with learners with autism spectrum disorder or other special needs? Does it go beyond the use of discrete trials or the collection of data? Being a behavioral educator can include these things, but also much, much more. Within the presentation, several key features of behavioral educators will be shared, with historic and real-world examples of how behavior analysis is improving the work of teachers and the lives of students. The power of behavior analysis to vastly enhance teaching and learning for all learners will be explored, resulting in ideas and concrete actions new and veteran educators can do “right now” to improve their student outcomes. Credits: Act 48, SW, Psych, PT, OT, BACB

Speakers
avatar for Janet Twyman

Janet Twyman

Dr. Janet Twyman is an education innovator, thought leader, and founder of Blast: A Learning Sciences Company. She’s also the Director of Innovation and Technology for the Center on Innovations in Learning, Associate Professor of Pediatrics at the Univ. of Mass. Medical School... Read More →


Thursday August 8, 2019 4:30pm - 5:30pm
TBA