5th Annual Behavioral Science: Applications in Leadership & Supervision Conference

Patrick C. Friman, PhD, ABPP
Director
Boys Town Center for Behavioral Health

Leadership: Turning Personal Verbal Behavior into Preferred Actions by Followers

Abstract:

Leadership is an expansive, amorphous concept with an extremely diverse literature. Each portion of literature puts forth a definition, often in peremptory fashion, yet also usually at odds with the other available definitions. One book on my shelf identifies vulnerability as the central attribute of a good leader. Another identifies virtue as the central attribute. And yet another identifies characteristics that are, if not antonyms, are at odds with emphasis on vulnerability and virtue (e.g., ruthlessness, strategic cruelty). In this talk I will supply my own perspective which simply stated is the ability to turn one’s verbal behavior into preferred action by followers. Obviously, this definition is simple, and it was also easy to compose. The hard part is how to make that happen. This talk will supply several suggestions whose purpose is to accomplish that goal.

Learning Objectives:

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

• Distinguish between assigned and attributed authority.
• Describe the ratio at the heart of all behavior, especially social behavior.
• List at least four nonmaterial reinforcers that all humans seek.

Presenter Bio:

Dr. Patrick C. Friman received his Ph.D. from the University of Kansas. He is the current Vice President of Behavioral Health at Boys Town and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He was formerly on the faculties of Johns Hopkins University, University of Pennsylvania, and Creighton University Schools of Medicine.  He was also formerly the Director of the Clinical Psychology Program at University of Nevada. He is a Fellow of the Association for Behavior Analysis International, in three divisions of the American Psychological Association, and of the American Board of Behavioral Psychology. He is the former Editor of the Journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He has published more than 200 scientific articles and chapters and three books.  The majority of his scientific and clinical work is in Behavioral Pediatrics and Behavioral Medicine.  Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for children on one side, and referral-based clinical child psychological and psychiatric care, on the other. A secondary focus is on adolescent behavior and development.  He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, happiness and pathways to success.

Peter Sturmey, PhD
Professor, Department of Psychology
CUNY Graduate Center, Queens College

Behavioral Skills Training to Teach Staff in Human Services: An Evidence-Based Practice, But What Good Is It?

Abstract:

Behavioral skills training (BST) is an intervention package to teach skills in a wide range of contexts. Over 100 experiments and multiple systematic reviews confirm that it is a robustly effective evidence-based practice (EBP). So, why do human services not rush to implement it? This presentation reviews the evidence for the effectiveness of BST. It then reviews the evidence that BST is not used too much, except in islands of excellence. The presentation goes on to explore the reasons for human services’ failure to adopt this EBP in terms of lack of knowledge, lack of skill, competing contingencies, lack of clinical and administrative persistence. Finally, it explores one or two models used to disseminate EBPs that might be models for the dissemination of EBPs such as BST.

Learning Objectives:

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

• Describe and understand the key features of BST.

• Describe and understand the current literature summarizing the effectiveness of BST.

• Describe and understand organizational factors that promote and inhibit the uptake and maintenance of BST.

Presenter Bio:

Peter Sturmey is Professor of Psychology at The Graduate Center and the Department of Psychology, Queens College, City University of New York. He specialized in autism and other developmental disabilities, especially in the areas of applied behavior analysis, dual diagnosis, evidence-based practice, and staff and parent training. He gained his PhD at the University of Liverpool, United Kingdom and subsequently taught at the University of the South West (Plymouth) and University of Birmingham, United Kingdom. He then worked for the Texas Department of Mental Retardation from 1990-2000 as Chief Psychologist, first at Abilene then at San Antonio State School during a federal class action lawsuit. There he supervised behavioral services and master’s level psychologists providing behavior support plans for severe behavioral and psychiatric disorders in adolescents and adults with developmental disabilities and implemented large-scale active treatment and restraint reduction programs. Professor Sturmey has published 28 edited and authored books, over 225 peer reviewed papers, over 80 book chapters and made numerous presentations nationally and internationally, including recent presentations in Canada, Brazil and Italy. His research focuses on developing and evaluating effective and efficient ways of training caregivers using modeling and feedback to use applied behavior analysis with children and adults with autism and other disabilities.

Kendra Thomson, PhD, BCBA-D
Associate Professor, Department of Applied Disability Studies
Brock University

Behavior Analytic Trainees and Interdisciplinary Research: A Case for Operant Variability

Abstract:

“…when variations are desired, societies might reward individuals for varying, not simply permit it.” (Neuringer, 2002, p. 700).

Behavior analysis as a discipline values interprofessional collaboration (e.g., Slim & Reuter-Yuill, 2021; LaFrance et al., 2019), although it is unknown how many trainees receive supervision in interdisciplinary research and practice settings. I will discuss how research supervisors can set the occasion for behavior analytic trainees to become involved in interdisciplinary research, and how the resulting operant variability may promote effective practice and progress in research. I will share three examples of my collaborative research experiences within a large mental health teaching hospital: (1) an application of behavior skills training with facilitators of acceptance and commitment therapy; (2) a randomized controlled trial of behavior skills training to teach staff safety skills to mental health hospital staff; and (3) an ongoing evaluation of ProjectECHO for adults with intellectual disabilities. The reinforcing value of these relationships will be discussed in terms of trainee development and progress of the field.

Learning Objectives:

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

• Describe examples of behavior analysts contributing to interdisciplinary research in a mental health teaching hospital.
• Describe a reinforcing outcome of interdisciplinary research for trainee development.
• Describe a reinforcing outcome of interdisciplinary research for the progress of the field.

Presenter Bio:

Dr. Kendra Thomson, PhD, BCBA-D is an Associate Professor in the Department of Applied Disability Studies at Brock University. Kendra earned her Ph.D. in Psychology with specialization in Applied Behaviour Analysis from the University of Manitoba in 2011 and became a Board Certified Behavior Analyst in 2013. She completed a post-doctoral fellowship in the Developmental Disabilities and Mental Health lab at York University before starting her academic career at Brock in 2014. Kendra has over 20 years of experience in various clinical and research settings supporting people with learning differences across the lifespan. With her trainees, Kendra conducts community-based research that focuses broadly on translating evidence-based behavioural training strategies to empower people with lived experience and their families/care providers, and professionals to improve independence and quality of life. Most recently Kendra and her team have been investigating Acceptance and Commitment Training (ACT) for improving quality of life for caregivers. Kendra also holds a part-time Scientist position in the Azrieli Adult Neurodevelopmental Centre at the Centre for Addiction and Mental Health in Toronto, ON. She is a past-president of the Ontario Association for Behaviour Analysis and was honoured to be the recipient of the Association of Professional Behavior Analysts “Jerry Shook Award” in 2021. She is a member of the College of Psychologists of Ontario (CPO) Council (soon to be the College of Psychologists and Behavior Analysts as of July 1, 2024). She serves in several other roles at CPO including being a member of the Behaviour Analysis Working Group, the Behaviour Analysis Professional Standards Committee, and the Registration Committee.

Mary Jane Weiss, PhD, BCBA-D, LABA
Dean of the Institute for Applied Behavioral Science
Director, PhD Program in Applied Behavior Analysis
Endicott College

Presenter Bio:

Mary Jane Weiss, PhD, BCBA-D, LABA is the Dean of the Institute for Applied Behavioral Science and is Director of the Ph.D. Program in ABA at Endicott College, where she has been for 11 years. She also works with the research and training teams at Melmark. 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, integrating compassionate care and cultural responsiveness into ABA service delivery, exploring ways to enhance the ethical conduct of practitioners, 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, is on the editorial board of Behavior Analysis in practice, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular presenter at national and international conferences and is a frequent member of service committees for a variety of organizations.

Rob Holdsambeck, EdD, LCP, BCBA-D
Executive Director, Cambridge Center for Behavioral Studies™

Circling Back and Zooming Out:  Leadership’s Irritating but Useful Cliches

Abstract:

Among other things, leadership involves sharing a vision.  For some leaders the inspiration for that vision comes from exposure to a life situation that was powerfully sad.  Families in the mid-20th century rearing children with special needs, found the options were limited.  The predominant medical model of the time had some of these folks committed to “state hospitals.”  Many professionals felt that these children were sick, and they needed to be treated in a place that kept them safe.  Many of us who visited or worked in such places saw a problem that needed solving. Some fortunate ones saw a science that could help.  The cliches of “circling back” and zooming out” may be tiresome in everyday conversation, in this talk, they will be used to emphasize both the “big picture” and our “historical lessons.”

Presenter Bio:

Dr. Holdsambeck is a licensed psychologist and BCBA-D with over 40 years of clinical experience delivering services to people with developmental disabilities, including those on the autism spectrum. He was one of the first people to become certified in behavior analysis (#0007). The company he founded at one point employed over 120 clinicians serving 1000+ individuals annually in California and Hawaii.  Previously he served his country as a Captain in the Air Force and his community as a tenured professor of behavior analysis and human sexuality. He was selected as the 2010 distinguished colleague by the Chicago School of Professional Psychology’s Department of Applied Behavior Analysis. In 2011, he received the outstanding service award from the Cambridge Center for his work in bringing evidence-based practices to California. Dr. Holdsambeck is an author and frequent keynote speaker at national and state conferences.  His most recent publications are the highly acclaimed books, Behavior Science: Tales of Inspiration, Discovery, and Service (Holdsambeck and Pennypacker Eds., 2017, Volumes I -3 and Omnibus).  In addition to the activities mentioned above, Dr. Holdsambeck has served for over a decade as the Executive Director of the prestigious Cambridge Center for Behavioral Studies™.

Continuing Education opportunities:

BACB® Learning CEs 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, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB®  SUPERVISION 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 MWeinberg@amegoinc.org.

Attendees must complete all six presentations in-person, virtually or through home-study* 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. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MWeinberg@amegoinc.org.

IMPORTANT NOTES:

For BOTH In-Person and Virtual attendance, we need to verify your attendance.

Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.

Recording links will be emailed from behavior.org@gmail.com the week after the conference.

The deadline for completing the online evaluation and code quiz will be 14 days from the recordings being distributed*. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MWeinberg@amegoinc.org)

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

This is a hybrid event with a smaller in-person gathering or a virtual attendance offering.

IN-PERSON:

University of Kansas – Lawrence campus

VIRTUAL:

Instructions with Zoom link & password to be emailed from behavior.org@gmail.com the by Wednesday, November 8. If you do not receive, contact Rebekah Pavlik by end of day Thursday, November 9.

University of Kansas campus area in Lawrence, Kansas – Google Map: