Afffiliation:

President & Co-Founder, Pyramid Educational Consultants (PECS)
Vice Chair, Cambridge Center for Behavioral Studies Board of Directors

Presentation: Alternative Ethical Considerations for Behavior Analysts

Abstract:

The Behavior Analyst Certification Board, Inc.^® (BACB^®) has published new ethical guidelines for behavior analysts. This talk will question whether sufficient guidelines are provided for skill building questions and if they are equivalent to ethical considerations regarding behavior reduction/replacement strategies. We will review how business practice guidelines may influence ethical discussions. We also will review how a Buddhist perspective may influence ethical choices within behavior analysis.

Learning Objectives:

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

• Distinguish ethical issues related to skill building versus response reduction/replacement.
• Describe how business practice issues may influence ethical discussions.
• Describe how a Buddhist perspective may challenge absolutist ethical guidelines.

Presenter Bio:

Andy Bondy is president and co-founder of Pyramid Educational Consultants. Dr. Bondy is an innovative leader in the field of autism and applied behavior analysis. He directed a statewide public school system for students with autism for fourteen years. He is co-author of the PECS Training Manual. He also wrote the Pyramid Approach to Education, a training manual that offers an integrated orientation to developing effective educational environments blending applied behavior analysis with functional activities and creative communication strategies. Dr. Bondy received his MA and Ph.D. from the UNC Greensboro, and completed his clinical internship in 1976 at the University of Kansas Medical Center. Dr. Bondy has presented numerous papers, lectures and workshops in regional, national and international conferences and conventions on behavior analysis, PECS and the Pyramid Approach to Education. He has remained active in research and writing, and continues to develop new and innovative methods of helping children with autism and related developmental disorders.

DISCLOSURE:

Financial: Dr. Andy Bondy receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: Dr. Andy Bondy holds a non-compensated seat on the Board of Trustees and Board of Directors  of the Cambridge Center for Behavioral Studies.

Afffiliation:

Founder, blast: A Learning Sciences Company
Member, Cambridge Center for Behavioral Studies Board of Directors

Presentation: Can Behavior Analysts Behave Ethically?

Abstract:

Ethics is said to represent the moral code that guides one’s choices and behaviors; a moral code that often extends beyond one person to include what is right or wrong for groups, organizations, or society at large. Most humans share a common belief that we all should behave ethically, both personally and professionally. Inherent in the idea of ethics or morality is the perception of free choice. Given a conflicting situation one should choose to behave ethically. Yet in a deterministic science such as behavior analysis, behavior is viewed as a product of the intersection of genetic inheritance, learning history, current conditions, and available alternative contingencies. Can a behavior analyst (or anyone) choose to behave ethically? When behavior tacted as unethical occurs, is it right to blame or punish the individual? As B.F. Skinner famously noted, “the rat is always right.” Given the stance that behavior is lawful, how should we as a field view and respond to unethical professional behavior? These issues will be analyzed from a non-linear perspective which will lead to suggestions towards a more systemic, contingency-analytic approach to ethical behavior.

Learning Objectives:

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

• Define nonlinear contingencies and alternative sets.
• Describe potential nonlinear contingencies for behavior deemed unethical.
• Identify alternatives to coercive systems of influence or control

Presenter Bio:

Dr. Janet Twyman is an education innovator, thought leader, and founder of blast: A Learning Sciences Company. Her numerous articles, book chapters, and presentations address behavior analysis, instructional design, technology, and educational systems, and includes co-editing three books on educational innovation, personalized learning, and equity. Always passionate about education, Janet has been a pre-school and public school teacher, administrator, researcher, and university professor. She currently holds a faculty appointment as Associate Professor of Pediatrics at the University of Massachusetts Medical School, and formerly served as Director of Innovation and Technology for the U.S. Dept of Education funded Center on Innovations in Learning and as Vice President of Instructional Development, Research, & Implementation at Headsprout. She has presented to and worked with education systems, organizations, and institutions over 50 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. Dr. Twyman consults for numerous organizations and serves on several boards and committees including the Cambridge Center for Behavioral Studies’ Board of Directors, offering support in research, education innovation, and system refinement. In 2007-08 she served as the President of the Association for Behavior Analysis and in 2014 was named an ABAI Fellow. For her distinguished contributions to educational research and practice she received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.

DISCLOSURE:

Financial: Dr. Janet Twyman receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: Dr. Janet Twyman holds a non-compensated seat on the Board of Trustees and Board of Directors of the Cambridge Center for Behavioral Studies.

Afffiliation:

BRIAN CONNERS, BCBA, LLC – Speaker, Consultant, Author

Presentation: Diversity, Ethics, and Professional Training in Behavior Analysis: Current Status and Future Directions

(To be presented virtually – Dr. Conners will be streaming-in virtually during the in-person conference.)

Abstract:

This presentation will focus on an examination of the current status of the field of behavior analysis as it relates to the infusion of cultural humility in the graduate coursework, supervision, and fieldwork of future behavior analysts.  Furthermore, a dialogue around developing an ethical, culturally responsive practitioner in behavior analysis will be provided.  Finally, a discussion of future directions based upon current research in the field of behavior analysis around diversity will be included to further the ethical and cultural development of the field of behavior analysis.

Learning Objectives:

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

• Identify the current status of diversity, ethics, and professional training in behavior analysis
• Understand ways to strengthen the development of ethical, culturally responsive practitioners in behavior analysis
• Determine future directions in research and practice on ethics and diversity in the field of behavior analysis

Presenter Bio:

Brian Conners, Ph.D., BCBA began his career working in a private, special education school for students ages 5-21 with severe developmental disabilities, behavioral disorders, and co-morbid psychiatric conditions where he worked first in the classroom and later as behaviorist for the school’s behavior department.  His time at this school ignited his passion in the field and carved his path for his future. He later transitioned to working in the public educator sector where he worked as a Board Certified Behavior Analyst and New Jersey Department of Education certified school psychologist. During his time in the public schools, he case managed and provided behavioral and psychological services for students with emotional and behavioral disorders for a highly specialized in-district special education program.

After working in the schools, Brian created and owned a full service behavioral healthcare agency in New Jersey that had provided high quality Applied Behavior Analysis services to children, adolescents, and adults with autism, developmental disabilities, behavioral disorders, and psychiatric conditions.  His agency provided services in client’s homes, public and private schools, agencies, and hospital-based settings. Through his dedicated work to families and individuals with disabilities and his passion for providing high-quality and ethical Applied Behavior Analysis services, he was able to get the agency approved by the New Jersey Department of Education, New Jersey Division of Developmental Disabilities, various insurance agencies, and later as a nationally recognized Behavioral Health Center of Excellence.  He later left operating a full service agency to focus on teaching and research at the university level and public speaking and consulting through his own practice.

With over 10 years experience working in the field, Brian developed the graduate program in Applied Behavior Analysis at Seton Hall University and continues to work at the university as a Faculty Associate teaching courses in Applied Behavior Analysis and special education, conducting research through his lab, and mentoring students in the field.

DISCLOSURE:

Financial: Dr. Brian Conners receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: No relevant non-financial relationships to disclose.

Afffiliation:

Professor Emeritus, Department of Psychology, Utah State University
Founder, Behavior Works

Presentation: Why Animals Need Trainers Who Adhere to the Least Intrusive Principle: Improving Animal Welfare and Honing Trainers’ Skills

(To be presented virtually – Dr. Friedman will be streaming in virtually during the in-person conference.)

Abstract:

Negative reinforcement is a bit like a train wreck: You know you should maintain speed and drive past it but you just can’t help slowing down to satisfy your curiosity. Recent interest in basic research on negative reinforcement sets the occasion to check our understanding of why animals need trainers who support the least intrusive principle for selecting behavior-change procedures. This principle doesn’t preclude the use of negative reinforcement per se; rather, it limits the use of negative reinforcement when it isn’t necessary, i.e., when positive reinforcement-based procedures may be equally efficient and effective. All professions have ethical guidelines — that part of applied practice that science doesn’t (indeed can’t) address. And many of them adhere to the least intrusive principle, e.g., special education, mental health, medicine and law. In this presentation, we will 1) examine the rational for a hierarchy of behavior-change procedures according to the least intrusive principle, 2) consider its impact on both animal welfare and trainers’ skills, and 3) address concerns with the adoption of this ethical guideline as it applies to the animal training profession.

Learning Objectives:

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

• Operationalize the construct “least intrusive” as it relates to behavior-change procedures.
• Describe the problem of superimposition of positive and negative reinforcement.
• Explain when negative reinforcement can be the least intrusive behavior-change solution.

Presenter Bio:

Susan G. Friedman, Ph.D. is a professor emeritus in the Department of Psychology at Utah State University. Susan has co-authored chapters on behavior change in five veterinary texts, and her popular articles have been translated into 15 languages. She teaches seminars and a course on animal learning online (Living & Learning With Animals) and consults with zoos and animal organizations around the world. Susan was appointed to the F&WS California Condor Recovery Team from 2002 – 2010, after which time the team was retired due to the success of the birds in the wild. She is the Chairperson of the Scientific Advisory Committee of American Humane Association (AHA) Film and TV Unit, and a member in good standing of ABAI, ABMA, IAATE and IAABC. See behaviorworks.org and facebook.com/behaviorworks.

DISCLOSURE:

Financial: Dr. Susan Friedman receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: Dr. Susan Friedman holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies.

Affiliation:

Senior Associate in Psychology, Boston Children’s Hospital
Senior Lecturer, Department of Psychiatry and Behavioral Sciences
Faculty Member, Center for Bioethics, Harvard Medical School

Presentation: Why Scientists Cheat: Misconduct in Research

Abstract:

The reasons for cheating in the scientific community boil down to integrity, situational demands, and perceived likelihood of getting caught. Following a review of fundamental triggers of dishonesty, the most common forms of cheating in scientific research will be described along with more subtle aspects of “bad science,” investigator bias, questionable publication and lab practices that diminish the value of research. Using survey data from experienced investigators, strategies for creating peer situational constraints against bad science will be discussed. Examples of three trusted scientists whose cheating led to significant harm will be presented.

Learning Objectives:

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

• Identify the most common types of scientific dishonesty.
• Recognize and formulate strategies to enhance research integrity in the workplace.
• Recognize and describe at least one well publicized example of scientific misconduct.

Presenter Bio:

Gerald P. Koocher completed his B.A. degree in Psychology at Boston University, and his MA and PhD in clinical psychology at the University of Missouri. From 1971 through 2001 he served successively as an intern, post-doctoral fellow, and ultimately as Chief of Psychology at Boston’s Children’s Hospital and Judge Baker Children’s Center. During this period he also served as a full time faculty member (Associate Professor) at Harvard Medical School. In June, 2001 Dr. Koocher became Professor and Dean of the School for Health Studies at Simmons University (Boston). He later served as Associate Provost at Simmons and became Dean Emeritus at Simmons in 2013. In June of 2013 he became Dean of the College of Science and Health at DePaul University in Chicago. He returned to Massachusetts in 2018 hold a medical staff appointment at Children’s Hospital, as a Lecturer in Psychology and faculty member at Harvard Medical School’s Bioethics Center. Dr. Koocher was elected a Fellow of twelve divisions of the American Psychological Association (APA) and a Fellow of the American Association for the Advancement of Science. He has earned five specialty diplomas from the American Boards of Professional Psychology (Clinical, Clinical Child /Adolescent, Family, Forensic, and Health Psychology). He has been licensed as a psychologist in Illinois, Massachusetts, New Hampshire, and the District of Columbia. Currently Editor of the journal Ethics & Behavior, Dr. Koocher previously served as Editor of the Journal of Pediatric Psychology and The Clinical Psychologist. He has published more than 350 articles and book chapters and authored or edited 17 books. Areas of his expertise include: • Adaptation to chronic and life-threatening illness in childhood (especially cancer, cystic fibrosis, and diabetes). • Coping with bereavement and loss, psychological assessment. • Professional and scientific ethics, and mental health malpractice. Very active in professional affairs, Dr. Koocher served as President of the Massachusetts and New England Psychological Associations and of four APA divisions (Clinical Psychology, Pediatric Psychology, Psychotherapy, and Children, Youth, and Family Services). He served as President of the APA (2006).

DISCLOSURE:

Financial: Dr. Gerald Koocher receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: No relevant non-financial relationships to disclose. 

Panel Presentation: Use of the Culturally Responsive Supervision Self-Assessment Tool to Enhance Supervision Outcomes

Abstract:

It is essential that behavior analysts model integrate cultural responsiveness into their supervision, as well as into their clinical practice.  This is a relatively new mandate, and while awareness has increased, there are few resources that assist behavior analysts in integrating this value into their work. The Culturally Responsive Supervision Self-Assessment (CRSS) tool is a new tool that can be used to integrate cultural responsiveness into the supervision process.  The utility of this tool as a self-assessment and as an evaluative tool will be discussed.

Learning Objectives:

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

• Describe how cultural responsiveness is integral to supervision
• List examples and non-examples of culturally responsive behaviors identified on the tool
• Identify contexts in which the tool can be used to enhance supervision quality and outcomes

Panel Moderator

Mary Jane Weiss, PhD, BCBA-D, LABA
Director, Graduate Program in Autism/ABA Studies, Endicott College

Mary Jane Weiss, Ph.D., BCBA-D, LABA is a Professor at Endicott College, where she has been for 10 years, and where she serves as the Executive Director of ABA and Autism Programs, including overseeing the master’s programs in ABA and directing the Ph.D. Program in ABA. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, exploring ways to enhance the ethical conduct of practitioners, teaching social skills to learners with autism, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation.  She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular reviewer for several professional journals, and is a frequent member of service committees for a variety of organizations.

Panel

Ksenia Gatzunis, PhD, BCBA-D, Adjunct Faculty, Endicott College & Northeastern University

Dr. Ksenia Gatzunis is a doctoral-level Board Certified Behavior Analyst (BCBA-D) whose primary work includes supervising graduate students who are pursuing certification with the Behavior Analyst Certification Board (BACB) and teaching master-level courses in applied behavior analysis, including at Endicott College. She has also provided clinical supervision to clinicians and trained practitioners in behavior analytic practices, both within the United States and internationally across several countries.

Kimberly Edwards, MEd, National Certified Speech-Language Pathologist

Ms. Kimberly Edwards, M.Ed., is a Program Manager and educator in Washington, DC. Kimberly has worked in the field of education for more than 10 years. She received a Master of Education from the University of Virginia in 2011 and a Graduate Certificate in Applied Behavior Analysis from George Mason University in 2018. Prior to moving to Washington, DC, Ms. Edwards worked in Richmond, VA.  Her experience included work in therapeutic day schools and public schools. Her current work aligns with her research interests, centering on coaching staff on culturally responsive and impactful learning pathways; instructing behavior management; focused professional development; strategizing and developing school-wide anti-racism and effective social behavior practices.

Adriana Rodriguez, MA, BCBA, St. Lucie County Public Schools

Adriana Rodriguez is a Board Certified Behavior Analyst (BCBA). She earned her master’s degree in Applied Behavior Analysis and Clinical Science from Rollins College. Adriana has experience working with individuals diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), and Fragile X syndrome, she has worked with a variety of age groups ranging from early intervention to young adults. Ms. Rodriguez’s graduate research focused on the effect of including cultural concerns when providing parent training. Currently, Adriana is working as a behavior analyst for St. Lucie Public Schools in Florida.

DISCLOSURE:

Financial: Dr. Mary Jane Weiss receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: Dr. Mary Jane Weiss holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies.

Financial: Other panel members receive no compensation as an employees of the Cambridge Center for Behavioral Studies.
Non-financial: No relevant non-financial relationships to disclose. 

This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly, Massachusetts.

Event Venue:  The NEW Cleary Lecture Hall within the Wax Academic Center (View Endicott College map.)

IMPORTANT! Before your Certificate can be issued, you will need to complete an online evaluation and code submission quiz. EACH presentation/panel will have three codes given. You need to write down the codes to complete the code quiz for proof of attendance for ALL six presentations both in-person and virtual. We will give the link during the conference in the chat function AND an email will be sent at 4:30 pm the date of the conference with a link and instructions. This will be coming from pavlik@behavior.org. 

Continuing Education opportunities:

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

BACB® ETHICS Learning CEs (6.0): The Cambridge Center for Behavioral Studies is an approved Learning CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 Ethics Learning CE units for this conference. *Attendees must be present during the entire in-person or online conference. Partial credit is not offered.

APA Approved Sponsor

Psychology CE Credits (6.0)*: 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. *Attendees must be present during the entire live in-person (not virtual) conference. Partial credit is not offered. 

This course is offered for 0.6 ASHA CEUs (Intermediate Level, Related Area). Subject code: 7070 Ethics and Ethical Decision Making. *ASHA CEUs: Attendees must be present for the entire LIVE (not virtual) conference, partial credit will not be offered.

You can view our presenters’ financial and non-financial disclosure statements in their individual Invited Speaker pulldowns or in the “Financial and Non-Financial Disclosures” pulldown on this webpage.

It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

Andy Bondy, PhD

Financial: Dr. Andy Bondy receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: Dr. Andy Bondy holds a non-compensated seat on the Board of Trustees and Board of Directors  of the Cambridge Center for Behavioral Studies.

Janet S. Twyman, PhD, BCBA, LBA

Financial: Dr. Janet Twyman receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: Dr. Janet Twyman holds a non-compensated seat on the Board of Trustees and Board of Directors  of the Cambridge Center for Behavioral Studies.

Brian Conners, PhD, BCBA

Financial: Dr. Brian Conners receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: No relevant non-financial relationships to disclose. 

Susan G. Friedman, PhD

Financial: Dr. Susan Friedman receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: Dr. Susan Friedman holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies.

Gerald P. Koocher, PhD, ABPP

Financial: Dr. Gerald Koocher receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: No relevant non-financial relationships to disclose. 

Mary Jane Weiss, PhD, BCBA-D, LABA, Panel Moderator

Financial: Dr. Mary Jane Weiss receives no compensation as an employee of the Cambridge Center for Behavioral Studies.
Non-financial: Dr. Mary Jane Weiss holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies.