19th Annual Conference on Autism: Research-Based Solutions

Affiliation:

Director of Internship
Kennedy Krieger

Integrating Treatment Components and Tactics for Reducing Self-Injurious Behavior and Self-Restraint

Abstract:

Identifying treatment-resistant subtypes of automatically maintained self-injurious behavior (SIB) has been essential in guiding the development of more effective interventions. Advances in understanding the mechanisms underlying SIB and self-restraint, along with emerging technologies, provides a strong foundation for targeted treatment approaches. Individuals with Subtypes 2 and 3 are more likely to be resistant to commonly effective interventions for Subtype 1, necessitating additional tactics to achieve meaningful behavior reduction. In this presentation, initial findings are presented from a sample of individuals admitted to an inpatient hospital unit, enrolled in a clinical trial evaluating the efficacy of a combination treatment for treatment-resistant subtypes of automatically maintained SIB. These cases illustrate a treatment development approach that emphasizes pre-treatment assessments and training procedures prior to formal intervention. Specific assessments are conducted to (a) systematically identify effective components to ensure safety (protective procedures) and alternative sources of competing reinforcement and responses, (b) implement intensive training to establish prerequisite skills to maximize effects, and (c) pilot various combinations of treatment components to identify optimal arrangements. After these assessments, components are applied in a combination treatment package targeting SIB and when relevant self-restraint. Treatment is then generalized to increase feasibility of implementation in other settings, and when possible, protective procedures are systematically faded. Outcomes presented for participants are quantified in terms of reductions in SIB, self-restraint, and the level of protective procedures required to ensure safety and functioning in daily life, with an emphasis on increased independence at the individual level. 

Biography:

Dr. Schmidt graduated with his doctoral degree in school psychology from the University of South Carolina in 2010. After finishing his coursework, he completed an internship at The May Institute and a postdoctoral fellowship at Kennedy Krieger Institute and the Johns Hopkins University School of Medicine. During both his internship and fellowship, he focused on neuropsychological assessment, as well as assessing and treating problem behavior displayed by individuals with intellectual and developmental disabilities.

Currently, Dr. Schmidt is a senior behavior analyst at Kennedy Krieger Institute on the inpatient Neurobehavioral Unit. His primary responsibilities in this role are to supervise the assessment and treatment of individuals who are admitted for severe problem behavior, and consult with relevant caregivers to ensure effective service delivery. Dr. Schmidt is a licensed psychologist in the state of Maryland, and a board certified behavior analyst at the doctoral level (BCBA-D).

Affiliation:

Professor, Special Education and Applied Behavior Analysis
College of Education and Human Development
Temple University

Neurodiversity, Neurodivergence, and Applied Behavior Analysis

Abstract:

Neurodiversity (ND) is based on ideas that human development varies and people with autism, attention deficit hyperactivity disorder, learning disabilities, or other conditions experience the world differently but not incorrectly. Critics from the ND community allege that ABA seeks to normalize autistic people at the expense of their identities and some in the ABA field have amplified these concerns.  Other ABA advocates have countered that such criticisms are grounded in misconceptions, in not outright falsehoods about ABA, or are based in practices that were abandoned decades ago. In this presentation I will provide a firsthand account on the positive role of neurodivergence in the perception of disability and potential contributions of the ND perspective in ABA.  I will then outline limitations of the ND perspective, emphasizing the central importance of science and scientific norms in the design of humanistic and effective ABA programs. I will conclude with recommendations for practices that respect the ND perspective while adhering to an evidence-based ABA framework.

Learning Objectives:

At the conclusion of this presentation, participants will be able to:

• Define neurodiversity (ND) and neurodivergence and outline the history of these concepts in the disability community.
• Describe the contributions of neurodivergent people to understanding conditions such as autism and ADHD.
• Identify common misconceptions about ABA and limitations of the ND perspective.

Biography:

Matt Tincani, PhD, BCBA-D focuses on the application of behavioral principles to improve outcomes for people with disabilities and other special learning needs. His interests include systematic reviews of behavior science research, teaching job-related skills to neurodivergent people, smart technologies to improve special education, single-case designs, meta science, and open science. His recent work has explored questionable and improved research practices in single-case designs. He currently serves on the editorial boards of the Journal of Positive Behavior Interventions, the Journal of Special Education Technology, and Focus on Autism and Other Developmental Disabilities, and as consulting editor to Education and Training in Developmental Disabilities. He has also served in several prominent regional and national leadership roles, including as Appointee to the Nevada Governor’s Councils on Development Disabilities and Autism, and as founding president of the Positive Behavior Support SIG of the Association for Behavior Analysis International. He has published over 85 scholarly publications, including the books Classroom Management and Positive Behavior Support (2nd edition; Routledge) and Adults with Autism Spectrum Disorders, Evidence-Based and Promising Practices (Guildford Press). He is currently co-principal investigator of a $2.3 million NSF-funded research project to explore support for people with neurodevelopmental disorders in attaining employment in information technology fields.

Affiliation:

Director, Penn State Health Children’s Hospital Feeding Program and
Professor of Pediatrics, Penn State College of Medicine

Helping Persons on the Spectrum Expand Their Diets: Thirty Years of Lessons Hard Learned

Abstract:

While the prevalence of autism in the general population is often estimated to be 1 in 31, in populations who have problems with oral intake, it is much higher. In two separate samples of children seen at our feeding clinic, 1 in 3 children were on the spectrum. A recent review examined the prevalence of autism spectrum in eight samples of eating disordered patients found it averaged 1 in 5. To address the feeding and eating challenges of persons on the spectrum, clinicians have utilized behavioral interventions which are described in a growing number of studies. This talk will discuss the development of the behavioral feeding intervention literature, its limitations, and how behavioral interventions can be expanded, modified, and possibly, reconceptualized, to increase their effectiveness.

Biography:

Dr. Williams is the Director of the Penn State Health Children’s Hospital Feeding Program. He is an Associate Professor of Pediatrics at the Penn State College of Medicine. Prior to coming to Hershey, Dr. Williams was a faculty member in the Kennedy Krieger Institute’s Pediatric Feeding Disorders Program. He specializes in the behavioral treatment of feeding disorders. Dr. Williams also treats a wide array of behavior problems found among children with developmental disabilities. He is licensed as a psychologist in Maryland and Pennsylvania and is also a board Certified Behavior Analyst.

Affiliations:

Helena Maguire, MS, LABA, BCBA, CDE®
Vice President and Chief Clinical Officer
Melmark New England at Melmark Inc.

Jill Harper, PhD, BCBA-D, LABA, CDE®
Senior Director
Professional Development, Clinical Training, and Research
Melmark New England

From Framework to Fidelity: Building Effective BCBA Supervision Systems in Applied Settings

Abstract:

Establishing a sustainable and effective supervision system is essential for developing competent, ethical behavior analysts. This presentation will provide a practical framework for designing supervision systems that align with BACB standards (BACB, 2025) while meeting the operational demands of applied settings. Drawing from organizational behavior management (OBM) principles (Daniel & Bailey, 2014) and current supervision research (Kranak et, al., 2023), presenters will outline supervision infrastructure, including supervisor training, documentation systems, and competency-based performance evaluation. Topics will include structuring supervision to meet BACB requirements (BACB, 2025), integrating competency-based training, and interdepartmental collaboration to enhance supervision quality. Presenters will provide strategies for integrating supervision into existing clinical workflows, using data to monitor progress, and fostering a culture of feedback and professional growth. Case examples will illustrate how these systems can successfully be applied in residential and educational settings, resulting in improved trainee outcomes and organizational efficiency.

Biographies:

Helena Maguire, MS, LABA, BCBA, CDE®, serves as the Vice President and Chief Clinical Officer of Melmark. She oversees the development and implementation of programs and services, as well as the daily operations for Melmark New England. She develops strategic objectives for the Massachusetts division, and provides leadership to direct reports in order to assure the achievement of these objectives. Mrs. Maguire supports the CEO through various committees and activities, and assumes responsibility for policy development, quality assurance, risk management, regulatory compliance, fiscal integrity, and excellence in care and delivery of all services.

Mrs. Maguire has worked extensively in the field of community based human service delivery systems in Massachusetts. She has served as a Program Director at Vinfen Corporation and as the Director of Adult Services at the May Institute. In both of these positions, Mrs. Maguire was responsible for the development and implementation of the staff orientation training curriculum, training for supervisory personnel and in-service training for all staff.  Mrs. Maguire has presented numerous papers on staff management and staff training techniques, both at the local level and at the national level.

Mrs. Maguire is an Adjunct Professor at Endicott College and the University of Massachusetts-Boston and is an instructor for a five-course graduate series on Applied Behavior Analysis.

She earned her Master of Science in Human Services Administration degree from the University of Massachusetts-Boston. She earned her Board Certification in Behavior Analysis (BCBA) in May 2002.

Jill Harper, PhD, BCBA-D, LABA, CDE®, serves as the Senior Director of Professional Development, Clinical Training, and Research at Melmark New England. Dr. Harper received her PhD. in Psychology with a concentration in Behavior Analysis from the University of Florida. She is a Board Certified Behavior Analyst, Licensed Behavior Analyst with the State of Massachusetts, and a Certified Diversity Executive^®. Dr. Harper received the 2013 Jerry Shook Practitioner Award from BABAT, Massachusetts’ professional organization for behavior analysts, for excellence in clinical practice. In addition to direct service, she has been actively involved in the field of behavior analysis through academic instruction, training and supervision of staff, as well as the design and dissemination of applied research. Dr. Harper holds an adjunct faculty position teaching and mentoring masters and doctorate level students through Endicott College.  Her research interests include the assessment and treatment of severe behavior disorders, mechanisms responsible for behavior change, and maintenance and generalization of treatment effects.  Dr. Harper has published her work in several peer-reviewed journals and regularly presents as regional and national conferences.

Affiliations:

Amanda Duffy, MEd, BCBA, LBS
Director of Clinical Services – Adult Programs
Melmark

Kristina Gasiewski, MOTR/L, MEd, BCBA
Senior Director
Behavior Analyst/QIDP Adult Clinical Services
Melmark

Lara Redcay, MEd, BCBA
Assistant Director of ICF/IDD
Melmark

Biographies:

Kristina Gasiewski, MEd, MOTR/L, BCBA, received her Bachelor of Science in psychology and her Master of Occupational Therapy from University of the Sciences in Philadelphia. She went on to receive her Master of Education in autism and applied behavior analysis from Endicott College. Kristina works at Melmark PA, and recently has transitioned into her new role as the behavior analyst/QIDP in adult clinical services. Previously she worked as a school-based occupational therapist. Being dually credentialed, her research interests include collaboration between occupational therapists and behavior analysts and bridging the gap in order to best serve individuals with autism and developmental disabilities. Kristina is a member of the American Occupational Therapy Association (AOTA) as well as the Association for Behavior Analysis International (ABAI), and has had the opportunity to present at both organizations’ annual conferences. Additionally, Kristina is a Board member of the Association for Science in Autism Treatment (ASAT).

Continuing Education opportunities:

BACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)

This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, ONLY live/synchronous study is available.)

BACB® Learning CEUs (6.0 Anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058

Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.

APA Approved Sponsor

Psychology CE Credits (6.0 Anticipated)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.

In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.

Attendees must complete all six presentations in-person or virtually from live/synchronous learning to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *Although recordings will be available, you may ONLY earn Psychology CE Credits through live attendance and you must complete the attendance verification process by the Monday following the conference at midnight.

Questions or concerns? Contact Rebekah Pavlik at pa****@******or.org.

Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

In-Person on the campus of Melmark in Berwyn, Pennsylvania or online, virtually through Zoom.

Melmark
2600 Wayland Road
Berwyn, PA 19312

Campus Map and Parking (PDF)

Recommended nearby hotels:

Hilton Garden Inn Newtown Square Radnor

Teca Newtown Square