Behavioral Science: Applications in Leadership & Supervision Conference 2019

Improving Well-Being and Life Satisfaction with Humanistic Behaviorism: From Managing Behavior to Leading People

Abstract:

The term “humanistic behaviorism” was popular in the 1970’s, but has rarely been used since. However, B.F. Skinner affirmed in 1978 that “behaviorism makes it possible to achieve the goals of humanism more effectively.” Relatedly, the presenter has combined fundamentals of behaviorism (e.g., positive reinforcement, observational learning, and behavior-based feedback) with select principles from humanism (e.g., empathy, self-determination theory, and Maslow’s Hierarchy of needs) to enhance and sustain positive relations between teachers and students, parents and children, work supervisors and employees, and between police officers and the citizens they serve. The presenter claims that effective leaders practice humanistic behaviorism, in contrast to managers who essentially hold people accountable with extrinsic contingencies.

This presentation will review the presenter’s attempts to improve human welfare on a large scale—first with applied behavioral science, and subsequently with humanistic behaviorism—leading to his belief that “humanism makes it possible to achieve the goals of behaviorism more effectively.” Domains of application to be highlighted from the presenter’s 50 years of intervention development and evaluation include: environmental preservation, prison management for death-row inmates, vehicle safety and road rage, occupational health and safety, and the cultivation of an actively-caring-for-people (AC4P) culture in educational facilities, organizations, and the community at large (see www.ac4p.org and www.gellerac4p.com.

Learning Objectives

Participants will be able to:

• Define select principles from humanism that need to be practiced by ABA therapists working with individuals, organizations, and communities
• Participate as a leader of the worldwide Actively Caring for People (AC4P) Movement
• Explain practical differences between management and leadership with real world examples

Presenter Bio:

Scott Geller, Ph.D. is an Alumni Distinguished Professor in the Department of Psychology at Virginia Tech. For 50 years, Professor Geller has taught and conducted research as a faculty member and Director of the Center for Applied Behavior Systems at Virginia Tech. He has authored, coauthored, or edited 49 books, 88 book chapters, 38 training manuals, 270 magazine articles, and over 300 research articles addressing the development and evaluation of applied behavioral science interventions to improve quality of life. His most recent 700-page textbook: Applied Psychology: Actively Caring for People, defines Dr. Geller’s entire research, teaching, and scholarship career at Virginia Tech, which epitomizes the VT logo: Ut Prosim–“That I May Serve”. He has received lifetime achievement awards from the International Organizational Behavior Management Network (in 2008) and the American Psychological Foundation (in 2009). In 2011, the College of Wooster awarded Dr. Geller the Honorary Degree: Doctor of Humane letters. Scott Geller received a prestigious teaching award in 1982 from the American Psychological Association, and since then he has received every university-wide teaching award offered at Virginia Tech. In 2005, he was awarded the statewide Virginia Outstanding Faculty Award by the State Council of Higher Education, and that year Virginia Tech conferred the title of Alumni Distinguished Professor on him.

Virtual Supervision Doesn’t Have to Mean You’re Distant: Making Remote Supervision Meaningful

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Abstract: 

Whether due to distance, availability, or time constraints, supervisors now regularly oversee the work of behavioral service providers who are primarily based in other locations. One of the biggest challenges facing supervisors today is working with remote supervisees. Recognizing the challenges faced by remote work, developing protocols to enhance remote supervision, and using tools to support the process can improve the quality of services provided and encourage learning and performance satisfaction for staff at all levels. The use of digital technologies means that observations and meetings no longer need to be in person to facilitate communication, strengthen relationships, and improve outcomes. Professional support activities achieve best outcomes when they are underpinned by established frameworks and educational principles. After discussing caveats and concerns, this presentation will share best practices concerning the role of technology and communication tools in shaping, monitoring, and measuring staff progress and overcoming the drawbacks of distance usually faced in remote supervision.

Objectives: 

1. Participants will identify at least 3 barriers associated with remote supervision and measurable methods to overcome them.
2. Participants will be able to list at least 3 caveats or concerns regarding the use of digital technologies in remote supervision.
3. Participants will take part in the demonstration of at least 3 digital tools to support remote supervision and consider their use within the setting in which they work.

Presenter Bio:

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, and formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout. Her numerous articles, book chapters, and presentations cover behavior analysis, instructional design, technology, and educational systems; she also co-edited two books on educational innovation and personalized learning. She has presented to and worked with education systems, organizations, and institutions over 40 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. 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.

Supervision: Flying Over Kansas Thinking About Oz

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Abstract:

The movie version of Frank Baum’s classic 1900’s children’s novel (The Wizard of Oz, Warner Brothers, 1939) has been analyzed for decades from various angles.  There are archetypes like Glenda the good witch and Toto the trickster, yellow brick roads (i.e., golden path that lead to hopes and dreams), a false wizard, and a long treatise on courage, intelligence, and heart. In the end, the journey showed how weathering storms and pursuing dreams can produce positive outcomes. This is of course unless the flying monkeys and fields of poppies get you first.

The journey of supervision can be viewed as a parallel experience to those that Dorothy and her peers experienced in The Wizard of Oz. Providing a structure for leadership and supervision in the fields of clinical psychology and applied behavior analysis can be a challenge.  It takes weathering adversity, surrounding yourself with the right friends, following the right path, and valuing diversity.  In this talk I will cover some strategies for providing supervision in challenging environments both in my current practice of ABA and my past work as a clinical psychologist.

Learning Objectives:

Participants will be able to:

• List two archetypes from the movie The Wizard of Oz that relate to their current practice in either ABA or clinical psychology and how they help or hinder their work
• List two benefits to creating and maintaining a diverse workplace
• List two exemplars of workplace poppy fields in their current or potential work environment

Presenter Bio:

Dr. Holdsambeck is a licensed psychologist 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 to become board certified in behavior analysis (#0007). The company he founded, currently named Holdsambeck Behavioral Health, employs over 250 clinicians serving 1500+ 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 is currently serving, pro bono, as the Executive Director of the prestigious Cambridge Center for Behavioral Studies™.

Performance Management in Service Settings

Abstract

Performance management involves the application of behavioral principles to manage the performance of staff. Despite serving as effective change agents for clients, behavior analysts often struggle with motivating and supporting the staff they supervise. This presentation will describe evidence-based performance management procedures and share experimental data and case studies supporting the effectiveness of a behavior analytic approach to staff training and professional development. The presentation will emphasize resource-efficient efforts to produce behavior change of staff.

Participants will be able to:

• Describe why targeting staff performance is important
• Identify and describe the components of behavioral skills training and an evidence-based approach to performance management of staff
• Discuss results of studies evaluating the components of behavioral skills training

Presenter Bio:

Dr. Florence DiGennaro Reed, a board certified behavior analyst, received a doctorate in school psychology from Syracuse University. She also completed a clinical post-doctoral fellowship at the Institute for Child Development and a pre-doctoral internship in clinical psychology at the May Center for Education and Neurorehabilitation and the May Center for Child Development. Presently, Florence is an Associate Professor in and Chairperson of the Department of Applied Behavioral Science at the University of Kansas where she directs the Performance Management Laboratory. Her research examines effective and efficient staff training and performance improvement practices. Florence has published over 75 articles and book chapters and two edited books on a variety of topics including training, performance management, assessment, and intervention. Moreover, she has been an Associate Editor for Journal of Applied Behavior Analysis, Journal of Behavioral Education, and Behavior Analysis in Practice.

Great Leaders are Made, Not Born!

Abstract: 

The growth of behavior analysis has been remarkable. Now, it is time for us to take a step back, think of what has made us successful thus far, and consider how supervisors, as leaders, can cultivate a culture of care and synergize our profession’s growth.

Learning Objectives

Participants will be able to:

• Explain how supervisors can deliver the effects we promise as an evidence-based practice
• Explain how supervisors can promote the profession of behavior analysis so that behavior analysts are more likeable
• State at least 2 strategies for creating an organizational culture of care

Presenter Bio:

Dr. Kazemi is a Professor at California State University, Northridge (CSUN) where she has developed and teaches undergraduate and graduate coursework in behavior analysis for the past 10 years. She founded the Masters of Science Program in Applied Behavior Analysis in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. She currently has two different lines of research. Her applied research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. Her laboratory research involves leveraging technology (e.g., robotics, virtual or augmented reality) for efficient training and feedback using simulations. She is currently working on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award.  She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees.

Learn more about Dr. Kazemi on CSUN website. 

The Ethics of Good Supervision: A Review of Our Obligations and Helpful Hints

Abstract:

In the recent Professional and Ethical Compliance Code for behavior analysts, the area of supervision has earned its own distinct section, showing how important this set of ethical obligations is to ethical performance. This issue of supervision has broad implications to the entire practice of behavior analysis, including the supervision of students, parents, teachers, and candidates for BACB certification. Competent supervision is recognized as a crucial area for maximizing professionalism in the people we train and, ultimately, client outcomes.  This presentation will review the code section describing the components of effective supervision, describe the importance of competent supervision, and specific strategies for enhancing the quality of supervision. These topics will be explored from both the perspective of the supervisor as well as the supervisee. Case examples will be offered, to illustrate the ‘real-life’ nature of supervision difficulties and ways to solve them.

Learning Objectives:

Participants will be able to:

• Describe the section of the ethical code regarding supervision
• Describe a minimum of 5 supervision difficulties or bad practice, each from the perspectives of supervisor and supervisee
• Provide ethical and reasonable solutions to specific supervision problems presented

Presenter Bio:

Dr. Thomas Zane is the Director of Online Behavior Analysis programs in the Department of Applied Behavioral Science at the University of Kansas. Dr. Zane earned his Bachelor’s and Master’s degree in psychology at Western Michigan University and his doctorate in Applied Behavior Analysis at West Virginia University. He has served as a Post-Doctorate Research Associate at the University of Massachusetts, Professor at Mount Holyoke College, and Johns Hopkins University Department of Psychiatry. Dr. Zane serves on the Executive Board of the Cambridge Center for Behavioral Studies, the international organization that represents the field of behavior analysis. He is also a member of the Scientific Council of the Organization of Autism Research, a group that raises money to fund innovative research in Autism Spectrum Disorders. Dr. Zane has been past President of the Ethics Special Interest Group of the International Association for Behavior Analysis. His research interests include teacher training, learning, evidenced-based practice in autism, and the philosophy of science and radical behaviorism.

The University of Kansas
Edwards Campus
Regnier Hall
12600 Quivira Road
Overland Park, Kansas 66213

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The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university’s programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordinators for their respective campuses: Director of the Office of Institutional Opportunity & Access, IOA@cu.edu, Room 1082, Dole Human Development Center, 1000 Sunnyside Avenue, Lawrence, KS 66045, 785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, 913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas medical center campuses.)

An additional $40 fee is required for continuing education.

BACB® Type II CEs (6.0): 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 SUPERVISION CE units for this conference.

Psychology CE Credits (6.0): Orlando Behavior Health Services, LLC is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Orlando Behavior Health Services, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. Orlando Behavior Health Services, LLC maintains responsibility for this program and its content. *Attendees must be present during the entire conference.

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