BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Cambridge Center for Behavioral Studies - ECPv6.15.13//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-ORIGINAL-URL:https://behavior.org X-WR-CALDESC:Events for Cambridge Center for Behavioral Studies REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:UTC BEGIN:STANDARD TZOFFSETFROM:+0000 TZOFFSETTO:+0000 TZNAME:UTC DTSTART:20190101T000000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20190310T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20191103T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20200308T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20201101T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20210314T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20211107T060000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;VALUE=DATE:20251121 DTEND;VALUE=DATE:20251122 DTSTAMP:20260421T025202 CREATED:20250310T212619Z LAST-MODIFIED:20251126T210711Z UID:23293-1763683200-1763769599@behavior.org SUMMARY:7th Annual Behavioral Science: Applications in Leadership & Supervision Conference DESCRIPTION:For all of you registered\, recording links together with presentation PDFs have been sent on Wednesday\, November 26\, from ce****@******or.org.  For those who haven’t completed the attendance verification process already\, you will have until Monday\, December 15\, to finish all. \n\nA one-day conference featuring leaders in the field of Applied Behavior Analysis\, Organizational Behavior Management\, and Autism\, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds\, BCBAs\, BCaBAs & RBTs) and other professionals\, such as psychologists\, teachers\, and special educators. \nPlease review Continuing Education\, below\, if seeking to earn BACB Learning CEUs and/or Psychology CE Credits. (Psychology CE Credits regulations have changed; we are no longer issuing for home-study through recordings.) \nThe conference will be presented in Kansas and through Zoom in the Central Time Zone. An introduction is planned for 8:30 am (CENTRAL) with presentations starting at 8:45 am and ending at 4:45 pm (CENTRAL). See Schedule \nInstructions for both in-person and virtual attendance are scheduled to be emailed from ce****@******or.org (ConstantContact) the week of the conference\, typically by Wednesday at noon. \n \n \n \n \n \n Visit Student Posters!\n \n \n Schedule\n \n Presenter Bios & Abstracts\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-D: Saying the Quiet Things Out Loud: Leadership in Challenging Times\n Affiliation:\nExecutive DirectorCambridge Center for Behavioral Studies™ \nSaying the Quiet Things Out Loud: Leadership in Challenging Times\nAbstract:\nWe are living through a challenging time for leaders in academia and business. There are significant pressures being applied that have the potential to undermine the validity of what we believe we understand about science. Nonscientists often struggle with issues such as cause and effect versus correlation. There are also tremendous social media pressures to be dealt with when addressing fundamental misinformation campaigns. We understand the idiosyncratic language of our field\, because it was drilled into us during college. However\, it is often hard to translate to the public. In this talk\, Dr. Holdsambeck will shed light on some of the most significant misunderstandings driving the public discourse and how the Cambridge Center may be positioned to help. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nList two things that are driving the myth of an Autism epidemic. \n\n\nList one advantage and one disadvantage of the reliance on binary data for complex decision making in organizations. \n\n\nWrite a paragraph discussing the pros and potential cons of reacting publicly to misinformation in our field.  \n\n\nBiography:\nDr. 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™. \n \n \n \n \n \n Tara Fahmie\, PhD\, BCBA-D: The Supervision of Staff Who May Get Hurt on the Job: Lessons from a Severe Behavior Clinic\n Affiliation:\nProfessor and DirectorSevere Behavior ProgramUniversity of Nebraska Medical Center’s Munroe Meyer Institute \nThe Supervision of Staff Who May Get Hurt on the Job: Lessons from a Severe Behavior Clinic\nAbstract:\nSupervising staff who work with individuals who engage in unsafe behavior presents unique challenges that extend beyond typical clinical oversight. In these contexts\, leaders must ensure not only treatment fidelity and professional growth\, but also physical safety\, emotional well-being\, and organizational resilience. This talk will draw from research and experiences within a severe behavior clinic to highlight strategies for supporting staff in high-risk environments. Topics will include developing and implementing effective safety and crisis response plans\, fostering staff wellness and resilience\, structuring incident reporting systems that inform future practice\, and applying trauma-informed care principles to supervision. Attendees will gain practical tools and leadership insights to enhance staff support\, mitigate risk\, and build a culture of safety and care in settings where staff may be at risk of harm. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe key components of safety and crisis plans that protect both clients and staff in high-risk clinical environments.\nIdentify administrative practices that promote staff wellness and resilience following incidents of client aggression or injury.\nApply trauma-informed care principles to supervision to support staff and sustain effective clinical practice.\n\nBiography:\nDr. Tara Fahmie is a Professor and Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe Meyer Institute. She previously held an appointment as associate professor at California State University\, Northridge (CSUN). She earned her master’s degree from the University of Kansas and her PhD from the University of Florida. Dr. Fahmie is a BCBA-D and has over 20 years of experience implementing behavior analysis with various populations in clinics\, schools\, and residential settings. Her main area of expertise is in the assessment and treatment of severe problem behavior; she has conducted research\, authored chapters\, and received grants for her global work in this area. \n \n \n \n \n \n John Austin\, PhD: How to Deliver Results as a Strong and Safe Leader: Using Behavioral Science to Drive Performance and Safety\n Affiliation:\nChief Executive OfficerReaching Results \nHow to Deliver Results as a Strong and Safe Leader: Using Behavioral Science to Drive Performance and Safety\nAbstract:\nThis session introduces leaders to practical applications of behavioral science that improve safety\, trust\, and performance. Participants will learn how to create psychologically safe environments\, strengthen feedback and recognition practices\, and clarify expectations in ways that drive measurable results. Drawing on recent research in organizational behavior management and case studies from manufacturing\, health care\, and service industries\, the presentation highlights strategies leaders can use to increase productivity\, reduce errors\, and build strong\, safe\, and sustainable teams. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nExplain how behavioral science principles (feedback\, reinforcement\, task clarification) can be applied to strengthen leadership and safety.\nIdentify and practice three leadership behaviors that create psychological safety and build trust in teams.\nApply evidence-based strategies to measure and improve leadership effectiveness in their own organizational context.\n\nBiography:\nDr. John Austin is an internationally recognized expert in human performance and author of #1 Amazon bestselling book\, “Results: The science approach to better productivity\, profitability\, and safety.” \nHe is CEO of Reaching Results\, where he teaches leaders to create more effective work environments. Dr. Austin was also a professor of psychology at Western Michigan University. He has consulted with organizations for thirty years to improve productivity and safety. \nJohn and his teams have been instrumental in delivering over 10\,000 work improvement\, quality\, and safety projects that have generated millions of dollars in improvements to businesses.  They have coached over 350 senior leaders from many companies and nineteen countries to help them improve business performance. \nIn the area of improving work performance John is the most published author between 1977-2019 in the Journal of Organizational Behavior Management. Overall\, he has published nearly 100 articles and chapters\, delivered hundreds of presentations at regional\, national\, and international conferences and business meetings. \nJohn coaches leaders\, teaches courses on behavioral leadership\, difficult conversations\, and safety leadership\, and is an event speaker on these topics. \n \n \n \n \n \n Stacha C. Leslie\, PhD\, BCBA: Next Steps in Staff Development: Evaluating Group BST and Cultivating a Culture of Receptivity\n Affiliation:\nUniversity of Kansas; Senior Educational Coordinator\, The Faison Center \nNext Steps in Staff Development: Evaluating Group BST and Cultivating a Culture of Receptivity\nAbstract:\nWhen observation and feedback are perceived as intimidating\, they are often avoided—limiting opportunities for staff development and support. This avoidance can contribute to workplace cultures in which feedback is viewed as punitive rather than supportive. This session presents findings from a recent study evaluating the effectiveness of group behavioral skills training (BST) in improving staff teaching practices within human service settings. Emphasis will be placed on strategies to increase training efficiency\, address challenges related to maintenance and generalization\, and examine study limitations that inform future research. The session will also explore approaches for fostering organizational cultures that value observation and feedback\, including preliminary strategies currently being evaluated in school-based environments. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe techniques to improve training efficiency during staff development in human service settings.\nDescribe leadership methods that hinder staff receptivity to observation and feedback.\nDescribe leadership methods that strengthen staff culture and promote receptivity to observation and feedback.\n\nBiography:\nDr. Stacha Leslie serves as the Senior Educational Coordinator\Assistant Director at The Faison Center’s Peninsula School Campus and adjunct faculty for the Improving Staff Performance in Behavioral Practice course at the University of North Texas. She holds a master’s in special education with a concentration in Behavior Analysis from the University of North Texas\, a Master’s in Autism Spectrum Disorders from Queen’s University Belfast\, and a Ph.D. in Behavioral Psychology from the University of Kansas. Dr. Leslie is a BCBA who brings over 14 years of experience supporting children and adults with autism and intellectual and developmental disabilities. Her expertise centers on training direct support staff\, caregivers\, and educators—equipping them with the tools and knowledge to deliver high-quality\, compassionate care. She is especially passionate about teaching educators within the public and private school systems to implement behavior analytic and evidence-based methods of training and supervision to improve outcomes for support staff and students with profound disabilities. \n \n \n \n \n \n Andressa Sleiman\, PhD\, BCBA-D: Why Won’t They Listen? Enhancing Performance and Staff Satisfaction Through Effective Communication \n Affiliation:\nAssistant ProfessorSchool of Behavior AnalysisFlorida Institute of Technology \nWhy Won’t They Listen? Enhancing Performance and Staff Satisfaction Through Effective Communication\nAbstract:\nMy supervisee never listens\, they either don’t do what they must or do it incorrectly! Supervisors often relate to this statement and might not understand why their supervisees don’t “listen” to them and “won’t do what they are supposed to”. This presentation will explore this topic to understand from a behavioral perspective the barriers to communication as well as the strategies to build a good working relationship to ultimately increase comprehension\, performance\, satisfaction\, and client outcomes. Specifically\, this presentation will discuss a) bad management practices that can hinder performance\, b) the impact that rapport has on increasing and maintaining performance\, and c) communication strategies to increase rapport in the workplace. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe some bad management practices that can hinder performance and rapport.\nDefine rapport and its impact on performance.\nDescribe the value and strategies of using teach-back and delivering feedback.\n\nBiography:\nAndressa earned her Ph.D. in Psychology at the University of Florida. She received her B.A. in Psychology from Florida International University and her M.S. in Applied Behavior Analysis (ABA) and Organizational Behavior Management (OBM) from the Florida Institute of Technology. Andressa specializes in Organizational Behavior Management (OBM)\, which applies the science of behavior to organizations to increase productivity\, safety\, and staff satisfaction. Andressa has published over 20 articles and book chapters in scientific journals. Her primary research interests include behavioral safety\, healthcare procedural adherence and related outcomes\, and conditions that promote feedback effectiveness. In addition to research\, she is passionate about teaching undergraduates and graduate students about organizational behavior management and behavior analysis. \n \n \n \n \n \n Panel Moderator Thomas Zane\, PhD\, BCBA-D: Leading with Purpose: Your Questions\, Panel Insights\n Affiliation:\nProfessor of Practice and the Director of Online Programs in Behavior AnalysisDepartment of Applied Behavioral ScienceUniversity of KansasandH.S. Pennypacker Chair of the BoardCambridge Center for Behavioral Studies™ \nLeading with Purpose: Your Questions\, Panel Insights\nAbstract:\nThis panel brings together all five conference speakers for an interactive discussion on supervision and leadership from a radical-behavioral perspective. Building on their individual presentations\, the panelists will address common themes such as evidence-based strategies for training supervisors\, functional leadership practices\, ethical and cultural considerations in supervisory relationships\, and methods for shaping organizational performance through behavioral principles. Audience members will have the opportunity to pose questions\, explore practical applications\, and engage directly with experts whose work spans research\, applied practice\, and organizational systems. The discussion will highlight both the current state of knowledge and emerging directions for behavior analytic approaches to leadership and supervision. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nExplain leadership “behavior” from a behavioral perspective.\nExplain supervisor “behavior’ from a behavioral perspective.\nDescribe at least 3 specific skills of effective supervision.\nPropose at least 2 behavioral solutions to improve the situation when given a supervision scenario that demonstrates poor supervision.\n\nPanel Moderator Bio:\nDr. Thomas Zane is Professor of Practice and the Director of Online Programs in Behavioral Science in the Department of Applied Behavioral Science at the University of Kansas. He earned his Bachelor’s and Master’s degrees in psychology from Western Michigan University and his doctorate in Applied Behavior Analysis from West Virginia University. Dr. Zane was a Post-Doctoral Research Associate at the University of Massachusetts and a Research Scientist at the Johns Hopkins University Department of Psychiatry. He currently serves as the HS Pennypacker Chair of the Board at the Cambridge Center for Behavioral Studies\, an international organization dedicated to advancing behavioral science. Previously\, Dr. Zane was President of the Ethics Special Interest Group of the International Association for Behavior Analysis. He is actively involved in human rights committees for organizations serving individuals with autism and other intellectual disabilities. His research interests focus on online learning\, evidence-based practices in autism treatment\, and the philosophy of science\, particularly radical behaviorism. He is especially interested in understanding why some behavior analysts deviate from ethical codes and emphasizes the importance of using scientifically supported treatments across all areas of behavior analysis. \n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits\, all study to earn continuing education must be done through the live/synchronous presentations on Friday\, November 21. The attendance verification process must be completed before recording links are emailed.) \n \nBACB®  SUPERVISION Learning CEUs (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 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees 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. \nAPA Approved Sponsor \n \n  \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees must complete all six presentations in-person or virtually synchronously on Friday\, November 21\, 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. *Psychology CE Credits cannot be earned through recordings for home-study.  \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n LOCATION\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. \nIN-PERSON: \nUniversity of Kansas – Lawrence campus \nBurge Union (FORUM D) \n\n1565 Irving Hill RoadLawrence\, KS 66045\n\n \nParking (Get Google Map): \nAllen Fieldhouse Parking Garage1501 Irving Hill RoadLawrence\, KS 66045 \nCentral District Parking Garage1631 Ousdahl RoadLawrence\, KS 66045 \nThe first hour is $2.25\, and all subsequent hours are $2.00. \nVIRTUAL: \nInstructions with Zoom link & password to be emailed to registered attendees the week of the conference. \n  \n \n \n \n \n \n Thank You to Our Gold Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsor\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Visit Student Posters!\n \n \n Schedule\n \n Presenter Bios & Abstracts\n \n \n \n \n \n A New Location for 2025!Burge Union1565 Irving Hill RoadLawrence\, KS 66045 \n \n \n \n \n \n \n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DCambridge Center for Behavioral Studies™ \n \n \n \n \n Tara Fahmie\, PhD\, BCBA-DUniversity \nNebraska Medical Center’s Munroe-Meyer Institute\n \n \n \n \n \n John Austin\, PhDReaching Results \n \n \n \n \n Stacha C. Leslie\, PhD\, MSc\, BCBAUniversity of Kansas\nThe Faison Center \n \n \n \n \n Andressa Sleiman\, PhD\, BCBA-DFlorida Institute of Technology \n \n \n \n \n Plus a Panel with Moderator\n \n \n \n \n \n \n Thomas Zane\, PhD\, BCBA-DH.S. Pennypacker Chair of the Board\nUniversity of Kansas URL:https://behavior.org/event/7th-annual-leadership-supervision-conference/ LOCATION:University of Kansas\, KU Memorial Union\, Lawrence\, KS\, 66045\, United States CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2023/01/KU_Supervision_2023.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20251106 DTEND;VALUE=DATE:20251109 DTSTAMP:20260421T025202 CREATED:20250826T185553Z LAST-MODIFIED:20250826T185553Z UID:24423-1762387200-1762646399@behavior.org SUMMARY:38th Annual Standard Celeration Society Conference - A CCBS Partner DESCRIPTION:Join The Standard Celeration Society in Savannah\, GA\, November 6–8\, 2025 for the 38th Annual Standard Celeration Society Conference!\nWe’re honored to welcome this year’s distinguished invited speakers: Dr. Ron Allen – “The Rise and Fall of Rate of Response in the Analysis of Behavior”\,  Dr. Sarah Richling  – “Juvenile Detention Research and Treatment: A Study in Flexibility for the Inflexible”\, and Richard G. McManus – Recipient of the 2025 Ogden R. Lindsley Award for his enduring contributions to the field. \nWhether you’re a seasoned analyst or a passionate practitioner\, this is your chance to connect\, learn\, and celebrate the science of behavior. \n\n\n\n\n\n\n\n  URL:https://behavior.org/event/standard-celeration-society-conference/ LOCATION:Desoto Hotel\, Savannah\, Georgia CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2025/08/SCS-Event-2026.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20250801 DTEND;VALUE=DATE:20250802 DTSTAMP:20260421T025202 CREATED:20250307T000529Z LAST-MODIFIED:20250812T220459Z UID:23263-1754006400-1754092799@behavior.org SUMMARY:13th Annual ETHICS in Professional Practice Conference DESCRIPTION:Recording and presentation links were emailed on Thursday\, August 7. If you did not receive or have questions\, contact Rebekah at pa****@******or.org. \n\n \n\n\nThis is a one-day conference featuring leaders in the fields of Ethics\, Psychology\, Business\, and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \nOur conference starts at 9:00 am (Eastern/MA timezone) with introductions. Presentations start at 9:15 am and end at 5:15 pm. See Schedule. \n\n\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n Judah B. Axe\, PhD\, BCBA-D\, LABA: Ethical Considerations in Teaching Verbal Behavior\n Judah B. Axe\, PhD\, BCBA-D\, LABA\nProfessor of Behavior Analysis\nSimmons University \nEthical Considerations in Teaching Verbal Behavior\nAbstract:\nIn the decades prior to 2000\, researchers designed procedures for teaching verbal behavior to autistic individuals that were structured\, rigid\, and focused on teaching rote skills. Now in the 2020s\, there is a clear call for behavior analysts to ensure their interventions “produce outcomes likely to maintain under naturalistic conditions” (BACB Code of Ethics\, 2.14). In terms of teaching verbal behavior\, the mand often meets these guidelines\, but the other verbal operants are not as straightforward. With a focus on the tact\, the presenter will differentiate “educational tacts” and “natural tacts” and present a study analyzing variables that may lead to natural tacts. There will also be a discussion of the reinforcement for natural tacts and methods to establish generalized conditioned social reinforcers. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe ethical guidelines on targeting meaningful skills that maximize benefits and are likely to occur under naturalistic conditions.\nDescribe methods for conditioning attention as a reinforcer as a means of approaching the ethical guideline of promoting verbal behavior under naturalistic conditions.\nDescribe recent research on how antecedent variables found in natural environments affect tacting.\n\nPresenter Bio:\nDr. Judah Axe received his M.A. and Ph.D. in Applied Behavior Analysis and Special Education from The Ohio State University. He joined the faculty of Simmons University in Boston\, MA\, in 2008 and is currently a Professor of Behavior Analysis in the on-ground and online master’s and Ph.D. programs. He authored the 10th edition of Applied Behavior Analysis for Teachers and over 40 research articles and book chapters\, mostly on teaching verbal behavior to children with autism. Dr. Axe serves on the editorial boards of five research journals and has held leadership roles with the Association for Behavior Analysis International\, the Verbal Behavior Special Interest Group (VB SIG)\, the B.F. Skinner Foundation\, the Organization for Autism Research\, and the Cambridge Center for Behavioral Studies. He was overjoyed to receive the 2021 VB SIG Award for Excellence in Teaching Verbal Behavior.\n \n \n \n \n \n Molly Benson\, MS SpEd\, BCBA\, LABA\, EdS: The Ethics of Sustainability: Advancing Behavior Analysis to Address the Climate Crisis\n Molly Benson\, MS SpEd\, BCBA\, LABA\, EdS \nThe Ethics of Sustainability: Advancing Behavior Analysis to Address the Climate Crisis\nAbstract:\nAs the climate crisis intensifies\, behavior analysts are uniquely positioned—and ethically obligated—to apply their science toward environmental sustainability. Yet the field often remains narrowly focused\, despite the broad relevance of behavioral principles. This presentation will outline strategies for scalable\, systems-level interventions to promote sustainable practices\, including contingency planning\, ethical considerations\, and opportunities for replication. Attendees will gain practical tools and a clearer understanding of behavior analysis’s role in addressing this urgent global issue. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe the ethical responsibilities of behavior analysts in addressing environmental sustainability.\nIdentify opportunities for collaboration and sustainability research.\nIdentify opportunities to apply behavior-analytic strategies at a systems level to promote sustainable practices.\nAnalyze the role of supportive and opposing contingencies in the success of sustainability interventions.\n\nPresenter Bio:\n \nMolly Benson\, M.S. Sp.Ed\, BCBA\, LABA\, Ed. S\, is a seasoned special educator and behavior analyst based in Beverly\, Massachusetts. With over 25 years of experience supporting individuals with disabilities\, she brings together expertise in behavior analysis and a deep commitment to environmental sustainability. Molly holds degrees in Sociology (University of Miami) and Special Education (National University)\, completed her ABA coursework through the Florida Institute of Technology\, and earned a Transition Specialist Endorsement from Cambridge College. \nShe is actively involved in advancing pro-environmental behavior through her work with Behaviorists for Social Responsibility\, New England Behavior Analysts for Sustainability\, and the BABAT Sustainability Advisory Board. A member of the editorial board for Behavior and Social Issues\, Molly has co-authored publications and presented at national conferences. Her student-led composting initiative at Beverly High School earned sustainability research awards from BABAT and the Association for Maine Behavior Analysis. \nAt the Endicott Ethics Conference\, Molly will share practical strategies for fostering sustainability in behavior analytic practice and emphasize the ethical importance of consistent action toward meaningful\, systems-level change.\n \n \n \n \n \n Corina Jimenez-Gomez\, PhD\, BCBA-D: Anchored in Ethics: Cultural Responsiveness Amid Shifting Tides\n Corina Jimenez-Gomez\, PhD\, BCBA-D\nAssistant Professor\, Department of Psychology\nUniversity of Florida \nAnchored in Ethics: Cultural Responsiveness Amid Shifting Tides\nAbstract:\nIn an era marked by cultural polarization\, political resistance to DEIA initiatives\, and increased scrutiny of professional conduct\, behavior analysts face complex challenges in upholding ethical and culturally responsive practices. This presentation offers a principled yet pragmatic approach to navigating these turbulent waters. Anchored in the BACB Ethics Code and guided by foundational values of cultural responsiveness\, we will explore strategies for maintaining professional integrity\, engaging in evidence-based practices\, and delivering equitable\, client-centered services—even amid external pressures and resistance. Behavior analysts can—and must—stay the course toward inclusive\, ethical practice. This session will present a practical framework to serve as an ethical compass\, along with strategies to support practitioners as values-driven navigators committed to meaningful\, culturally attuned behavior change. Ultimately\, I will argue that behavior analysts must continue to function as scientist-practitioners: monitoring their own behavior\, ensuring alignment with the Ethics Code\, and working collaboratively with stakeholders to promote ethical\, effective\, and culturally responsive care. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify key components of the BACB Ethics Code that support culturally responsive practice.\nDescribe at least three strategies for engaging in ethical and culturally responsive practice.\nDevelop an individualized action plan or “ethical navigation map” to guide future professional conduct when faced with cultural or ethical turbulence.\n\nPresenter Bio:\nDr. Corina Jimenez-Gomez (she/her/ella) is originally from Caracas\, Venezuela. Over the past 20 years\, she has lived in many places\, held several academic positions\, and worn a range of hats. Currently\, she is an Assistant Professor in the Behavior Analysis program\, Department of Psychology\, at the University of Florida. Her professional interests range from choice and reinforcement processes to supporting learners and staff in applied settings\, all through the lens of cultural responsiveness. Perhaps most importantly\, she is also the mom of two amazing humans and is married to a fellow behavioral scientist.\n \n \n \n \n \n SungWoo Kahng\, PhD\, BCBA-D: Conducting Functional Analyses is the Ethical Choice\n SungWoo Kahng\, PhD\, BCBA-D\, LBA\nProfessor\, Department of Applied Psychology\nDirector of Academic Programs in Autism and ABA\nCo-Director of Research\, Rutgers Center for Adult Autism Services\nRutgers University \nConducting Functional Analyses is the Ethical Choice\nAbstract:\nConducting functional analyses (FAs) of problem behavior in individuals with autism spectrum disorder (ASD) and related developmental disorders is widely regarded as best practice. However\, many behavior analysts do not routinely incorporate FAs into their clinical work\, potentially violating the BACB’s Professional and Ethical Compliance Code. This presentation will explore the ethical implications of this gap in practice and examine commonly cited barriers to conducting FAs. We will critically evaluate these barriers in light of current scientific evidence and discuss strategies for promoting the adoption of FAs within clinical settings. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify commonly perceived barriers to conducting functional analyses.\nEvaluate scientific evidence that supports or challenges these perceived barriers.\nExplain why conducting functional analyses aligns with ethical standards in behavior analysis.\n\nPresenter Bio:\nDr. SungWoo Kahng is the Chair of the Department of Applied Psychology\, Director of Academic Programs in Autism and ABA\, and a Professor at Rutgers University. Previously\, he was an associate professor at the University of Missouri (MU)\, where he also served as Chair of the Department of Health Psychology\, Founding Director of the MU Graduate Programs in Applied Behavior Analysis\, and Director of the Applied Behavioral Intervention Service at the MU Thompson Center for Autism and Neurodevelopmental Disorders. Dr. Kahng has held faculty positions in the Department of Behavioral Psychology and worked as a senior behavior analyst on the Neurobehavioral Unit at the Kennedy Krieger Institute. Additionally\, he was an associate professor in the Department of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine. \nDr. Kahng earned his Bachelor of Arts in Psychology from Kalamazoo College and his Ph.D. in behavior analysis from the University of Florida. He has served as an Associate Editor and on the Board of Editors for the Journal of Applied Behavior Analysis. He is currently on the Board of Editors for Behavioral Intervention and the Review Journal of Autism and Developmental Disorders. \nA New Jersey Licensed Behavior Analyst and Board Certified Behavior Analyst\, Dr. Kahng is a Fellow of the Association for Behavior Analysis International\, a Trustee of the Cambridge Center for Behavioral Studies\, and a Trustee for the Autism MVP Foundation. He has been the President of the Board of Directors of the Behavior Analyst Certification Board\, the Applied Representative to the Executive Council of the Association for Behavior Analysis International\, a member of the Scientific Council of the Organization for Autism Research\, and a Past President of the New Jersey Association for Behavior Analysis. \nDr. Kahng received the 2003 B.F. Skinner New Researcher Award from Division 25 of the American Psychological Association. His research and clinical work focus on assessing and treating complex problem behaviors in individuals with developmental disabilities. His broader research interests include employment and college supports for adults with autism spectrum disorder\, as well as obesity and aging. Dr. Kahng has mentored numerous undergraduate\, master’s\, and predoctoral students\, as well as postdoctoral fellows\, and has co-authored over 100 peer-reviewed articles and chapters.\n \n \n \n \n \n Daniel R. Unumb\, Esq: Legal Essentials for Quality Ethical Practice\n Daniel R. Unumb\, Esq.\nPresident\, Autism Legal Resource Center LLC \nLegal Essentials for Quality Ethical Practice\nAbstract:\nThis presentation will educate attendees on essential laws they should know to deliver quality\, ethical third-party funded ABA services.  Laws discussed include federal and state mental health parity laws\, autism insurance mandates\, state prompt payment and recoupment statutes\, federal Medicaid (EPSDT) law\, the federal False Claims Act\, Licensure/Professions Code\, ACA Nondiscrimination laws\, denials and appeals regulations\, and the Americans with Disabilities Act and related access issues.  We will discuss ethics code provisions relating to these laws and the intersection of relevant laws and clinical practice decisions. The format of instruction will be lecture with some audience participation. \nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify the three types of treatment limitations prohibited by federal mental health parity law.\nIdentify at least one type of state law relevant to your insurance funded practice.\nIdentify how long a provider has to return an identified overpayment to avoid a False Claims Act violation.\n\nPresenter Bio:\nDan Unumb is an attorney and founder of the Autism Legal Resource Center. Mr. Unumb previously served as the founding Executive Director of the Autism Speaks Legal Resource Center\, where he worked to secure improved insurance and Medicaid coverage for individuals with autism in over 40 states. \nHe has worked with federal and state regulators to secure improved guidance and enforcement on autism-related issues and has filed amicus briefs on autism legal issues in state and federal appeals courts\, including the U.S. Supreme Court. He is co-author of the law school casebook “Autism and the Law” and has presented on legal topics pertaining to autism at numerous national conferences and trainings. \nMr. Unumb is also co-founder of the Autism Academy of South Carolina\, a treatment facility providing state-of-the-art care to children on the autism spectrum. He has served on the supporting board for the Greenwood Genetics Center and is a board member of Ascendigo\, in Aspen\, Colorado\, which provides challenging recreational activities to children and adults with autism as well as community living support. Mr. Unumb has litigated cases in federal and state courts across the country in private practice in Boston\, Washington\, D.C.\, and Charleston and as an attorney with the United States Department of Justice.\n \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\, LABA: Conversing about Current Ethical Concerns in Behavior Analytic Circles: Navigating the Challenges and Finding the Path Forward\n Mary Jane Weiss\, PhD\, BCBA-D\, LABA\nDean of the Institute for Applied Behavioral Science\nDirector\, PhD Program in Applied Behavior Analysis\nEndicott College \nConversing about Current Ethical Concerns in Behavior Analytic Circles: Navigating the Challenges and Finding the Path Forward\nAbstract:\nEthical practice has always been complex\, and opinions about the field and within the field have always been diverse. Still\, in recent years\, the level of concern among professionals has been heightened. The field of ABA has seen unprecedented changes in recognition\, demand\, professionalization\, and growth. We have also faced unprecedented criticism. Within the field\, divisiveness has threatened our unified mission and messaging. As we look to move into the next era of our field\, it may help to focus on foundational values\, core principles\, our commitment to humane and compassionate care\, and our openness to reflection\, innovation\, and change.  In this presentation\, special attention will be paid to how our commitment to science can guide us forward\, how our commitment to collaboration can build our success with colleagues and with clients\, and how our commitments to compassionate care and culturally responsive work can ensure that we meet the evolving needs of those we partner with.  Suggestions will be offered for how each of us can converse about difficult topics in ways that foster individual growth and collective progress. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify the current challenges within and outside of the profession that have impacted the profession of behavior analysis\nDelineate how foundational commitments to science\, collaboration\, and humane care can still steer the field in positive directions\nList individual and organizational strategies that can assist behavior analysist in discussing concerns\, addressing conflicts\, ensuring growth\, and resolving concerns\n\nPresenter Bio:\nMary 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 a Trustee of 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.\n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB®  ETHICS 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 \nAttendees 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. \nAPA Approved Sponsor \n \n  \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.\n \n \n \n \n \n Location - Endicott College\, Beverly\, MA and online\n 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. \nFor In-Person:\nEvent Venue: Cleary Lecture Hall\, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map \nThe Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus\, you need to download and print out the parking permit for your vehicle. \nEnter the Endicott College main entrance and follow the road up the Hill. \nFor virtual attendance: \nThe Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference.  IF you do not receive\, email pa****@******or.org. \n  \n  \n\n \n \n \n \n \n \n Thank You to Our Gold Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsor\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Sponsor this Conference\n \n Schedule\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Judah B. Axe\, PhD\, BCBA-D\, LABASimmons University \n \n \n \n \n Molly Benson\, MS SpEd\, BCBA\, LABA\, EdS\n \n \n \n \n Dr. Corina Jimenez-Gomez\, BCBA-DUniversity of Florida \n \n \n \n \n SungWoo Kahng\, PhD\, BCBA-D\, LBARutgers University \n \n \n \n \n Daniel Unumb\, Esq.Autism Legal Resource Center \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\, LABADean of the Institute for Applied Behavioral Science\nDirector\, PhD Program in Applied Behavior Analysis\nEndicott College \n \n \n \n \n with Introduction by\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™ URL:https://behavior.org/event/13th-annual-ethics-in-professional-practice-conference/ LOCATION:Endicott College Campus\, Beverly\, Massachusetts\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2025/03/Ethics2025-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20250404 DTEND;VALUE=DATE:20250405 DTSTAMP:20260421T025203 CREATED:20240806T191738Z LAST-MODIFIED:20251001T213313Z UID:21697-1743724800-1743811199@behavior.org SUMMARY:18th Annual Conference on Autism: Research-Based Solutions DESCRIPTION:NOTE: Presentation recording links were emailed to those registered on 4/7/2 at 5:45 pm. IF you did not receive\, contact Rebekah Pavlik at pa****@******or.org. \n\nA one-day conference featuring leading experts in fields of Science\, Special Education\, and Autism Spectrum Disorders. \nFriday\, April 4\, 2025 – 9:00 am – 5:15 pm (Eastern Timezone) \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days post-conference. (For those seeking Psychology CE Credits\, there is an additional testing process to be completed for asynchronous/home-study completion.) \nOf benefit to Behavior Analysts\, Psychologists\, Teachers\, Speech-Language Pathologists\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers \nRecordings will be available for 14-days post-conference for home-study. \nGroups of five (5) or more coming in-person from one organization/team are offered a discount. (See pricing.) If you have a group of 20 or more for in-person or virtual\, please contact pa****@******or.org. \n \n IN-PERSON REGISTRATION\n \n VIRTUAL REGISTRATION\n \n \n \n \n \n Invited Speakers & Moderators\n \n \n \n \n \n Bridget A. Taylor\, PsyD\, BCBA-D\, Moderator with Panel: Caring for Caregivers: Discussing the Role of Compassionate Practices in Applied Behavior Analysis\n Bridget A. Taylor\, PsyD\, BCBA-DCo-founder and CEO\, Alpine Learning GroupSenior Clinical Advisor\, Rethink \nwith \nNancy Marchese\, PhD\, CPsych\, RBA (Ont)\, BCBA-DCEO and FounderBreakthrough Autism \nBritany Melton\, MEd\, BCBADirector of Research and Training\,Journeys Autism Center \nMary Jane Weiss\, PhD\, BCBA-D\, LABADean\, Institute for Applied Behavioral ScienceDirector\, PhD Program in Applied Behavior Analysis\, Endicott College \nCaring for Caregivers: Discussing the Role of Compassionate Practices in Applied Behavior Analysis\nAbstract:\nTaylor et al (2019) issued a call to action to the field of ABA to evaluate the integration of compassionate care into service delivery. Compassionate care is a foundational value within the science of ABA\, but more attention is needed to define\, measure\, and teach these skills to practitioners. In this panel\, various approaches to studying compassionate care will be reviewed\, including qualitative interviews with caregivers\, the identification of component skills important to supporting parents of children with autism\, and the measurement of behaviors that convey compassion in direct service interactions with clients. The panel will address challenges in definition\, measurement\, training\, and generalization. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify at least 2 component skills relating to supporting children with autism and their family.\nIdentify at least 2 ways to measure compassionate behaviors in direct service contexts.\nIdentify at least 3 themes from qualitative interviews with caregivers that are important during service delivery.\n\nPresenter Bios:\n \nDr. Bridget A. Taylor is the co-founder and CEO of Alpine Learning Group and serves as the Senior Clinical Advisor for Rethink Behavioral Health. She co-hosts Our Next Guest\, a popular interview-style webinar series featuring live discussions with renowned behavior analysts on topics relevant to both clinicians and families. A Board Certified Behavior Analyst and Licensed Psychologist\, Dr. Taylor has played a pivotal role in the field of applied behavior analysis and autism intervention for over 35 years. She is a past president of the Behavior Analyst Certification Board and a former Associate Editor of the Journal of Applied Behavior Analysis. Currently\, she serves on the board of the Society for the Experimental Analysis of Behavior (SEAB). Dr. Taylor’s recent work explores compassionate relationship-building with families when providing clinical services to individuals with autism. In recognition of her outstanding contributions\, she has been honored by the Association for Applied Behavior Analysis International (ABAI) and awarded the prestigious ABAI Fellow designation. \n  \n \nBritany Melton\, MEd\, BCBA\, is the Director of Research and Training and has been in the field of ABA for over 10 years. She received her master’s degree from Endicott College in Special Education and Applied Behavior Analysis.  Britany has worked in a variety of settings including educational\, residential\, and clinical and is currently the Director of Research and Staff Training at Journeys.    Britany has extensive experience managing ABA clinics and organizational behavior management.  Her research and practice interests include compassionate care\, functional long-term outcomes\, and the treatment of severe problem behavior.  Britany’s passion for ABA and science has led her to pursue her PhD in Applied Behavior Analysis at Endicott College where she is currently enrolled. \n \nNancy Marchese discovered her passion for the field of Applied Behavior Analysis (ABA) in 1998 when she first started working with children and adolescents with autism. Since then\, she’s had the privilege of working with hundreds of children and adolescents with autism and their families across Ontario\, Canada. Nancy is the CEO and Founder of Breakthrough Autism. \nA Board Certified Behavior Analyst – Doctoral Level (BCBA-D) and Clinical Psychologist\, Nancy completed on her PhD in Behavior Analysis through Endicott College. She takes pride in the fact that she stays connected with the latest research\, which she incorporates into her client’s programming. Nancy has published research in the Journal of Applied Behavior Analysis (JABA) and Behavior Analysis in Practice (BAP). She has also presented at both local and international conferences. She is the 2020 recipient of the Patrick Judge Clinical Dissemination Award presented by Endicott College. She is also the 2019 recipient of the “President’s Award for Service Excellence” award and the 2015 recipient of the “Excellence in the Contribution to Behavior Analysis” award both presented by the Ontario Association of Behavior Analysts (ONTABA). Nancy is the Past President of ONTABA. Finally\, based on her extensive expertise and clinical experience\, Nancy was appointed to serve on the ASD-Clinical Expert Committee (CEC) for what was formerly known as the Ministry of Children and Youth Services in Ontario\, Canada. \n \nMary 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 a Trustee of 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. \n  \n \n \n \n \n \n Pamela Peterson (She/Her) PhD\, BCBA-D\, LABA: Early Intensive Behavioral Intervention: Considerations for Service Delivery \n Pamela Peterson (She/Her) PhD\, BCBA-D\, LABADirector of Early Intervention\, Melmark New England \nEarly Intensive Behavioral Intervention: Considerations for Service Delivery\nAbstract:\nEarly Intensive Behavioral Intervention (EIBI) is the implementation of behavioral intervention with young children during the first several years of life. EIBI is often provided for children with autism ranging in age from 1 to 5 years of age in home-based or community (i.e.\, childcare) settings. Several factors present unique considerations related to service delivery for children receiving EIBI. For example\, families with children entering EIBI have often received fairly recent news of their child’s diagnosis. As a result\, EIBI is often the family’s first exposure to autism and behavior analytic intervention\, placing clinicians in the position of both building rapport with and educating families who are in the initial stages of processing a diagnosis\, are managing stressors related to having a child with autism\, and who may enter intervention with misconceptions related to ABA and autism. Additionally\, behavior analysts working with young children are also often responsible for establishing foundational “learning-to-learn” skills that facilitate learning and set the occasion for more complex repertoires. Direct care staff are often asked to teach these skills in the context of play and to utilize natural environment teaching (NET) techniques during daily routines\, both of which require a level of fluency with these strategies in order to take advantage of multiple learning opportunities while maintaining the child’s interest and attention. Lastly\, behavior analysts delivering EIBI are tasked with collaborating with families on the identification of skills that may decrease or prevent the development of severe topographies of challenging behavior while acknowledging that young children often engage in developmentally- and socially-appropriate forms of challenging behavior. This presentation will discuss these and other considerations related to the delivery of EIBI in naturalistic settings. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe three considerations related to the implementation of EIBI with families with a young child with autism.\nIdentify considerations for promoting caregiver implementation of and participation in behavioral intervention.\nDescribe the benefits of natural environment teaching (NET) strategies in the implementation of EIBI and the challenges of effectively training direct care staff to implement NET.\nIdentify foundational learning-to-learn skills that are targeted in EIBI and how they relate to more complex behavioral repertoires.\n\nPresenter Bio:\nDr. Pamela Peterson is a Board Certified Behavior Analyst and licensed applied behavior analyst specializing in early intensive behavioral intervention (EIBI) for young children with autism. Dr. Peterson has been working in the field of ABA with a focus on EIBI for over 12 years and is currently the director of early intervention at Melmark New England. She received her undergraduate degree from Stanford University and her masters and doctorate degrees in Behavior Analysis through Western New England University. Dr. Peterson has co-authored book chapters on common components of EIBI as well as a peer-reviewed article on the establishment of social referencing in young children with autism in the presence of safe and dangerous stimuli. She currently services as an adjunct lecturer for Regis College and Western New England University. Her current research interests include the emergence and maintenance of complex social repertoires such as imitation\, joint attention\, social referencing\, and observational learning; the implementation of incidental teaching strategies by providers and caregivers; and the evaluation of outcomes of early intensive behavioral intervention for children and their families. \n \n \n \n \n \n Kimberly A. Schreck\, PhD\, BCBA-D: The War on Science II: Avoiding Disaster and Protecting the Vulnerable\n Kimberly A. Schreck\, PhD\, BCBA-DProfessor of Psychology\, Penn State Harrisburg \nThe War on Science II: Avoiding Disaster and Protecting the Vulnerable\nAbstract:\nThe war on science has invaded many areas of our lives. Conspiracy theorists and main stream Americans attack scientific results on many battle fronts (e.g.\, the shape of the earth\, vaccines causing autism\, climate change\, safe health practices). Although during behavior analysis training we must learn the scientific foundations and applications of science\, research supports that the war on science has invaded Applied Behavior Analysis. This presentation will protest the war on science by providing (a) continuing evidence on how the war on science has invaded our discipline\, (b) strategies for identifying the battles and the variables contributing to their continuation\, (c) examples of the ethical implications for avoiding disaster and protecting the vulnerable through science\, and (d) battle strategies as you stand on the clinical front lines. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify how behavior analysis has been invaded by the war on science particularly in choices and use of evidence-based practice.\nIdentify the important battles and variables influencing behavior analysts’ support of non-scientifically based practices and use of treatment practices.\nIdentify the ethical implications of using non-scientifically based practices in behavior analysis practices.\nProvide strategies for evaluating evidence for practices and ethically persuading others to use them.\n\nPresenter Bio:\nKimberly Anne Schreck\, Ph.D.\, BCBA-D® is a Professor at Penn State Harrisburg\, where she assisted in creating the Master’s in Applied Behavior Analysis program. She directed the ABA Master’s for the majority of the program’s existence. Dr. Schreck has worked in the field of Psychology and ABA for over 30 years\, with 25 years as a faculty member (teaching psychology\, ABA\, and special education courses). She received her Ph.D. in Psychology (specializing in Intellectual and Developmental Disabilities) from the Ohio State University. Dr. Schreck completed a post-doctoral fellowship in Pediatric Psychology at Columbus Children’s Hospital (now Nationwide Children’s Hospital) with co-appointments with the Heinzerling Memorial Foundation\, the Heinzerling Developmental Center\, and the Ohio State University. She continues her clinical experience working with individuals with intellectual and developmental disabilities\, autism\, and neurodegenerative diseases from early intervention to adulthood\, with families\, and with educational organizations. \nDr. Schreck’s clinical and research interests include ethical practices and evidence-based practices\, autism and related issues (e.g.\, sleep)\, intellectual and developmental disabilities (e.g.\, MPS-IIIA)\, interventions for skill acquisition\, and behavior issues. She has published numerous publications classics related to sleep and feeding issues. Dr. Schreck also publishes and presents nationally and internationally on ethical practice. She is a regular reviewer of scientific manuscripts\, a member of journal editorial boards\, reviewer for national and international dissertations\, and a grant reviewer. She has served in a variety of professional service positions including Associate Editor of Behavioral Interventions\, member of the Penn ABA Executive Council\, grant consultant\, member of human research review and human rights committees for various organizations\, and a senior research mentor for multiple professionals across disciplines. \n \n \n \n \n \n Helena Maguire\, MS\, LABA\, BCBA\, CDE®\, Moderator with Panel: From Risks to Results: Applying Organizational Behavior Management to Workplace Safety in Human Services Organizations\n Helena Maguire\, MS\, LABA\, BCBA\, CDE®Vice President and Chief Clinical OfficerMelmark New England at Melmark Inc. \nwith Panel \nJill Harper\, PhD\, BCBA-D\, LABA\, CDE®Senior Director of Professional Development\, Clinical Training\, and ResearchMelmark New England \nKatie Salvatore\, MEd\, BCBA\, LABAExecutive Director Melmark New England \nFreddie Scibelli\, MEd\, BCBA\, LABAClinical Services Compliance Analyst\, Melmark \nFrom Risks to Results: Applying Organizational Behavior Management to Workplace Safety in Human Services Organizations\nAbstract:\nOrganizational Behavior Management (OBM) is a subspecialty of Applied Behavior Analysis (ABA) focused on applying learning principles to enhance employee performance in business\, industry\, manufacturing\, and similar sectors. OBM also has strong evidence-based support within human service organizations\, particularly for individuals with intellectual and developmental disabilities. A critical aspect of OBM is implementing evidence-based safety practices that promote a culture of safety\, reduce serious incidents\, and enhance employee well-being. This presentation/workshop will introduce a behavioral approach within the OBM framework to improve workplace safety in human service organizations. It will address common areas of risk\, identify where injuries are most likely to occur\, and demonstrate how to design and implement effective systems to enhance safety and ensure system integrity. The discussion will focus on key OBM strategies to address priority safety objectives\, specifically (a) behavioral safety practices (b) performance diagnostics (c) staff training and supervision and (d) data collection and analysis relevant to safety in the workplace. Critical components of each area will be presented\, supported by case studies and research examples. These case studies will illustrate practical strategies for overcoming barriers\, ensuring intervention integrity\, and achieving sustainable practices. Emphasis will be placed on navigating real-world challenges and assessing the social validity of interventions within the workforce. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify fundamental OBM principles and design strategies aimed at improving workplace safety.\nDescribe key features of assessment and intervention design for effective safety management.\nIdentify measurement procedures and performance metrics necessary for evaluating and enhancing systems intervention success.\nAnalyze case examples to determine and propose appropriate solutions.\n\nPresenter Bios:\n \nHelena Maguire\, MS\, LABA\, BCBA\, CDE®: Helena Maguire 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. \nMrs. 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. \nMrs. 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. \nShe 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. \n  \n \nDr. Harper 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. \nKatherine “Katie” Salvatore is a Masters level\, Board Certified Behavior Analyst currently pursuing her a Ph.D. in Psychology with a specialization in behavior analysis at Capella University. Katie has over 20 years of experience working in the field of children’s day\, adult residential\, public special education\, and multi-state insurance-based autism services. \nIn her role as Executive Director of Melmark New England\, Katie supports Melmark’s CEO\, CCO and COO through 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 programmatic services throughout Melmark New England. \nShe earned her Master of Education at the University of Massachusetts Boston\, has been a Board Certified Behavior Analyst since 2011 and is licensed as both a behavior analyst and special education administrator in Massachusetts. \n \nFrederick Scibelli serves as the Clinical Services Compliance Analyst at Melmark New England. He obtained his Master’s degree in severe Special Education from Simmons College in 2011 and completed the University of Massachusetts Applied Behavior Analysis Series\, obtaining his Board Certification as an Associate Behavior Analyst in 2014. Joining Melmark New England in 2007\, he has held a variety of roles within the organization including ABA counselor\, lead special educational teacher\, educational coordinator\, afterschool program coordinator\, and clinical coordinator. In his current role\, Freddie supports the Department of Professional Development\, Training and Research\, assisting with the design and implementation of new hire training and advanced professional trainings\, clinical quality assurances\, restraint regulation and monitoring compliance training. \n  \n \n \n \n \n \n Robert H. LaRue\, PhD\, BCBA-D: Improving Employment Outcomes for Individuals Diagnosed with ASD \n Robert H. LaRue\, PhD\, BCBA-DClinical Professor\, Graduate School of Applied and Professional Psychology (GSAPP)Director of Behavioral Services\, Douglass Developmental Disabilities Center (DDDC)Rutgers Center for Adult Autism Services (RCAAS)Rutgers\, The State University of New Jersey \nImproving Employment Outcomes for Individuals Diagnosed with ASD\nAbstract:\nThe transition from the public school system to adulthood represents a challenging and stressful period for individuals with ASD and their families. Supports and services that were entitlements during their school-age years are no longer available\, and families often struggle to identify needed resources. The ability to obtain and maintain employment represents a critical developmental step in the lives of most people. While the public school system does well in this regard for individuals who are neurotypical\, less favorable outcomes are observed for adolescents and adults with an ASD diagnosis (Friedman et al.\, 2013; Taylor et al.\, 2015). In fact\, estimates indicate that approximately 50% to 75% of adults with ASD are unemployed after graduation (Bush & Tassé\, 2017; Howlin et al.\, 2004). Despite the importance of employment\, the existing research regarding assessment\, intervention\, and outcomes for individuals with ASD remains relatively sparse. While there have been several studies documenting that people with ASD tend to be employed less\, there have been few studies outlining what constitutes best practice to improve employment outcomes. The purpose of the current workshop is to explore some of the barriers that contribute to these poor outcomes and discuss strategies that can be used to overcome them. We will review useful vocational assessment models and to suggest intervention strategies to improve outcomes for this population. The primary goal of the workshop will be to discuss empirically-supported assessment and intervention strategies that can lead to more supportive work environments\, better job matching\, and improved long-term outcomes. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe common employment outcomes for older individuals diagnosed with ASD.\nArticulate common barriers to employment for people diagnosed with autism.\nDescribe evidence-based models of vocational assessment.\nDescribe intervention strategies to improve employment outcomes.\n\nPresenter Bio:\nRobert H. LaRue\, Ph.D.\, BCBA-D is a Clinical Professor at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. He earned a dual doctorate in biological and school psychology from Louisiana State University in 2002. He completed his predoctoral internship with the Kennedy Krieger Institute at Johns Hopkins University and a postdoctoral fellowship with the Marcus Institute (now the Marcus Autism Center) at Emory University. He currently serves as the Director of Behavioral Services at the Douglass Developmental Disabilities Center (DDDC) and the Rutgers Center for Adult Autism Services (RCAAS)\, where he provides consultative support for students and staff providing intensive behavioral services to students and adults within the Centers. His research interests include the assessment and treatment of maladaptive behavior\, improving transitional outcomes for adolescents and adults with ASD\, the use of behavioral economics in intervention\, and the evaluation of psychotropic medications used with at-risk populations. He has authored articles in peer-reviewed journals\, written several book chapters\, and presented at national and international conferences. \n \n \n \n \n \n Paul J. Waga\, MPP\, MEd\, BCBA with Co-Presenter: Quality of Life Indicators for Adults Living with Autism and Intellectual Disabilities\n Paul J. Waga\, MPP\, MEd\, BCBASenior Director of Adult Services\, Melmark \nwith \nAshley Benedetto\, MS Ed\, BCBASenior Director of Educational Services\, Melmark PA \nQuality of Life Indicators for Adults Living with Autism and Intellectual Disabilities\nAbstract:\nQuality of Life (QoL) is defined by the World Health Organization as an individual’s perception of their life position within cultural and personal contexts\, influenced by relationships\, health\, safety\, autonomy\, community inclusion\, and meaningful engagement. \nThe presentation will focus on the QoL of adults living with autism and intellectual disabilities\, emphasizing its importance in service provision. The presenters will discuss why QoL is crucial for individuals diagnosed with autism and other disabilities and the direct impact to the individual’s well-being\, independence\, and overall fulfillment. \nThe presentation will examine QoL through ethical principles such as compassion\, dignity\, and respect\, aligning with professional values like beneficence and integrity. The presenters will also discuss how to integrate contemporary care models at it relates to; compassionate care\, cultural responsiveness\, trauma-informed care\, and assent to illustrate how these variables shape service delivery. \nThroughout the presentation\, the presenters will offer practical\, evidence-based strategies for enhancing QoL through individualized support and advocacy\, promoting autonomy and self-direction for a more fulfilling life. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify strategies to support individuals with autism and other disabilities in ways that upholds humanity\, dignity and compassion.\n\n\nIdentify strategies to support assertiveness and choice making to empower others.\n\n\nDescribe how to incorporate various quality of life indicators into an individualized service delivery model.\n\nPresenter Bios:\n \nPaul J. Waga\, MPP\, MEd\, BCBA\, is the Senior Director at Melmark Pennsylvania and oversees delivery of quality support and services to all the Melmark Adult Facilities in PA.  He has extensive experience working in licensed facilities both on campus-based and in community-based settings. Paul earned a bachelors’ degree in psychology from Rowan University\, NJ and a master’s degree in public policy from Drexel University\, PA. Since joining Melmark\, Paul received his master’s degree in Education in Applied Behavior Analysis from Endicott College and is a Board Certified Behavior Analyst. Paul brings more than 22 years of experience in the field of intellectual disabilities and Autism. When Paul is not focused on service delivery to the individuals entrusted to his care\, you will find him with his significant other in Chestertown\, Maryland enjoying gardening and the Sassafras River. Paul also enjoys traveling to Kenya\, Africa where he as a large extended family. \n \nAshley Benedetto\, MEd\, BCBA\, is an accomplished leader in the field of special education and applied behavior analysis\, with a career spanning over a decade in diverse roles across educational\, residential\, vocational\, and community-based programs. She has a strong background in program development\, staff training\, and the implementation of evidence-based instructional and behavioral strategies. \nAshley’s career began in direct support roles\, where she developed a deep understanding of individualized care and behavioral interventions. She has since progressed through various leadership positions\, including Program Manager\, Behavior Specialist\, Assistant Director\, and Director roles\, each providing her with valuable experience in managing diverse programs and teams. Currently\, Ashley serves as the Senior Director of Educational Services at Melmark PA\, where she oversees comprehensive educational programs\, ensuring alignment with regulatory standards and best practices in special education. In this role\, she is responsible for strategic planning\, program evaluation\, and fostering inclusive learning environments that empower students to reach their full potential. \nAshley holds a bachelor’s degree in Elementary Education from West Chester University and a master’s degree in Applied Behavior Analysis from Temple University. As a Board Certified Behavior Analyst (BCBA)\, utilizes a data-informed approach to educational leadership\, focusing on personalized instruction\, evidence-based behavioral supports\, and the effective supervision and development of staff. \nAshley is committed to ongoing professional development and collaboration to enhance educational programming and improve outcomes for individuals with special needs. \n \n Student Research Posters\n \n Schedule\n \n Presentations - Bios/Abstracts/Continuing Education\n \n \n \n \n \n \n \n Student Poster Submission Instructions\n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB® 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 \nAttendees 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. \nAPA Approved Sponsor \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nQuestions or concerns? Contact Rebekah Pavlik at pa****@******or.org. \nParticipants are responsible for knowing and meeting the CE requirements of their licenses or certifications. \n \n \n \n \n \n Location\n In-Person on the campus of Melmark in Berwyn\, Pennsylvania or online\, virtually through Zoom.\nMelmark2600 Wayland RoadBerwyn\, PA 19312 \nCampus Map and Parking (PDF) \n \nRecommended nearby hotels: \nHilton Garden Inn Newtown Square Radnor \nTeca Newtown Square \n  \n \n IN-PERSON REGISTRATION\n \n VIRTUAL REGISTRATION\n \n \n \n \n \n Thank you to our Conference Hostand Platinum Sponsor\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Gold Sponsor\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n IN-PERSON REGISTRATION\n \n VIRTUAL REGISTRATION\n \n Student Research Posters\n \n Schedule\n \n Presentations - Bios/Abstracts/Continuing Education\n \n \n \n \n \n Invited Speakers & Moderators\n \n \n \n \n \n \n Bridget A. Taylor\, PsyD\, BCBA-DCo-founder and CEO\nAlpine Learning Group \nSenior Clinical Advisor\nRethink \n \n \n \n \n Pamela Peterson\, PhD\, BCBA-D\, LABADirector of Early Intervention\nMelmark New England \n \n \n \n \n Kimberly A. Schreck\, PhDProfessor of Psychology\nSchool of Behavioral Sciences and Education Penn State Harrisburg\n \n \n \n \n \n Helena Maguire\, MS\, LABA\, BCBA\, CDE®Vice President & Chief Clinical Officer\nMelmark New England at Melmark Inc.\n\n \n \n \n \n \n Robert H. LaRue\, PhD\, BCBA-DClinical Professor\nDirector of Behavioral Services\nGraduate School of Applied and Professional Psychology\nRutgers University \n \n \n \n \n Paul Waga\, MPP\, MEd\, BCBASenior Director of Adult Services\nMelmark PA \n \n \n \n \n Opening remarks by:\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DCambridge Center for Behavioral Studies™ URL:https://behavior.org/event/18th-annual-conference-on-autism-research-based-solutions/ LOCATION:MA CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2025/02/General-Autism2025-Banner-1-1.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20241108 DTEND;VALUE=DATE:20241109 DTSTAMP:20260421T025203 CREATED:20231219T150917Z LAST-MODIFIED:20250203T195437Z UID:19846-1731024000-1731110399@behavior.org SUMMARY:6th Annual Behavioral Science: Applications in Leadership & Supervision Conference DESCRIPTION:Thank you for attending! If you completed the attendance verification process\, continuing education certificates were sent from cc*************@******or.org on December 4. If you did not receive\, contact Rebekah Pavlik at pa****@******or.org. \nRecordings links were emailed to registered attendees on Thursday\, November 14 at 4:30 pm. Recordings will be available until Monday\, December 2\, for home-study. Certificates will be processed on that date. If you did not receive\, contact Rebekah Pavlik at pa****@******or.org. \nFriday\, November 8 – In-Person in Lawrence\, Kansas\, OR Online Virtually\nA one-day conference featuring leaders in the field of Applied Behavior Analysis\, Organizational Behavior Management\, and Autism\, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds\, BCBAs\, BCaBAs & RBTs) and other professionals\, such as psychologists\, teachers\, and special educators. \nThe conference will be presented in Kansas and through Zoom in the Central Time Zone. An introduction is planned for 8:30 am (CENTRAL) with presentations starting at 8:45 am and ending at 4:45 pm (CENTRAL). Get PDF of Schedule. \n \n Schedule\n \n REGISTER\n \n \n \n \n \n Claire St. Peter\, PhD\, BCBA-D: Using Procedural Fidelity Data to Support Supervisees and Improve Practice\n Affiliation:\nDepartment Chair and Eberly Family Professor for Outstanding Public Service\, Behavior AnalysisDepartment of Psychology\, West Virginia University \nUsing Procedural Fidelity Data to Support Supervisees and Improve Practice\nAbstract:\nProcedural fidelity\, or ensuring interventions are implemented as designed\, is essential for effective behavior-analytic practice. This presentation explores how supervisors can use procedural fidelity data to provide targeted support for supervisees and enhance overall intervention success. By closely monitoring fidelity data\, supervisors can identify training needs\, provide constructive feedback\, and make data-driven decisions to improve practitioner performance. This session will offer practical strategies for integrating fidelity data into supervision processes\, highlighting its role in refining skills\, promoting consistency\, and ensuring the successful application of behavior-analytic procedures. Attendees will learn actionable methods for utilizing fidelity data to elevate both individual performance and client outcomes in applied settings. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify key components of procedural fidelity and explain how fidelity data can be used to assess the accuracy of intervention implementation.\nDifferentiate between various forms of fidelity errors and their potential impacts on intervention outcomes.\nDescribe data-driven methods to enhance supervisee performance.\n\nPresenter Bio:\nClaire St. Peter\, Ph.D.\, BCBA-D is an Eberly Family Professor for Outstanding Public Service at West Virginia University and the Chairperson of the Department of Psychology. With over 20 years of experience in behavior analysis\, Dr. St. Peter is a recognized expert in the areas of procedural fidelity\, treatment integrity\, and behavior-analytic supervision. Her research focuses on the effects of fidelity errors on behavioral interventions and developing practical strategies for improving supervision and leadership. Dr. St. Peter has published extensively and has received numerous awards for her contributions to both research and education. She is an active member of several professional organizations\, including serving as a Trustee for the Cambridge Center for Behavioral Studies\, and regularly presents at national and international conferences. \n \n \n \n \n \n Dennis H. Reid\, PhD\, BCBA-D: The Evolving Technology of Staff Training: Advances and Re-Emerging Concerns\n Affiliation:\nFounder and DirectorCarolina Behavior Analysis and Support Center \nThe Evolving Technology of Staff Training: Advances and Re-Emerging Concerns\nAbstract:\nThis presentation will review the research foundation\, recent advances\, and existing concerns with evidence-based training of staff in human service agencies. Initially\, the basic criteria for quality training will be described in terms of effectiveness\, efficiency\, and trainee acceptance. Next\, a brief overview will be presented on the research development of performance- and competency-based training with respect to the basic criteria\, and how behavioral skills training (BST) subsequently evolved as the current gold standard of training. Recent advances to enhance the efficiency of BST will then be summarized\, with a focus on technology-based training that includes video modeling\, computer-based training\, and training from a distance via telehealth. Concerns with the advances will likewise be described with regard to practical and effective applications within typical human service agencies. Subsequently\, the likelihood of a new gold standard of training will be presented\, focusing on a hybrid combination of in-person BST and technology-based training components. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nName the three criteria for successful\, high-quality staff training programs.\nDescribe the steps of the current gold standard of training: in-person behavioral skills training\nBased on research to date\, identify which type of technology-based training has the most evidence to support its effectiveness for training performance skills to staff (i.e.\, video modeling\, computer-based training\, or training via telehealth).\n\nPresenter Bio:\nDr. Dennis Reid has over 50 years of experience as a clinician\, supervisor\, and trainer in educational\, residential\, and community support settings for people with neurodevelopmental disabilities including autism\, and has consulted with human service agencies in the majority of states of the United States as well as Canada\, Australia\, and New Zealand. He has published over 140 refereed journal articles and book chapters focusing on applied behavior analysis and authored or co-authored 17 books as well as three staff training curricula. In 2007 he was awarded Fellowship status in the Association for Behavior Analysis International and in 2006 received the American Association on Intellectual and Developmental Disabilities International Research Award. Dennis is the founder and current director of the Carolina Behavior Analysis and Support Center in Morganton\, North Carolina. His company has employed people with severe disabilities in a supported work capacity for more than 25 years. \n \n \n \n \n \n Ramona A. Houmanfar\, PhD: Supervision in Value-Based Governance \n Affiliation:\nProfessor of Psychology and Director of Behavior Analysis ProgramUniversity of Nevada\, Reno \nSupervision in Value-Based Governance\nAbstract:\nA human service organization is said to practice value-based governance when the members are granted the opportunity to change the organizational environment in ways that improve it and are reinforced for doing so. By adoption of this approach\, supervision is provided in the context of positive reinforcement contingencies for others\, and it minimizes aversive or coercive contingencies of others.  Moreover\, organizational leaders’ actions and supervision practices in this context not only affect the wellbeing of organizational members (e.g.\, their safety\, health\, financial security\, etc.) but also bear positive or negative impact on consumer practices and community well-being  (e.g.\, education\, obesity\, cancer\, safe or green driving\, energy conservation\, diversity based health care\, etc.). This presentation will provide an overview of ways behavior analysis can contribute to the design of healthy environments that promote well-being of service providers and clients. In addition\, an overview of values-based governance\, as a means of developing and maintaining well-being and resilience in organized groups will be provided. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe the foundation (concepts\, principles\, methodology) underlying value-based governance.\nDiscuss the behavior analytic account of well-being as related to emerging socio-cultural issues.\nList environmental conditions in organizations that align with a behavior analytic discussion of wellbeing.\n\nPresenter Bio:\nRamona Houmanfar is Professor of Psychology and the Director of the Behavior Analysis Program at the University of Nevada\, Reno (UNR). She currently serves as a trustee of the Cambridge Center for Behavioral Studies\, Chair of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies\, editorial board members of the Journal of Organizational Behavior Management\, and Behavior & Social Issues\, and Coordinator of the Publication Board at the Association for Behavior Analysis International. Dr. Houmanfar has served as the editor of Journal of Organizational Behavior Management\, senior co-chair of the ABAI convention\, Director of the Organizational Behavior Management Network\, President of the Nevada Association for Behavior Analysis\, and Co-Coordinator of the Diversity\, Equity\, and Inclusion Board at ABAI. \nDr. Houmanfar’s expertise and interests in behavioral systems analysis\, cultural behavior analysis\, and contextual behavioral science have guided her research associated with the analysis of verbal behavior (e.g.\, symbolic language\, leadership communication\, team communication)\, rule governance\, value- based governance\, and wellbeing in cultural groups including organizations.  She has published over 80 peer reviewed publications\, and four co-edited books titled “Organizational Change” (Context Press)\, “Understanding Complexity in Organizations”\, “Leadership & Cultural Change (Taylor & Francis Group)\, and “Applied Behavior Science in Organization” (Taylor & Francis Group) sponsored by ABAI. Other accomplishments include being awarded Association or Behavior Analysis International\, and Association for Contextual Behavioral Science Fellow designations. \n \n \n \n \n \n E. Scott Geller\, PhD: The Psychological Science of Effective Leadership: Managing Behavior vs. Leading People\n Affiliation:\nAlumni Distinguished ProfessorDepartment of PsychologyVirginia Tech \nThe Psychological Science of Effective Leadership:  Managing Behavior vs. Leading People\nAbstract:\nFor optimal organizational performance\, it is beneficial to distinguish between management and leadership—managing behavior vs. leading people. This presentation will reveal evidence-based leadership lessons that can bring the best out of a talented and committed workforce. Managers are assigned their position and influence productivity by holding people accountable for their behaviors and performance outcomes. On the other hand\, any employee can be a leader\, including managers\, by inspiring others to be self-accountable and to go beyond the call of duty for human welfare and well-being. These employees enjoy their work\, as do the members of their work team\, and they try to do their very best for the organization that employs them. They work in an empowering and enriching culture that activates and supports the best qualities of themselves and others. How can such a work culture be cultivated? The answer: self-motivated leadership from everyone in the work culture\, as this presentation will elucidate. \nHuman dynamics relevant to optimizing teaching/learning and the performance of individuals or work teams will be explained\, including psychological safety\, empowerment\, intrapersonal/interpersonal gratitude\, self-motivation\, and self-transcendence or actively caring for people (AC4P). Applications of behavioral science\, especially the appropriate delivery of behavior-based feedback\, can benefit each of these human qualities\, but some psychological science beyond behavioral science is relevant and will be explicated. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nExplain how certain principles from humanistic psychology can benefit applications of behavioral science.\nDefine “psychological safety” and specify leadership qualities that enhance psychological safety.\nIllustrate techniques for enhancing self-motivation within oneself and among others.\n\nPresenter Bio:\n Scott Geller\, Ph.D.\, an Alumni Distinguished Professor at Virginia Tech (VT)\, has started his 55th year as a faculty member and Director of the Center for Applied Behavior Systems in the Department of Psychology at VT. He has authored\, edited or co-authored 52 books\, 91 book chapters\, 41 training manuals\, 277 magazine articles\, and more than 300 research articles addressing the development and evaluation of behavioral science interventions to improve quality of life on a large scale. His dedication\, talent\, and energy helped him earn a teaching award in 1982 from the American Psychological Association and every university-wide teaching award offered at VT. In 2005\, he was awarded the statewide Virginia Outstanding Faculty Award by the State Council of Higher Education\, and VT honored him with the title of Alumni Distinguished Professor. \nDr. Geller is a Fellow of the American Psychological Association\, the Association for Psychological Science\, the Association of Behavior Analysis International\, and the World Academy of Productivity and Quality Sciences. He is past Editor of the Journal of Applied Behavior Analysis (1989-1992) and Associate Editor of Environment and Behavior (1982-2017)\, and current Consulting Editor for Behavior and Social Issues\, the Journal of Organizational Behavior Management\, and the Journal of Safety Research. \nDr. Geller has received lifetime achievement awards from the International Organizational Behavior Management Network (in 2008) and the American Psychological Foundation (in 2009). In 2019\, the American Psychological Association honored Scott Geller with the Nathan H. Azrin Distinguished Contributions to Applied Behavior Analysis Award. In 2024\, the Virginia Association for Behavior Analysis (VABA) initiated the annual “E. Scott Geller Award for Distinguished Service to Applied Behavioral Science.” \n  \n  \n \n \n \n \n \n Pamela L. Neidert\, PhD\, BCBA-D: Cultivating Teaching\, Scholarship\, and Service Repertoires: The Learning Environment at the Edna A. Hill Child Development Center\n Affiliation:\nAssociate Professor\, Department of Applied Behavioral ScienceUniversity of KansasDirector\, Edna A. Hill Child Development Center \nCultivating Teaching\, Scholarship\, and Service Repertoires: The Learning Environment at the Edna A. Hill Child Development Center\nAbstract:\nThe field of applied behavior analysis and demand for behavior-analytic services have grown substantially in recent years (BACB\, 2024; Pastrana et al.\, 2018). As a result\, there is a continued (perhaps\, increased) need for effective education\, training\, and mentorship of students in behavior analysis (Falcomata\, 2018).  The mission of the Department of Applied Behavioral Science (ABS) at KU is to promote individual\, family\, and community development through the integration of teaching\, research\, and public service. The ABS department provides training to behavior analysis students at both the undergraduate and graduate level.  Undergraduate training enhances students’ abilities to understand\, analyze\, and develop solutions to socially relevant problems. Graduate training prepares researchers and scientist practitioners in the discovery\, translation\, application\, and communication of knowledge for solving socially relevant problems. This presentation describes the Edna A. Hill Child Development Center\, one of the department’s research and training centers\, and the ways in which opportunities are arranged for undergraduate and graduate students to learn and refine effective teaching\, research\, and service repertoires. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nExplain why there is an increased need to ensure effective education and training of students in behavior analysis.\nDescribe several similarities and differences between undergraduate and graduate training in behavior analysis.\nIdentify at least one arranged learning opportunity at Edna A. Hill Child Development Center for each critical skill repertoire (teaching\, research/scholarship\, and service).\n\nPresenter Bio:\nDr. Pamela Neidert received her M.S. in Special Education from the Johns Hopkins University in 1999 and her Ph.D. in Psychology (Behavior Analysis) from the University of Florida in 2007.  Currently\, she is an associate professor in the Applied Behavioral Science department and director of the Edna A. Hill Child Development Center at the University of Kansas. Dr. Neidert has been a BCBA since 2004 and an LBA Kansas since 2016.  She has over 25 years of experience working with children and adults with various intellectual and developmental disabilities in several different settings (hospitals\, schools\, residential placements\, and vocational programs). Dr. Neidert and her graduate students conduct research on the assessment\, treatment\, and prevention of behavior disorders.  They also conduct research on strategies to facilitate the acquisition of critical skills by children with and without intellectual and developmental disabilities.  Specific areas of interest include strategies for the development of language\, social skills\, self-help skills (e.g.\, toileting\, feeding)\, and the maintenance and generalization of treatment effects in new environments.  Dr. Neidert has served on the editorial boards of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice. She has published over 35 empirical articles and conducted over 60 presentations of her work at local\, state\, and national conferences. \n \n \n \n \n \n Panel with Moderator Thomas Zane\, PhD\, BCBA-D: A Behavioral Approach to Leadership and Supervision: The Speakers Weigh In \n Affiliation:\nProfessor of Practice and the Director of Online Programs in Behavior AnalysisDepartment of Applied Behavioral ScienceUniversity of KansasandH.S. Pennypacker Chair of the BoardCambridge Center for Behavioral Studies \nA Behavioral Approach to Leadership and Supervision: The Speakers Weigh In\nAbstract:\nThe behavioral repertoire of supervision (such as in BACB supervision) are relatively straightforward and have been studied for years. Continuing research brings forth new dimensions\, areas\, and issues to explore within supervision\, such as assent\, compassion\, and all of the other ‘soft skills.” Leadership\, however\, is vaguer. Behavioral science hasn’t dove as deep into this nebulous area\, due to a lack of an operational definition that has social validity. The panel of speakers at the Kansas Conference will be asked to comment and speculate as to how our field can conceptualize leadership\, both at the macro and micro levels. Furthermore\, the speakers will field questions from audience members about organizations systems designed to promote effective and efficient supervision\, and how to involve administrators and other upper-management personnel on how to establish a leadership style based on behavioral science\, and how to set up conditions to maintain such systems over time. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nProvide an operational definition of leadership from a behavioral science perspective.\nOrally state 3 statements made by one or more of the speakers with regards to their thoughts/conclusions/recommendations about behavioral supervision and leadership.\nOrally describe at least one actionable step s/he could take to promote a supervision model based on behavioral research.\n\nPanel Moderator Bio:\nDr. Thomas Zane is a Professor of Practice and the Director of Online Programs in Behavior Analysis 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 and as a Research Scientist at Johns Hopkins University Department of Psychiatry. Dr. Zane serves as the HS Pennypacker Chair of the Board of the Cambridge Center for Behavioral Studies\, the international organization that represents the field of behavior analysis. Dr. Zane has been past President of the Ethics Special Interest Group of the International Association for Behavior Analysis. His research interests include online learning\, evidenced-based practice in autism\, and the philosophy of science and radical behaviorism. He is particularly interested in why some behavior analysts drift from the code and the importance of adhering to choosing scientifically- supported treatments in clinical and educational work. \n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB®  SUPERVISION Learning CEUs (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 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees 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. \nAPA Approved Sponsor \n \n  \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \n  \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.\n \n Schedule\n \n \n \n \n \n LOCATION\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. \nIN-PERSON: \nUniversity of Kansas – Lawrence campus \nWOODRUFF AUDITORIUM\nUniversity of Kansas\nKU Memorial Unions (Building)\n1301 Jayhawk Boulevard\nLawrence\, KS 66045\n \n \n \nParking:  Attendees may park in the Mississippi Parking Garage (circled in red) – it is right off of Oread Ave. Attendees can then walk through the breezeway (circled in blue) to get to the conference at the KU Student Union (circled in green). The conference is held on the 5th floor in the Woodruff Auditorium. Link to Visual PDF \nVIRTUAL: \nInstructions with Zoom link & password to be emailed to registered attendees the week of the conference. \nUniversity of Kansas campus area in Lawrence\, Kansas – Google Map: \n \n \n Sponsor this Conference\n \n \n \n \n \n Thank You to Our Gold Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n REGISTER\n \n \n \n \n \n \n \n REGISTER\n \n Schedule\n \n \n \n \n \n Invited Speakers:\n \n \n \n \n \n \n Claire St. Peter\, PhDWest Virginia University \n \n \n \n \n Dennis H. Reid\, PhD\, BCBA-DCarolina Behavior Analysis and Support Center \n \n \n \n \n Ramona A. Houmanfar\, PhDUniversity of Nevada\, Reno \n \n \n \n \n E. Scott Geller\, PhDAlumni Distinguished Professor\, Virginia Tech\nCenter for Applied Behavior Systems \n \n \n \n \n Pamela L. Neidert\, PhD\, BCBA-DUniversity of Kansas \n \n \n \n \n Panel Moderator\n \n \n \n \n \n \n Thomas Zane\, PhD\, BCBA-DH.S. Pennypacker Chair of the Board\nUniversity of Kansas \n \n \n \n \n with Introduction by\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™ URL:https://behavior.org/event/leadership-supervision-2024/ LOCATION:University of Kansas\, KU Memorial Union\, Lawrence\, KS\, 66045\, United States CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2023/01/KU_Supervision_2023.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20241005 DTEND;VALUE=DATE:20241006 DTSTAMP:20260421T025203 CREATED:20240410T205947Z LAST-MODIFIED:20241120T235228Z UID:20709-1728086400-1728172799@behavior.org SUMMARY:From Home to Habitat: A CCBS Conference on Understanding Animal Behavior DESCRIPTION:Continuing education certificates were emailed to registered emails on 11/20/24 from be**********@***il.com. If you completed the attendance verification process\, purchased CEs\, and did not receive\, contact Rebekah Pavlik. \nRecording links for home-study were emailed to registered attendees on Thursday\, October 10\, from ce****@******or.org through ConstantContact. Contact Rebekah Pavlik if you did not receive. \nPost-conference instructions\, primarily for continuing education attendance verification\, were sent to all registered attendees on Saturday\, October 5\, at 4:30 pm EST from ce****@******or.org. Contact Rebekah Pavlik if you did not receive. \n\nA one-day conference featuring leaders in the field of Behavior Analysis\, Animal Cognition\, and Animal Behavior to current issues in animal training and care. Topics are important to Behavior Analysts (BCBA-Ds\, BCBAs\, BCaBAs & RBTs) and other professionals\, such as animal trainers\, animal care specialists\, and animal lovers. \nOffered both for in-person or virtual attendance with recordings available for 14 days post-conference. \nSchedule\n\n\n \n Presenter Bios/Abstracts/Learning \n \n REGISTER\n \n \n \n \n \n Tim Hackenberg\, PhD: Choosing to Go to Work: Using Reinforcement-Based Methods to Balance Animal Welfare with Research Needs\n Affiliation\nEmeritus Professor of PsychologyReed College \nChoosing to Go to Work: Using Reinforcement-Based Methods to Balance Animal Welfare with Research Needs\nAbstract:\nAs part of a larger program of research concerned with an animal model of gambling\, we arranged conditions of social enrichment for a small group of pigeons. When not in their experimental sessions\, the pigeons lived together in a free-flying aviary\, interacting with each other and with a physical environment that included perches and nesting boxes. While this better approximated the pigeons’ natural environment\, it also created some practical problems from a research perspective; namely\, how to get the pigeons from the aviary each day to their work sessions in another room. To minimize human involvement and the potential stress of daily captures\, we devised procedures whereby the pigeons chose to enter the experiment each day by flying into a box on the side of the aviary\, from which they were transported to the operant chambers for their daily sessions. By the end of training\, all pigeons were consistently entering the box on cue\, for transport to the session\, and this continued for the remainder of the two-year project\, over which each pigeon chose to participate in hundreds of daily sessions. The findings show the power of reinforcement-based methods in addressing practical problems in animal enrichment and welfare. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDefine and give an example of social enrichment.\nDescribe some of the tradeoffs between animal welfare and research demands.\nDescribe the training methods used to give pigeons choices to participate in the work sessions.\n\nPresenter Bio:\nTim Hackenberg received a B.A. degree 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 post-doctoral research position at the Institute for Disabilities Studies at the University of Minnesota with Travis Thompson from 1988-90. He served on the faculty in the Behavior Analysis program at the University of Florida from 1990-2009\, and at Reed College\, until his retirement in 2022. He serves currently as Editor-in-Chief for Perspectives on Behavior Science\, and as an Associate Editor Frontiers in Psychology (Comparative). He has served as an Associate Editor of the Journal of the Experimental Analysis of Behavior and served on the Board of Directors of the Society for the Experimental Analysis of Behavior\, of the Society for the Quantitative Analysis of Behavior\, as President of Division 25 of the American Psychological Association\, as the Experimental Representative to the ABAI Council\, and as the Director of the ABAI Science Board. His major research interests are in the area of behavioral economics and comparative cognition\, with a particular emphasis on decision-making\, token economies\, and social behavior. In work funded by the National Science Foundation and the National Institutes of Health\, he and his students have developed procedures for cross-species comparisons of complex behavior. He now lives in England with his two dogs and one wife\, where he enjoys walking in the forest\, and watching the daily drama unfold at the bird feeder in the garden. \n \n \n \n \n \n Christy Alligood\, PhD\, BCBA-D: Behavior Analysis as an Animal Care Tool in Zoos and Aquariums\n Affiliation:\nAssociate Professor of the PracticeDepartment of Applied Behavioral ScienceThe University of Kansas \nBehavior Analysis as an Animal Care Tool in Zoos and Aquariums\nAbstract:\nIn recent years\, behavior has been recognized as an essential piece in the constellation of components critical to the care of animals housed in zoos and aquariums. The science of learning has many applications in these settings\, and behavior analysts have contributed to the advancement of evidence-based practices particularly in the areas of husbandry training\, environmental enrichment\, and animal welfare. In this presentation\, I will describe some examples of the role of behavior in multiple aspects of animal care. Along the way\, I will highlight some key questions for the application of behavior analysis in zoological settings\, some examples of work that addresses these questions\, and some areas in need of further development. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe at least three components of animal care at zoos and aquariums\, and explain how behavior interacts with each.\nIdentify at least two key questions for the application of behavior analysis in zoological settings.\nIdentify at least two important areas for future development in the application of behavior analysis to animal care in zoos and aquariums.\n\nPresenter Bio:\nDr. Christy Alligood is a doctoral-level Board Certified Behavior Analyst whose 20 years of experience spans the science and practice of behavior analysis. She began her career in behavior analysis conducting human operant research on emergent stimulus relations in adults and children. She has also worked in home\, school\, and clinic settings with children with challenging behavior and their caregivers and teachers\, and has supervised students in these areas of practice. For over 14 years\, Dr. Alligood has used her expertise in the application of behavior analysis to enhance the welfare of nonhuman animals through cooperative training\, environmental enrichment\, behavioral problem solving\, and behavior change strategies supporting the conservation of wildlife and wild places. At Disney’s Animals\, Science\, and Environment\, much of her initial work focused on a multi-faceted conservation program for Key Largo woodrats\, which received a Bean Award for Significant Achievement in Captive Breeding from the Association of Zoos and Aquariums (2009) and a Federal Challenge Grant (2010) in collaboration with the Crocodile Lake National Wildlife Refuge for population monitoring work on Key Largo. More recently she has worked with the Behavioral Husbandry team\, where she focuses on projects involving training\, enrichment\, and animal learning in a wide variety of nonhuman animal species\, as well as science communication to both internal staff and the general public. \nDr. Alligood has taught undergraduate and graduate courses in on-ground\, online\, and hybrid formats. She has taught courses focusing on a variety of topics\, including introductory behavior analysis\, research methods\, radical behaviorism\, supervision\, and applications of behavior analysis with humans and animals. She maintains a strong interest in designing effective\, evidence-based instruction\, and has used innovative methods such as interteaching and student-led inquiry in online instruction. She was a 2021 nominee for the University of Florida College of Liberal Arts and Sciences Teacher of the Year Award. Outside the higher-education setting\, Dr. Alligood has taught professional development courses for behavior analysts and animal professionals. She is an instructor for the Association of Zoos and Aquariums “Environmental Enrichment in Zoos and Aquariums” course\, and the creator and instructor of the BehaviorWorks “How Research Works” course. \nDr. Alligood has served in many leadership roles in the Association for Behavior Analysis International\, including president of the Applied Animal Behavior Special Interest Group\, Coordinator of the Special Interest Groups Board\, Co-coordinator of the Applied Animal Behavior program area\, and At-large Representative to the Executive Council. She is also a past president and secretary of the Southeastern Association for Behavior Analysis. She is currently a general member of the Association of Zoos and Aquariums Behavior Advisory Group serving on the Culture Change working group. She sits on the editorial boards of Zoo Biology and the Journal of the Experimental Analysis of Behavior (JEAB) In 2022\, she was the guest editor of a special issue of JEAB\, “Strengthening the Research-Practice Loop in Applied Animal Behavior”. She frequently serves as an ad-hoc reviewer for other behavior-analytic and animal-focused journals\, and as a grant reviewer for the Disney Conservation Fund. She has published in both peer-reviewed and popular outlets on topics related to applications of behavior analysis with animals as well as graduate training in behavior analysis. She is also frequently invited to speak at regional\, national\, and international conferences\, and has given over 50 scholarly presentations. \n \n \n \n \n \n Erica Feuerbacher\, PhD\, CAAB\, BCBA-D: Behavior Analysis and Dog Training: From the Lab to the Field\n Affiliation:\nAssociate Professor of Applied Animal Behavior & WelfareCoordinator of the Applied Animal Behavior & Welfare ConcentrationSchool of Animal Sciences\, Virginia Polytechnic Institute and State University \nBehavior Analysis and Dog Training: From the Lab to the Field\nAbstract:\nDog training encompasses a variety of goals\, including establishing and maintaining desirable behavioral repertoires for companion dogs\, addressing behavioral challenges\, and establishing and maintaining performance and working behaviors. Effective and humane dog training can be accomplished through the application of behavior analytic principles. In this presentation\, we will discuss translational research that allows us to be more effective in our practice\, including identifying reinforcers for dogs and the factors that influence them. We will also highlight applied work that is being conducted using these principles\, including evaluating interventions to address behavioral issues and training dogs as an agricultural detection force. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify the relative value of different potential reinforcers.\nDescribe the impact that quantity and delivery method have on reinforcer value.\nDescribe how behavioral principles can be applied to solve behavioral issues.\nDescribe how dog training can help us solve local environmental issues.\n\nPresenter Bio:\nDr. Erica Feuerbacher is an Associate Professor in the School of Animal Sciences at Virginia Tech and director of the Applied Animal Behavior & Welfare Lab\, where she works with dogs and horses. She also coordinates the online Masters program’s Applied Animal Behavior & Welfare concentration at Virginia Tech. She earned her Ph.D. in Psychology at the University of Florida and her Master’s in Behavior Analysis at the University of North Texas. She is a Certified Applied Animal Behaviorist\, a Board Certified Behavior Analyst\, and a Certified Professional Dog Trainer. Her research and publications focus on understanding domestic animal behavior and learning from a behavior analytic perspective\, using applied behavior analysis to solve behavioral issues in dogs and horses\, and identifying interventions that improve shelter dog welfare. She is passionate about humane\, effective animal training\, and working with owners\, trainers\, and shelter staff to improve our interactions with animals. Learn more on http://www.ericanfeuerbacher.com. \n\n \n \n \n \n \n Alexandra Kurland: Going Micro: A Shared Journey Between Horse Training and Behavior Analysis\n AuthorFounder\, The Clicker Center \nGoing Micro: A Shared Journey Between Horse Training and Behavior Analysis\nAbstract\nHorses benefit when trainers and behavior analysts collaborate. \nWorking with horses means we are using tactile cues.  Handlers communicate via pressure and release of pressure.  When you introduce positive reinforcement teaching strategies the question is not whether tactile cues are used but how are they taught. \nIn the traditional command-based approach to horse training\, tactile commands are taught using escalating pressure.  The end result may be a horse who responds to very light signals but backing up that response is the threat that pressure can always escalate. \nGoing micro offers a different way to get to these lighter-than-air responses.  In this program I’ll explore the connections between poisoned cues\, loopy training\, movement cycles\, and constructional training.  I’ll define what it means to shape on a point of contact.  We’ll look at microshaping and the microshaping strategy.  The focus is on the initiation of movement rather than the completion of an action.  Going micro takes us to errorless learning procedures which are not only safer for both the horse and the handler\, they produce outstanding performance. Collaborating with behavior analysts have helped develop these practical teaching techniques.  \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nHighlight the value of animal trainers and behavior analysts collaborating together.\nDefine loopy training\, shaping on a point of contact\, and the microshaping teaching strategies.\nConsider if these teaching strategies should prompt changes in the terms used when referring to them.\n\nPresenter Bio:\n\nAlexandra Kurland is a graduate of Cornell University where she specialized in animal behavior.   She began teaching in the early 1980’s. Her area of particular interest is the development of a horse’s balance: physical and emotional.  Helping horses stay sound throughout a long working lifetime is the goal.  The result is beautiful horses that feel like heaven to ride. \nIn 1998 Alexandra launched the rapidly growing field of clicker training for horses with the publication of her first book\, “Clicker Training for Your Horse”.  Alexandra teaches clicker training geared to any horse need or sport—including working with foals; developing a gentle and safe riding horse; training advanced performance horses; and working with so-called problem horses.  She has written “The Click That Teaches: A Step–By–Step Guide in Pictures” and “The Click That Teaches: Riding with the Clicker”. She has also produced “The Click That Teaches” DVD lesson series and on-line course.  Her most recent book is: “Modern Horse Training\, A Constructional Guide to Becoming Your Horse’s Best Friend”. \nTogether with Dominique Day\, one of the co-founders of Cavalia\, Alexandra hosts the weekly Equiosity podcast.  Equiosity began in 2018 \nPrior to covid Alexandra traveled widely\, giving clicker training seminars and presenting at conferences in the US\, Canada\, the UK\, and Europe.  More recently most of her teaching is done on line through her Stay At Home-Learn At Home on line clinics. \nWebsites: theclickercenter.com; theclickercenterblog.com; equiosity.com \n\n \n \n \n \n \n Susan G. Friedman\, PhD: The Animals are Waiting: A “Freeing Up the Operant” Approach to Environmental Enrichment at Zoos \n Afffiliation:\nProfessor Emeritus\, Department of Psychology\, Utah State UniversityFounder\, Behavior Works \nThe Animals are Waiting: A “Freeing Up the Operant” Approach to Environmental Enrichment at Zoos\nAbstract:\nDiscrete trial training (DTT) is an essential strategy for teaching animals to be active partners in their medical and husbandry care. This approach has resulted in extraordinary welfare benefits and is now the standard of care in modern zoos. However\, DTT is restricted by the trainers’ decisions. Trainers provide the cue\, they set the behavioral criterion\, they deliver the reinforcers\, and they control the number of repetitions per session. Additionally\, DTT occupies a relatively small portion of any zoo animal’s day. When training is the high point of their day\, animals often do little more than wait for the next session to begin. \nAfter a training session has ended\, animals are typically turned-out into less controlled habitats where trainers have prearranged so-called enrichment opportunities (devices and other conditions) intended to induce active animals who behave similarly to their wild counterparts. However\, the goals of environmental enrichment\, as suggested by Markowitz (1982)\, have never been realized. \nRecently at Cheyenne Mountain Zoo\, we have taken a free operant approach to environmental enrichment. With this approach\, trainers engineer environments so that animals are free to make any possible operant response and to vary those responses as described by Lindsley (1996)\, such as the freedom to form and to speed responses. Two important dimensions have emerged when selecting and creating enrichment opportunities\, i.e.\, time to satiation and time to depletion. \nBoth strategies together\, that is\, 1) borrowing animals for discrete training sessions to meet our medical and husbandry goals\, and 2) returning them to environments that free up their operant behavior\, can greatly improve the welfare of animals in human care. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDiscriminate between discrete trial training and free operant environments in zoos.\nName 1 pro and 1 con of discrete trial training in zoos.\nDescribe the relevance to zoo animals of the free operant.\nState two dimensions that appear to improve the effects of zoo enrichment.\nName the four operant freedoms described by Lindsay (1996).\n\nPresenter Bio:\nSusan G. Friedman\, PhD\, is a professor emeritus in the Department of Psychology at Utah State University and owner of Behavior Works Consulting\, LLC. Susan has co-authored chapters on behavior change in five veterinary texts\, and her popular articles have been translated into 17 languages. She teaches seminars and courses on animal learning online (How Behavior Works: Living & Learning with Animals)\, which has been attended by students from 64 countries so far. Susan consults with zoos and animal organizations around the world and teaches yearly for the British and Irish Association of Zoos and Aquariums (BIAZA) Animal Trainer Accreditation program. She was appointed to the Fish & Wildlife Service’s California Condor Recovery Team from 2002 – 2010\, after which time the team was retired due to the success of the birds in the wild and is currently the Chairperson of the Scientific Advisory Committee of American Humane Association (AHA) Film and TV Unit. In 2022\, Susan was honored to receive the Lifetime Achievement Award from the Association of Pet Dog Trainers. See behaviorworks.org and facebook.com/behaviorworks \n \n \n \n \n \n Invited Speaker Panel with Moderator Claire St. Peter\, PhD\, BCBA-D: Navigating the Intersection of Ethics and Innovation in Animal Behavior: An Interactive Q & A Session\n Department Chair and Eberly Family Professor for Outstanding Public Service\, Behavior AnalysisDepartment of Psychology\, West Virginia University \nNavigating the Intersection of Ethics and Innovation in Animal Behavior: An Interactive Q & A Session\nAbstract:\nThis interactive Q & A session is designed to deepen the engagement and understanding of key themes explored during the “Home to Habitat: Conference on Animals.” As the field of animal behavior research continues to evolve\, the need for thoughtful discussion around emerging methodologies\, ethical considerations\, and practical applications is more critical than ever. Attendees will have the unique opportunity to engage with leading experts in the field\, posing questions that probe the complexities of animal training across species\, as well as exploring how the themes of the conference can be tied to other areas of skill building. The session will cover a broad spectrum of topics\, including the challenges and benefits of incorporating choice and free-operant responding in animal training\, the role of innovative technologies in tracking and studying animal behavior\, and the implications of recent research findings on animal welfare. The Q & A session will be a dynamic discussion that encourages participation from attendees\, aiming to bridge the gap between theoretical research and real-world application. Whether you are a researcher\, practitioner\, or student\, this session will provide valuable insights into how the latest advancements in animal behavior science can be used to improve the lives of animals across various settings. By the end of the session\, participants will have a clearer understanding of how to integrate innovative research techniques into their work\, how to address ethical challenges effectively\, and how to apply new knowledge to enhance animal welfare both in domestic environments and in the wild. This Q & A session is not just an opportunity to ask questions\, but a chance to contribute to the ongoing dialogue that is shaping the future of animal behavior research. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify key ethical considerations in the transition from controlled environments to natural habitats in animal behavior research.\nDiscuss how choice and free-operant responding are incorporated in animal training.\nEvaluate the practical applications of recent findings in animal behavior research for improving animal welfare in both domestic and wild settings.\n\nModerator Bio:\nDr. Claire St. Peter is a Professor of Psychology at West Virginia University\, where she conducts behavior-analytic research\, focusing on the development and implementation of evidence-based practices in both human and animal behavior. Dr. St. Peter is widely recognized for her contributions to the field\, including her work on procedural fidelity\, applied behavior analysis\, and the ethical implications of behavioral interventions. With numerous publications and awards\, she is a respected leader in advancing the understanding and application of behavioral science. For more information\, visit www.clairestpeter.com. \n \n Schedule\n \n REGISTER\n \n \n \n \n \n Location - West Virginia University\, Morgantown\, WV\, and online\n 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 West Virginia University. \nFor In-Person:\nRoom G21Life Sciences BuildingWest Virginia University\, Downtown Campus (Get Map) \nFor virtual attendance: \nThe Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference.  IF you do not receive\, email pa****@******or.org. \n  \n  \n \n  \n \n \n \n \n \n Continuing Education Opportunities\n Attendance verification instructions found below. Questions? Contact Rebekah Pavlik. \nContinuing Education Opportunity: \nBACB® Learning CEs \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days. \n \nBACB® 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 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees 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.) For attendance verification\, an evaluation and code submission quiz with a 100% score needs to be completed for issuance of continuing education. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n\nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance.  \nEach 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 Forms). You need to get all codes correct for all six (6) presentations to earn your Certificate (100%). No partial credit is offered. (Suggestion: If in-person\, take a photo; If virtual\, take a screenshot of the codes.) \nThe link to start the process is below. An email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions.  \nPresentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Thursday\, October 10 (earlier if possible). The deadline for completing the online evaluation and code quiz is Friday\, October 25.  \nStart the process with your evaluation of our conference: https://forms.gle/QmELBq6ZrkB5epKDA \nCertificates will be emailed to the email address used when you registered. Certificates will be emailed from be**********@***il.com within 30 days of the final deadline date (14-days after recordings are sent).  Please review all continuing education information online and in communications.  \nPost-conference instructions/information is also found on our Event Listing on behavior.org. \n \n \n \n \n \n Thank You to Our Platinum Sponsor\n \n \n \n \n \n Hank and Susanne Pennypacker & Family\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsor\n \n \n \n \n \n Michelle “Misha” Holdsambeck\n \n \n \n \n \n \n \n REGISTER\n \n Presenter Bios/Abstracts/Learning \n \n \n \n \n \n \n \n REGISTER\n \n Presenter Bios/Abstracts/Learning \n \n Schedule\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Tim Hackenberg\, PhDReed College \n \n \n \n \n Christy Alligood\, PhD\, BCBA-DThe University of Kansas \n \n \n \n \n Erica Feuerbacher\, PhD\, CAAB\, BCBA-DVirginia Polytechnic Institute and State University \n \n \n \n \n Alexandra KurlandThe Clicker Center \n \n \n \n \n Susan G. Friedman\, PhDUtah State University\nBehavior Works \n \n \n \n \n Panel Moderator\n \n \n \n \n \n \n Claire St. Peter\, PhDWest Virginia University \n \n \n \n \n with Introduction by\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™\n \n REGISTER\n \n Presenter Bios/Abstracts/Learning URL:https://behavior.org/event/home-to-habitat-conference-on-animals/ LOCATION:West Virginia University CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2024/04/AnimalsSlider-2024-2.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240802 DTEND;VALUE=DATE:20240803 DTSTAMP:20260421T025203 CREATED:20231019T224520Z LAST-MODIFIED:20250203T195602Z UID:19539-1722556800-1722643199@behavior.org SUMMARY:12th Annual ETHICS in Professional Practice Conference DESCRIPTION:All requested certificates for continuing education were sent as of August 28 from be**********@***il.com. If you did not receive\, contact Rebekah at pa****@******or.org. \n\n\n\nThis is a one-day conference featuring leaders in the fields of Ethics\, Psychology\, Business\, and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \nOur conference starts at 9:00 am (Eastern/MA timezone) with introductions. Presentations start at 9:15 am and end at 5:15 pm. Schedule PDF. \n\n\n \n \n \n \n \n Darlene E. Crone-Todd\, PhD: Witching it Weren’t So: Viewing the Salem Witch Trials through Interlocking Behavioral Contingencies\n Affiliation:\nFull ProfessorProgram Coordinator\, Behavior Analysis Graduate ProgramSalem State University \nWitching it Weren’t So: Viewing the Salem Witch Trials through Interlocking Behavioral Contingencies\nAbstract:\nThe Salem Witch Trials as a historical fact\, are an example of intolerance and injustice between and amongst individuals and groups within a culture. Intolerance and injustice are labels used to describe behavior on the part of both individuals and groups\, and it is important today to understand the forms and functions of these types of behavior. In this talk\, there will be historical and personal contexts provided\, and a conceptual model presented as a way to understand both the forms and functions of individual and group behavior involved in the Salem Witch Trials. The conceptual model will extend the application of contingencies and interlocking behavioral contingencies to include both operant and respondent behavior. Connections to the BACB®Code of Ethics will also be presented. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nProvide examples of operant and respondent behaviors on the part of both the accusers and the accused in historical examples from the Salem Witch Trials.\nIdentify examples of form versus function of behaviors involved in the presentation.\nIdentify examples of individual versus interlocking behavioral contingencies.\nIdentify examples of respondent versus operant behavior involved in interlocking behavioral contingencies.\n\nPresenter Bio:\nDr. Darlene E. Crone-Todd is a Full Professor in Psychology at Salem State University. She designed and coordinates the graduate program in Behavior Analysis\, and has presented in over 60 symposia at conferences worldwide\, including time spent researching and presenting in Brazil. She has published research in peer-reviewed journals including\, The Behavior Analyst Today\, The Journal of Applied Behavior Analysis\, and Substance Use and Misuse\, recently published a co-edited book on higher education and behavior analysis. Her background includes basic and applied research\, including a post-doc at the Johns Hopkins University School of Medicine in Behavior Pharmacology. Her current research interests include human choice behavior\, computer-mediated learning environments\, higher-order thinking\, basic and applied research in behavioral pharmacology\, and shaping behavior. Ongoing projects involve behavioral interventions related to wellness\, and to facilitating student success. Her passion includes relating behavioral principles to larger social issues. \n \n \n \n \n \n Robyn Catagnus\, EdD\, LBS\, BCBA-D: Breaking Barriers with Humor and Heart: Dr. Elizabeth Hughes Fong’s Ethical Contributions to Culturally Sensitive ABA\n Affiliation:\nProfessor\, ABA ProgramNational University \nBreaking Barriers with Humor and Heart: Dr. Elizabeth Hughes Fong’s Ethical Contributions to Culturally Sensitive ABA\nAbstract:\nLearn about the extraordinary and motivating legacy of Dr. Elizabeth Hughes Fong\, a young Asian American woman whose blend of passion\, humor\, humility\, and an unwavering ethical compass transformed the field of applied behavior analysis. Against the backdrop of a profession dominated by longstanding norms\, Dr. Fong’s fresh perspective and persistent advocacy fostered a compassionate\, inclusive approach that helped reshape professional ethics and practice. This presentation will celebrate how her dedication\, hard work\, and unique approach to challenges not only broke barriers but also encouraged a new ethical paradigm that continues to influence practitioners and scholars alike. Attendees will leave inspired by Dr. Fong’s story\, equipped with practical insights on how to navigate their careers with integrity and influence. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nApply Dr. Elizabeth Hughes-Fong’s scholarly work on cultural awareness guidelines and culturally sensitive practice to their work within field of ABA.\nPractice three ‘calling in’ strategies as ethical alternatives to social media shaming and ‘cancel culture\,’ fostering open dialogue and growth within their practice.\nIdentify at least two strategies to prevent and address burnout for self and others\, enhancing career longevity and promoting wellness while maintaining competence and ethical standards in ABA practice.\n\nPresenter Bio:\nDr. Robyn Catagnus is a board-certified behavior analyst and full professor of Behavior Analysis at National University. She’s owned and operated a successful behavior consulting firm and held executive roles in behavioral health and educational technology organizations. As a management consultant\, she’s developed human capital initiatives to improve organizational behavior. She is a trustee of the Cambridge Center for Behavioral Studies; reviewer for several prestigious behavior analysis journals; and former member of the editorial board for member of Perspectives on Behavior Science\, the flagship journal of Applied Behavior Analysis International. Dr. Catagnus was the founding president of the Multicultural Alliance of Behavior Analysts and Past President of the Culture and Diversity SIG. Dr. Catagnus has degrees in instruction and technology\, education\, and leadership and strategy (with an emphasis on mindfulness in business). \n \n \n \n \n \n Robert Pennington PhD BCBA-D: Teaching Beyond the Box: Inclusion-Oriented Educational Practice for Students with Extensive Support Needs\n Affiliation:\nWilliam T. Bryan Endowed Chair in Special Education Technology\, University of KentuckyDirector\, OCALI Center of Excellence on Inclusive Practice \nTeaching Beyond the Box: Inclusion-Oriented Educational Practice for Students with Extensive Support Needs\nAbstract:\nStudents with intellectual and developmental disabilities (IDD) and extensive support needs (ESN) deserve high quality educational programming. Unfortunately\, data suggest that many students with IDD and ESN experience their schooling as passive observers with limited support to access meaningful content. Further\, many experience segregation from their peers without disabilities and exclusion from the opportunities afforded by integrated communities. In this session\, Dr. Pennington will describe how behavior analysts can work in schools to disrupt models that facilitate low quality instruction and segregation. He will present a “not so” new approach to inclusion-oriented practice and offer strategies to behavior analysts for supporting their teacher colleagues in helping their students construct enviable lives. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe several instructional strategies for supporting students with extensive support needs in general education settings. \n\n\nDescribe the roles of behavior analysts as interdisciplinary team members in public schools. \n\n\nProvide a rationale for the inclusion of students with extensive support needs in settings comprised of peers with and without disabilities. \n\n\nPresenter Bio:\nRobert Pennington PhD BCBA-D is the William T. Bryan Endowed Chair in Special Education Technology at the University of Kentucky and Director of the OCALI Center of Excellence on Inclusive Practice. He has over 30 years of experience working with individuals with disabilities\, their families\, and teachers. He graduated from the University of Kentucky in 2010 and since has published over 90 articles\, book chapters\, and books related to working with persons with autism and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers\, practitioners\, and families. He also values service to field and his local communities through membership on numerous advisory committees\, editorial boards\, and grant review panel; leadership in professional organizations (i.e.\, President of Board of Directors for DADD\, ACRES\, KYABA); and consultation in schools. His current research interests involve behavior analytic communication instruction\, expanding students’ repertoires in written expression\, and improving educational programming for students with severe disabilities. \n \n \n \n \n \n Malika Pritchett\, PhD\, BCBA: From Fuller to Fawcett: A Human Rights History of Research Ethics in Behavior Analysis\n Affiliation:\nAssistant Professor of PracticeDepartment of Applied Behavioral Science\, University of KansasDirector\, Tidepools Ecobehavioral Laboratory \nFrom Fuller to Fawcett: A Human Rights History of Research Ethics in Behavior Analysis\nAbstract:\nAt some basic level\, there is agreement that science is a fundamental means of understanding ourselves and the world in which we live. Beyond that simple agreement\, there is a world of complications\, particularly in the arena of behavior change\, and the ethics of how and why we come to understand the processes and outcomes of change. This presentation centers three issues: (1) human rights and care for the sanctity of all people; (2) the evolution of our species in recognizing\, cherishing\, and safeguarding that sanctity; and (3) the systemic process that is involved in that evolution. Specifically\, the presentation outlines key research ethics events\, outside of and within the field of behavior analysis\, and summarizes how these relate to the development of safeguards for research and practice related to behavior change. The historical context is described to highlight the progress we have made and the areas in which we can continue to advance through our roles as researchers in a responsive system. This presentation will conclude with a conceptual analysis and exploration of systemic contingencies that can lean toward devaluing\, disrespecting\, and potentially harming people who are research participants\, or that can lean toward respecting\, cherishing\, and potentially increasing well-being for people who are research participants. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDefine basic terms and concepts related to human rights and human rights violations in scientific research. \n\n\nDescribe institutional guidelines\, policies\, and safeguards that protect human rights and well-being for people who are research participants. \n\n\nIdentify ways behavior analysts can foster and advance an ethical research culture that fosters collaboration between researchers and participants. \n\n\nPresenter Bio:\nDr. Malika Pritchett is an Assistant Professor of Practice in the Department of Applied Behavioral Science at the University of Kansas. She is the director of Tidepools Ecobehavioral Laboratory\, an applied research lab dedicated to the understanding and improvement of the human condition through conducting research about prevention of challenging behaviors\, stimulus control and designing optimal environmental arrangements\, and human empowerment and agency. \nDr. Pritchett received an AS degree from Collin College\, a BS in Communication Sciences and Disorders from Texas Woman’s University\, a MS in Behavior Analysis from the University of North Texas\, and a PhD in Health Services Research with a concentration in Behavior Analysis from the University of North Texas. \nDr. Pritchett’s research interests include human rights\, ethics\, collaborative research practices\, ecobehavioral analyses and interventions\, and prevention of challenging behaviors. Her research investigates oppressive\, colonial research practices in the science of applied behavior analysis and the impact these practices have on establishing and perpetuating researcher-participant power imbalances. \nDr. Pritchett utilizes a behavioral systems science approach to inform collaborative policies\, strategies\, and research practices that are interwoven with a commitment to social justice\, including racial justice. \nDr. Pritchett is a licensed and board certified behavior analyst\, her clinical experience spans various human services sectors including private practice\, residential institutions\, nursing facilities\, municipalities\, public schools\, colleges\, and universities. \n \n \n \n \n \n Steve Woolf\, PhD\, BCBA-D: The Business of Behavior: Navigating the Opportunities and Challenges of the Modern-Day ABA Business\n Affiliation:\nPresident\, Butterfly Effects \nThe Business of Behavior: Navigating the Opportunities and Challenges of the Modern-Day ABA Business\nAbstract:\nThe “business” of ABA is booming. Not only are newly certified BCBA opening their own ABA service delivery organizations\, but large investor groups are acquiring small to mid-sized ABA providers to create large entities. Both approaches to providing services to families affected by ASD have benefits as well as problems. The applied behavior analysis (ABA) service industry is currently estimated to be worth at least $4 billion and growing\, yet only 1 in 4 children affected by ASD receive any form of therapy. Therefore\, tremendous whitespace or opportunity remains to develop a viable business due to continued high demand. This rapid growth and opportunity within the ABA profession represents a challenge to our established ethics\, practices\, values\, and ideals. This presentation will discuss the current state of the ABA business and identify the ethical challenges facing the profession. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nIdentify three variables that explain why large investment group want to acquire ABA companies. \n\n\nIdentify three characteristics of an ethical organizational culture. \n\n\nName three specific situations where clinical efficacy clashes with business goals in an ABA provider business.  \n\n\nPresenter Bio:\nDr. Steve Woolf is President of Butterfly Effects\, one of the largest nationwide ABA-based providers in the nation. For over 30 years\, Steve has supported families affected by autism spectrum disorder (ASD). He has authored publications and regularly presents at state and national behavior analysis conferences. He was formerly President of MassABA\, 8-year CTABA executive committee\, and ABAI’s chapter coordinator. Dr. Woolf’s specialty is designing business and management strategies for large-scale ABA companies to increase access to evidence-based services for families affected by ASD. He served on the Massachusetts State Licensure Board and was the 2018 recipient of the MassABA outstanding contributions award. \n \n \n \n \n \n Rocío Rosales\, PhD\, BCBA-D\, LABA: Building Bridges: Adapting ABA Services to Leverage the Strengths of Culturally and Linguistically Diverse Families \n Affiliation:\nAssociate Professor\, Department of Psychology University of Massachusetts\, Lowell \nBuilding Bridges: Adapting ABA Services to Leverage the Strengths of Culturally and Linguistically Diverse Families\nAbstract:\nAll practitioners of applied behavior analysis serve individuals from diverse backgrounds and therefore must adapt their services to meet the unique needs of each family and learner in their care. This presentation will discuss how an asset-based approach to viewing differences can help practitioners leverage the strengths of culturally and linguistically diverse families. The presenter will describe how this approach can help conceptualize and understand barriers at the system level rather than the individual level. This shift places the onus on providers to focus on modifiable factors\, leading to effective and culturally responsive service delivery. Ethical implications of adapting applied behavior analysis services will be discussed\, along with practical strategies grounded in real-world examples and designed to be immediately applicable.  \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nUse an asset-based approach to describe cultural and linguistic differences that may impact the delivery of behavior analysis services.  \n\n\nIdentify ethical implications of adapting behavior analysis services for culturally and linguistically diverse families. \n\n\nDescribe at least three ways to adapt behavior analysis services to be culturally responsive to each family’s background and needs.  \n\n\nPresenter Bio:\nRocío Rosales\, PhD\, BCBA-D\, LABA\, is an Associate Professor of Psychology and Program Coordinator of the Applied Behavior Analysis and Autism Studies graduate program at the University of Massachusetts Lowell. She received her bachelor’s degree from the University of Nevada Reno\, and master’s and doctoral degrees from Southern Illinois University\, Carbondale. Her research\, clinical\, and theoretical interests span a range of topics including applications of verbal behavior and derived stimulus relations\, student and caregiver training\, instructional design\, issues of diversity\, equity\, inclusion\, and belonging in ABA\, and the philosophical foundations of behavior analysis. She previously served as Associate Editor for The Analysis of Verbal Behavior and The Psychological Record\, and on the editorial board of the Journal of Applied Behavior Analysis. She is currently Section Coordinator of ABAI’s Behavior Dissemination Blog: Verbal Behavior Matters. Dr. Rosales has worked to raise awareness of behavior analysis to underserved communities through various projects and professional collaborations and is currently leading a training grant from the U.S. Department of Education\, Office of Special Education Programs that will serve to fund scholars in interdisciplinary professional preparation in Applied Behavior Analysis and Special Education. One of the project’s main goals is to diversify the workforce and train practitioners to work with bilingual learners with disabilities. \n \n \n \n \n \n Continuing Education Opportunities\n If you registered\, final information about continuing education attendance verification was emailed from ConstantContact Tuesday evening\, July 30 at 4:30 pm Eastern Time. You may also find on the last page of the Presenter BIo/Abstract/Continuing Education document. Contact pa****@******or.org if you did not receive. \nContinuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB®  ETHICS Learning CEUs (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 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees 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. \nAPA Approved Sponsor \n \n  \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n Location - Endicott College\, Beverly\, MA and online\n 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. \nFor In-Person:\nEvent Venue: Cleary Lecture Hall\, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map \nThe Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus\, you need to download and print out the parking permit for your vehicle.  \nEnter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you. \nFor virtual attendance: \nThe Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference.  IF you do not receive\, email pa****@******or.org. \n  \n  \n \n  \n \n Schedule\n \n Presenter Biographies/Abstracts/CE Instructions\n \n REGISTER\n \n \n \n \n \n Thank You to Our Silver Sponsor\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n REGISTER\n \n \n \n \n \n \n \n REGISTER\n \n Schedule\n \n Presenter Biographies/Abstracts/CE Instructions\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Darlene Crone-Todd\, PhDSalem State University \n \n \n \n \n Robyn Catagnus\, EdD\, LBS\, BCBA-DNational University \n \n \n \n \n Robert C. Pennington\, PhD\, BCBA-DUniversity of Kentucky\nOCALI Center of Excellence on Inclusive Practice \n \n \n \n \n Malika Pritchett\, PhD\, BCBAUniversity of Kansas\nTidepools Ecobehavioral Laboratory \n \n \n \n \n Steve Woolf\, PhD\, BCBA-DButterfly Effects \n \n \n \n \n Rocío Rosales\, PhD\, BCBA-D\, LABAApplied Behavior Analysis and Autism Studies\nUniversity of Massachusetts Lowell\n \n \n \n \n \n with Introduction by\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™ URL:https://behavior.org/event/12th-annual-ethics-in-professional-practice-conference/ LOCATION:Endicott College Campus\, Beverly\, Massachusetts\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2023/10/Ethics2024-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240405 DTEND;VALUE=DATE:20240406 DTSTAMP:20260421T025203 CREATED:20231019T225617Z LAST-MODIFIED:20250203T153153Z UID:19546-1712275200-1712361599@behavior.org SUMMARY:17th Annual Conference on Autism: Research-Based Solutions DESCRIPTION:FOR REGISTERED ATTENDEES: Recording and presentation PDF links will be emailed within one week of the conference for those missing any presentations on Friday\, April 5. (NOTE: If you are seeking Psychology CE Credits through home-study of recordings after April 8\, the attendance process changes. See Continuing Education below.) \nQuestions or concerns\, contact Rebekah Pavlik. \n\nA one-day conference featuring leading experts in fields of Science\, Special Education\, and Autism Spectrum Disorders. \nFriday\, April 5\, 2024 – 9:00 am – 5:15 pm (Eastern Timezone) – Get Schedule \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days post-conference. (For those seeking Psychology CE Credits\, there is an additional testing process to be completed for asynchronous/home-study completion.) \nOf benefit to Behavior Analysts\, Psychologists\, Teachers\, Speech-Language Pathologists\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers \nRecordings will be available for 14-days post-conference for home-study. \nGroups of five (5) or more coming in-person rom one organization/team are offered a discount. (See pricing.) If you have a group of 20 or more for in-person or virtual\, please contact pa****@******or.org. \n \n \n \n \n \n Andy Bondy\, PhD: Pyramid Approach to Education: Creating Effective Learning Environments Around the Globe\n Andy Bondy\, PhDPresident & Co-Founder\, Pyramid Educational Consultants (PECS)Cambridge Center for Behavioral Studies Board of Directors \nPyramid Approach to Education: Creating Effective Learning Environments Around the Globe\nAbstract:\nThe Pyramid Approach to Education (PAE) is a time-tested approach based on the science of learning. In this presentation\, elements of the PAE will be highlighted across countries and cultures.  Through multiple video examples\, presenters will illustrate the application of the elements of the Pyramid around the globe.  Participants will explore how small changes in their teaching will result in more meaningful outcomes for all. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nApply the elements of the Pyramid Approach across countries and cultures.\nIdentify and overcome barriers to collaboration with all members of the learning team (teacher\, paraprofessional\, SLP\, OT\, PT\, BCBA\, administrators\, caregivers/guardians) for application of the Pyramid elements.\nIdentify a minimum of three changes that can be applied to your current learning environment to improve learner outcomes\, increase cultural awareness and strengthen collaboration.\n\nPresenter Bio:\nAndy 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. He was the recipient of the 2012 Society for the Advancement of Behavior Analysis (SABA) Award for International Dissemination of Behavior Analysis. \n \n \n \n \n \n Noor Y. Syed\, PhD\, BCBA-D\, LBA/LBS: Cultural Shifts Towards an Autistic Supportive University: Collaboration\, Learning\, and Progress\n Noor Y. Syed\, PhD\, BCBA-D\, LBA/LBSAssistant Professor & Program Coordinator of Applied Behavior AnalysisTurben Director of Autism Advocacy: Center for Autism Advocacy: Research\, Education\, & Supports (CAARES)Empire State UniversityDirector\, Anderson Center International \nCultural Shifts Towards an Autistic Supportive University: Collaboration\, Learning\, and Progress\nAbstract: \nAs discussed in previous Cambridge Center presentations\, the need to support a diverse student body within higher education institutions is critical\, including diversity in neurotype. Although the call to acknowledge disability rights as civil rights has historically been acknowledged and continues to grow globally (United Nations Convention on the Rights of Persons with Disabilities\, 2006\, Mégret\, 2017)\, resources for individuals with disabilities in higher education are often lacking\, including for autistic and neurodivergent students (Cox et al.\, 2018; Toutain\, 2019). To increase inclusivity and accessibility of resources\, the Center for Autism Advocacy\, Research\, Education\, and Supports (CAARES)\, founded in 2020 with SUNY Empire State University\, is implementing universal and tiered behavioral supports across its statewide campuses and online programs through a multi-tiered systems of support (MTSS) framework. Oversight and implementation of this initiative is collaborative\, guided by advisory teams that include behavior analysts\, autistic students\, alumni\, and advocates\, caregivers in the autism community\, and employees of the university. Of significant importance\, CAARES was founded and is currently directed by doctoral level behavior analysts who collaborate with colleagues in the Neurodiversity Movement\, including those who have been described as “anti-ABA\,” to conceptualize and implement affirming\, evidenced-based practices. In this presentation\, we will discuss CAARES’ history and development\, current projects\, and share data collected towards a sustainable\, cultural shift in universal supports for autistic\, neurodivergent\, and disabled students within the university. We will also explore the ethical contingencies and importance surrounding collaboration with colleagues who are “anti-ABA\,” an area that has recently come under fire\, and discuss how these partnerships serve to inform CAARES\, our work as behavior analysts\, and a graduate ABA program focused on ethical\, affirming\, and compassionate practices. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify at least three challenges described by the neurodiverse community in attending postsecondary institutions.\nDescribe at least three evidenced-based universal supports for neurodivergent students in higher education that promotes ethical and compassionate practice.\nDescribe ethical considerations\, importance of\, and ways to engage in partnership and collaboration with “anti-ABA” groups towards community-based and participatory-informed affirming practices.\n\nPresenter Bio:\nDr. Noor Syed (she/her) is an Assistant Professor and Program Coordinator of Applied Behavior Analysis\, as well as the founding Director of the Center for Autism Advocacy: Research\, Education\, and Supports (CAARES) with SUNY Empire State University. She has also been named the Turben Director of Autism Advocacy. CAARES’ primary initiative is to help SUNY Empire become a fully inclusive and supportive college for those who identify as neurodiverse through a multi-tiered system of support framework; the university was recently designated an Autistic Supportive institution. In addition\, Dr. Syed is director of Anderson Center International\, an organization dedicated to providing training in evidenced-based strategies for scholars from under-resourced areas globally\, an Adjunct Doctoral Advisor in ABA with Endicott College\, and a certified general and special education teacher. She serves on the ABA Ethics Hotline\, is President-elect of the New York State Association for Behavior Analysis\, serves on the Scientific Council with the Organization for Autism Research\, and co-facilitates the AUCD ABA Workgroup. \n  \n \n \n \n \n \n Jill Harper\, PhD\, BCBA-D\, LABA\, CDE® with Co-Presenter: Treatment of Severe and Complex Behavioral Profiles\n Jill Harper\, PhD\, BCBA-D\, LABA\, CDE®Senior DirectorProfessional Development\, Clinical Training\, and ResearchMelmark New England \nSheila Klick\, PhD\, BCBA-DSenior Director of Clinical ServicesMelmark \nTreatment of Severe and Complex Behavioral Profiles\nAbstract:\nAchieving best outcomes in the treatment of severe and complex behavioral profiles necessitates an integrated framework. This presentation will outline key components in building support plans when working with individuals with severe and complex behavioral profiles. Collaboration as a cornerstone\, emphasizes coordination of diverse expertise within multidisciplinary teams to tailor interventions to the unique needs of the individual. Informed by functional behavior assessments (FBA)\, support plans balance reactive strategies with proactive measures. Reactive strategies\, including restrictive procedures\, are considered to address immediate behavioral and safety concerns. Restrictive procedures are employed cautiously\, with awareness of ethical considerations and commitment to least-restrictive alternatives whenever possible. Proactive strategies take a forward-looking approach\, featuring constructional approaches and assent-based practices. Constructional approaches emphasize the importance of teaching new repertoires through shaping and reinforcing positive behaviors\, creating an environment conducive to the individual’s success. Assent-based practices prioritize the individual’s willing and active participation in their treatment plan\, fostering a sense of agency and autonomy. Recognizing the multifaceted nature of severe and complex behavioral profiles\, this comprehensive model advocates for a balanced and ethical approach to behavior intervention. Throughout the presentation\, case studies will illustrate the application of the integrated treatment model across diverse examples. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify three key components of support plans when working with severe and complex behavioral profiles.\nDiscuss two alternative reactive strategies to reduce the use of restrictive procedures in the treatment of severe and complex behavior profiles.\nList and provide examples of the guiding question of the constructional approach.\nDescribe two proactive strategies that embed assessment-informed practices.\n\nPresenter Bios:\nJill Harper\, PhD\, BCBA-D\, LABA\, CDE® \nJill Harper\, PhD\, BCBA-D\, LABA\, CDE® \nDr. Harper 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. \nSheila Klick\, PhD\, BCBA-D \nSheila Klick\, PhD\, BCBA-D \nSheila serves as the Senior Director of Clinical Services where she coordinates clinical services based in applied behavior analysis at the Melmark school and residential programs. Sheila is also an adjunct faculty at Endicott College. Sheila has experience among a continuum of services\, practicing with early intervention through geriatric ages and in school\, residential\, clinic\, and home settings. Sheila formerly served as the Director of Adult Clinical Services at Melmark from 2019-2021\, where she coordinated clinical services across the day\, residential\, and community programs. Sheila worked for Devereux CARES from 2013-2019. Sheila served in the consultation program as Clinical Coordinator\, where she consulted with school districts on the implementation of a systems-based model to deliver treatment based in applied behavior analysis to students diagnosed with autism and intellectual disabilities and emotional and behavioral disorders. Sheila formerly served as Autism Project Coordinator and was a Behavior Analyst at Devereux CARES school. Sheila worked at Melmark from 2008-2013. She worked in the Education Department as a Teacher Assistant\, Lead Teacher Assistant\, and Behavior Support Specialist. She later worked in the Residential Department including the Residential Treatment Facility as an Assistant Program Manager\, Program Manager\, and Senior Program Manager. Sheila received her bachelor’s degree from LaSalle University with a major in Communication and minor in Education. She completed a graduate certificate in Applied Behavior Analysis and masters in Education through the University of Massachusetts-Boston. Sheila recently earned her PhD in Applied Behavior Analysis at Endicott College and obtained her Board Certified Behavior Analyst-Doctoral credential. Sheila’s research interests include the evaluation of single-subject research design and optimizing degrees of freedom in clinical programming. She is currently conducting research in standardizing the evaluation of single-subject research design\, programmed instruction to teach assent-based procedures\, and a constructional approach to medical procedures. \n \n \n \n \n \n Helena Maguire\, MS\, LABA\, BCBA\, CDE® with Co-Presenters: Infusing OBM into ABA Clinical Service Delivery and Staff Training\n Helena Maguire\, MS\, LABA\, BCBA\, CDE®Vice President and Chief Clinical OfficerMelmark New England at Melmark Inc. \nwithJennifer Ruane\, MS\, BCBA\, LPCDirector of Professional Development and Clinical TrainingMelmark\, Inc. \nKeri Bethune\, PhD\, BCBA-DDirector of Educational ServicesMelmark Carolinas \nInfusing OBM into ABA Clinical Service Delivery and Staff Training\nAbstract:\nOrganizational behavior management (OBM) is a subspecialty of applied behavior analysis (ABA) concerned with the application of learning principles and methods to the performance of employees. OBM has substantive evidence-support within human services organizations for persons who have intellectual and developmental disabilities. In this presentation we will discuss the effectiveness of behavioral systems\, such as the design and implementation of clinical/behavioral interventions\, and how it relies not only on the sophistication of the system itself but also on the ability of staff to accurately and consistently implement the system. Through the use of several case examples\, attendees will gain knowledge of how behavioral systems could be designed\, implemented\, and maintained to have the greatest impact on the individuals we support. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nIdentify fundamental OBM principles and operations. \n\n\nDescribe critical behaviors systems within human services organizations. \n\n\nApply behavior systems engineering to design clinical systems with fidelity and components of effective staff training systems. \n\n\nPresenter Bios:\nHelena Maguire\, MS\, LABA\, BCBA\, CDE \nHelena Maguire\, MS\, LABA\, BCBA\, CDE®: Helena Maguire 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. \nMrs. 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. \nMrs. 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. \nShe 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. \nJennifer Ruane\, MS\, BCBA\, LPC \nJennifer Ruane\, MS\, BCBA\, LPC: Jennifer Ruane leads the Melmark Pennsylvania division of Professional Development and Clinical Training and is a doctoral student in Endicott’s Applied Behavior Analysis Program. She has her Master’s in Clinical Counseling Health Psychology and has been a Board Certified Behavior Analyst and Licensed Professional Counselor for over seven years. Her past career experiences include providing behavioral services in a variety of setting including\, education\, residential and family homes. Her current passion lies in supporting employees through training and professional development. She believes in having a highly skilled workforce which in turn supports the growth of the individuals we serve. \nKeri Bethune\, PhD\, BCBA-D \nKeri Bethune\, PhD\, BCBA-D: Keri joined Melmark New England in 2002\, in special education and applied behavior analysis (ABA). She advanced from an ABA Counselor to a Lead Classroom Teacher and eventually became an Educational Coordinator. \nShe became a Board Certified Behavior Analyst in 2004 and completed her Master of Education Degree in Special Education from Fitchburg State College in 2006. Keri completed her Ph.D. in Special Education at the University of North Carolina Charlotte in 2012. Her dissertation’s primary focus was using coaching to improve teachers’ ability to implement function-based interventions. \nAfter completing her Ph.D.\, Keri moved to Harrisonburg\, Virginia\, where she continued her work as an educational and behavior analytic school consultant\, as well as taking on a new role as a professor at James Madison University. While at the university\, she developed the K-12 Special Education: Adapted Curriculum MAT Program. This program led to an Adapted Curriculum Special Education teaching license in Virginia\, as well as the Behavior Specialist M.Ed. program\, which was a Behavior Analyst Certification Board’s Verified Course Sequence. Additionally\, Keri served as the chair of the Virginia Behavior Analysis Advisory Board from 2014 to 2017. She rejoined Melmark in August 2018\, as Director of Educational Services at Melmark Carolinas. \nKeri is presently affiliated with the Association for Behavior Analysis International (ABAI)\, Council for Exceptional Children (CEC)\, CEC Division on Autism and Developmental Disabilities\, Virginia Association for Behavior Analysis\, and the North Carolina Association for Behavior Analysis. \nKeri has published articles on using coaching to improve teachers’ use of evidence-based practices (include ABA techniques)\, improving students with severe disabilities’ academic performance\, and the legal procedures surrounding school discipline. She has also presented over 35 research presentations\, workshops and posters on a variety of educational and clinical topics\, both locally and nationally. \n \n \n \n \n \n SungWoo Kahng\, PhD\, BCBA-D: Building a Bridge at the Cliff: Research Supporting Adults with Autism Spectrum Disorder (ASD)\n SungWoo Kahng\, PhD\, BCBA-DGraduate School of Applied and Professional Psychology ProfessorChair\, Department of Applied PsychologyDirector\, Academic Programs in Autism and ABACo-Director of Research\, The Rutgers Center for Adult Autism Services \nBuilding a Bridge at the Cliff: Research Supporting Adults with Autism Spectrum Disorder (ASD)\nAbstract:\nWhen young adults w/ASD complete secondary education\, they are faced with the service “cliff” in which they lose access to a multitude of supports. This loss of support is reflected in the lack of research addressing the unique support needs of adults w/ASD. Decades of research has supported the efficacy of ABA-based interventions to treat the symptoms related to ASD (e.g.\, language\, social skills\, problem behaviors). Despite the wide-scale recognition\, questions remain about the efficacy of ABA-based interventions with adults with ASD because most of the research has been conducted with younger learners. Adults with ASD present unique challenges given their physical size\, different treatment goals\, and long reinforcement history. Research focused on adults will provide additional evidenced-based interventions\, which may provide data to provide more support for this population. This presentation will include examples of clinical research with adults with ASD in employment and college settings. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify the need for additional research on supports for adults w/ASD.\nIdentify research supporting adults in acquiring employment.\nIdentify research supporting adults in maintaining employment.\n\nPresenter Bio:\nDr. SungWoo Kahng is Chair of the Department of Applied Psychology\, Director of Academic Programs in Autism and ABA\, and Professor at Rutgers University. Prior to his current position\, he was an associate professor at the University of Missouri (MU) where he was also the chair of the Department of Health Psychology\, the Founding Director the MU Graduate Programs in Applied Behavior Analysis\, and Director of the Applied Behavioral Intervention Service of the MU Thompson Center for Autism and Neurodevelopmental Disorders. He was also a faculty member in the Department of Behavioral Psychology and a senior behavior analyst on the Neurobehavioral Unit at the Kennedy Krieger Institute as well as an associate professor in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. Dr. Kahng graduated from Kalamazoo College with a Bachelor of Arts in psychology and received his Ph.D. in behavior analysis from the University of Florida. He was an Associate Editor for the Journal of Applied Behavior Analysis where he also served on the Board of Editors. Additionally\, he is on the Board of Editors for Behavioral Intervention and Review Journal of Autism and Developmental Disorders. He is a Board Certified Behavior Analyst. Dr. Kahng is the President of the Board of Directors of the Behavior Analyst Certification Board; a Fellow of the Association for Behavior Analysis\, International; a member of the Scientific Council of the Organization for Autism Research; Past President of the New Jersey Association for Behavior Analysis; and a member of several advisory boards including the AutismMVP Foundation. He is the recipient of the 2003 B.F. Skinner New Researcher Award given by Division 25 of the American Psychological Association. Dr. Kahng has co-authored over 100 peer reviewed articles and chapters. The focus of his research and clinical work has been on assessing and treating severe problem behaviors exhibited by individuals with developmental disabilities. He is also interested in a broader research agenda\, which includes topics related to employment and college supports for adults with autism spectrum disorder as well as obesity and aging. Finally\, he has mentored numerous undergraduate\, master’s level\, and predoctoral students as well as post-doctoral fellows. \n \n \n \n \n \n Moderator Silva Orchanian\, MEd\, BCBA\, LABA with Panel: Collaborative Practice across Disciplines: Meeting the Comprehensive Needs of Learners with Autism\n Silva Orchanian\, MEd\, BCBA\, LABASenior Director of Day ServicesMelmark New EnglandwithEmily Chin\, PT\, DPTPhysical Therapy and Occupational Therapy Supervisor \nKristy Gasiewski\, MEd\, MORT/L\, BCBABehavior Analyst/QIDP Adult Clinical Services \nKerianne Natale\, MS\, CCC-SLPSpeech and Language Therapy Supervisor \nKatie Kovalic\, MS\, BCBAAssistant Director of Educational Services \nCollaborative Practice across Disciplines: Meeting the Comprehensive Needs of Learners with Autism\nAbstract:\nCollaboration can be defined as two or more professionals from multiple disciplines working together in order to support a student on complimentary goals. This can be broken down even further\, and defined as a shared practice. This is when collaboration occurs to support the student on overlapping goals. This would involve both disciplines targeting the same performance domain in order to improve student outcomes (Gerenser & Koenig\, 2019). Interdisciplinary collaboration is necessary in order to meet the needs of individuals with autism\, but can be challenging. A third outcome to collaboration involves encroachment. This can occur when there is ambiguity about professional boundaries and overlapping scope of practice (Gerenser & Koenig\, 2019). In this presentation\, a behavior analyst\, occupational therapist\, physical therapist\, and speech therapist discuss their roles on a treatment team for students with autism. The history of the development of each profession will be described as well as the education and training of each profession. Each profession’s scope of practice and approach to intervention will also be discussed. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nCompare similarities and unique differences between professional team members and potential overlapping scopes of practice of an interdisciplinary team treating students with autism.\nIdentify similarities in values and use this information to facilitate enhanced decision making processes for professionals across disciplines.\nProvide strategies to increase interdisciplinary collaboration in order to best support students with autism.\n\nPanel Bios:\nSilva Orchanian\, MEd\, BCBA\, LABA \nSilva Orchanian\, MEd\, BCBA\, LABA: Silva began her exciting and extensive Melmark career in November of 2000 as a direct care ABA counselor. Twenty-four years later\, Silva now holds the position of Senior Director of School Services and oversees the school in Andover and Stoughton\, Massachusetts. During her extensive employment\, Silva has committed her talents to create an educational and clinical setting that enables students to succeed and develop an ability to successfully navigate their school experience. Silva has an innate ability to develop supportive and trusting relationships with students\, which in turn provides them a level of confidence to take on new challenges. During the summer of 2023\, Silva and her senior colleagues opened a new school in Stoughton. Silva took on this challenge with great enthusiasm and her commitment for excellence has resulted in a thriving educational setting for children who have historically failed multiple settings. With her broad experience and unbridled enthusiasm\, Silva continues to enjoy building relationships with students\, implementing and overseeing academic and clinical programs and both training\, working closely with classroom staff and the residential department as well as other senior administrators to ensure student progress. \nStatement of Purpose: “I have experienced amazing success of many of our students and I am so proud of their accomplishments. Their success and increased independence is the result of the staff and their commitment to teaching! I am so proud of this organization and the ongoing support we have received. Melmark provides the students the opportunity to succeed within a setting that is supportive\, respectful and committed to education.” \nEmily Chin\, PT\, DPT \nEmily Chin\, PT\, DPT: Dr. Emily Chin received her Bachelor of Science in natural science from Saint Anselm College in Manchester New Hampshire. She went on to receive her doctorate of physical therapy degree at Sacred Heart University in Fairfield Connecticut.  She works at Melmark New England (Andover/Stoughton locations) as a clinical physical therapist and holds the role of physical therapy and occupational therapy supervisor. Previously she worked as a physical therapist in a skilled nursing facility. Dr. Chin is a member of the American Physical Therapy Association (APTA). Her interests are incorporating physical therapy and function into the daily lives of both individuals and their families. She has disseminated her work through regional conferences such as BABAT. Dr. Chin contributes to the interdisciplinary framework through conference presentations and publications. \nKristy Gasiewski\, MEd\, MORT/L\, BCBA \nKristina Gasiewski\, MEd\, MOTR/L\, BCBA: Kristina 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). \nKerianne Natale\, MS\, CCC-SLP \nKerianne Natale\, MS\, CCC-SLP: Kerianne received her Bachelor of Science in Communication Sciences and Disorders and her Master of Science in Communication Sciences and Disorders from the University of New Hampshire.  She works at Melmark New England as a speech language pathologist and holds the role of speech and language therapy supervisor. She is a member of the American Speech Language Hearing Association (ASHA).  Kerianne’s interests include improving the quality of life for individuals by increasing access to communication with a multi-modal approach across the life span.  Her passion is in providing training and support to Augmentative Alternative Communication (AAC) users and their communication partners. She has published work in peer review journals such as\, Journal of Intellectual Disabilities. \nKatie Kovalic\, MS\, BCBA \nKatie Kovalic\, MS\, BCBA: Katie received her Bachelor of Science in psychology at West Virginia University\, and her Master of Science in behavior analysis at Simmons University in Boston. Katie works at Melmark PA as an assistant director of educational services. She previously worked at the New England Center for Children before working as a behavior analyst at Melmark New England and then Melmark PA. Katie’s interests include increasing independence and skill building through instructional design and collaborating with an interdisciplinary team to do so. \n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB® 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 \nAttendees 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. \nAPA Approved Sponsor \n  \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nQuestions or concerns? Contact Rebekah Pavlik pa****@******or.org \n\nIMPORTANT POST-CONFERENCE ATTENDEE VERIFICATION INSTRUCTIONS: \nIf you paid for and are seeking to earn continuing education\, you must follow instructions to complete an evaluation and code-submission quiz online for all six presentations. \nEach 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.  \nThe link to start the process is below. An email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed within a week of the conference. The final deadline for completing the online evaluation and code quiz will be 14 days from the date recording links are emailed. (If you are seeking Psychology CE Credits through home-study of recordings\, the attendance verification process is through Amego Prepare. Contact Dr. Weinberg at  MW*******@******nc.org) \nStart the process with your evaluation of our conference: \nhttps://forms.gle/33oAAnXnJMZSbjgA9 \nThose who complete the process immediately post-conference by Monday\, April 8\, will receive their certificates within two week. Certificates for BACB® Learning CEUs will be emailed from be**********@***il.com.  \nThose completing the process later than April 8th through home-study of recordings will receive certificates within 30 days of the final completion deadline. (If you are seeking Psychology CE Credits through home-study of recordings\, the attendance verification process is through Amego Prepare. Contact Dr. Weinberg at  MW*******@******nc.org) \nQuestions or concerns? Contact  Rebekah Pavlik pa****@******or.org \nParticipants are responsible for knowing and meeting the CE requirements of their licenses or certifications. \n \n \n \n \n \n Location\n In-Person on the campus of Melmark in Berwyn\, Pennsylvania or online\, virtually through Zoom.\nMelmark2600 Wayland RoadBerwyn\, PA 19312 \nCampus Map and Parking (PDF) \n \nRecommended nearby hotels: \nHilton Garden Inn Newtown Square Radnor \nTeca Newtown Square \n  \n \n Schedule\n \n REGISTER\n \n Presenter Biographies/Abstracts/CE Instructions\n \n \n \n \n \n Our Conference Host\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsor\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n REGISTER\n \n Schedule\n \n Presenter Biographies/Abstracts/CE Instructions\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Andy Bondy\, PhDPyramid Educational Consultants (PECS) \n \n \n \n \n Noor Y. Syed\, PhD\, BCBA-D\, LBA/LBSCenter for Autism Advocacy: Research\, Education\, & Supports (CAARES)\, SUNY Empire State College\nAnderson Center International\n\n \n \n \n \n \n Jill Harper PhD\, BCBA-D\, LABA\, CDE®Senior Director of Professional Development\, Clinical Training\, and Research\nMelmark New England\n \n \n \n \n \n Helena Maguire\, MS\, LABA\, BCBA\, CDE®Vice President & Chief Clinical Officer\nMelmark New England at Melmark Inc.\n\n \n \n \n \n \n SungWoo Kahng\, PhD\, BCBA-D\, LBARutgers University \n \n \n \n \n Silva Orchanian\, MEd\, BCBA\, LABAEducation Coordinator\nMelmark New England\n \n \n \n \n \n With opening remarks\n“Understanding the Cambridge Center for Behavioral Studies™” by:\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DCambridge Center for Behavioral Studies™ \n REGISTER\n \n Schedule URL:https://behavior.org/event/17th-annual-conference-on-autism-research-based-solutions/ LOCATION:MA CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2023/03/Poster_AUTISM2024_2.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20231110 DTEND;VALUE=DATE:20231111 DTSTAMP:20260421T025203 CREATED:20230119T151107Z LAST-MODIFIED:20231207T005128Z UID:17662-1699574400-1699660799@behavior.org SUMMARY:5th Annual Behavioral Science: Applications in Leadership & Supervision Conference DESCRIPTION:Friday\, November 10 – In-Person in Lawrence\, Kansas\, OR Online Virtually\nFor those registered\, recording links were sent on Tuesday\, November 14 (5:30 pm EST) from ConstantContact (ce****@******or.org). IF you did not receive\, please contact Rebekah Pavlik at pa****@******or.org. Recordings will be available for 14 days. Deadline for attendance verification completion is Wednesday\, November 29 (Midnight EST). \nIF you completed the attendance verification process before November 15 (noon/EST)\, your BACB Learning CEU certificate was sent from be**********@***il.com by 6:00 pm November 15\, 2023. \nFor those completing the attendance verification process by the deadline of November 29\, 2023\, certificates have been processed and sent on December 6\, 2023. If you did not receive\, contact Rebekah Pavlik at pa****@******or.org. \n\nA one-day conference featuring leaders in the field of Applied Behavior Analysis\, Organizational Behavior Management\, and Autism\, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds\, BCBAs\, BCaBAs & RBTs) and other professionals\, such as psychologists\, teachers\, and special educators. \nThe conference will be presented in Kansas and through Zoom in the Central Time Zone. An introduction is planned for 8:30 am (CENTRAL) with presentations starting at 8:45 am and ending at 4:45 pm (CENTRAL). Get Schedule. \n \n Schedule\n \n Presenter Bios\, Abstracts & CE Info\n \n REGISTER\n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-D: Circling Back and Zooming Out: Leadership’s Irritating but Useful Cliches\n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™ \nCircling Back and Zooming Out:  Leadership’s Irritating but Useful Cliches\nAbstract: \nAmong 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.” \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nList two reasons why some children with severe behavioral issues were committed to state hospitals in the mid-20th century. \n\n\nList one advantage and one disadvantage of reliance on binary data for complex decision making in organizations. \n\n\nWrite a paragraph discussing the pros and potential cons strict adherence to only using “evidence-based practices.” \n\n\nPresenter Bio: \nDr. 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™. \n \n \n \n \n \n Patrick C. Friman\, PhD\, ABPP: Leadership: Turning Personal Verbal Behavior into Preferred Actions by Followers\n Patrick C. Friman\, PhD\, ABPPDirectorBoys Town Center for Behavioral Health \nLeadership: Turning Personal Verbal Behavior into Preferred Actions by Followers\nAbstract: \nLeadership 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. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDistinguish between assigned and attributed authority.\nDescribe the ratio at the heart of all behavior\, especially social behavior.\nList at least four nonmaterial reinforcers that all humans seek.\n\nPresenter Bio: \nDr. 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. \n \n \n \n \n \n Kendra Thomson\, PhD\, BCBA-D: Behavior Analytic Trainees and Interdisciplinary Research: A Case for Operant Variability\n Kendra Thomson\, PhD\, BCBA-DAssociate Professor\, Department of Applied Disability StudiesBrock University \nBehavior Analytic Trainees and Interdisciplinary Research: A Case for Operant Variability\nAbstract: \n“…when variations are desired\, societies might reward individuals for varying\, not simply permit it.” (Neuringer\, 2002\, p. 700). \nBehavior 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. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe examples of behavior analysts contributing to interdisciplinary research in a mental health teaching hospital.\nDescribe a reinforcing outcome of interdisciplinary research for trainee development.\nDescribe a reinforcing outcome of interdisciplinary research for the progress of the field.\n\nPresenter Bio: \nDr. 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. \n \n \n \n \n \n Peter Sturmey\, PhD: Behavioral Skills Training to Teach Staff in Human Services: An Evidence-Based Practice\, But What Good Is It?\n Peter Sturmey\, PhDProfessor\, Department of PsychologyCUNY Graduate Center\, Queens College \nBehavioral Skills Training to Teach Staff in Human Services: An Evidence-Based Practice\, But What Good Is It?\nAbstract: \nBehavioral 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. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe and understand the key features of BST. \n\n\nDescribe and understand the current literature summarizing the effectiveness of BST. \n\n\nDescribe and understand organizational factors that promote and inhibit the uptake and maintenance of BST. \n\n\nPresenter Bio: \nPeter 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. \n \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\, LABA: Elusive Targets of Behavior Analytic Supervision: Building Compassionate Care\, Cultural Responsiveness and Interprofessional Collaboration Skillsets in Practitioners \n Mary Jane Weiss\, PhD\, BCBA-D\, LABADean of the Institute for Applied Behavioral ScienceDirector\, PhD Program in Applied Behavior AnalysisEndicott College \nElusive Targets of Behavior Analytic Supervision: Building Compassionate Care\, Cultural Responsiveness and Interprofessional Collaboration Skillsets in Practitioners\nAbstract: \nTreating others with compassion\, providing culturally responsive intervention\, and collaborating respectfully with colleagues form allied professions are foundational values within ABA. Recent conversations in the field have highlighted deficits in these skills among practitioners. There have been calls to action for behavior analysts to develop skills in compassionate care and in cultural responsiveness\, in particular. This presentation will focus on how these skills can be emphasized and taught in supervision and training. Effective methods for instructing trainees in components of these skillsets will be shared. Tools that can be used to assess trainee performance will also be shared\, as well as data on the reliability\, validity\, and social validity of those tools. Issues related to the generalization and authenticity of trained skills will also be highlighted. The integration of soft skill training into supervision is important for the improvement of these skill sets in behavior analytic practitioners; this presentation will provide an array of methods that can be used for this purpose\, along with data on their effectiveness. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nLearn multiple approaches to integrating compassionate care into teaching\, training and supervision\, including: conceptual analysis\, the use of tools to evaluate the quality of interactions with stakeholders and direct service recipients\, and the use of tools to guide more individualized and more humane\, compassionate treatment.\nLearn about resources that can be used to guide trainees in understanding the expertise and contribution of allied professionals to multidisciplinary teams and to expand the repertoire of trainees to translate interventions suggested by other members of those teams.\nBe introduced to resources that focus on teaching trainees to provide services to diverse populations\, to consider cultural variables in assessment and treatment\, and to embed cultural responsiveness into all professional roles including supervision.\n\nPresenter Bio: \nMary 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. \n \n \n \n \n \n Panel Discussion – Complexity of Supervision and Leadership: The Speakers Weigh In\n Moderator: Thomas Zane\, PhD\, BCBA-DDirector of Online Behavior Analysis ProgramsDepartment of Applied Behavioral Science\, University of Kansas \nVice Chair/Clerk\, CCCBS Board of Directors \nComplexity of Supervision and Leadership: The Speakers Weigh In\nAbstract: \nThe behavioral repertoire of supervision (such as in BACB supervision) are relatively straightforward and have been studied for years. Continuing research brings forth new dimensions\, areas\, and issues to explore within supervision\, such as assent\, compassion\, and all of the other ‘soft skills.” Leadership\, however\, is more vague. Behavioral science hasn’t dove as deep into this nebulous area\, due to a lack of an operational definition that has social validity. The panel of speakers at the Kansas Conference will be asked to comment and speculate as to how our field can conceptualize leadership\, both at the macro and micro levels. Furthermore\, the speakers will field questions from audience members about organizations systems designed to promote effective and efficient supervision\, and how to involve administrators and other upper-management personnel on how to establish a leadership style based on behavioral science\, and how to set up conditions to maintain such systems over time. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nProvide an operational definition of leadership from a behavioral science perspective.\nOrally state 3 statements made by one or more of the speakers with regards to their thoughts/conclusions/recommendations about behavioral supervision and leadership.\nOrally describe at least one actionable step s/he could take to promote a supervision model based on behavioral research.\n\nModerator Bio: \nDr. Thomas Zane is a Professor of Practice and the Director of Online Programs in Behavior Analysis 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 and as a Research Scientist at 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. Dr. Zane has been past President of the Ethics Special Interest Group of the International Association for Behavior Analysis. His research interests include online learning\, evidenced-based practice in autism\, and the philosophy of science and radical behaviorism. He is particularly interested in why some behavior analysts drift from the code and the importance of adhering to choosing scientifically- supported treatments in clinical and educational work. \n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB®  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 \nAttendees 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. \nAPA Approved Sponsor \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nIMPORTANT NOTES:\nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance. \nEach 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. \nRecording links will be emailed from be**********@***il.com the week after the conference. \nThe 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 MW*******@******nc.org) \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n LOCATION\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. \nIN-PERSON: \nUniversity of Kansas – Lawrence campus \nWOODRUFF AUDITORIUM\nUniversity of Kansas\nKU Memorial Unions (Building)\n1301 Jayhawk Boulevard\nLawrence\, KS 66045\n \n \n \nParking:  Attendees may park in the Mississippi Parking Garage (circled in red) – it is right off of Oread Ave. Attendees can then walk through the breezeway (circled in blue) to get to the conference at the KU Student Union (circled in green). The conference is held on the 5th floor in the Woodruff Auditorium. Link to Visual PDF \nVIRTUAL: \nInstructions with Zoom link & password to be emailed from be**********@***il.com the by Wednesday\, November 8. If you do not receive\, contact Rebekah Pavlik by end of day Thursday\, November 9. \nUniversity of Kansas campus area in Lawrence\, Kansas – Google Map: \n \n \n Schedule\n \n REGISTER\n \n \n \n \n \n Thank You to Our Silver Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n REGISTER\n \n Schedule\n \n Presenter Bios\, Abstracts & CE Info\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies \n \n \n \n \n Patrick C. Friman\, PhD\, ABPPDirector\, Boys Town Center for Behavioral Health \n \n \n \n \n Kendra Thomson\, PhD\, BCBA-DAssociate Professor\, Faculty of Social Sciences\, Brock University \n \n \n \n \n Peter Sturmey\, PhDProfessor\, \nDepartment of Psychology\, Queens College CUNY \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\, LABADean of the Institute for Applied Behavioral Science\nDirector\, PhD Program in Applied Behavior Analysis\nEndicott College \n \n \n \n \n STUDENT POSTER & VIDEO INTRODUCTION\n \n \n \n \n \n Evaluating the Effects of Individual versus Group Video-Based Behavioral Skills Training on Teaching Supervisors to Pinpoint\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Submitted by Dr. Sara R. Lalani\, Dr. Tyler C. Ré\, Dr. Laura A. Kruse\, and Dr. John Autsin URL:https://behavior.org/event/leadership-supervision-2023/ LOCATION:University of Kansas\, KU Memorial Union\, Lawrence\, KS\, 66045\, United States CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2023/01/KU_Supervision_2023.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20230804 DTEND;VALUE=DATE:20230805 DTSTAMP:20260421T025203 CREATED:20220824T150947Z LAST-MODIFIED:20230814T204941Z UID:16730-1691107200-1691193599@behavior.org SUMMARY:11th Annual ETHICS in Professional Practice Conference DESCRIPTION:Recording links/presentations have been emailed from be**********@***il.com on Wednesday\, August 9 at 2:40 pm. \nIf you did not receive the email\, contact Rebekah Pavlik at pa****@******or.org. \nIf you completed the attendance verification process before August 10\, 2023\, certificates were processed & emailed between 8/10/23 and 8/14/23. BACB Learning CEU certificates were emailed from be**********@***il.com while Psychology CE Credit certificates were emailed from pa****@******or.org. If you did not get yours\, contact Rebekah Pavlik at pa****@******or.org. \n\nThis is a one-day conference featuring leaders in the fields of Ethics\, Psychology\, Business\, and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. (Schedule) \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \n\n\n \n REGISTER\n \n \n \n \n \n Invited Presenters\n \n \n \n \n \n Jomella Watson-Thompson\, PhD: Ethics of Collaboration: Using A Behavioral-Community Approach to Address Disparities through Collaborative Action\n Jomella Watson-Thompson\, PhDAssociate ProfessorDepartment of Applied Behavioral ScienceUniversity of Kansas \nPresentation Title: Ethics of Collaboration: Using A Behavioral-Community Approach to Address Disparities through Collaborative Action\nAbstract:\nThere is increased attention to addressing problems of significant societal concern to contribute to improving community health and well-being. The application of behavioral community approaches to advance community change through multisector collaboration is examined as a method of social validation. As an example\, initiatives that integrate behavioral community approaches to prevent youth and community violence through multisector collaboration are presented. The importance of addressing determinants or underlying factors that may serve as setting events and contribute to disparities in access to services and cultural representation in the field are raised. Ethical considerations will be examined including the strengths\, challenges\, and opportunities for using a behavioral science approach to advance community applications through multidisciplinary and multisector collaboration. Strategies to facilitate change across systems through multisector collaboration to foster broader applications of our science and engagement with diverse scholars\, practitioners\, and communities will be examined. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nUnderstand the importance of multisector and cross-disciplinary collaboration to address large-scale problems of social significance.\nUnderstand the influence of social determinants of health and the importance of addressing disparities in communities.\nIdentify examples of the application of behavioral-community approaches to address social issues through multi-sector collaboration.\n\nPresenter Bio:\nDr. Jomella Watson-Thompson is a Professor in the Department of Applied Behavioral Science and a researcher affiliated with the Center for Community Health and Development. She is also the Director of the Center for Service Learning at the University of Kansas. Dr. Thompson leads the Youth Violence Prevention Center- Kansas City\, a Center for Disease Control and Prevention National Center of Excellence in Youth Violence Prevention. Her research has focused on behavioral-community approaches to neighborhood development\, substance abuse prevention\, and youth and community violence prevention. She also works with community collaboratives to examine social determinants or factors\, including educational attainment and access to resources and supports\, that may contribute to disparities\, particularly for racial and ethnic groups and underserved communities. Dr. Thompson researches and promotes community-academic partnerships through community-engaged scholarship as an approach to foster sustainable change and improvement in communities. She has examined the effects of community-based processes and behavioral-community interventions to promote mobilization and change in communities.  Dr. Thompson has received numerous funding awards and co-authored articles on community capacity-building\, youth and neighborhood development\, and adolescent substance abuse\, and youth and community violence prevention. She serves on the Executive Council for the Association of Behavior Analysis International and has served as an Associate Editor with Behavior and Social Issues. Dr. Thompson serves as an advisor to the Cambridge Center for Behavioral Studies. She is a principal consultant with Ad Astra Community Innovations Group. She attained a Ph.D. in Behavioral Psychology\, a Masters of Urban Planning from the University of Kansas\, and a B.A. in Urban Studies from Jackson State University. \n \n \n \n \n \n Videsha Marya\, PhD\, BCBA-D: Teaching an Ethical Skill-set: Practical Guidelines for Instructors and Supervisors\n Videsha Marya\, PhD\, BCBA-DDirector of Practicum and Immersion ExperiencesInstitute for Applied Behavioral ScienceEndicott College \nPresentation: Teaching an Ethical Skill-set: Practical Guidelines for Instructors and Supervisors\nAbstract:\nIn higher education\, a primary goal of graduate instruction is to produce content area experts in their chosen fields. Within behavior analysis\, this is especially important\, as the master’s rank of the profession is eligible for independent\, unsupervised professional practice\, often serving vulnerable populations. For the instructor\, the task of teaching ethics is an enormously important one. While all instruction presents an opportunity to model ideal professional behavior\, the ethics class presents the most impactful of these opportunities. While resources are few and evidence is scant\, effective instructional methods for developing this complex skill set exist and can be applied to the development of ethical conduct. In this presentation\, component skills that can equip aspiring behavior analysts with the skills to arrive at the most ethical decisions and to engage in consistent ethical conduct are delineated. Effective instructional strategies and formats are also identified. The goal of this presentation is to provide supervisors and instructors with a roadmap to guide the development of this critically important skill set\, in ways that prepare students and supervisees for the situations they are likely to encounter as professional behavior analysts. Furthermore\, a multitude of resources and specific instructional guidelines to ensure broad and deep coverage of the ethical decision-making skill set will be discussed. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify essential component skills required for ethical decision-making.\nIdentify core skills/competencies/outcomes that are relevant for aspiring behavior analysts.\nIdentify instructional methods that are likely to lead to acquisition of core competencies and outcomes.\n\nPresenter Bio:\nVidesha Marya is the Director of Practicum and Immersion Experiences and an Adjunct Professor at Endicott College. She received her doctoral degree in ABA from Endicott College under the advisement of Dr. Alice Shillingsburg. Videsha has provided behavior analytic services to children with autism since 2011. Over the course of her professional experience\, Videsha has gained national and international experience in the field of behavior analysis. Within the US\, she has worked in autism clinics in Oklahoma\, Colorado\, Houston\, and Georgia. She has presented poster and oral presentations at regional and national conferences as well as co-authored several peer-reviewed papers and book chapters. She has been the recipient of numerous awards including the Endicott Academic Excellence Award and research awards through two Special Interest Groups from ABAI. Her research interests include verbal behavior\, ethics in behavior analysis\, international dissemination\, and evaluating effective and efficient teaching practices.  \n \n \n \n \n \n Paul "Paulie" Gavoni\, EdD\, BCBA: Positional Authority Ain't Leadership\n Paul “Paulie” Gavoni\, EdD\, BCBADirector\, Professional Crisis Management AssociationAdjunct Professor\, Institute for Applied Behavioral Science\, Endicott College \nPresentation: Positional Authority Ain’t Leadership\nAbstract:\nSupporting the needs of consumers across contexts requires good leadership. However\, leadership isn’t about position or title (e.g.\, CEO\, Director\, Supervisor\, Lead BCBA\, etc.); it’s about positively influencing behavior toward a common goal. And in the field of Behavior Analysis\, too many leaders seem to be suffering from “Behavioral Myopia” as they appear to forget about the basic principles of behavior when attempting to improve employee performance. Thankfully\, decades of research on Organizational Behavior Management (OBM) across organizations and leadership practices have given us a number of approaches proven to improve meaningful results. The purpose of this\, at times humorous talk\, is to dissect ethical leadership through a behavioral lens as means of producing socially valid outcomes in any organization. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe a systems approach to behavior change.\nState at least two examples and non-examples of leading.\nList five key strategies for positively improving performance..\n\nPresenter Bio:\nDr. Paul Gavoni is a behavior analyst who is passionate about applying and sharing Organizational Behavior Management (OBM) strategies with an international audience.  He loves to inspire and help leaders establish positive and engaging environments across industries to bring out the best in those they serve using the science of human behavior. \nA Wall Street Journal and USA TODAY best-selling author\, he is co-host of the Crisis in Education Podcast\, Thoughts & Rants of a Behavior Scientist\, and is also an active Board Member of the Opioid Awareness Foundation and The World Behavior Analysis Day Alliance. \nBeyond his work in education and human services\, Dr. Gavoni is a former Golden Gloves Heavyweight Champion and highly respected striking coach in combat sports. Coach “Paulie Gloves\,” as he is known to the Mixed Martial Arts community\, has trained world champions and UFC veterans using technologies rooted in Applied Behavior Analysis.  Coach Paulie has been featured in the books Beast: Blood\, Struggle\, and Dreams at the Heart of Mixed Martial Arts and A Fighter’s Way. He was also a featured fighter in FX’s highest rated reality show at the time\, The Toughman\, and most recently in the Lifetime reality series\, Leave it to Geege. \n \n \n \n \n \n Jessica Cauchi\, PhD\, BCBA-D\, CPBA-AP: The Ethics of Sex Education\n Jessica Cauchi\, PhD\, BCBA-D\, CPBA-APClinical DirectorAtlas Behaviour Consultation \nPresentation:  The Ethics of Sex Education\nAbstract:\nSexuality education is one of the areas of education most filled with challenge and controversary. This is exacerbated when considering providing sex education to people with autism spectrum disorder or other developmental disabilities. This talk will explore the reasons why sex education is important specifically for this population. It will cover some of the ethical challenges encountered by clinicians when teaching in this area\, as well as some proposed solutions. Ethics of research in sex education will also be discussed. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe common ethical challenges faced when teaching sexuality education to people with disabilities.\nEngage in decision making strategies to make the best ethical decision under a variety of conditions.\nDescribe common challenges with research within sex education in terms of ethical integrity.\n\nPresenter Bio:\nJessica is a behaviour analyst that has worked with people on the autism spectrum for over 20 years. She resides in Ontario Canada and is the Clinical Director of Atlas Behaviour Consultation. Jessica received her Ph.D. in Applied Behavior Analysis from Endicott College and is a doctoral level Board Certified Behaviour Analyst\, as well as a Certified Progressive Behaviour Analyst – Autism Professional. Dr. Cauchi is interested in research and clinical practise in curriculum development and effective teaching practises in sexuality skills for persons on the autism spectrum\, meaningful programming\, rapport and assent\, and progressive ABA. She has published work in these areas\, as well as presented on these topics across Canada and North America. \n  \n \n \n \n \n \n David J. Cox\, PhD\, MSB\, BCBA-D: Ethical Artificial Intelligence: Topics Important to Behavior Analytic Research\, Education\, and Practice\n David J. Cox\, PhD\, MSB\, BCBA-DPrincipal InvestigatorBehavioral Data Science Research LabInstitute for Applied Behavioral Science \nPresentation: Ethical Artificial Intelligence: Topics Important to Behavior Analytic Research\, Education\, and Practice\nAbstract:\nArtificial intelligence (AI) is increasingly a part of our everyday lives. Though much AI work in healthcare has been outside of applied behavior analysis (ABA)\, researchers within ABA have begun to demonstrate many ways that AI might improve the delivery of ABA services. However\, absent from the literature thus far is conversation around ethical considerations when developing\, building\, and deploying AI technologies for ABA service delivery settings. Further\, though AI is already used in ABA\, it is unknown the extent to which behavior analytic practitioners are familiar (and comfortable) with the use of AI in ABA. The purpose of this presentation is threefold. First\, to provide a primer on what AI is and how it is developed into technologies that scale to the size needed to influence everyday clinical decision-making. Second\, to raise questions about using AI in ABA from clinical ethical frameworks that already dominate ethics in ABA. Lastly\, to raise questions about using AI in ABA from alternative ethical frameworks uncommon to ethics in ABA (e.g.\, AI ethics\, technology ethics\, data ethics). In total\, we hope this presentation sparks proactive dialog around the ethical use of AI in ABA service delivery before we are required to have a reactionary conversation. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDevelop a working understanding of what artificial intelligence is and how it is developed. \nIdentify how clinical ethics approaches common the applied behavior analysis are relevant for AI in ABA. \nIdentify how ethical approaches common to data ethics\, AI ethics\, and technology ethics are relevant for AI in ABA. \n\nPresenter Bio:\nDr. David J. Cox\, Ph.D.\, M.S.B.\, BCBA-D has worked within the behavioral health industry for 17 years. He began working in behavioral health by providing and then supervising Applied Behavior Analysis (ABA) programs for individuals with autism spectrum disorders. After 8 years of clinical work\, Dr. Cox went back to school to earn his PhD in Behavior Analysis from the University of Florida\, Post-Doctoral Training in Behavioral Pharmacology and Behavioral Economics from Johns Hopkins University School of Medicine\, and Post-Doctoral Training in Data Science from the Insight! Data Science program. Since 2014\, Dr. Cox’s research and applied work has focused on how to effectively leverage technology\, quantitative modeling\, and artificial intelligence to ethically optimize behavioral health outcomes and clinical decision-making. Based on his individual and collaborative work\, he has published over 45 peer-reviewed articles\, three books\, and over 150 presentations at scientific conferences. \n \n \n \n \n \n Yulema Cruz\, PhD\, BCBA-D: Ethical Visions: Navigating the Supervisory Compass \n Yulema Cruz\, PhD\, BCBA-DAssistant Teaching ProfessorDepartment of Applied PsychologyGraduate School of Applied and Professional Psychology (GSAPP)Rutgers University \nPresentation: Ethical Visions: Navigating the Supervisory Compass\nAbstract\nIn the field of applied behavior analysis\, effective mentoring and supervision play a pivotal role in shaping the ethical conduct and professional growth of behavior analysts. However\, the complexities and nuances of ethical decision-making in the supervisory context can pose significant challenges. This talk aims to explore ethical mentoring and supervision and provide behavior analysts with practical guidance for navigating the supervisory compass. During the session\, we will discuss the essential components of an ethical supervisory relationship. Furthermore\, we will explore potential ethical dilemmas that supervisors may encounter and provide strategies for effectively addressing these challenges. Participants will gain insights into promoting ethical decision-making skills among supervisees and encouraging critical thinking within the boundaries of ethical conduct. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nAnalyze potential ethical dilemmas in the supervisory context.\nDevelop strategies for the effective resolution of ethical dilemmas.\nGain insight into strategies for fostering ethical decision-making skills among supervisees.\n\nPresenter Bio:\nDr. Yulema Cruz received a PhD in Education with a concentration in applied behavior analysis from Nova Southeastern University. She is also a Board Certified Behavior Analyst-Doctoral with over 20 years of experience in the field. Dr. Cruz is an Assistant Teaching Professor at Rutgers University. Her academic interests include ethics and supervision in ABA. She also teaches ABA courses in Spanish. Dr. Cruz is an ABA consultant\, supervisor\, speaker\, and author. She works in the development of supervision systems and the dissemination of ABA to other countries and languages. Dr. Cruz was elected to serve on the Florida Association for Behavior Analysis’ (FABA) board for over 6 years\, holding the positions of Member-At-Large\, President\, and co-chair of the Legislative and Public Policy Committee. She co-authored The Supervision Handbook: A Guide to Quality Fieldwork Experience and The Consulting Supervisor Handbook: Helping Newly Certified BCBAs Navigate Supervision\, among other publications. Dr. Cruz has also presented over 40 talks at regional and national conferences. As an ethics hotline consultant\, Dr. Cruz provides advice in the area of ethics in supervision. \n \n SCHEDULE\n \n Presenter Bios/Abstracts/CE Opportunities\n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB®  ETHICS Learning CEUs (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 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees 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. \nAPA Approved Sponsor \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n Location - Endicott College\, Beverly\, MA and online\n 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. \nFor In-Person:\nEvent Venue: Cleary Lecture Hall\, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map \nThe Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus\, you need to download and print out the parking permit for your vehicle. \nEnter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you. \nFor virtual attendance: \nThe Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference.  IF you do not receive\, email pa****@******or.org. \n  \n  \n \n  \n \n REGISTER\n \n \n \n \n \n Thank You to Our Gold Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n SCHEDULE\n \n Presenter Bios/Abstracts/CE Opportunities\n \n REGISTER\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Jomella Watson-Thompson\, PhDUniversity of Kansas \n \n \n \n \n Videsha Marya\, PhD\, BCBA-DEndicott College &\nVillage Autism Center \n \n \n \n \n Paul Gavoni\, EdD\, BCBAProfessional Crisis Management Association\nEndicott College \n \n \n \n \n Jessica Cauchi\, PhD\, BCBA-D\, CPBA-APAtlas Behaviour Consultation \n \n \n \n \n David J. Cox\, PhD\, MSB\, BCBA-DBehavioral Data Science Research Lab\nInstitute for Applied Behavioral Science \n \n \n \n \n Yulema Cruz\, PhD\, BCBA-DRutgers University \n SCHEDULE\n \n Presenter Bios/Abstracts/CE Opportunities URL:https://behavior.org/event/11th-annual-ethics-in-professional-practice-conference/ LOCATION:Endicott College Campus\, Beverly\, Massachusetts\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2022/08/Ethics2023-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20230422 DTEND;VALUE=DATE:20230423 DTSTAMP:20260421T025203 CREATED:20220531T234112Z LAST-MODIFIED:20230519T125910Z UID:15990-1682121600-1682207999@behavior.org SUMMARY:16th Annual Conference on Autism: Research-Based Solutions DESCRIPTION:Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB® Learning CEUs (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 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees 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. \nAPA Approved Sponsor \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nIMPORTANT NOTES:\nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance.  \nEach 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.  \nThe link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links were emailed from be**********@***il.com on Sunday\, April 30. The deadline for completing the online evaluation and code quiz is MONDAY\, MAY 15. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org) \nStart the process with your evaluation of our conference: \nhttps://forms.gle/fRhLd22YauTkqev96 \nThose who complete the process immediately post-conference by Monday\, April 24\, will receive their certificates within 2 weeks of that date. Certificates for BACB® Learning CEUs will be emailed from be**********@***il.com.  \nThose completing the process later and through home-study of recordings will receive certificates within 30 days of the completion deadline (May 15th). (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org) \nQuestions or concerns? Contact Rebekah Pavlik pa****@******or.org \nParticipants are responsible for knowing and meeting the CE requirements of their licenses or certifications. \n \n \n \n \n \n Registered attendees were emailed links to Zoom recordings and presentation PDFs on April 30th. If you do not receive\, contact Rebekah Pavlik. \n\nA one-day conference featuring leading experts in fields of Science\, Special Education\, and Autism Spectrum Disorders. \n8:30 am – 4:45 pm California/Pacific Timezone (Open Schedule) \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days post-conference. (For those seeking Psychology CE Credits\, there is an additional testing process to be completed for asynchronous/home-study completion.) \nOf benefit to Behavior Analysts\, Psychologists\, Teachers\, Speech-Language Pathologists\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers \nRecordings will be available for 14-days post-conference for home-study. \nGroups of five (5) or more from one organization/team are offered a discount. (See pricing.) If you have a group of 20 or more\, please contact pa****@******or.org. \n \n \n \n \n \n Shahla Alai-Rosales\, PhD\, BCBA-D\, LBA\, CPBA-AP: Caring Hearts at the Intersection of Autism and Culture\n Associate ProfessorDepartment of Behavior AnalysisUniversity of North Texas \nCaring Hearts at the Intersection of Autism and Culture\nAbstract: \nWhat are the relations between science\, ethics and progress in Applied Behavior Analysis? How does this relate to Autism? To explore this question\, we look at the progression of intensive interventions in autism. This will include: an overview of the foundational and changing premises of our discipline; the emergence\, impact and metamorphosis of early intervention configurations; the rapid expansion of services and service providers; and\, the concerns voiced by people of color and autistic people. The proliferation of behavior analysis in autism services has brought both growth and growing pains. When facing the painful dimensions of growth\, we can either choose to be complacent or humbly act to progress as an applied science that cares deeply for the people we serve. Concepts complementary to our science can offer meaningful ways to strengthen our caring hearts to honor individual and the collective. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify the relations between science\, ethics and progress in ABA.\nIdentify growth and growing pains.\nIdentify probable outcomes of different actions in the face of rapid growth.\nIdentify resources for advancing caring\, progressive and culturally responsive practices in ABA.\n\nPresenter Bio: \nShahla Alai-Rosales\, PHD\, BCBA-D\, CPBA-AP is an Associate Professor in the Department of Behavior Analysis at the University of North Texas. She has taught courses in Texas\, Europe and the Middle East on a variety of topics\, including ethics\, early autism intervention\, parent training\, behavioral systems\, applied research methods\, technology transfer\, behavior change techniques\, and cultural diversity. Shahla has served on several boards and disciplinary committees and has published and presented research on social justice\, ethics in early intervention\, play and social skills\, family harmony\, and supervision and mentoring. Shahla has more than four decades of experience working with families and has trained hundreds of behavior analysts. She has received awards for her teaching\, her work with families\, and for her work in the community. She is an Associate Editor for Behavior Analysis in Practice and is co-author of Building and Sustaining Meaningful and Effective Relationships as a Supervisor and Mentor (LeBlanc\, Sellers & Alai\, 2020) and Responsible and Responsive Parenting in Autism: Between Now and Dreams (Alai-Rosales & Heinkel-Wolfe\, 2022). \n \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\, LABA: Building the Skill Set of Collaboration: How to Build Bridges\, Break Barriers\, Enhance Outcomes\, and Enact Teamwork\n Dean of the Institute for Applied Behavioral ScienceDirector\, Ph.D. Program in Applied Behavior AnalysisEndicott College \nBuilding the Skill Set of Collaboration: How to Build Bridges\, Break Barriers\, Enhance Outcomes\, and Enact Teamwork\nAbstract: \nAutism necessitates comprehensive care.  To meet the complex needs of individuals with ASD\, multiple professions must work collaboratively and in an interdisciplinary framework. Working alongside professionals from other disciplines involves addressing differences in worldview\, in the definition of evidence\, and in the concept of evidence-based practice.  Opinions about assessment and intervention may be discrepant\, and the gulfs in views can be difficult to close. The successful navigation of these challenges leads to more effective team processes and improved outcomes for clients.  It also leads to mutually respectful interactions among professionals. Flexibility and interpersonal skills are needed\, and clinicians need to appreciate the unique expertise offered by members of allied professions. Understanding differences of perspective and treatment requires openness to the process and recognition of the improved outcomes that stem from successfully integrated treatment. Resources that can assist in collaboration include position statements on interventions\, evidence-based categorizations of treatments\, and decision making tools and trees. This presentation will highlight the resources and skill development that can prepare behavior analysts for successful interprofessional collaboration. Advancing this goal can enhance outcomes for individuals served\, can equip practitioners with essential skill sets\, can assist  organizations in achieving interdisciplinary care\, and can enhance the reputation of the field. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nList the benefits of interprofessional collaboration for autism service intervention.\nIdentify multiple resources to guide teams in the selection of evidence-based interventions.\nDescribe core components of the interprofessional collaboration skillset.\n\nPresenter Bio: \nMary Jane Weiss\, Ph.D.\, 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. \n \n \n \n \n \n Lorri Unumb\, Esq.: Stop the Patchwork: Inconsistencies in ABA Intervention for Autism\n Chief Executive Officer\, The Council of Autism Providers (CASP) \nStop the Patchwork: Inconsistencies in ABA Intervention for Autism\nAbstract:\nAttorney Lorri Unumb will discuss the patchwork of autism services and funding streams that exists across the United States. Medicaid rates for ABA services vary dramatically from state to state; terms of coverage in state insurance laws vary; behavior analyst licensure laws are different in different states\, or sometimes non-existent. Within the ABA context\, significant variation exists from state to state on issues like where services can be delivered\, through what age is funding available\, and the extent to which caregiver participation is required. Significant variations in policy from payer to payer will also be discussed. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe differences in state autism insurance laws.\nDescribe reimbursement rate variations among the states.\nIdentify how payer policies vary in ABA.\n\nPresenter Bio: \nLorri Shealy Unumb is a lawyer\, mother of three teenage boys\, and an internationally renowned autism advocate. She began her career as an appellate attorney with the United States Department of Justice and then as a full-time law professor. Following her son’s diagnosis with autism\, she began volunteering for autism causes\, writing ground-breaking autism insurance legislation for South Carolina (“Ryan’s Law”) that passed in 2007 and served as the catalyst for the national movement toward autism insurance reform. She served for a decade as the national head of state government affairs for the international nonprofit Autism Speaks. Lorri is also the founder of the annual Autism Law Summit\, now in its 14th year\, and is co-author of the law school textbook “Autism and the Law.” In 2010\, she founded the Autism Academy of South Carolina\, a nonprofit ABA center now known as The Unumb Center for Neurodevelopment. \nFor her local\, national\, and international advocacy efforts\, Lorri has been recognized with \n\nthe NASCAR Foundation’s Betty Jane France Humanitarian Award;\nthe Miss South Carolina Pageant “Woman of Achievement” Award;\nthe Jefferson Award for Public Service (Charleston\, SC);\nthe Professional Women in Advocacy “Excellence in a State Campaign” Award; and\nthe Civitan International World Citizenship Award.\n\nHer work has been profiled on CNN\, on NPR’s “Morning Edition\,” and in Town & Country magazine\, from whom she received one of three 2009 “Women Who Make a Difference” awards. She is also profiled in the American Academy of Pediatrics 2013 book “Autism Spectrum Disorders: What Every Parent Needs to Know.” \n \n \n \n \n \n Noor Y. Syed\, PhD\, BCBA-D\, LBA/LBS: Compassion & Ethics in Building an Autistic Supportive Institution\n Assistant Professor & Program Coordinator of Applied Behavior AnalysisTurben Director of Autism Advocacy: Center for Autism Advocacy: Research\, Education\, & Supports (CAARES)Empire State UniversityDirector\, Anderson Center International \nCompassion & Ethics in Building an Autistic Supportive Institution\nAbstract:\nThe need for diversification within higher education institutions is paramount\, and neurodiversity\, including autism\, is no exception. Most higher education institutions within the United States have traditionally served primarily neurotypical students\, with approximately only 100 colleges and universities in the contiguous United States reporting specific supports for autistic students (McDermott et al.\, 2022). Of autistic students who do attend\, only 40% complete their postsecondary education as compared to 60% of the general population (Accardo et al.\, 2019)\, indicating a critical importance for higher education staff and faculty to better meet the needs of these students. To increase inclusivity and accessibility of resources\, the Center for Autism Advocacy\, Research\, Education\, and Supports (CAARES)\, founded in 2020 with Empire State University\, is implementing universal and tiered behavioral supports across its 80 campuses and robust online learning platforms through multi-tiered systems of support (MTSS) frameworks. While research has demonstrated that these frameworks\, such as schoolwide positive behavior interventions and supports (SWPBIS)\, can be successful in improving behavioral and academic outcomes for primary and secondary school students\, increased investigation in a higher education setting to support students with a variety of needs\, including autistic students\, is needed. Oversight and implementation of the MTSS initiative is collaborative\, guided by advisory teams that include behavior analysts\, autistic students\, alumni\, and advocates\, caregivers in the autism community\, and employees of the university. This presentation will describe actions taken to date in sustainable organizational development towards diversity\, equity\, and inclusion through the building of a neurodivergent inclusive university. We will share data collected on these initiatives\, and describe next steps. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify strongest areas of need for the neurodiverse community in attending postsecondary institutions.\nDiscuss the importance of\, and ways to engage in\, partnership and collaboration in building inclusive higher education environments.\nIdentify ways to engage in building supports for neurodivergent students in higher education that promotes ethical and compassionate practice.\nIdentify methods to support a sustainable cultural shift in higher education towards equity\, inclusion\, diversity\, and accessibility for neurodivergent individuals.\n\nPresenter Bio:\nDr. Noor Syed (she/her) is an Assistant Professor of Applied Behavior Analysis\, Clinical Coordinator\, and founding Director of the Center for Autism Advocacy: Research\, Education\, and Supports (CAARES) with SUNY Empire State College. She has also been named the Turben Director of Autism Advocacy. The Center’s primary initiative is to help SUNY Empire become a fully inclusive and supportive college for those who identify as neurodiverse through a multi-tiered system of support framework. In addition\, Dr. Syed coordinates a Masters of Science program in ABA through SUNY Empire. She is the Director of Anderson Center International\, an Adjunct Doctoral Advisor in ABA with Endicott College\, and a certified general and special education teacher. Dr. Syed also serves on the ABA Ethics Hotline. \n \n \n \n \n \n Jennifer Posey\, MA\, BCBA: Measuring Joy in Early Childhood ABA Sessions with the Joy Index\n Director of Clinical ServicesHoldsambeck Behavioral Health \nMeasuring Joy in Early Childhood ABA Sessions with the Joy Index\nAbstract: \nAs a field\, the focus of applied behavior analysis is to improve the lives of the individuals we serve.  But often\, we find ourselves on the receiving end of criticisms that we utilize restrictive practices and/or fail to embed measures of assent into our day to day sessions.  Conceptually this presentation links assent to rapport\, choice\, self-advocacy\, and self-determination.  An operational definition of how this is conceptualized as joy for young learners will be provided followed by the introduction of a 27 point dichotomous scale\, which can be utilized by practitioners to measure assent\, participation\, choice\, and autonomy. This tool is the Joy Index and has been designed to help practitioners become more in touch with their client experiences and reflect on how their own soft skills can be improved to enhance the joy of learners. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe 5 indicators of joyful engagement and interactions in ABA sessions demonstrated by learners.\nDescribe at least 3 indicators of practitioner behavior that may promote more joyful engagement in early childhood ABA sessions.\nDescribe the role of assent\, participation\, and choice in developing a more positive client experience in early childhood ABA sessions.\n\nPresenter Bio: \nJennifer Posey\, MA\, BCBA\,  is a doctoral student in Applied Behavior Analysis at Endicott College\, where she is interested in the acquisition and advancement of language skills with early learners\, and producing joy-filled meaningful outcomes for children with autism.  She studies under the advisement of Mark Dixon\, Ph.D.  She received her master’s degree in Special Education and subsequently pursued certification in Applied Behavior Analysis. Jennifer has worked with individuals with autism and other developmental disabilities across the lifespan since 1999. She has a special interest in establishing foundational repertoires in early childhood to include language and play skills such that more complex language and social repertoires emerge.  This is considered her primary area of expertise and she seeks to promote the acquisition of these complex skills embedded in ABA sessions which promote joy.   Jennifer currently oversees clinical services at Holdsambeck Behavioral Health located in California.  Additionally\, she is an adjunct professor at Endicott College. \n \n \n \n \n \n Robert C. Pennington\, PhD\, BCBA-D: Beyond the Box: Embedding Behavior Analysis in School Programs for Students with Complex Support Needs\n Lake and Edward J Snyder\, Jr.Distinguished Professor in Special EducationUniversity of North Carolina\, Charlotte \nBeyond the Box: Embedding Behavior Analysis in School Programs for Students with Complex Support Needs\nAbstract:\nMany educational professionals lack an understanding of applied behavior analysis (ABA) and its application in school settings. Still often viewed only as a model of intensive instruction or behavior support\, school personnel may miss the opportunity to apply sound behavior analytic principles across a range of educational settings and activities. In this session\, Dr. Pennington will describe several ways that behavior analytic instruction can be used to improve outcomes for students with complex support needs within inclusive contexts and new areas of academic instruction. He will present several innovations from educational research that can implemented directly in the classroom. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe several behavior analytic strategies for improving outcomes for teachers and students in school settings.\nDescribe embedded instruction and several examples of its application in academic instruction for students with complex support needs.\nDescribe how behavior analytic instruction can be used to support students with complex support needs in inclusive settings.\n\nPresenter Bio:\nRobert Pennington PhD\, BCBA-D is the Lake and Edward J Snyder\, Jr. Distinguished Professor in Special Education. He has over 25 years of experience working with individuals with disabilities\, their families and teachers. His primary research interests are in the application of behavior analytic principles and procedures to the development of written communication repertoires and the improvement of educational programming for students with intellectual disabilities and autism spectrum disorder. He contributes regularly to the research and practitioner literature in both areas. Robert is passionate about both serving his community and the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers\, practitioners\, and families and has contributed as a member of numerous journal editorial and advisory boards. \n \n \n \n \n \n Location\n CORQUE HOTEL400 Alisal RoadSolvang\, CA 93464(805) 688-8000Website: www.hotelcorque.com \nTo book a room: Call the Hotel Corque Customer Care Center at 800-248-6274 and ask for the Cambridge Center Autism Conference rate. \nDeadline:  Tuesday\, March 21\, 2023 – RESERVE EARLY! This is a popular time of year to visit Wine Country! \n \n Download Biographies\, Abstracts & CE Opportunities\n \n SCHEDULE\n \n \n \n \n \n Our Conference Host\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Gold Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Student Posters\n \n \n \n \n \n \n \n SCHEDULE\n \n Download Biographies\, Abstracts & CE Opportunities\n \n \n \n \n \n Introduction by\nCambridge Center for Behavioral Studies Board of Director Member:\n \n \n \n \n \n \n Janet S. Twyman\, PhD\, BCBA\, LBAblast: A Learning Sciences Company \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Shahla Alai-Rosales\, PhD\, BCBA-D\, LBA\, CPBA-APUniversity of North Texas \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\, LABADean of the Institute for Applied Behavioral Science\nDirector\, PhD Program in Applied Behavior Analysis\nEndicott College \n \n \n \n \n Lorri Unumb\, EsqThe Council of Autism Providers (CASP) \n \n \n \n \n Noor Y. Syed\, PhD\, BCBA-D\, LBA/LBSCenter for Autism Advocacy: Research\, Education\, & Supports (CAARES)\, SUNY Empire State College\nAnderson Center International\n\n \n \n \n \n \n Jennifer Posey\, MA\, BCBAHoldsambeck Behavioral Health \n \n \n \n \n Robert C. Pennington\, PhD\, BCBA-DUniversity of Kentucky\nOCALI Center of Excellence on Inclusive Practice URL:https://behavior.org/event/16th-annual-conference-on-autism-research-based-solutions/ LOCATION:Hotel Corque\, Solvang\, CA CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2022/11/Autism2023-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20221111 DTEND;VALUE=DATE:20221112 DTSTAMP:20260421T025204 CREATED:20220112T221651Z LAST-MODIFIED:20221209T011115Z UID:14948-1668124800-1668211199@behavior.org SUMMARY:4th Annual Behavioral Science: Applications in Leadership & Supervision Conference DESCRIPTION:Recording links were emailed from be**********@***il.com on Monday\, November 21 at 4:20 pm (EST). Certificates have been emailed for those completing the attendance verification process by the deadline of December 5\, 2022. If you did not receive your certificate\, please contact Rebekah Pavlik at pa****@******or.org. \nFriday\, November 11 – In-Person in Lawrence\, Kansas OR Online Virtually\nA one-day conference featuring leaders in the field of Applied Behavior Analysis\, Organizational Behavior Management\, and Autism\, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds\, BCBAs\, BCaBAs & RBTs) and other professionals\, such as psychologists\, teachers\, and special educators. \n  \n \n Schedule\n \n Speaker Bios & Abstracts\n \n REGISTER\n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-D - Intergenerational Leadership and Supervision\n Intergenerational Leadership and Supervision\nAbstract:\nThe field of behavioral science is evolving.  Tracing our earlier roots to the works of Pavlov\, Watson\, Thorndike\, Skinner and others is an important part of the education and training of future leaders.  However\, it is far too easy to forget the societal contexts in which these pioneers operated.  This presentation makes the case that operating across generations (aka Intergenerational Leadership) poses some unique challenges.  Among those are scientific advances and cultural factors. \nFor Example: How the spectrum of autism is conceptualized\, diagnosed\, and treated has changed dramatically over the years.  In this presentation we will examine some of the challenges that were encountered along the way\, which ones are prevalent today\, and which ones may predominate in the future.  Leo Kanner emigrated from what is now the Ukrane in 1924.  Beginning in 1938\, he began chronicling the lives and behaviors of 11 children that resulted in his seminal paper “Autistic Disturbances of Affective Contact” (Kanner\, 1943).  Kanner was driven\, in part\, by his horror at the way state hospital patients were treated after being summarily released and assigned work as domestic servants.  His work was foundational in helping draw distinctions between what he called “Autism” and other conditions like schizophrenia. However\, Kanner had difficulty understanding why most of the children he encountered there came from parents that had highly successful careers in science and noted that many of them had an “unaffectionate dynamic” in dealing with their kids. \nAnother immigrant\, Ole Ivar Lovaas\, established the Young Autism Project at UCLA in 1962.  By 1987\, he published a study (since expanded) that showed 9/19 autistic children in his clinic developed spoken language and were placed in “regular” education classes.  His follow up in 1993 found that 8 of those children had maintained their gains and were “indistinguishable from their typically developing peers”.  Dr. Lovaas was more concerned with what the children in his care needed to learn (and teaching in ways that they learn) than he was with focusing on their disability.   However\, the goal of making an autistic person indistinguishable from their peers has met with significant backlash from autistic advocates who would prefer that these children grow up to be “an autistic adult who is happy\, healthy and living a self-determined life”.  This issue is still being debated and it highlights the ethical quandaries faced by some in the ABA field.  We will examine some of those issues. \nIn 1986\, after decades of progress\, the mathematical theory of Chaos began to impact how many of the sciences viewed issues of prediction and projection.  One question that is often asked by families is how far my child will go and how fast will they make progress.  Chaos theory has important implications for how that question is answered.  This talk will briefly highlight a few of those implications. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nList two pioneers in the development of behavioral science that had seminal contributions but also left some troubling legacies in their wake.\nList three types of corporate structure that allows companies to serve children and adults on the autism spectrum.\nWrite a paragraph discussing the pro’s and potential cons strict adherence to only using “evidence based practices”.\n\n\nPresenter Bio: \nDr. Holdsambeck is a licensed psychologist with 45 years of clinical experience delivering services to people with developmental disabilities\, including those on the autism spectrum. He was one of the first in the nation to become board certified in behavior analysis (#0007). The company he founded\, Holdsambeck Behavioral Health\, employs over 100 clinicians serving 1000+ individuals annually in California and Hawaii.  Previously he served his country as a Captain in the Air Force Reserves and his community as a tenured professor of psychology. 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 International\, 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\, Omnibus as well as volumes I\, II\, and III).  In addition to the activities mentioned above\, Dr. Holdsambeck is currently serving in his 10th year as the Executive Director of the prestigious Cambridge Center for Behavioral Studies™. \n \n \n \n \n \n Regina A. Carroll\, PhD\, BCBA-D - Advances in Improving Treatment Integrity Through Staff and Supervisor Training\n Advances in Improving Treatment Integrity Through Staff and Supervisor Training\nAbstract:\nTreatment integrity is the extent to which an intervention is implemented as prescribed. Previous research has demonstrated that behavior-change agents frequently make treatment integrity errors when implementing behavioral interventions\, which can influence client outcomes. This presentation will discuss some variables that may impact treatment integrity (e.g.\, reactivity). Additionally\, this presentation will review recent research examining methods to improve supervisory practices and staff treatment integrity when implementing behavioral procedures for young children with autism spectrum disorders. Implications of these findings for future research and practice will be discussed. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDefine treatment integrity and discuss its importance to practice in applied settings.\nExplain how reactivity may influence treatment integrity.\nDescribe methods for teaching supervisory skills to target treatment integrity (e.g.\, provision of performance feedback).\n\n\nPresenter Bio:\nDr. Carroll is the director at the Autism Care for Toddlers (ACT) Clinic that provides early intensive behavioral interventions to young children diagnosed with an autism spectrum disorder (ASD). She is also the Associate Director of the integrated Center for Autism Spectrum Disorders (iCASD). Dr. Carroll received a Master’s degree in Behavior analysis at St. Cloud State University under the supervision of Dr. John Rapp and she received her PhD in Applied Behavior Analysis from UNMC under the supervision of Drs. Tiffany Kodak and Wayne Fisher. Dr. Carroll was previously an Assistant Professor in the Psychology Department at West Virginia University. Her research and clinical interests include skill acquisition in children with ASD and related intellectual disabilities\, verbal behavior\, treatment integrity\, and staff training. Dr. Carroll supervises Doctoral and Master’s level students in both clinical and research settings. Dr. Carroll serves on the editorial boards for the Journal of Applied Behavior Analysis\, the Analysis of Verbal Behavior\, and Behavior Modification. She is also an Associate Editor for the Journal of Applied Behavior Analysis. She was also the recipient of the APA (Division 25) B.F. Skinner New Applied Researcher Award. \n \n \n \n \n \n Michele Wallace\, PhD\, BCBA-D - Got Milk? What Does Milk Have to do with Supervision…\n Got Milk? What Does Milk Have to do with Supervision…\nAbstract:\nThere are a number of different types of supervision in behavior analysis: Case Supervision\, Staff Supervision\, and Analyst in Training (Fieldwork) Supervision.  Unfortunately\, the field has not clearly provided a distinction between these different types of supervision and tend to lump them all together as just supervision.  Lumping all of these types of supervision together and the idiosyncratic behaviors that make up these types of supervision is problematic for many reasons.  This talk will highlight the issues of lumping all types of supervision together\, distinguish between the various tasks involved with each type of supervision\, and provide an example of competency based Analyst in Training (Fieldwork) Supervision at both a university and agency setting.  A detailed description of the California State University Los Angeles ABA Programs Fieldwork will be provided as well as a cost-benefit analysis of adopting a collaborative structure for Analyst in Training Supervision.  In addition\, assessment results of the fieldwork will be shared.  With respect to the agency setting\, the specifics of a pilot project at a Southern California agency will be shared.  In conclusion\, suggestions for moving the field forward with respect to ensuring competent supervision in all types of supervision will be provided. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDistinguish between three types of supervision: Case Supervision\, Staff Supervision\, and Analyst in Training Supervision.\nProvide examples of specific tasks associated with each type of supervision.\nDescribe the potential limitations of not distinguishing between these three types of supervision.\n\n\nPresenter Bio:\nDr. Michele Wallace earned her doctorate from the University of Florida in 2000 in the Experimental Analysis of Behavior.  She is a Full Professor\, the ABA program coordinator\, and faculty advisor of the Los Angeles Student Association for Behavior Analysis at California State University\, Los Angeles. Dr. Wallace has served on the Board of Editors for the Journal of Applied Behavior Analysis and as guest associate editor for the Journal of Applied Behavior Analysis and Behavioral Development.  She is a current member of the Association for Behavior Analysis International and the California Association for Behavior Analysis.  Dr. Wallace is the past president of the California Association for Behavior Analysis.  She has been a Board Certified Behavior Analyst in the State of Florida since 1993 and a National Board Certified Behavior Analyst since 2000.  Dr. Wallace provides consultation locally\, across the United States\, and internationally.  Dr. Wallace is one of the authors of a premier textbook in behavior analysis (Behavior Analysis for Lasting Change)\, is the first author of an introductory textbook (Introduction to Applied Behavior Analysis for Behavior Therapist and other Practitioners) and co-author on a behavioral consultation book (Behavioral Consulting Improving Client and Consultee Learning and Behavior) and a book on the use of a behavioral approach for preventing problem behavior (Preventing Problematic Behavior in the Home\, in School\, and at Work).  She has over fourteen first authored publications\, thirty-six co-authored publications\, and has presented over 325 presentations.  Her current research interests are related to the refinement of assessment and treatment methodologies with respect to behavior problems\, parent and staff training\, the acquisition of verbal behavior\, and real-world application of applied behavior analysis. \n  \n \n \n \n \n \n Dorothea C. Lerman\, PhD\, BCBA-D\, LBA - Disseminating Behavior-Analytic Procedures to Non-Behavioral Professionals: Current Research at the University of Houston\, Clear Lake\n Disseminating Behavior-Analytic Procedures to Non-Behavioral Professionals: Current Research at the University of Houston\, Clear Lake\nAbstract:\nBehavior analysts have a long history of training non-behavioral professionals to implement behavior-analytic procedures. However\, the most effective training modalities are often the least efficient\, which may prohibit the dissemination of our science to large numbers of professionals and encourage trainers to rely on largely ineffective approaches. The presenter will discuss research and practice in this area with two types of professionals. First\, the presenter will describe research from her lab that aimed to train law enforcement officers to interact more successfully with individuals with autism spectrum disorder. Results suggested that abbreviated behavioral skills training (BST) provided in a group format was highly effective and a necessary supplement to more traditional forms of instruction. Next\, the presenter will describe ongoing research from her lab that aims to train dental and medical professionals to promote compliance when providing routine exams to adults with NDD. Results thus far suggest the efficacy of brief BST provided in a virtual group format.  The presenter will conclude with implications of the findings and directions for future research. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe behavior-analytic procedures recommended for law enforcement officers and medical professionals to engage successfully with individuals with NDD.\nDiscuss challenges related to training non-behavioral professionals.\nIdentify potentially more efficient yet effective training approaches.\n\n\nPresenter Bio:\nDorothea Lerman is currently a Professor of Behavior Analysis at the University of Houston – Clear Lake\, where she chairs the master’s program in behavior analysis and serves as Director of the UHCL Center for Autism and Developmental Disabilities (CADD). She received her doctoral degree in Psychology from the University of Florida\, specializing in behavior analysis. Her areas of expertise include autism\, developmental disabilities\, early intervention\, functional analysis\, teacher and parent training\, and treatment of severe behavior disorders. She currently oversees several programs at CADD\, including a focused intervention program for children with autism\, a vocational program for adults with disabilities\, a student support program for college students with autism\, and a teacher training program for local school districts. Dr. Lerman has published more than 100 research articles and chapters\, served as Editor-in-Chief for The Journal of Applied Behavior Analysis and Behavior Analysis in Practice and has secured more than $2 million in grants and contracts to support her work. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B.F. Skinner Award for New Researchers\, awarded by Division 25 of the American Psychological Association. She also was named a Fellow of the Association for Behavior Analysis-International in 2008. Dr. Lerman is a Licensed Behavior Analyst and a Board Certified Behavior Analyst. \n \n \n \n \n \n Jon E. Krapfl\, PhD - Leading from Behind\n Leading from Behind\nAbstract:\nThe presentation reviews some of the characteristics of organizations that provide a sound basis for enduring performance and organizational success.  The paper looks at organizational culture as a fundamental controlling element of behavior\, and then reviews some of the major factors that enhance or damage the organizational culture.  The paper looks at organizational value propositions\, differentiation\, benefits v. attributes identification\, and organizational communication\, then provides a behavior analytic approach to the identification\, evaluation and design of these elements as they apply to organizational change and strategy design and implementation.  Examples of consulting on these variables are provided.  Leading from behind is essentially the process of behavioral consulting on these underlying conditions which play such a strong role in an organization’s operations and success. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDevelop an understanding of the role value propositions in organizations.\nIdentify the constituencies that must be maintained for organizational success.\nAssist organizations in the design\, evaluation\, and implementation of the metafactors that play a significant role in organizational success.\n\n\nPresenter Bio:\nJon E. Krapfl has spent an entire career on the intersection of business and psychology. After operating a construction business in the 1960s\, he obtained a Ph.D. in clinical psychology from the University of Missouri in 1967. By 1969\, he began directing training programs first at Drake University\, and then as chair at West Virginia University\, and as director of the Systems Center at the University of Houston. He also developed a number of treatment centers for the states of Missouri\, Iowa\, and West Virginia. From 1980-1997\, Dr. Krapfl was president of Corporate Behavior Analysts\, Inc.\, a consulting firm of behavioral psychologists with a worldwide client base\, headquartered in Chicago\, IL. After retiring for several years\, he became associate dean and chief operating officer of the Mason School of Business at the College of William & Mary\, a position from which he retired in 2012. His primary interests have been in business strategy\, business cultures\, leadership\, and instruction in higher education. \n \n \n \n \n \n Florence D. DiGennaro Reed\, PhD\, BCBA-D\, LBA - Practical Ways to Train and Support Human-Service Staff\n Practical Ways to Train and Support Human-Service Staff\nAbstract:\nPerformance 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. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe the benefits of a pyramidal training approach.\nIdentify and describe the components of behavioral skills training as part of an evidence-based approach to performance management of staff.\nDiscuss results of studies evaluating ways to enhance resource efficiency of recommended training practices.\n\n\nPresenter Bio:\nDr. 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 a Professor in the Department of Applied Behavioral Science at the University of Kansas where she serves as departmental chairperson and directs the Performance Management Laboratory. Her research examines effective and efficient staff training and performance improvement practices. Florence has published 90 articles and book chapters and two edited books on a variety of topics including training\, performance management\, assessment\, and intervention. With co-authors Drs. Gregory Madden and Derek Reed\, Florence recently published a textbook titled An Introduction to Behavior Analysis. Moreover\, Florence has been an Associate Editor for Journal of Applied Behavior Analysis\, Journal of Behavioral Education\, and Behavior Analysis in Practice. \n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB®  SUPERVISION Learning CEUs (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 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees 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. \nAPA Approved Sponsor \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nIMPORTANT NOTES:\nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance. \nEach 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. \nStart with the Evaluation Process here. \nRecording links were emailed from be**********@***il.com on Monday\, November 21 at 4:20 pm (EST). IF you did not receive\, contact Rebekah Pavlik at pa****@******or.org. \nThe deadline for completing the online evaluation and code quiz is Monday\, December 5\, 2022*. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org) \nThe Cambridge Center will process Certificates in two batches. One immediately following the conference for those completing the process without home-study and one within 30 days of December 5\, 2022*\, the deadline for home-study through recordings. Your certificates come from be**********@***il.com. \n*Recording and deadline dates have been changed since originally posted. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n LOCATION\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. \nIN-PERSON: \nWoodruff Auditorium \nWOODRUFF AUDITORIUM\nUniversity of Kansas\nKU Memorial Unions (Building)\n1301 Jayhawk Boulevard\nLawrence\, KS 66045\n \nVisit here for an interactive campus map\, or here for a downloadable PDF version.\n \nVIRTUAL: \nInstructions with Zoom link & password to be emailed from be**********@***il.com the by Wednesday\, November 9. If you did not receive\, contact Rebekah Pavlik by end of day Thursday\, November 10. \nKU Memorial Union Google Map: \n \n \n REGISTER\n \n \n \n \n \n Thank You to Our Gold Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsors\n \n \n \n \n \n \n \n \n \n \n \n Bierman Autism Centers is a place where young kids engage in play to learn foundational skills they can build on such as self-advocacy and communication. We recognize that every kid’s success is unique\, and our one-on-one approach allows us to drive progress\, measurable outcomes\, while each child is advancing on their own terms. \nOur team is dedicated to making learning welcoming and fun by erasing the line between learning and play. Kids at our centers enjoy taking on new challenges and become motivated as they learn new skills. Our approach ensures kids become confident and empowered lifelong learners. \nThe Bierman circle of care and support includes the whole family\, not just the child. We empower parents through training and collaboration. Learn more about Bierman Autism Centers. \n \n \n \n \n \n \n \n \n \n \n \n The Evergreen Center is a residential school in Massachusetts with community living options for students with developmental disabilities. \nEvergreen believes children will develop to their maximum potential when instruction is woven through daily activities and living environments. Learn more about Evergreen Center. \n \n \n \n \n \n \n \n \n \n \n \n Journeys Autism Center offers families center-based\, one-to-one ABA services in South Bend\, Indiana. ABA provides each client with individualized and ongoing programming to promote pro-social skills that increase independence in all areas of development. Targeted skills are broken down into smaller parts and taught using a variety of data-driven and systematic approaches. Our philosophy is based around the idea that although no child with autism learns the same\, leading with ethical practices and a client-centered process can help clients achieve the best possible outcome. It is essential for our clients to experience positive social interactions with peers and adults in an increasing number of settings. Learn more about Journeys Autism Center. \n \n \n \n \n \n \n \n \n \n \n \n Melmark is committed to providing exceptional applied behavior analytic services to every individual\, every day. With a vision to expand and raise the quality of service delivery systems throughout the country by disseminating and replicating the Melmark Model of Program Development and Clinical Treatment\, Melmark embraces the following core commitments: Compassionate Care\, Integrity in Everything We Do\, Highly Skilled Workforce\, Evidence-Based Practices\, Unified Culture\, and Best Outcomes. Learn more about Melmark. \n \n \n \n \n \n \n \n \n \n \n \n Given the growing need to provide specialized\, high-quality intervention for individuals diagnosed with autism spectrum disorder (ASD)\, the Progressive Behavior Analyst Autism Council™ provides credentialing programs that preserve and promote a progressive approach to applied behavior analysis (ABA) as a treatment method for ASD. These programs use a rigorous and defensible combination of assessment formats to recognize individuals who meet a high standard of practice. Learn more about the Council. \n \n \n \n \n \n Thank You to Our Bronze Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Since 1998 we’ve helped thousands of behavior analysts become Board-certified\, primarily through the CBA Learning Module Series\, our premier exam prep and curriculum supplement for behavior analysts in training. We’ve helped our clients achieve success by applying the scientific principles and methods of applied behavior analysis to the development of self-paced online instructional content and software. More specifically\, we use goals and specific measurable objectives to teach the discriminations necessary to ensure that those objectives are learned. We then provide plenty of practice to ensure fluency and maintenance. Learn more about Behavior Development Solutions (BDS). \n \n \n \n \n \n \n \n Schedule\n \n Speaker Bios & Abstracts\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies \n \n \n \n \n Regina A. Carroll\, PhD\, BCBA-DAssociate Director of the integrated Center for Autism Spectrum Disorders and the Director of the Autism Care for Toddlers Clinic \n \n \n \n \n Michele Wallace\, PhD\, BCBA-DProfessor & ABA Program Coordinator\, California State University\, Los Angeles \n \n \n \n \n Dorothea Lerman\, PhD\, BCBA-D\, LBAProfessor of Behavior Analysis and Director\, Center for Autism & Developmental Disabilities \nCollege of Human Sciences and Humanities\, University of Houston\, Clear Lake \n \n \n \n \n Jon E. Krapfl\, PhDRetired Associate Dean & Chief Operating Officer\, Mason School of Business\, College of William & Mary \n \n \n \n \n Florence D. DiGennaro Reed\, PhD\, BCBA-DProfessor & Chair of the Department of Applied Behavioral Science\nUniversity of Kansas URL:https://behavior.org/event/leadership-supervision-2022/ LOCATION:University of Kansas\, KU Memorial Union\, Lawrence\, KS\, 66045\, United States CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2021/09/KU_Supervision5.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=UTC:20220805T083000 DTEND;TZID=UTC:20220805T170000 DTSTAMP:20260421T025204 CREATED:20211012T191540Z LAST-MODIFIED:20220824T144656Z UID:14255-1659688200-1659718800@behavior.org SUMMARY:10th Annual ETHICS in Professional Practice Conference DESCRIPTION:The post-conference attendee verification process for continuing education has closed. Contact Rebekah Pavlik if you have any questions.\nIMPORTANT POST-CONFERENCE CONTINUING EDUCATION INFORMATION: \nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance. \nEach presentation had three (3) unique codes. You were instructed to capture the codes. You now 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. \nPresentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Tuesday\, August 9. The deadline for completing the online evaluation and code quiz is Tuesday\, August 23. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org) \nThe Cambridge Center will process Certificates in two batches. One the week following the conference for those completing the process without home-study (August 9th am) and one after Tuesday\, August 23\, the deadline for home-study through recordings. \nStart the process with your evaluation of our conference: \nhttps://forms.gle/iTyo7VSUdNPVCLWP8 \nCHECK YOUR SCORE after completing the code quiz submission form. If you did not get all 6 correct\, you may edit your response. You need to get all six presentation codes correct to earn your continuing education certificate. \nDownload PDF with visual of the process \nDEADLINE: Tuesday\, August 23\, 2022 Midnight (EST) \n____________________________________ \n \n \n \n \n \n \n\nA one day conference featuring leaders in the fields of Psychology\, Business\, Autism and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. (9:00 am Start – 5:15 pm Finish – See Schedule) \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \nSchedule \nPresenter Bios & Abstracts \n  \n\n\n \n \n \n \n \n \n \n Invited Presenters\n \n \n \n \n \n Patrick C. Friman\, PhD\, ABPP: No Such Thing as a Bad Boy: The Circumstances View of Problem Behavior\n Patrick C. Friman\, PhD\, ABPPDirectorBoys Town Center for Behavioral Health \nNo Such Thing as a Bad Boy:  The Circumstances View of Problem Behavior\nAbstract:\nFrom the beginning of recorded time human beings have assigned blame to persons who misbehave. The first prominent person to make an alternative case was Father Edward J. Flanagan\, the founder of Boys Town\, who proclaimed there was “no such thing as a bad boy\, only bad environment\, bad modeling\, and bad teaching”  in other words\, bad circumstances. This paper will refer to this perspective as the Circumstances View of problem behavior and anchor it as the foundational idea for the field of behavior analysis. This talk will discuss the origins of the Circumstances View\, the benefits that result from its adoption\, reasons why its adoption is not more widespread\, and suggestions for disseminating it more widely. Although this talk is not specifically focused on ethics\, it will include ethics relevant points. For example\, it will argue that superior ethical outcomes can be obtained by using prescriptions (i.e.\, what to do) rather than proscriptions (i.e.\, what not to do). \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe the similarities between the philosophies of father Edward J Flanagan and BF Skinner.\nDescribe at least three ways the circumstantial view of behavior improves difficult situations.\nDescribe at least three reasons why these circumstances view of behavior is not more widely used.\n\n\nPresenter Bio:\nDr. Patrick C. ​​F​riman received his Ph.D. from the University of Kansas. He is the current Vice ​President of ​Outpatient Behavioral Health Services and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. \nHe was formerly on the faculties of Johns Hopkins\, University of Pennsylvania\, and Creighton Schools of Medicine. He was also formerly the Director of the Clinical Psychology Program at University of Nevada as well as the Associate Chairman of the Department of Psychology. \nDr. Friman is the former Editor of the Journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He is also on the editorial boards of eight peer reviewed journals. He has published more than 180 scientific articles and chapters and three books. \nThe primary focus of his scientific and clinical work in is in the area of 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. \nHe also specializes in consultation regarding workplace issues such as motivation\, dealing with difficult people\, change\, and pathways to success. As an example of the impact of his work\, following a publication on child sleep problems\, the American Medical Association ​invited him to headline a press conference in New York City where he was presented to the press by the Surgeon General of the United States. \n \n \n \n \n \n Barbara Heidenreich: We Belong Together. How Behavior Analysts and Animal Care Professionals Can Help Each Other Improve Welfare\n Barbara HeidenreichAdjunct Clinical InstructorTexas A&M UniversityVeterinary Medicine & Biological Sciences \nWe Belong Together. How Behavior Analysts and Animal Care Professionals Can Help Each Other Improve Welfare\nAbstract:\nContemporary animal training\, especially in the zoological community\, focuses on improving welfare by teaching animals to cooperate in medical care\, to participate in daily care\, and by addressing undesired behavior. Training desired responses is also a part of improving welfare of animals involved in conservation education programs\, scientific studies\, and conservation initiatives. There has been a heavy emphasis on practical application which has often led to excellent mechanics as well as creative applications. This can include exquisite shaping skills\, quick fading of prompts\, communication with organisms with which there is no shared verbal language\, and the development of innovative shaping plans. Animal caregivers also successfully establish behaviors through protective barriers and without physical contact when working with potentially dangerous animals. Additionally\, these are all applied with a wide variety of learners (from rabbits to rhinos). However\, this has often been accomplished without the benefit of literature review or without input from those with expertise in the field of behavior analysis. Recently\, as more collaborations and communications have transpired between behavior analysts and animal care professionals\, inspiring developments have occurred in the animal training industry. These include improved interventions to address undesired behaviors\, better understanding of behavior-change procedures\, clarifications of the learning processes\, and introductions to programs (such as the constructional approach) that can lead to improved practices. These are leading to significant changes in the animal training community. Animal trainers’ expertise in practical application and behavior analysts’ scientific rigor are informing each other in inspiring new ways that have the potential to advance welfare for many learners. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\n\nIdentify specific behavior change practices implemented by those working with animals that can potentially improve learner welfare. \n\n\nIdentify specific resources and/or developments in the field of behavior analysis that can potentially improve learner welfare\, especially for those working with animals. \n\n\nChoose at least one practice\, resource\, and/or development to further study\, implement\, or disseminate to facilitate the objective of advancing learner welfare. \n\n\n\nPresenter Bio:\nBarbara Heidenreich is an animal training consultant specializing in exotic animals. She consults worldwide working with zoos\, universities\, veterinary professionals\, and conservation projects. She has worked onsite with over 80 facilities in 27 countries. She is an adjunct instructor at Texas A & M University. She has authored two books and contributed to four veterinary textbooks. She is a co-author of two Fear Free® Avian Certification Courses. Much of her work focuses on training exotic species to cooperate in medical care. She operates the online education program www.AnimalTrainingFundamentals.com. This virtual learning program features award winning courses\, tracks to guide professional development\, verifiable badges to share and prove course completion\, community\, and more. Barbara is an advisor for the Animal Training Working Group and the Parrot Taxon Advisory Group for the European Association of Zoos and Aquariums. She has provided her expertise to conservation projects The Kakapo Recovery Program and The Borneo Orangutan Survival Foundation. She has a Bachelor of Science in zoology and has begun the journey towards a Master of Science in applied behavior analysis. Her goal is to leave behind a legacy of kindness to animals by sharing her expertise. \nYou can find her complete credentials at https://animaltrainingfundamentals.com \n \n \n \n \n \n Cody Morris\, PhD\, BCBA-D\, LBA: Toward an Understanding of Assent with Individuals with Communication Difficulties \n Cody Morris\, PhD\, BCBA-D\, LBAAssistant Professor\, Salve Regina University \nToward an Understanding of Assent with Individuals with Communication Difficulties\nAbstract:\nSeeking and obtaining assent from clients and research participants is an important component of behavior analytic practice and research. However\, typical assent procedures primarily rely on spoken and written communication\, which may not be feasible for individuals with significant communication difficulties. Thus\, practitioners serving individuals with autism spectrum disorder and related developmental disabilities who have limited communication abilities may need to utilize alternative methods for seeking assent. The purpose of this presentation is to introduce assent and related concepts\, discuss the importance of assent\, and propose practical strategies for obtaining assent with clients who cannot assent through traditional means. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe assent and the reason it is important.\nDescribe the critical components of assent.\nAdapt assent procedures to fit their client’s needs.\n\n\nPresenter Bio:\nDr. Cody Morris is an Assistant Professor\, Graduate Program Director of Behavior Analysis\, and Chair of the IRB at Salve Regina University. He earned his doctorate in Psychology: Behavior Analysis at Western Michigan University. \nThe overarching goal of Cody’s research and clinical focus is improving the practice of behavior analysis. To this end\, Cody’s research has two major concentrations. The first and primary concentration is improving assessment and treatment methodologies for severely challenging behavior in applied settings. The second concentration is addressing organizational issues related to the delivery of behavior analysis. \nCody has published works in prominent behavior analytic journals\, including the Journal of Applied Behavior Analysis\, Behavior Analysis in Practice\, and the Journal of Organizational Behavior Management. He has served as a Reviewer for multiple behavior analytic journals and a Guest Associate Editor for Perspectives on Behavior Science and Behavior Analysis in Practice. Currently\, Cody is the Director of the Executive Board for the Rhode Island Association for Behavior Analysis and the Executive Producer and Host of Behavior Analysis in Practice- The Podcast. \n \n \n \n \n \n Kimberly A. Schreck\, PhD\, BCBA-D: Navigating an Ethical\, Behavioral Worldview in Uncharted or Hazardous Waters\n Kimberly A. Schreck\, PhD. BCBA-DProfessor of PsychologySchool of Behavioral Sciences and EducationPenn State Harrisburg \nNavigating an Ethical\, Behavioral Worldview in Uncharted or Hazardous Waters\nAbstract: \nNavigating clinical ABA practice can be difficult with ongoing exposure to the variety of non-ABA interventions\, marketed and packaged ABA interventions\, and newly developed ABA applications. On their clinical journey\, behavior analysts may encounter hazardous situations (e.g.\, requests to use non-evidence based treatments within collaborative situations or surviving attacks against ABA) or unclear and uncharted waters (i.e.\, possibly appropriate and ethical\, but not yet scientifically supported treatments). Navigating these uncharted\, and possibly hazardous\, waters requires significant ethical knowledge and strategies. This presentation will provide participants with information about (a) how behavior analysts may be struggling within their clinical practices\, (b) the obstacles they may encounter resulting in ethical misdirection\, (c) ethical guidelines related to the necessity for scientific\, evidence-based clinical practice\, and (d) navigational strategies to lead them to ethical behavior. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nIdentify trends in behavior analysts’ use of evidence-based and non-evidence based treatments and obstacles to ethical behavior.\nIdentify the ethical guidelines related to using non-evidence and evidence-based treatments in behavior analysis practice.\nProvide strategies for navigating these uncharted and hazardous waters.\n\n\nPresenter Bio:\nDr. Kimberly Anne Schreck is a Professor of Psychology at Penn State Harrisburg.  She studied Psychology at Capital University in Bexley\, OH\, and earned her doctorate at The Ohio State University – specializing in intellectual and developmental disabilities. Dr. Schreck is a licensed Psychologist and a Board Certified Behavior Analyst-Doctoral Level.  After completion of her doctorate\, Dr. Schreck held a Pediatric Psychology Post-Doctoral Fellowship at the Nationwide Children’s Hospital in Columbus\, Ohio.   While there\, she specialized in assessment and treatment of children with intellectual and developmental disabilities and early intensive behavioral intervention in autism. \nDr. Schreck started as an Assistant Professor of Psychology at Penn State Harrisburg in 1999.  In her first two years at Penn State\, Dr. Schreck co-created the Applied Behavior Analysis Master’s degree at Penn State Harrisburg and served as the Professor in Charge of the program for approximately 13 years.  She also served as the first Chair of the Social Science and Psychology Division at Penn State Harrisburg. \nDr. Schreck’s clinical and research interests include ethical practices and evidence-based treatment\, autism (e.g.\, feeding and sleep)\, intellectual and developmental disabilities (e.g.\, MPS-IIIA)\, interventions for skill acquisition\, and children’s behavior issues. \nDr. Schreck has become increasingly interested in studying why people choose to use non-scientifically supported treatments. She and her students have studied influences on treatment choice such as media\, professional recommendations\, and colleague persuasion that may convince parents and professionals to use these treatments. Dr. Schreck has published over 30 articles\, reviews\, and portions of books and given 100s of presentations in the areas of her research interests. While serving on several editorial review boards and as a guest reviewer for a variety of psychology and behavior analysis journals\, Dr. Schreck also served as a past associate editor of Behavioral Interventions. \n \n \n \n \n \n TV Joe Layng\, PhD: Is There Such a “Thing” as Ethics? What a Contingency Analysis Suggests\n TV Joe Layng\, PhDGenerategy\, LLC andAdjunct Professor and Doctoral Advisor\, Endicott College \nIs There Such a “Thing” as Ethics? What a Contingency Analysis Suggests (A Joint Presentation with Dr. Andronis)\nAbstract:\nMuch of the discussion of ethics and ethical behavior begins with what may be referred to as ethical values and principles. Philosophers have wrestled with what precisely defines ethics. On one hand ethics has been viewed as the moral principles that govern a person’s behavior\, and on another it is the field of study which investigates moral behavior. Students taking ethics classes are often presented with “moral choice\,” situations such as the train diversion dilemma. Their arguments as to the course of action and the feelings that emerge become the focus of discussion. We suggest that ethics as a thing\, whether as a set of guiding principles or as a field of study\, does not exist. This is particularly true for arguments that ethics represent absolute good. Even so\, the attempt to act ethically lies at the base of every profession. As Wittgenstein said\, “Ethics so far as it springs from the desire to say something about the ultimate meaning of life\, the absolute good\, the absolute valuable\, can be no science. What it says does not add to our knowledge in any sense. But it is a document of a tendency in the human mind which I personally cannot help respecting deeply and I would not for my life ridicule it.” We propose that instead of describing what is or is not ethical\, we advocate examining the consequential contingencies responsible for creating and following codes of conduct\, their change over time\, and how conflicting contingencies can result in what might be described as conflicting ethical conduct. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe the role absolute goodness plays is in guiding ethical behavior.\n\nDescribe how consequential contingencies determine ethical guidelines and the implications of such guidance. \n\n\nDistinguish between apparent and genuine assent and the implications for analyzing the contingencies governing professional conduct. \n\n\n\nPresenter Bio:\nT. V. Joe Layng is a Fellow of the Association for Behavior Analysis International and was the 2020 recipient of the APA: Division 25 Fred S. Keller Behavioral Education Award. Joe has over 50 years of experience in the experimental and applied analysis of behavior with a particular focus on the design of teaching/learning environments. He earned a Ph.D. in Behavioral Sciences (biopsychology) at the University of Chicago. At Chicago\, working with pigeons\, he investigated animal models of psychopathology\, specifically the recurrence of pathological patterns (head-banging) as a function of normal behavioral processes. Also working with pigeons\, Joe collaborated with Paul Andronis and Israel Goldiamond on investigating the production of untrained recombinant\, complex symbolic repertoires in pigeons from simpler behavioral components\, a process they described as contingency adduction. Joe has extensive clinical behavior analysis experience with a focus on ambulatory schizophrenia\, especially the systemic as well as topical treatment of delusional speech and hallucinatory behavior. In 1984 he founded Enabling Technologies\, a software firm which was one of the first to use gamification to teach business software\, as well as an array of business products and advanced 3D modeling software. In the 1990s\, Joe was Director of Academic Support and then Dean at Malcolm X College in Chicago where he founded the award winning Personalized Curriculum Institute. In 1999\, he co-founded Headsprout where Joe led the scientific team that developed the technology that formed the basis of the company’s patented Early Reading and Reading Comprehension online reading programs used by millions of children\, for which he was the chief architect. Joe has spent the last several years mentoring students\, and interested investigators and practitioners in nonlinear contingency analysis. He has published over 50 articles or chapters\, a range of software applications\, coauthored a self-instruction book on Signal Detection Theory for behavior analysts and recently coauthored the book Nonlinear Contingency Analysis: Going Beyond Cognition and Behavior in Clinical Practice. Joe is currently a partner in Generategy\, LLC. \n \n \n \n \n \n Paul T. Andronis\, PhD: Is There Such a “Thing” as Ethics? What a Contingency Analysis Suggests\n Paul T. Andronis\, PhDEmeritus ProfessorDepartment of Psychological ScienceNorthern Michigan University \nIs There Such a “Thing” as Ethics? What a Contingency Analysis Suggests (A Joint Presentation with Dr. Layng)\nAbstract:\nMuch of the discussion of ethics and ethical behavior begins with what may be referred to as ethical values and principles. Philosophers have wrestled with what precisely defines ethics. On one hand ethics has been viewed as the moral principles that govern a person’s behavior\, and on another it is the field of study which investigates moral behavior. Students taking ethics classes are often presented with “moral choice\,” situations such as the train diversion dilemma. Their arguments as to the course of action and the feelings that emerge become the focus of discussion. We suggest that ethics as a thing\, whether as a set of guiding principles or as a field of study\, does not exist. This is particularly true for arguments that ethics represent absolute good. Even so\, the attempt to act ethically lies at the base of every profession. As Wittgenstein said\, “Ethics so far as it springs from the desire to say something about the ultimate meaning of life\, the absolute good\, the absolute valuable\, can be no science. What it says does not add to our knowledge in any sense. But it is a document of a tendency in the human mind which I personally cannot help respecting deeply and I would not for my life ridicule it.” We propose that instead of describing what is or is not ethical\, we advocate examining the consequential contingencies responsible for creating and following codes of conduct\, their change over time\, and how conflicting contingencies can result in what might be described as conflicting ethical conduct. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\n\nDescribe the role absolute goodness plays is in guiding ethical behavior. \n\n\nDescribe how consequential contingencies determine ethical guidelines and the implications of such guidance. \n\n\nDistinguish between apparent and genuine assent and the implications for analyzing the contingencies governing professional conduct.  \n\n\n\nPresenter Bio:\nPaul Andronis earned the B.S. and M.S. in Zoology at Western Illinois University\, and M.S. and Ph.D. in Biopsychology at The University of Chicago under the tutelage of Prof. Israel Goldiamond.  At Chicago\, he and Joe Layng collaborated on several projects\, including: experimental work with pigeons on contingencies of social behavior and on control of self-injurious behavior by positive reinforcement contingencies; a training program in behavior analysis for mental health workers at a State of Illinois mental health facility; and as Systems Analysts at the University of Illinois Medical Center in Chicago\, where they and a team of behavior analysts successfully implemented a hospital-wide computer information system.  Afterwards\, he\, Joe Layng\, and others from Goldiamond’s lab  founded a software company focused mainly on productivity products\, featuring advanced control-analysis strategies for user-testing with attention to the critical stimulus control relations involved.  He then completed a three-year USPHS Postdoctoral Research Fellowship in Psychiatry at The University of Chicago\, and concurrently held part-time appointments as Instructor in behavioral sciences departments at Chicago\, Northeastern Illinois University\, Roosevelt University\, and the Chicago School of Professional Psychology (where he received the Excellence in Teaching Award).  He was subsequently appointed full-time as Assistant Professor of Clinical Psychiatry at the Chicago Osteopathic Medical School where he established a new behavioral medicine program and trained psychiatry residents and interns in applications of behavioral contingency analysis to clinical problems.  Soon thereafter\, he was recruited back to the faculty of The University of Chicago\, with primary appointment as Assistant Professor of Clinical Psychiatry in Behavioral Medicine (Department of Psychiatry)\, and joint appointments in the Department of Medicine (Section on Gastroenterology)\, in the Committee on Biopsychology (Department of Behavioral Sciences)\, and in the College.  In Fall 1990\, he was hired by the Department of Psychology at Northern Michigan University (NMU)\, with primary responsibilities for teaching courses in experimental and applied behavior analysis\, training students in behavioral research and intervention\, and coordinating the Behavior Analysis concentration area\, for which after ten years he was awarded the NMU Distinguished Professor Award.  In addition to his teaching\, academic work\, and running his basic research (human\, pigeon\, and cockroach) laboratories at NMU\, he was also sought out for consultation by outside programs delivering treatment for children with autism\, adults with cognitive deficits and mental illnesses\, and by Headsprout\, Inc.\, a large software company specializing in online instructional programs.  After the sale of Headsprout\, Joe Layng and he then partnered in a new educational software company\, Generategy LLC\, and recently coauthored a book (with Awab Abdel-Jalil and Trent Codd) on nonlinear contingency analysis and Goldiamond’s Contructional Approach in clinical settings.  Professor Andronis retired last June after thirty years at NMU\, and was granted status as Professor Emeritus of Psychological Sciences. \n \n \n \n \n \n Patricia Wright\, PhD\, MPH: Working Upstream\n Patricia Wright\, PhD\, MPHExecutive DirectorProof Positive: Autism Wellbeing Alliance \nWorking Upstream\nAbstract:\nThe intent of applied behavior analysis (ABA) is to improve the human condition. There is an increasing call for ABA to expand its sphere of influence and address issues of societal importance. Working “upstream\,” addressing social determinants of health (SDoH)\, the conditions in which people are born\, grow\, live\, work\, and play)\, can answer this call. SDoH are frequently used as a framework to improve overall health and wellbeing at a global\, national\, and local level. Influencers such as the World Health Organization and Healthy People 2030 organize their interventions within the SDoH framework. This session will discuss SDoH and encourage the use of upstream interventions to address health disparities prevalent in marginalized populations including autistic individuals. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nRecall categories of social determinants of health.\nCompare social determinants of health and the practice of applied behavior analysis and determine intersections.\nDiscuss the application of upstream intervention to the practice in applied behavior analysis.\n\n\nPresenter Bio:\nDr. Patricia Wright’s commitment to ensuring all individuals with autism have access to effective services and supports has guided her work for more than 35 years\, from her earliest responsibilities as a special educator\, to state and national-level program management. Specific examples of her advocacy include the management in the design of a statewide system of support for children with autism for the state of Hawaii\, several years as the National Director of Autism Services for Easter Seals\, her industry positions leveraging technology\, and her current role at Proof Positive\, spreading the science and skills of happiness. \nDr. Wright has held advisory roles for a number of professional associations and advocacy groups\, including the Organization for Autism Research’s Scientific Council\, the Executive Committee for the Friends of the Center for Disease Control and Prevention\, Board of Directors for the Association of Professional Behavior Analysts and the Autism Society Panel of Professional Advisors. She has been asked to provide expert testimony at Congressional Hearings and is a frequent contributor in the media\, raising awareness of effective intervention for those living with disabilities. \nDr. Wright completed her PhD and Master of Public Health from the University of Hawaii. Her research focuses on the delivery of evidence-based interventions in community-based settings and healthcare access for people with disabilities. \n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB®  ETHICS Learning CEUs (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 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees 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. \nAPA Approved Sponsor \nPsychology 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. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees 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 MW*******@******nc.org. \nIMPORTANT NOTES:\nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance. \nEach 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. \nThe link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Tuesday\, August 9. The deadline for completing the online evaluation and code quiz is Tuesday\, August 23. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org) \nThe Cambridge Center will process Certificates in two batches. One immediately following the conference for those completing the process without home-study and one after Tuesday\, August 23\, the deadline for home-study through recordings. \nStart the process with your evaluation of our conference: \nhttps://forms.gle/iTyo7VSUdNPVCLWP8 \n  \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n Location - Endicott College\, Beverly\, MA and online\n 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. \nFor In-Person:\nEvent Venue: Cleary Lecture Hall\, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map \nThe Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus\, you need to download and print out the parking permit for your vehicle. \nEnter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you. \nCOVID Related \nEndicott College is operating in accordance with state and local government requirements and is abiding by CDC recommendations regarding COVID-19. \nMasks are now optional on the Endicott campus regardless of vaccination status. Individuals are encouraged to do what they are comfortable with in regard to mask wearing and are asked to respect others. \nFor virtual attendance:\nThe Zoom meeting link and access information was from be**********@***il.com the week of the conference. And for those who didn’t open\, it was re-mailed from pa****@******or.org (Rebekah Pavlik). IF you did not receive\, email pa****@******or.org. \n  \n  \n \n  \n \n \n \n \n \n Thank You to Our Gold Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Invited Speakers:\nSpeakers are subject to change. \n \n \n \n \n \n \n Patrick C. Friman\, PhD\, ABPPDirector\, Boys Town Center for Behavioral Health \n \n \n \n \n Barbara HeidenreichAdjunct Clinical Instructor\nTexas A&M University\nVeterinary Medicine & Biological Sciences \n \n \n \n \n \n Cody Morris\, PhD\, BCBA-D\, LBAAssistant Professor\, Salve Regina University\n \n \n \n \n \n Kimberly A. Schreck\, PhDProfessor of Psychology\nSchool of Behavioral Sciences and Education Penn State Harrisburg\n \n \n \n \n \n TV Joe LayngCE Course & Workshop Instructor\nABA Technologies\, Inc. \n \n \n \n \n Paul T. Andronis\, PhDEmeritus Professor\nDepartment of Psychological Science\nNorthern Michigan University \n \n \n \n \n Patricia Wright\, PhD\, MPHExecutive Director\nProof Positive: Autism Wellbeing Alliance URL:https://behavior.org/event/10th-annual-ethics-in-professional-practice-conference/ LOCATION:Endicott College Campus\, Beverly\, Massachusetts\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2022/06/Ethics2022-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220430 DTEND;VALUE=DATE:20220501 DTSTAMP:20260421T025204 CREATED:20210512T141422Z LAST-MODIFIED:20231204T144750Z UID:12920-1651276800-1651363199@behavior.org SUMMARY:15th Annual Conference on Autism & Related Disorders: Research-Based Solutions DESCRIPTION:Thank you for attending our 15th Annual Conference on Autism & Related Disorders: Research-Based Solutions! \nBACB Learning CEU Certificates were emailed on Tuesday\, May 31\, 2022. Psychology CE Credits emailed on Wednesday\, June 1\, 2022. The Certificates were emailed from be**********@***il.com OR pa****@******or.org. IF you did not receive your certificate\, contact Rebekah Pavlik at pa****@******or.org \n  \n \n Speaker Bios & Presentations Doc (PDF for Download)\n \n Schedule\n \n \n \n \n \n Tara Fahmie\, PhD\, BCBA-D: Rethinking the Safety of Functional Analyses\n Rethinking the Safety of Functional Analyses\nViagra: How to take and how long does it work?How to take Viagra tablets correctly: \n  \nOrally\, on an empty stomach – coated tabletsOrally with water or without water – tablets dispersible in the mouth.Recommended dose 50 mg per oral intake60 min before sexual activity this linkfrequency of dosing – not more than once a daymaximum daily dose 100 mgRecommended dose may be decreased to 25 mg or increased to 100 mg\, depending on efficacy\, tolerability\, and patient’s disease \nData from a study of the drug showed that increasing the dose to 200 mg did not increase the effect\, but there were more frequent side effects (headache\, “hot flashes”\, dizziness\, stomach problems\, nasal congestion\, visual disturbances). \n\nAbstract:\nDespite the clear benefits of conducting functional analyses of severe behavior\, safety precautions may drive clinicians to seek alternative and less valid methods of assessment. In this presentation\, I will review research relevant to the safety of functional analyses; provide an overview of practical strategies to improve safety based on this research; and discuss a few ongoing studies that may contribute to future improvements in safety. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nCompare the safety risks and benefits of conducting a functional analysis.\nIdentify at least three ways to improve the safety of a functional analysis.\nDescribe at least two novel applications of precursor analyses.\n\n\nPresenter Bio:\nDr. Tara Fahmie\, BCBA-D is an Associate Professor and Associate Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe-Meyer Institute. Dr. Fahmie received her bachelor’s degree in Psychology from the University of Florida in 2005. She received her Master’s degree in Applied Behavioral Sciences from the University of Kansas under the mentorship of Dr. Gregory Hanley in 2007. She received her PhD from the University of Florida in Behavior Analysis under the mentorship of Dr. Brian Iwata in 2012. Between 2012 and 2020\, Dr. Fahmie was a faculty member of the Psychology Department at California State University\, Northridge. In 2021\, Dr. Fahmie joined the Severe Behavior Program at the Munroe-Meyer Institute as an Associate Director. The Severe Behavior Program clinics provide assessment and treatment services to children with severe problem behaviors. The aim of services is to provide evidence-based behavioral assessment\, intervention\, and training to individuals and their caregivers\, focusing on decreasing problematic and maladaptive behaviors and teaching functional\, alternative behaviors using the principles of Applied Behavior Analysis. \nDr. Fahmie specializes in the assessment and treatment of problem behavior and has experience providing these behavioral services in various settings (homes\, schools\, residential programs\, clinics). At California State University\, Northridge\, Dr. Fahmie directed the Functional Assessment and Healthy Behavior (FAHB) clinic and research lab\, which provided low- or no-cost access to assessment and treatment services in an outpatient university setting and in collaboration with local schools and autism agencies. In addition\, Dr. Fahmie regularly consults with service providers in her local community and internationally to assist in the development and implementation of evidence-based\, best practice strategies for the assessment and treatment of problem behavior. Dr. Fahmie focuses on training and consultation models that are culturally informed and sustainable. Dr. Fahmie also investigates assessment and intervention strategies that will prevent minor forms of problem behavior from escalating in severity. \nDr. Fahmie thoroughly enjoys mentoring students and professionals from various backgrounds and strives to provide an inclusive training environment that embraces diverse perspectives. \n \n \n \n \n \n Alice Shillingsburg\, PhD\, BCBA-D: Strengthening Gestures: A Critical Component to Building Robust Communication Skills for Autistic Children\n Strengthening Gestures: A Critical Component to Building Robust Communication Skills for Autistic Children\nAbstract:\nThe use of gestures in early child development is highly related to the development of language and communication. Research has repeatedly shown that children who are later diagnosed with autism use fewer gestures to point things out to others (i.e.\, show and share) and to request things from others (i.e.\, mand). Recent research has shown that these differences can be seen even before 12 months of age. Given the altogether lower levels of gestures observed in children with autism and the important role they play in learning language and other important social interaction skills\, early intervention programs should focus on developing gestures as foundational to building robust communication repertoires. This presentation will provide an overview of how gestures are related to language development\, how providers may inadvertently diminish gestures\, how to implement procedures to strengthen and improve gestures\, and how to capitalize on gestures as an active ingredient in quality mand training for children diagnosed with autism. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe how early gesture use is related to later language outcomes.\nDescribe how gesture use differs in early childhood development for children with and without autism.\nDescribe the importance of indicating responses in quality mand training.\n\n\nPresenter Bio:\nDr. Shillingsburg serves as Senior Vice President of Children’s Clinical Services and Training at May Institute\, providing clinical leadership to all children’s programs including the May Center Schools and our home- and center-based services. She holds a joint appointment as Assistant Director of the National Autism Center at May Institute. \nDr. Shillingsburg received her PhD in clinical psychology from Auburn University and completed her pre-doctoral internship and post-doctoral fellowship at the Marcus Autism Center. She previously served as the Director of the Language and Learning Clinic at the Marcus Autism Center and was Associate Professor at Emory University in the Division of Autism and Related Developmental Disabilities. \nDr. Shillingsburg is a licensed psychologist and Board Certified Behavior Analyst (BCBA) at the doctoral level. Her clinical expertise includes the development of language and behavioral programming to address a variety of behavioral difficulties and social communication deficits associated with autism and other developmental disabilities. \nDr. Shillingsburg has published over 45 empirical papers on interventions for children with developmental disabilities. She is currently an Associate Editor of the Journal of Applied Behavior Analysis and an editorial board member for Focus on Autism and Other Developmental Disabilities. She is a a former Associate Editor of The Analysis of Verbal Behavior. \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-D: Ethical Issues in Autism: Reflections on Bombs\, Bits\, and Babies\n Ethical Issues in Autism: Reflections on Bombs\, Bits\, and Babies\nAbstract:\nHow the spectrum of autism is conceptualized\, diagnosed\, and treated has changed dramatically over the years.  In this presentation we will examine some of the ethical quandaries that were encountered along the way\, which ones are prevalent today\, and which ones may predominate in the future.   Chaskel Leib  (Leo) Kanner emigrated from what is now the Ukrane in 1924.  Beginning in 1938\, he began chronicling the lives and behaviors of 11 children that resulted in his seminal paper “Autistic Disturbances of Affective Contact” (Kanner\, 1943).  Kanner was driven\, in part\, by his horror at the way state hospital patients were treated after being summarily released and assigned work as domestic servants.  His work was foundational in helping draw distinctions between what he called “Autism” and other conditions like schizophrenia. However\, Kanner had difficulty understanding why most of the children he encountered there came from parents that had highly successful careers in science and noted that many of them had an “unaffectionate dynamic” in dealing with their kids.  Another Prominent Psychiatrist\, Bruno Bettelheim took this one step further in advancing the notion of a “refrigerator mom” as a causative agent in Autism.   This myth plagued much of discussions surrounding autism in in the decades that followed. \nAnother immigrant\, Ole Ivar Lovaas\, established the Young Autism Project at UCLA in 1962.  By 1987\, he published a study (since expanded) that showed 9/19 autistic children in his clinic developed spoken language and were placed in “regular” education classes.  His follow up in 1993 found that 8 of those children had maintained their gains and were “indistinguishable from their typically developing peers”.  Dr. Lovaas was more concerned with what the children in his care needed to learn (and teaching in ways that that learn) than he was with focusing on their disability.   However\, the goal of making an autistic person indistinguishable from their peers has met with significant backlash from autistic advocates who would prefer that these children grow up to be “an autistic adult who is happy\, healthy and living a self-determined life”.  This issue is still being hotly debated and it highlights the ethical quandaries faced by some in the ABA field.  We will examine some of those issues. \nFrom Kanner’s paper to Helen Clancy\, et al in 1969\, through the current DSM 5\, there have been significant changes in what is and what is not included in the diagnosis of autism.  Without agreement on what constitutes the condition\, researchers are at a distinct disadvantage in terms of isolation etiological components.  However\, most modern explanations of the etiology of profound autism suggest a genetic component.  The research here is still emerging\, but it is gaining in strength.  In 2012\, Jennifer Doudna and Emmanuelle Charpentier published their finding that CRISPR-Cas9 could be programmed with RNA to edit genomic DNA.  This led in part to their Nobel Prize in Chemistry in 2020.  This technology has caused great hope and great concern.  In the not too distant future the ability of parents to “design” their babies may become a reality.    We will discuss some of the ethical issues involved and how they might impact the current state of neurodiversity. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nlist two pioneers in the treatment of autism.\nlist three major ethical dilemmas that exist today in the treatment of autistic children.\nwrite a paragraph discussing the pro’s and potential cons of genetic engineering in regards to autism spectrum disorders.\n\n\nPresenter Bio:\nDr. Holdsambeck is a licensed psychologist with 45 years of clinical experience delivering services to people with developmental disabilities\, including those on the autism spectrum. He was one of the first in the nation to become board certified in behavior analysis (#0007). The company he founded\, Holdsambeck Behavioral Health\, employs over 100 clinicians serving 1000+ individuals annually in California and Hawaii.  Previously he served his country as a Captain in the Air Force Reserves and his community as a tenured professor of psychology. 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 International\, 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\, Omnibus as well as volumes I\, II\, and III).  In addition to the activities mentioned above\, Dr. Holdsambeck is currently serving in his 9th year as the Executive Director of the prestigious Cambridge Center for Behavioral Studies™. \n \n \n \n \n \n Chunying S. Jin\, PhD\, BCBA-D: Assessment and Treatment of Sleep Problems in Children Diagnosed with Autism Spectrum Disorders\n Assessment and Treatment of Sleep Problems in Children Diagnosed with Autism Spectrum Disorders\nAbstract:\nSleep problems are prevalent among children and adolescents diagnosed with autism spectrum disorder (ASD). These problems are unlikely to abate without treatment\, resulting in adverse long-term effects on the daytime functioning and wellbeing of individuals with ASD\, their siblings\, parents\, and others. Understanding and addressing sleep problems requires viewing behavior that facilitate and disrupt healthy sleep through the lens of a contingency. Functional Behavior Assessment (FBA) is an iterative process designed to identify reinforcement contingencies that maintain falling asleep and those that maintain problem behavior that interfere with sleep onset. Through this process\, caregivers and clinicians are more equipped to craft an individualized\, function-based\, and consumer-friendly treatment programs for individuals diagnosed with ASD whose sleep is chronically disturbed. The goal if this presentation is to (a) discuss the core behavioral model of sleep\, (b) describe a functional behavior assessment process for sleep problems in children diagnosed with ASD\, (c) identify current evidence-based interventions for sleep problems associated with ASD\, and (d) discuss strategies for designing personalized\, comprehensive\, socially acceptable sleep interventions and prevention strategies. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe common sleep problems of children diagnosed with ASD.\nUnderstand the reinforcement contingencies maintaining falling asleep and problem behavior that interferes with sleep onset.\nDescribe evidence-based treatments for sleep problems in children with ASD and steps to designing a function-based\, individualized\, and consumer-friendly sleep interventions.\n\n\nPresenter Bio:\nChunying Jin PhD\, BCBA-D currently serves as a lecturer at the department of psychology at California State University\, Northridge and teaches for the M.S. ABA program at CSUN. Dr. Jin received her undergraduate training in behavioral psychology at the University of California\, San Diego and received her doctoral degree in Behavior Analysis under the mentorship of Dr. Gregory Hanley at Western New England University. Prior to her current post at CSUN\, Dr. Jin resided in New England and served as an assistant professor of psychology at Eastern Connecticut State University and a teaching fellow at Western New England University. She has been applying the principles of learning to improve the lives of individuals of typical development and individuals with developmental disabilities for over 10 years. Dr. Jin has published in areas such as the assessment and treatment of sleep problems in young children and function-based interventions for severe problem behavior associated with autism. Her research and clinical interests include assessment and treatment of sleep problems\, behavioral pediatrics\, child development and early life skills\, pedagogical tactics in higher education\, and function-based interventions. \n \n \n \n \n \n Joyce Tu\, EdD\, BCBA-D: Severe Behavior Services: Taking a Multidisciplinary Approach on Intensive Case Management for Individuals with Profound Autism and Other Diagnoses \n Severe Behavior Services: Taking a Multidisciplinary Approach on Intensive Case Management for Individuals with Profound Autism and Other Diagnoses\nAbstract:\nPast research has shown that individuals with autism and other diagnoses could benefit from ABA intervention. Although ABA services are often provided in the individual’s home\, individuals with profound autism and other diagnoses might require more than traditional in-home ABA intervention. Profound autism is a relatively new term not yet adopted by most clinicians and researchers nor defined by diagnostic manuals or tools; however\, it is a term that is being used to describe individuals with autism who require 24-hour support throughout their lives. The current presentation includes three participants with various referral concerns\, such as\, self-injurious behavior\, property destruction\, aggression\, and encopresis. Prior to starting treatment\, an intensive case management team collaborated with other professionals to address barriers to access ABA treatment (e.g.\, housing\, transportation\, legal matters\, and access to other health professionals). These results highlight the importance of intensive case management as a vessel to address environmental and ecological barriers for ABA treatment. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDefine “multidisciplinary” approach.\nIdentify at least three social determinants of health (SDOH) on autism treatment outcomes.\nIdentify at least three different ways on intensive case management for individuals with profound autism.\n\n\nPresenter Bio:\nDr. Joyce C. Tu is a Board Certified Behavior Analyst with a doctorate in educational psychology from West Virginia University\, specializing in applied behavior analysis (ABA).  She has over twenty years’ experience as both a behavior analysis professor and a practitioner — teaching behavior analysis in universities and providing ABA services\, training\, workshops and supervision for parents and professionals working with individuals with developmental disabilities in the U.S. and abroad. \nDr. Tu’s specialization and research interests are chiefly in verbal behavior\, specifically\, joint control and its role in listeners’ behavior.  She has authored several peer-reviewed publications and serves as a behavior analysis journal reviewer.  Additionally\, in 2011\, Dr. Tu co-authored a Chinese-language textbook published by Peking University Press\, including chapters on topics such as shaping\, prompting/fading\, chaining and generalization. \nOver the past 20 years\, Dr. Tu has held workshops and speaking engagements for national and international professional organizations such as the Ai You Foundation\, ABA International (ABAI) and the California Association for Behavior Analysis (CalABA).  Dr. Tu has served on CalABA’s Board of Directors\, including as its President\, and she currently serves as President of the B.F. Skinner Foundation. \nIn the private sector\, Dr. Tu was founder and director of Center for Behavioral Sciences\, Inc. for 16 years.  CBS was an ABA provider with over 100 employees throughout California.  The company was acquired by Easterseals Southern California (ESSC) in 2019\, and Dr. Tu became ESSC’s Vice President of Clinical Transformations\, Autism Services. \nDr. Tu is also the founder and director of ABA Unlimited\, Inc. (ABAU)\, a behavior analysis consulting and continuing education provider.  In 2021\, ABAU entered a contract with Peking University School of Medical Education in Beijing to develop a new verified ABA course sequence\, with Dr. Tu designing and teaching the courses. \nIn 2003\, Dr. Tu co-founded Applied Behavior Consultants-China\, which trained approximately 200 administrators\, teachers\, parents and behavior interventionists to provide behavioral services to children with autism. Through this organization\, ABA classrooms in China were established for children with autism aged three to 12\, an underserved population otherwise assigned to general education. \n \n \n \n \n \n Jill C. Dardig\, EdD & William L. Heward\, EdD\, BCBA-D: Contracting: A Positive Way to Improve Family Dynamics and Learn New Skills\n Contracting: A Positive Way to Improve Family Dynamics and Learn New Skills\nABSTRACT:\nFirst developed in the 1970s\, contingency contracting is a behavior change strategy that identifies a task to be completed and a reward to follow successful accomplishment of the task. Numerous research studies have demonstrated the effectiveness of contracting to improve behavior and teach new skills to children\, with and without disabilities\, in home\, school\, and community settings. Using children’s stories\, examples of contracts used by families to help children with and without disabilities fulfill household responsibilities\, learn new skills\, get ready for school in the morning\, and make friends at school will be presented. Attendees will receive materials for developing\, implementing\, and evaluating contracts that were field-tested by more than 300 families. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nState the purpose and give an example of each part of a behavior contract: Task\, Reward\, Task Record\, Official Seal\, and Signatures.\nDescribe how parents and their children can use three lists to identify tasks and select rewards for family contracts.\nIdentify three common reasons why family contracts fail.\n\n\nPresenter Bios:\nJill C. Dardig\, EdD\, is Professor Emerita of Education at Ohio Dominican University where she trained special education teachers for 30 years. During a sabbatical\, Jill was a consultant at Centro da Vilariñha\, a program that taught daily living and vocational skills to teenagers and young adults with developmental disabilities\, in Porto\, Portugal. She has been a visiting professor at Keio University in Tokyo\, Japan and presented workshops for teachers and parents in Europe\, South America\, and Asia. Dr. Dardig has written several books and other publications about and for parents including Involving Parents of Students with Special Needs: 25 Ready-to-Use Strategies (Corwin Press\, 2008). \nWilliam L. Heward\, EdD\, BCBA-D\, is Professor Emeritus in the College of Education and Human Ecology at Ohio State University. He has taught at universities in Brazil\, Japan\, Portugal\, and Singapore and given lectures and workshops in 22 other countries. A Past President and Fellow of the Association for Behavior Analysis International\, Bill’s publications include co-authoring the books\, Applied Behavior Analysis (3rd ed.\, Pearson\, 2020) and Exceptional Children: An Introduction to Special Education (12th ed.\, Pearson\, 2022). Awards recognizing Dr. Heward’s contributions to education and behavior analysis include the Fred S. Keller Behavioral Education Award from the American Psychological Association’s Division 25\, the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies\, and the Distinguished Psychology Department Alumnus Award from Western Michigan University. \n  \n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis 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.) \n \nBACB®  Learning CEUs (6.0 – INCLUDING 1.0 ETHICS): 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 \nAttendees 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. SEE BELOW. \n  \nAPA Approved Sponsor \nPsychology 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. \nAttendees 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 MW*******@******nc.org. \nIMPORTANT NOTE:\nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance. \nEach 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. \nThe link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links to be emailed by Tuesday\, May 3. The deadline for completing the online evaluation and code quiz is Tuesday\, May 17. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org.) \nYou must start the process with your evaluation of our conference.\nhttps://docs.google.com/forms/d/e/1FAIpQLSf7paI7zhRwRGxq4hXhlIeUjxPuxtCgfvDVK-J7uBg0DcJ2Bw/viewform?usp=sf_link \nIf you complete your evaluation and miss the link for the code-quiz submission form: \nhttps://docs.google.com/forms/d/e/1FAIpQLScBZM3iSGiD3_Nz5xcF4Adnq8wzKWX5NGAj-BoFGJqWY-W78A/viewform?usp=sf_link \nIf you would like a visual aid\, click here for a PDF of the process. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n LOCATION\n HOTEL CORQUE400 Alisal RoadSolvang\, CA 93464(805) 688-8000Website: www.hotelcorque.com \nTo book a room: Call the Hotel Corque Customer Care Center at 800-248-6274 and ask for the Cambridge Center for Autism rate. The Center is open 6:00am – 11:00pm\, 7 days a week. \nDeadline:  April 1\, 2022 \n \n \n \n \n \n Refund Policy\n Cancellation Policy:  \nIn-Person Registration: If you are unable to attend after registering for in-person attendance\, you are welcome to send a substitute. Written cancellations received on or before April 10\, 2022 will be accepted\, minus a $25 cancellation fee. Contact Rebekah Pavlik at pa****@******or.org \nVirtual Registration: \nPlease pay attention to time zone differences. Refunds will not be given for cancellations received less than 24-hours of our conference start time.   \nWe are offering access to the recording of the presentations for two weeks after the conference date. It is your responsibility to view the recording within that time frame and complete the attendance verification process through evaluation and code-submission quiz completion. CCBS will not offer refunds to individuals who missed the virtual conference or did not view the recordings and satisfactorily complete the required attendance process. \nEvent Recording Access Period Extension Requests: \nWe understand that personal issues sometimes interfere with the ability to finish watching and completing the attendance verification process of an event within the recording access period (14 days). \nIf an extension is due to medical illness or other serious circumstances that would prevent a person from contacting CCBS\, no charge will be assessed for the extension. If the request is not submitted within 14 days of the conference we will do our best to accommodate but cannot guarantee availability. Contact Rebekah Pavlik at pa****@******or.org. \n \n \n \n \n \n Thank You to Our Sponsors\n \n \n \n \n \n \n \n \n \n Banking the Central Coast Way\nWe live\, work and play on the Central Coast just like you do. Which means we also understand your needs when it comes to finances. Let us put your money into the Central Coast context\, rather than a cookie-cutter solution. A national bank doesn’t understand what it’s truly like here on the Central Coast – bank confidently. \n \n \n \n \n \n \n \n \n \n \n \n About Beacon Day School\nBeacon Day School (BDS) is a California non-public school for children with autism and related disorders. BDS is fully accredited by the California Department of Education and serves students from school districts across Southern California. BDS was founded in 2004 by Dr. Mary Jo Lang\, a clinical psychologist and fellow autism parent\, who recognized the unique and diverse academic\, social\, emotional\, and physical needs of the autism population and set out to create a safe\, compassionate\, nurturing school community dedicated to improving the lives of students and their families. \n \n \n \n \n \n \n \n \n \n \n \n \n \n Support the Mission of the Cambridge Center for Behavioral Studies by becoming a Sponsor of our Conference.   \n Sponsorship Opportunities & Benefits\n \n Schedule\n \n Speaker Bios & Presentations Doc (PDF for Download)\n \n \n \n \n \n Introduction by\nCambridge Center for Behavioral Studies Board of Director Member:\n \n \n \n \n \n \n Janet S. Twyman\, PhD\, BCBA\, LBAblast: A Learning Sciences Company \n \n \n \n \n Invited Speakers:\nSpeakers are subject to change. \n \n \n \n \n \n \n Tara Fahmie\, PhD\, BCBA-DUniversity \nNebraska Medical Center’s Munroe-Meyer Institute\n \n \n \n \n \n Alice Shillingsburg\, PhD\, BCBA-DMay Institute \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies \n \n \n \n \n Chunying S. Jin\, PhD\, BCBA-DCalifornia State University\, Northridge \n \n \n \n \n Joyce Tu\, EdD\, BCBA-DEasterseals of Southern California\nand the BF Skinner Foundation\n \n \n \n \n \n Jill C. Dardig\, EdDOhio Dominican University \n \n \n \n \n William L. Heward\, EdD\, BCBAThe Ohio State University \n Schedule URL:https://behavior.org/event/15th-annual-conference-on-autism-related-disorders-research-based-solutions/ LOCATION:Hotel Corque\, Solvang\, CA CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2021/12/Autism2022-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20211112 DTEND;VALUE=DATE:20211113 DTSTAMP:20260421T025204 CREATED:20201118T212607Z LAST-MODIFIED:20230719T120335Z UID:11713-1636675200-1636761599@behavior.org SUMMARY:Behavioral Science: Applications in Leadership & Supervision Conference 2021 DESCRIPTION:POST-CONFERENCE INSTRUCTIONS FOR CONTINUING EDUCATION\n IMPORTANT CONTINUING EDUCATION INFORMATION:\n \nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance.\n \nEach presentation will have three 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.\n \nThe link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions again.\n \nThe deadline for completing the online evaluation and code quiz is Monday\, November 22\, 2021 at 12 midnight (Eastern). Recordings will be available for 10 days post-conference. Links to recordings to be emailed Saturday morning\, November 13. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org.)\n \nCertificates will be emailed from be**********@***il.com within 30 days of Monday\, November 22 (Deadline for completion)\n \nClick on the link below to start the process with your evaluation of our conference.\n \nhttps://docs.google.com/forms/d/e/1FAIpQLSdG_5oYzZE3ua8cNKXVgPktghjMRcvbyj4REa7JU8At5GI9qw/viewform?usp=sf_link\n \n \n \n \n \n Friday\, November 12 – In-Person in Lawrence\, Kansas OR Online Virtually\nA one-day conference featuring leaders in the field of Applied Behavior Analysis\, Organizational Behavior Management\, and Autism\, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds\, BCBAs\, BCaBAs & RBTs) and other professionals\, such as psychologists\, teachers\, and special educators. \n \n REGISTER\n \n SCHEDULE\n \n DOWNLOAD PRESENTER & CONTINUING EDUCATION PDF\n \n \n \n \n \n Raymond G. Miltenberger\, PhD\, BCBA-D - The Limits of Staff Management: What Happens When You’re Not There?\n The Limits of Staff Management: What Happens When You’re Not There?\nAbstract:\nThis presentation will discuss the issue of reactivity in staff management research. The potential problem is that the effects of staff management interventions are evaluated when a researcher is present to collect data\, thus risking reactivity to observation as a potential confounding variable in much of the research. The talk describes the issue of reactivity and the need for better assessment of staff performance that does not pose the risk of reactivity. The presentation discusses research on reactivity in staff management that illustrates the problem\, discusses potential solutions to the problem\, and calls for more research to address the problem. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe reactivity as it may occur in staff management.\nDescribe research that evaluates reactivity in staff management.\nDescribe why reactivity is a problem in research and practice.\nDescribe possible solutions to the problem of reactivity.\n\n\nPresenter Bio:\nRay Miltenberger received his Ph.D. in clinical psychology from Western Michigan University in 1985 after completing a predoctoral internship in developmental disabilities and behavioral pediatrics from the Kennedy Institute at Johns Hopkins University School of Medicine. He was a professor of psychology at North Dakota State University from 1985 to 2006. \nHe is currently a professor in the Department of Child and Family Studies and the Director of the Applied Behavior Analysis programs at the University of South Florida. Dr. Miltenberger is a former President of the Association for Behavior Analysis International and the Society for Advancement of Behavior Analysis\, and has served on the Executive Committee of the Florida Association for Behavior Analysis. He serves or has served on the editorial boards of Journal of Applied Behavior Analysis\, Journal of Behavioral Education\, Behavioral Interventions\, Journal of Positive Behavioral Interventions\, and Education and Treatment of Children. \nDr. Miltenberger also has been the Literature Review Editor for Education and Treatment of Children\, an associate editor for Education and Treatment of Children and Behavior Analysis in Practice\, and a guest associate editor for Journal of Applied Behavior Analysis and Behavior Analysis: Research and Practice. Dr. Miltenberger’s research in applied behavior analysis focuses on teaching safety skills to children and individuals with disabilities\, ABA approaches in health\, fitness\, and sports\, analysis and treatment of repetitive behavior disorders\, and functional assessment and treatment of problem behaviors. He has published over 250 journal articles and chapters\, has co-edited a text on analysis and treatment of tics and repetitive behavior disorders\, and has written a popular behavior modification textbook\, now in its sixth edition and published in six languages. \nDr. Miltenberger\, a Fellow of the Association for Behavior Analysis International and the American Association for Advancement of Science\, has received a number of awards for his teaching\, research\, and mentoring.\n \n \n \n \n \n Lori Diener-Ludwig\, PhD - Shaping Vital Behaviors of Leaders to Achieve Organizational Results\n Chief Human Performance Engineer\, Performance Ally \nShaping Vital Behaviors of Leaders to Achieve Organizational Results\nAbstract:\nThe consistent\, collective actions of leaders can significantly impact an organization’s results. In a meta-analysis of multiple organizations conducted by Dr. Laura Methot and her colleagues\, results showed that behavioral variability in core leadership behaviors accounted for more than half of the variance in employee behaviors. Specifically\, when 85% or more of leaders build fluency in performance-focused behaviors\, up to a 52% increase in employee behavioral momentum can be realized (a measure of the rate of behavior change over time). The collective momentum of leadership and employee behavior change can generate superior results at the organizational level. Sustaining these results requires consistent performance coaching by leaders and alignment across leaders in the organization. This presentation will share some techniques to shape collective vital behaviors of leaders to create and sustain behavioral momentum and discuss future research opportunities. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nIdentify three basic things employees need to align their behaviors to reliably execute business strategy that leaders struggle with.\nDescribe at least one technique to measure the quality of leader performance coaching.\nIdentify examples of leader vital behaviors.\n\n\nPresenter Bio:\nDr. Lori Diener-Ludwig is known as a world-class expert in behavioral systems design because of her unique ability to help organizations manage complexity and execute their strategy with Organizational Behavior Management (OBM) solutions. She is the Chief Human Performance Engineer and a co-founder of Performance Ally\, an organization whose mission is to create happy\, high-performing workplaces with their app\, Ally Assist\, a real-time performance management enterprise solution. Her leadership in developing this app is indicative of her longtime efforts to mainstream the science of OBM in ways that help companies harness the tremendous power of human performance. \nPrior to joining Performance Ally\, Lori spent 20+ years working across numerous industries such as automotive\, human services\, medical diagnostics\, non-profit\, oil and gas\, and print in companies of all sizes\, from global Fortune 500s\, creative start-ups\, non-profits to local small businesses. The scope of her projects ranged from designing large scale performance-based learning strategies and programs for global clients to leading non-profit and small-business leaders in the development of strategic plans\, impact metrics dashboards\, and core strategies. She has transformed dozens of organizations by helping them build their value and grow their revenue\, gain new strategic partnerships\, develop compelling marketing messaging\, increase collaboration\, and focus on the execution of strategic plans. \nLori is also the founder of Performance Blueprints\, an organization whose mission is to disseminate the science and practice of Behavior Systems Analysis to optimize the impact of organizations. Performance Blueprints nudges the science forward through numerous peer-reviewed publications\, edited books\, research\, conference presentations\, book chapters\, and professional activities within the University of North Carolina and Western Michigan University systems\, the Association for Behavior Analysis International\, Cambridge Center for Behavioral Studies\, Organizational Behavior Management Network\, and the Journal of Organizational Behavior Management. In 2014\, Performance Blueprints was honored to receive the Geary Rummler Award for the Advancement of Performance Improvement from the International Society for Performance Improvement. \nLori earned her B.S. in Psychology and Creative Writing\, M.S. in Industrial Organizational Psychology and Ph.D. in Applied Behavior Analysis from Western Michigan University. She currently serves as a Trustee of the Cambridge Center for Behavioral Studies\, President for the Organizational Behavior Management Network\, and a Board Member of Blue Ridge Women in Agriculture.\n \n \n \n \n \n Terry McSween\, PhD - Visible Leadership – What Do We Do\n Visible Leadership – What Do We Do\nAbstract:\nDr. McSween will review studies on safety and leadership and their implications for the practice of leadership.  Several studies show the importance of the front-line supervisors and their relationship with their direct reports.  The context of this relationship is predictive of both employee retention\, safety\, as well as other performance metrics.  Systems often impose administrative requirements that keep supervisors in their offices and prevent them from spending time in work areas.  Several studies show that effective leaders are the ones that spend the most time with their direct reports.  Bullying\, criticizing\, and nagging are common practices that damage relationship (often related to the emotional byproducts of negative reinforcement and punishment inherent in these practices).  Positive feedback is often viewed as the solution but can be ineffective in the context of a damaged relationship.  The solution is found in the kind of questions that get asked and the listening that occurs\, often prior to discussions of expectations or feedback. These practices are often more effective reinforcement than many of the simple positive feedback models taught by some practitioners. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe at least two common “systemic” barriers to effective leadership.\nDiscuss at least three practices that have a chilling effect on collaboration and problem solving.\nDescribe two or more practices that contribute to a leader’s effectiveness\n\n\n \nPresenter Bio:\nDr. Terry E. McSween is President and CEO of Quality Safety Edge\, an organization that helps improve business success and profitability through behavioral safety and safety leadership. Dr. McSween has received numerous awards for his work in safety improvement.  He received the 2009 Life Time Achievement and 2001 Significant Contribution awards from the Organizational Behavior Network. The American Society of Safety Engineers awarded him the Johnson & Higgins Scrivener Award for the outstanding technical article on safety.  His book\, The Values-Based Safety Process\, second edition\, was published in 2003 by John Wiley & Sons of New York\, NY and remains the best book on implementing behavior based safety in organizations. He also started and maintained the Behavioral Safety Now conference for over 25 years and represents the Cambridge Center for Behavioral Studies in working to integrate BSN into the Safety In Action conference. \n \n \n \n \n \n Amber Valentino\, PsyD\, BCBA-D - On Being a Banded Mongoose: Elevating Supervisory Practices for the Next Generation of Behavior Analysts\n On Being a Banded Mongoose: Elevating Supervisory Practices for the Next Generation of Behavior Analyst\nAbsstract:\nThe way in which supervision is delivered and experienced in our profession can influence the quality of services behavior analysts provide\, funding\, and the impression of our sciences to the general public.  This influence is particularly evident for the supervisory experience that occurs prior to an individual becoming professionally certified\, though it is relevant for any supervisory relationship. The supervision experience should be considered one that is far-reaching—above and beyond simply meeting a necessary requirement. Behavior analysts should honor the gravity of the role of a supervisor and take direct responsibility for ensuring supervision is of the highest quality. In the past 7-8 years\, we have made great strides in defining and further conceptualizing the role of a supervisor. However\, especially when compared to other professions\, our literature base on supervision is still quite new and our ideas still evolving.  In this presentation\, I will review pertinent literature on behavior analytic supervision and its implications. Then\, I will provide recommended supervision practices to help elevate your supervision to the next level. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nList at least 3 recommended supervision practices.\nDescribe 1 category of supervision research.\nList at least 2 areas that quality of supervision can impact.\n\n\nPresenter Bio:\nIn 2008\, Amber Valentino received a doctoral degree in clinical psychology from Xavier University in Cincinnati\, OH. She completed a predoctoral internship and postdoctoral fellowship at the Marcus Autism Center/Children’s Healthcare of Atlanta in Atlanta\, GA. After completion of her postdoctoral training\, she remained at the Marcus Autism Center\, serving as program coordinator of a community autism parent training program and as a senior psychologist in a language and learning clinic. \nIn 2012\, she transitioned to Trumpet Behavioral Health where she has held various leadership positions. She currently serves as the Chief Clinical Officer for Trumpet Behavior Health. In this role\, she oversees clinical services\, all research and training initiatives and builds clinical standards for the organization. Dr. Valentino’s clinical and research interests include the assessment and treatment of verbal behavior\, primarily in children with autism. She is also interested in evaluation of programming to address unique adaptive skill deficits\, and in developing standards for effective supervision in the field. \nDr. Valentino\, BCBA-D\, currently serves as an Associate Editor for Behavior Analysis in Practice and previously served as an Associate Editor for The Analysis of Verbal Behavior. She serves as a frequent guest reviewer for several behavior analytic journals.\n \n \n \n \n \n Timothy Ludwig\, PhD - Dysfunctional Practices that Kill Your Work Culture (and What to do About Them)\n Dysfunctional Practices that Kill Your Work Culture (and What to do About Them)\nAbstract:\nOur tendency is to blame workers for errors and label their personal failings as the cause of the error. Labeling does not solve problems that cause error and\, frankly\, it may all be an illusion of human perception leading us to false conclusions. Our human tendencies result in interactions that hurt the culture among our workers and the effectiveness of the systems we put in place to support them.  These tendencies build dysfunctional management practices that create fear associated with your workplace programs. I want to teach you a better way to analyze the behaviors of your employees to understand why they were put in a position to engage in the behaviors related to errors in the first place. Your system may be perfectly designed to promote risks and create error traps. We will build alternatives to labeling with dispassionate and actionable analyses to help build systems that help workers discriminate the best behaviors for the situation.  By analyzing the context of behavior we can discover ways to change your system to optimize behavior related to employee performance. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe the dysfunctional practices that harm work cultures including labeling\, blaming\, single data-point management\, and instilling fear through negative reinforcement.\nDefine behavior in the context of the work environment. We first define behaviors in a way that are as open to unbiased analysis as the elements of physics and chemistry. We define behavior as a dynamic variable\, reacting every moment along predictable paths in the context of environmental events.\nDescribe sources of Behavioral Variance such as behavioral variants of productive work behavior; those alternative competing behaviors that put your products and services at-risk.\nDiscriminate the context when analyzing the causes of behavior.  We analyze the work context behaviors to understand why the worker was put in position to take the risk and/or avoid the desired behavior.\nDetermine the system variable that need adapting to change behavior on a permanent basis across all workers.  We determine the management systems that need to be abolished\, adapted\, or built to change work contexts that encourage risk to ones that influence desirable decisions.\n\n\nPresenter Bio:\nTimothy Ludwig earned his Ph.D. at Virginia Tech under E. Scott Geller continuing his post-doctoral work in industrial engineering studying applications of W. Edwards Deming to quality and safety improvement.  Dr. Ludwig is a past Editor of the Journal of Organizational Behavior Management and former president of the Organizational Behavior Management Network.  His popular website Safety-Doc.com is a content-rich resource of safety culture stories\, blogs\, research\, videos\, and services.  Dr. Ludwig serves on the Board of the Cambridge Center for Behavioral Studies (CCBS) where he leads the Commission on Behavioral Safety that reviews and disseminates best-in-industry safety practices. \nDr. Ludwig is a Distinguished Graduate Professor at Appalachian State University where he teaches in the nationally recognized Industrial/Organizational Psychology and Human Resources Management Masters program. Dr. Ludwig’s teaching has been recognized with the North Carolina University Board of Governors’ Excellence award and has been inducted into the University’s Academy of Outstanding Teachers. \nDr. Ludwig is the author of over 50 scholarly articles in Organizational Behavior Management that empirically document the successes of methods to improve safety and quality in industry through behavior systems design. His books include Intervening to Improve the Safety of Occupational Driving (2001)\, Behavioral Systems: Understanding Complexity in Organizations (2010)\, Behavioral Science Approaches to Process Safety: A Response to Industry’s Call (2018)\, Dysfunctional Practices that Kill your Safety Culture (2018)\, and The Science and Practice of Behavioral Safety: Reducing Injury on the Front Line (in press). \nDr. Ludwig has over 30 years experience in research and practice in Organizational Behavior Management where he integrates empirical findings into his consulting. Within his consulting practice Dr. Ludwig has helped assess\, design\, and implement behavioral systems\, behavioral safety and quality improvement programs in over 50 companies worldwide.  Dr. Ludwig has delivered over 50 of his popular keynote presentations in 15 countries worldwide. \nDr. Ludwig’s book Dysfunctional Practices is available on Amazon and Audible. \n \n \n \n \n \n \n \n PANEL - Moderator Thomas Zane\, PhD\, BCBA-D - From Campus to Community: Considerations for Effective Supervision and Leadership\n From Campus to Community: Considerations for Effective Supervision and Leadership\nPanel Moderator: Thomas Zane\, PhD\, BCBA-D\, Director of Online Behavior Analysis ProgramsUniversity of Kansas. Department of Applied Behavioral Science \n \nClaudia L. Dozier\, PhD\, BCBA-D\, Department of Applied Behavioral Science\, University of Kansas \nPamela L. Neidert\, PhD\, BCBA-D\, Department of Applied Behavioral Science\, University of Kansas \nJomella Watson-Thompson\, PhD\, Department of Applied Behavioral Science\, University of Kansas \nABSTRACT:\nThe role of supervision in behavior analysis cannot be overestimated. Although the campus-based academic and knowledge preparation is important\, the community application of the principles of behavioral science is arguably more crucial. It is through the process of supervision that students\, new to behavior analysis\, will see the relevance of the academic knowledge to real-life application\, and have their clinical skills shaped most effectively. Given that questionable supervisory practices are the number one complaint sent to the ABA ethics hotline\, it is imperative for the proper development of the next generation of behavior analysts\, and for the continued development of our field\, that supervision is done effectively and ethically. The three panelists who will be speaking are all in the position of leading organizations in which supervision is extensively implemented. They will speak about their perspectives and practices regarding supervision of their students and employees in diverse contexts\, including community-based programs focusing on health and development\, center-based programs for young children with and without disabilities\, and research activities. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe some factors that influence effective supervision and leadership that are unique to academic and public contexts.\nDescribe at least three commonly-found supervisory problems in the community.\nDescribe at least three specific recommendations for effective supervisory and/or leadership competence.\n\n\nPanel Bios:\nThomas Zane\, PhD\, BCBA-D \nDr. 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. \nClaudia L. Dozier\, PhD\, BCBA-D \nDr. Claudia Dozier is a Professor in the Department of Applied Behavioral Science at the University of Kansas. Dr. Dozier received her bachelor’s degree from Florida State University\, master’s degree from University of Nevada\, Reno\, and her doctoral degree from the University of Florida. Dr. Dozier’s areas of research include assessment\, treatment\, and prevention of behavior disorders\, as well as schedules of reinforcement\, and preference for and reinforcer efficacy of stimuli (e.g.\, social interaction). Dr. Dozier is Co-Director of the Edna A. Hill Child Development Center at the University of Kansas. In addition\, she and her graduate students provide consultation services to a large residential program serving adults with intellectual and developmental disabilities where they also have a clinical research lab. She has served as an associate editor for the Journal of Applied Behavior Analysis and serves on the editorial boards of several other behavioral journals. In 2020\, Dr. Dozier received the Steeples Service to Kansans Award for her service to the people of Kansas as a purposeful extension of her teaching and research. Recently\, she and her colleagues received a $2.5 million federal grant to provide telehealth services to families with children with autism who engage in disruptive repetitive behavior. \nPamela L. Neidert\, PhD\, BCBA-D \nMy experience prior to joining the KU Faculty in 2008 generally has involved assessment and treatment of problem behavior and skill acquisition in children and adults with developmental disabilities.  As a result\, I am very interested in early intervention and prevention.  Currently\, my research focuses on strategies to facilitate development of critical skills in very young children and evaluate the effects of proactive approaches to prevent the emergence of problem behavior.  Specific areas of interest include facilitative strategies for the development of language\, social skills (imitation/attention)\, and self-help skills (sleeping\, toileting\, feeding) in both typically developing children and those at risk for\, or diagnosed with\, disabilities. \nJomella Watson-Thompson\, PhD \nDr. Thompson holds a Ph.D. in Behavioral Psychology and a Masters of Urban Planning from the University of Kansas. She applies behavioral science methods and interventions to improve how communities address issues related to community health and development. Her research has focused on neighborhood development\, healthy youth development\, and prevention\, including substance abuse and violence prevention. Dr. Thompson supports community capacity-building efforts to address social determinants of health through community-based participatory research in urban neighborhoods and disparate communities. She has researched the effects of community-based processes and intervention to promote mobilization and change in communities. Dr. Thompson has extensive experience providing training\, technical support and evaluation for community-based initiatives. Dr. Thompson has co-authored articles on community capacity-building\, youth development\, and prevention. She has been a consultant for several community coalitions and community-based initiatives. \n\n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® SUPERVISION Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis is a hybrid in-person and virtual conference. Recordings will be available for 10 days. (For those seeking Psychology CE Credits\, there is an additional testing process to be completed for asynchronous completion.) \n \nBACB® SUPERVISION Learning CEUs (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. Continuing Education Provider No.: OP-04-0058 \nAttendees must complete all six presentations in-person\, virtually or through recordings available for 10 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. \n  \nAPA Approved Sponsor \nPsychology 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. \nAttendees 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 MW*******@******nc.org. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \nPOST-CONFERENCE INSTRUCTIONS: For BOTH In-Person and Virtual attendance\, we need to verify your attendance IF you are seeking continuing education. \nEach presentation will have three 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. The link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. \nThe deadline for completing the online evaluation and code quiz is Monday\, November 22\, 2021 at 12 midnight (Eastern). Recordings will be available for 10 days post-conference. Links to recordings to be emailed Saturday\, November 13. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org.) \nClick on the link below to start the process with your evaluation of our conference. https://docs.google.com/forms/d/e/1FAIpQLSdG_5oYzZE3ua8cNKXVgPktghjMRcvbyj4REa7JU8At5GI9qw/viewform?usp=sf_link \n \n \n \n \n \n LOCATION\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. \nIN-PERSON: \nNOTE: This is a NEW room location – formerly Woodruff Auditorium – just 50 feet away! \nTHE JAYHAWK ROOM – LEVEL 5University of KansasKU Memorial Unions (Building) (Map below)1301 Jayhawk BoulevardLawrence\, KS 66045 \nKansas Union Campus Map and Parking Map \nPLEASE WEAR YOUR MASK – University of Kansas Event Health & Safety Guidelines Fall 2021 \nVIRTUAL: \nInstructions with Zoom link & password were emailed from be**********@***il.com the evening of Tuesday\, November 9. If you did not receive\, contact Rebekah Pavlik by end of day Thursday\, November 11. \nKU Memorial Union Google Map: \n \n \n REGISTER\n \n \n \n \n \n Local Hotels\n We do not have a roomblock available but there are several hotels nearby the University of Kansas campus in Lawrence\, Kansas. \nThe Oread\n1200 Oread Ave\nLawrence\, KS 66044\n785-843-1200 \nDoubletree by Hilton Hotel Lawrence\n200 McDonald Drive\nLawrence\, Kansas 66044\n785-841-7077\n \n \n \n \n \n A FREE Opportunity from our Gold Sponsor - Behavior Development Solutions \n \n \n \n \n \n \n Job Opportunities from our Silver Sponsor - The Evergreen Center \n \n \n \n \n \n \n Education Opportunities from our Silver Sponsor - Pyramid Educational Consultants \n \n \n \n \n \n \n Learn About our Silver Sponsor - Progressive Behavior Analyst Autism Council™ \n \n \n \n \n \n \n Learn About our Silver Sponsor - Organization for Autism Research \n \n \n \n \n \n \n Learn more about The EPIC School - Sponsor \n\n \n \n \n \n \n \n \n \n REGISTER\n \n SCHEDULE\n \n DOWNLOAD PRESENTER & CONTINUING EDUCATION PDF\n \n \n \n \n \n Presented by:\n \n \n \n \n \n \n \n \n \n \n \n Invited Speakers:\n \n \n \n \n \n \n Raymond G. Miltenberger\, PhD\, BCBA-DProfessor\, Department of Child and Family Studies and \nDirector\, ABA Program\, University of South Florida \n \n \n \n \n Lori Ludwig\, PhDPerformance Ally \n \n \n \n \n Terry McSween\, PhDQuality Safety Edge \n \n \n \n \n Amber Valentino\, PsyD\, BCBA-DChief Clinical Officer\nTrumpet Behavioral Health \n \n \n \n \n Timothy Ludwig\, PhDAppalachian State University\nSafety-Doc.com \n \n \n \n \n Thomas Zane\, PhD\, BCBA-DH.S. Pennypacker Chair of the Board\nUniversity of Kansas \n \n \n \n \n With opening remarks by:\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies \n REGISTER URL:https://behavior.org/event/leadership-supervision-2021/ LOCATION:University of Kansas\, KU Memorial Union\, Lawrence\, KS\, 66045\, United States CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2021/09/KU_Supervision5.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20210430 DTEND;VALUE=DATE:20210501 DTSTAMP:20260421T025204 CREATED:20200422T223244Z LAST-MODIFIED:20210608T004508Z UID:9719-1619740800-1619827199@behavior.org SUMMARY:14th Annual Conference on Autism & Related Disorders: Research-Based Solutions DESCRIPTION:INSTRUCTIONS for Conference Access\n \n Schedule\n \n Presenter Bios & Abstracts\n \n \n \n \n \n If you registered\, instructions (above) are available in PDF download format OR find them on the ABAC website through: https://abacnj.com/14th-annual-ccbs-autism-conference-faqs/ \nA one-day conference featuring leading experts in fields of Science\, Special Education\, and Autism Spectrum Disorders. \nOf benefit to Behavior Analysts\, Psychologists\, Teachers\, Speech-Language Pathologists\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers \n\nRegistration Fees\n\n\nRegistration Type\nFee\n\n\nStudent/Non-professional (No CEs)\n\n$50\n\n\n\nStudent/Non-professional – CEs Included\n\n$90\n\n\n\nProfessional – CEs Included\n\n$150\n\n\n\nGroup discounts available. Contact Rebekah Pavlik at pa****@******or.org.\n\n\n\n  \nNO CANCELLATION FEE. We will refund your fee up to 3 hours prior to the event. No cancellations will be accepted within 3 hours of start time or during the event. If you miss live you can access the recording for 10 days.\n \n REGISTER\n \n \n \n \n \n Location - Now Live Online\n Now an Online Live Conference* \nWe are so happy to be able to continue to offer this incredible opportunity to see some of the world’s top experts in the field present together on one day. Presented through our strategic partner\, ABAC\, participants will have a fully inclusive experience with no links to worry about with a personal portal where they will enter the conference. Certificates are available in the portal\, no waiting for an email. Limited access recordings of the events will be available in addition to the resources provided by our speakers. \nWe are confident that our partner ABAC\, a company with over 6 years experience and close to 400 live events hosted\, will provide a high-quality experience our conference attendees expect from CCBS. \nJoin us for what will be a truly unique autism conference experience with our six invited speakers! \n \n\n*Powered by: ABAC’s Learning Management System and Webinar Platform\n\nSave time and money on travel. Register early to reserve your seat for this unexpected but great opportunity!  \n \n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n Eric V. Larsson\, PhD\, LP\, BCBA-D: Using Dynamic Management to Get the Greatest Gains in Comprehensive ABA Treatment Programs for Children on the Autism Spectrum\n Using Dynamic Management to Get the Greatest Gains in Comprehensive ABA Treatment Programs for Children on the Autism Spectrum\nDownload PDF of Presentation\nDownload PDF of Dr. Larsson’s Bibliography\nAbstract:\nEach child who suffers from autism has different strengths\, weaknesses\, and needs. Because of this they respond differently to each ABA component intervention\, and their rate of progress changes as treatment proceeds. The aim of comprehensive\, recovery-oriented treatment is to continuously evaluate the individual child’s response to treatment and make immediate programing changes in order to accelerate their progress toward the completion of treatment. What this means is that the organization must be geared to efficiently identify and develop the most significant objectives for each different child in as short a time frame as possible. \nComplex treatment decisions are made at each point in treatment. How natural versus how structured should the treatment be this week? How much direct versus incidental teaching should be used? How much errorless versus correction procedures should be used? How much primary versus conditioned reinforcers should be used? What is the best proportion of group versus individual programming right now? What is the most appropriate level of intensity at this point in treatment? The risk of failing to make the right decisions is that overly restrictive training will not only fail to generalize or maintain\, but will impair the likelihood of future generalization or maintenance. \nThe ABA skills in the third year of programming are much more complex and varied than are those in the first year of programming. If we are still using the same procedures that we used six months ago\, then we haven’t made any progress. The challenge is to train parents and staff to use effective clinical judgment and make the programming decisions on a daily basis that support optimal rates of child behavior development. In addition\, the team leaders must possess the skills to optimally advance programs and objectives as the child’s behavior rapidly develops. The most efficient objectives will result in mastery of essential objectives that are genuinely generalized to all relevant natural interactions and will maintain without the need for artificial interventions. \nThe dynamic programming system utilizes functional data-collection system for staff management at both the child and system-wide levels. Dynamic self-feedback systems give staff daily\, weekly\, and 6-month feedback on the success of their treatment decisions\, enabling the most cost-effective therapy for achieving the best outcomes.  Key measures focus on generative responding\, acceleration toward single-trial mastery\, recombinative generalization\, and naturalization. A multi-layered matrix training system enables the dynamic management of the complex task analysis in the most effective manner. Throughout all of this task analysis and program management\, the fundamental concern is contingency management. The behavior must be part of an effective schedule of reinforcement\, that is highly managed to ensure that the reinforcement is as natural as possible\, as minimal as possible\, and as generalized as possible to all of the child’s natural social interactions 24 hours a day\, 7 days a week. \nThis presentation will cover both the molecular treatment decisions that one-to-one staff are making each day\, as well as the molar treatment decisions that supervisors are making each week and six-month interval. The overall results of this dynamic programming system across 18 years of implementation will be presented. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe components of a system for evaluating child response to treatment.\nDescribe environmental variables that influence current staff performance to the greatest extent.\nDescribe setting events that are likely to occasion staff performance.\nDescribe overall outcome measures for evaluating EIBI.\nDescribe results of the Lovaas comprehensive outcome research program.\n\n\nPresenter Bio:\nDr. Larsson is the Executive Director of Clinical Services at the Lovaas Institute Midwest\, where he implements the renowned program of intensive early intervention services with families of children who suffer from autism. He is a Licensed Psychologist and Board Certified Behavior Analyst. He is on the Clinical Faculty in the Psychology Department at the University of Minnesota and has an adjunct appointment in the Department of Applied Behavioral Science at the University of Kansas\, where he has supervised three successful doctoral dissertations. He served as Associate Research Director of the NIMH Multi-site Replication Study of the UCLA Young Autism Project. He is conducting a systematic research evaluation of the effects of the high intensity EIBI program\, with multiple emphases on parent training\, dynamic program management\, natural language development\, schedules of reinforcement\, and generalization of complex social behavior. \nDr. Larsson is the current President of the Association for Science in Autism Treatment\, and serves on numerous local boards and committees. He actively supports advocacy efforts to increase access to ABA services for autism. In 2013 he received the Provider of the Year Award from Autism Speaks in Washington\, DC\, and the Leadership Award from the California Association for Behavior Analysis (CalABA)\, in Anaheim\, CA. \nDISCLOSURES: \nFinancial: Dr. Eric Larsson receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Eric Larsson holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies. \n \n \n \n \n \n Alice Shillingsburg\, PhD\, BCBA-D: Putting Social Interaction at the Heart of Autism Interventions\n Putting Social Interaction at the Heart of Autism Interventions\nDownload PDF of Presentation\nAbstract:\nImpairments in social communication and interaction are identified as hallmark characteristics of Autism Spectrum Disorder (ASD). Depending on the severity of these challenges\, some individuals with ASD may experience difficulties in the development of relationships and positive social interactions. Procedures that promote the development of social interest\, social initiations\, engagement and play are particularly useful for practitioners designing intensive treatment programs for children with ASD. In this presentation I will provide an overview of the social deficits associated with ASD and present evidence-based procedures to promote social engagement and a cooperative context for learning. Procedures to enhance motivation for social engagement as well as strategies to teach children to initiate and respond to social partners will be presented. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe the importance of social motivation during interventions for autism spectrum disorder.\nDescribe how gesture use is related to communication in children with ASD.\nDescribe alternatives to physical guidance for children with ASD.\n\n\nPresenter Bio:\nDr. Shillingsburg serves as Senior Vice President of Children’s Clinical Services and Training at May Institute\, providing clinical leadership to all children’s programs including the May Center Schools and our home- and center-based services. She holds a joint appointment as Assistant Director of the National Autism Center at May Institute. \nDr. Shillingsburg received her PhD in clinical psychology from Auburn University and completed her pre-doctoral internship and post-doctoral fellowship at the Marcus Autism Center. She previously served as the Director of the Language and Learning Clinic at the Marcus Autism Center and was Associate Professor at Emory University in the Division of Autism and Related Developmental Disabilities. \nDr. Shillingsburg is a licensed psychologist and Board Certified Behavior Analyst (BCBA) at the doctoral level. Her clinical expertise includes the development of language and behavioral programming to address a variety of behavioral difficulties and social communication deficits associated with autism and other developmental disabilities. \nDr. Shillingsburg has published over 45 empirical papers on interventions for children with developmental disabilities. She is currently an Associate Editor of the Journal of Applied Behavior Analysis and an editorial board member for Focus on Autism and Other Developmental Disabilities. She is a a former Associate Editor of The Analysis of Verbal Behavior. \nDISCLOSURES: \nFinancial: Dr. Alice Shillingsburg receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose. \n \n \n \n \n \n Lori A. Frost\, MS\, CCC/SLP: Team Collaboration in Schools for Students with Complex Communication Needs\n Team Collaboration in Schools for Students with Complex Communication Needs\nDownload PDF of Presentation\nAbstract:\nTreatment goals for individuals with ASD often overlap for speech-language pathologists\, families/caregivers\, behavior analysts\, physical and occupational therapists and other service providers.  Collaboration across the disciplines optimizes treatment outcomes. \nThis presentation will describe components of scopes of practice for a variety of team members.  We describe how to meet and plan effectively with all team members to develop plans to assess and teach critical communication skills across the day. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe scope of practice for multiple team members in a school-based setting\nAssess and teach critical communication skills across all activities\nMeet effectively with all team members\n\n\nPresenter Bio:\nLori Frost is vice-president and co-founder of Pyramid Educational Consultants. She is co-author of The PECS Training Manual. She has been the driving force behind creating PECS\, a unique system that allows children with limited communication abilities to initiate communication with teachers\, parents\, and peers. Ms. Frost has a wealth of background in functional communication training and applied behavior analysis. She has assisted in the development of a number of training packages designed to teach language and academic skills. Ms. Frost received her BA in speech pathology and audiology from the University of Arkansas\, and MS in speech and language pathology from the University of North Carolina at Chapel Hill in 1982. She has worked in many public and private school settings as a speech pathologist. As a Pyramid consultant\, Ms. Frost has traveled across the country and the world\, teaching workshops on PECS and the Pyramid Approach to Education. She has presented a number of papers and lectures on autism and communication\, co-authored several articles and chapters\, and is respected by professionals in her field as a leader in functional communication systems. \nDISCLOSURES: \nFinancial: Ms. Lori Frost receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose. \n  \n \n \n \n \n \n Alexandra “Sasha” Protopopova\, PhD: A Brief Look at Using Therapy Dogs in ABA Individual and Group Educational Sessions with Children with Autism Spectrum Disorder (ASD)\n A Brief Look at Using Therapy Dogs in ABA Individual and Group Educational Sessions with Children with Autism Spectrum Disorder (ASD)\nDownload PDF of Presentation\nAbstract:\nWith increasing parental demand and interest in adding therapy dogs to special education classrooms\, practitioners need to have a better understanding of how and when a therapy dog may be useful for their clients. The webinar will introduce new research of using dogs in ABA education and therapy contexts\, with specific emphasis on children with ASD. We will cover several studies which aimed to better understand when and how to use therapy dogs with children with ASD\, as well as identified the concerns and risks of doing so. Preliminary data will also be presented on a currently-run clinical trial of the integration of a therapy dog to ABA social skills group classes. Finally\, we will discuss the ethical concerns of using animals and highlight several studies that showed that the welfare of therapy dogs may be compromised in specific situations. At the completion of the webinar\, the audience will have a good understanding of what to consider when utilizing a therapy dog in their practice. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDiscriminate between different kinds of animals used to benefit human populations.\nSelect evidence-based approaches for the use of therapy dogs given the target behavior of the client.\nIdentify risks and concerns for both children and dogs when using therapy dogs in ABA sessions.\n\n\nPresenter Bio:\nAssistant Professor Alexandra “Sasha” Protopopova wants to know why some animals are adopted into new homes while others are left behind. \nAs the inaugural BC SPCA Chair in Companion Animal Welfare\, she wants to understand how adopters make choices in animal shelters and what can be done to increase adoptions. With a PhD and MSc in Behaviour Analysis (Psychology) at the University of Florida and two Bachelor of Science degrees from the University of Massachusetts Amherst (one in Pre- Veterinary and Animal Sciences and the other in Neuroscience)\, Protopopova aims to improve the welfare of companion animals in shelters\, pet homes and service work. \nAs a new faculty member at UBC\, she is excited to collaborate with our leading animal welfare experts and to mentor the most enthusiastic students she has met thus far. \nOne of her current projects\, led by PhD student Allison Andrukonis\, is to validate a new\, non-invasive measure of cat stress in animal shelters\, and find out if this measure can predict success in foster homes. Another project\, led by PhD student Megan Arant\, investigates the effect of various handling techniques of therapy dogs on dog welfare outcomes\, as well as the children’s received benefits from these dogs. \nHer most fulfilling research projects combine community engagement with applied research. \n“Last year\, my lab organized 10 community pet adoption events\, in which we collected marketing data on consumer perception of various variables within the event\,” said Protopopova. “The aim of the study was to establish best-practices for conducting off-site dog adoption events with the goal of understanding how adopters make choices to increase adoption rates and decrease unnecessary dog euthanasia.” Not only did they collect lifesaving data\, but 40 dogs were also successfully adopted. \nShe is collaborating with Wesley Dotson\, an autism expert and behaviour analyst from the Texas Tech University Burkhart Centre for Autism Education and Research. They are in the middle of a National Institutes of Health-funded clinical trial on the effect of therapy dogs in social skills group classes for children with autism spectrum disorders. \nWith her educational background in behaviour analysis\, Protopopova relies greatly on single-subject experimental designs control for experimental variability\, which is ideally suited to investigate any interventions that affect behavioural change in humans and animals. \nIn such designs\, each participant experiences both the experimental and control (baseline) conditions repeatedly until data differentiation is seen. “We can be convinced of the effect or lack thereof of the intervention on that specific individual\,” she said. “We repeat these studies across individuals to obtain generalization. In the end\, one can say\, ‘for seven out of 10 people\, this intervention was effective\,’ rather than saying\, ‘this intervention was\, on average\, effective\,’ which is less precise.” \nSome of the planned projects she will do in collaboration with the BC SPCA span various topics such as pet dog import\, behaviour and welfare of rabbits and pet rats\, rehabilitation of cats from hoarding cases\, and the human aspect of the animal-human bond. \n“A close collaboration with the BC SPCA is a dream come true\,” said Protopopova. “I get to focus on applied research while making a real difference in the community.” \nDISCLOSURES: \nFinancial: Dr. Alexandra Protopopova receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Alexandra Protopopova holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies. \n \n \n \n \n \n Kerri Milyko\, PhD\, BCBA-D\, LBA (NV): Integrating 5 Pillars of Precision Teaching into Your Practice: Gaining the PT Perspective\n Integrating 5 Pillars of Precision Teaching into Your Practice: Gaining the PT Perspective\nDownload PDF of Presentation\nAbstract:\nEvans\, Bulla\, and Kieta (2021) conducted a concept analysis to redefine Precision Teaching (PT).  They listed six critical features for a system to be classified as PT.  They include 1) accelerating behaviors\, 2) precise behavioral definitions\, 3) continuous observation\, 4) dimensional measurement\, 5) the standard celeration chart\, and 6) timely and effective data-based decisions.  These critical features are found in some of the best practices of PT that can easily be incorporated into a clinician’s or teacher’s repertoire when given the proper perspective.  Some of these best practices include evaluating behavior in real time\, looking beyond percent correct\, defining functional mastery\, conducting element-compound analyses\, and reinforcing improvements in performance.  The goal of the current presentation is to give the audience the ‘PT Perspective’ and equip clinicians and teachers with the tools needed to incorporate PT into their programming if desired.  It will review the value of adopting these best practices of PT\, demonstrate how to make the transition to do so\, and video-clips\, all supported by clinical and empirical data. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nList at least 3 critical features of precision teaching\nList at least 3 best practices of precision teaching\nGive an example of a element-compound relationship\n\n\nPresenter Bio:\nDr. Kerri Milyko joined CentralReach as the Director of Curriculum Programming as of October 2019. In this role\, she and her team create a fully digital\, integrated\, evidence-based curriculum to service the needs of individuals diagnosed with autism spectrum disorder (ASD)\, CR Elements. She brings to this her expertise in precision teaching\, measurement and analysis\, instructional design\, and working with a wide array of learners in ethical and humane ways. Prior to this role\, she served as Director of Research and Development of The Learning Consultants\, and Director of Development and Outreach of Agile Learning Solutions (formerly known as Precision Teaching Learning Center). Dr. Kerri is also adjunct faculty at the University of West Florida where she created and teaches their VCS\, master’s-level Instructional Design class. \nFinally\, Dr. Kerri volunteers on various boards. In 2019\, she was elected to serve 3 years on the Board of Directors for the Standard Celeration Society. In the same year\, she was appointed by the governor of Nevada to serve on the first-ever Board of Applied Behavior Analysts to create ABA practice regulations for the state for licensure where she served as Chair/President for 2019. Personally\, Kerri values quality time with her three children\, her husband\, and dear friends. She loves wine and butter\, true crime podcasts\, and a good sci-fi novel while tinkering n her backyard. \nDISCLOSURES: \nFinancial: Dr. Kerri Milyko receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose. \n  \n \n \n \n \n \n Robert C. Pennington\, PhD\, BCBA-D: Shopping Lists to Shakespeare: Teaching Written Expression to Students with Autism Spectrum Disorder and Intellectual Disability\n Shopping Lists to Shakespeare: Teaching Written Expression to Students with Autism Spectrum Disorder and Intellectual Disability\nDownload PDF of Presentation\nAbstract:\nThe development of skills in the area of written expression is critical for full participation in a range of educational and community environments and may be related to higher quality of life outcomes (e.g.\, relationships\, employment\, access to post-secondary education). Unfortunately\, individuals with autism spectrum disorder (ASD) and other developmental disabilities often have difficulty acquiring effective written communication skills\, especially those with limited vocal communication repertoires. In this session\, Dr. Pennington will provide an overview of the research literature on teaching writing skills to this population of learners and propose a behavior analytic model for beginning instruction in this area. He will then distill the findings of a series of research studies into practical strategies for use in educational settings. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nIdentify research-based practices for teaching writing to students with ASD with and with strong existing vocal communication repertoires.\nIdentify response prompting strategies employed to teach writing skills students with ASD and ID.\nDescribe strategies for increasing students engagement in writing behavior.\n\n\nPresenter Bio:\nRobert Pennington PhD\, BCBA-D is the Lake and Edward J Snyder\, Jr. Distinguished Professor in Special Education. He has over 25 years of experience working with individuals with disabilities\, their families and teachers. His primary research interests are in the application of behavior analytic principles and procedures to the development of written communication repertoires and the improvement of educational programming for students with intellectual disabilities and autism spectrum disorder. He contributes regularly to the research and practitioner literature in both areas. Robert is passionate about both serving his community and the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers\, practitioners\, and families and has contributed as a member of numerous journal editorial and advisory boards. \nDISCLOSURES: \nFinancial: Dr. Robert Pennington receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Robert Pennington holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies. \n \n \n \n \n \n Continuing Education Opportunities\n BACB® Learning CEs\, Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) and ASHA CEUs. \n \nBACB® 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  Learning CE units for this conference. Attendees must complete all six presentations to earn CEs. \nAPA Approved Sponsor \nPsychology 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 conference. Partial credit is not offered. \n \nThis course is offered for 0.6 ASHA CEUs (Intermediate Level\, Professional Area). Partial Credit is not being offered. \nYou 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. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n REGISTER\n \n \n \n \n \n Financial and Non-Financial Disclosures\n Eric V. Larsson\, PhD\, LP\, BCBA-D  \nFinancial: Dr. Eric Larsson receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Eric Larsson holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies. \n Alice Shillingsburg\, PhD\, BCBA-D  \nFinancial: Dr. Alice Shillingsburg receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.  \nLori A. Frost\, MS\, CCC/SLP  \nFinancial: Ms. Lori Frost receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.  \nAlexandra “Sasha” Protopopova\, PhD \nFinancial: Dr. Alexandra Protopopova receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Alexandra Protopopova holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies. \n Kerri Milyko\, PhD\, BCBA-D\, LBA (NV)  \nFinancial: Dr. Kerri Milyko receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.  \nRobert C. Pennington\, PhD\, BCBA-D  \nFinancial: Dr. Robert Pennington receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Robert Pennington holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies. \n \n \n \n \n \n \n \n \n Presented by\n Cambridge Center for Behavioral Studies™ in cooperation with Holdsambeck Behavioral Health. \n \n \n  \nSpecial thanks to ABAC and the University of West Florida\, Office of Applied Behavior Analysis\, Amego Prepare and Pyramid Educational Consultants (PECS) for expanding our continuing education offerings. \n \n \n \n\n \n \n \n REGISTER\n \n \n \n \n \n \n \n \n \n Anderson Center for Autism’s (ACA) mission is to optimize the quality of life for individuals with autism. Located in the beautiful Hudson Valley Region\, two hours north of New York City\, ACA provides residential and educational programs to students ages 5-21 with a diagnosis on the autism spectrum. At Anderson Center for Autism\, our evidence-based methods demonstrate realistic\, steady progress and consistently make a difference in the lives of the individuals and families we serve. Based on the principles of Applied Behavior Analysis (ABA)\, our treatment approach focuses on techniques and interventions that use positive reinforcement to teach our individuals the skills they need to strive for independence and reach their full potential. Our professional team administers ABA programs that comprehensively address each individual’s educational\, emotional and social needs in a proactive\, positive manner. We understand that autism dramatically affects the lives of all who face it. For families\, the autism community and public organizations\, Anderson Center is uniquely qualified to serve as a valuable\, compassionate resource by providing education\, support\, and outreach services\, and information aimed at delivering assistance and increasing overall autism awareness. \nLearn more through:  https://www.andersoncenterforautism.org \n \n \n \n \n \n \n \n \n \n \n \n Melmark is a multi-state human service provider with premier private special education schools\, professional development\, training\, and research centers in Pennsylvania\, Massachusetts and the Carolinas. The not-for-profit organization provides clinically-sophisticated evidence-based special education\, residential\, vocational and therapeutic services for children and adults diagnosed with autism spectrum disorders\, developmental and intellectual disabilities\, acquired brain injuries\, medical complexities\, and other neurological and genetic disorders. Melmark’s applied behavior analytic programs are offered in the least restrictive environment possible. \nMelmark is committed to providing exceptional applied behavior analytic services to every individual\, every day. With a vision to expand and raise the quality of service delivery systems throughout the country by disseminating and replicating the Melmark Model of Program Development and Clinical Treatment\, Melmark embraces the following core commitments: Compassionate Care\, Integrity in Everything We Do\, Highly Skilled Workforce\, Evidence-Based Practices\, and Best Outcomes. \nTo learn more\, visit www.melmark.org. \n \n \n \n \n \n \n \n \n \n \n \n Since 1998 Behavior Development Solutions (BDS) has helped several thousand behavior analysts become Board certified\, primarily through their CBA Learning Module Series\, the premier exam prep and curriculum supplement for behavior analysts in training. They’ve helped clients achieve success by applying the scientific principles and methods of applied behavior analysis to the development of instructional content and software. More specifically\, BDS uses goals and specific measurable objectives to teach the discriminations necessary to ensure that those objectives are learned. They then provide plenty of practice to ensure fluency and maintenance. BDS also provides 40-Hour training and exam prep courses for individuals seeking to become Registered Behavior Technicians. In addition\, a variety of on-demand and webinar CE courses are available\, including an 8-hour supervisory training course\, and a well-stocked bookstore for behavior analysts!” \nAlthough the primary customer-base of Behavior Development Solutions has been behavior analysts\, they also provide customized training to other human service organizations and private companies. With their web-based learning platform\, BDS provides training to virtually anyone connected to the internet with a PC\, Mac\, iPad\, and most mobile devices. If you have training needs\, please get in touch. BDS may be able to help.\n \n \n \n INSTRUCTIONS for Conference Access\n \n Schedule\n \n Presenter Bios & Abstracts\n \n \n \n \n \n \n \n INSTRUCTIONS for Conference Access\n \n REGISTER\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Schedule\n \n Presenter Bios & Abstracts\n \n \n \n \n \n Invited Speakers:\n \n \n \n \n \n \n Eric Larsson\, PhD\, LP\, BCBA-DLovaas Institute Midwest \n \n \n \n \n Alice Shillingsburg\, PhD\, BCBA-DMay Institute \n \n \n \n \n Lori A. Frost\, MS\, CCC/SLPPyramid Educational Consultants (PECS) \n \n \n \n \n Alexandra “Sasha” Protopopova\, PhDThe University of British Columbia \n \n \n \n \n Kerri Milyko\, PhD\, BCBA-D\, LBA (NV)CentralReach\n \n \n \n \n \n Robert C. Pennington\, PhD\, BCBA-DUniversity of Kentucky\nOCALI Center of Excellence on Inclusive Practice \n \n \n \n \n With opening remarks by:\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™\n \n \n \n \n \n Welcome Videos\n \n \n \n \n \n Dr. Andy Bondy\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Dr. Mickey Keenan\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Dr. Amanda Laprime\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Dr. James Carr\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Luca Giana – Italy\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Dr. Eitan Eldar – Israel URL:https://behavior.org/event/14th-annual-conference-on-autism-related-disorders-research-based-solutions/ LOCATION:Your desktop or mobile device! CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2021/01/Autism2021-Header.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20201113 DTEND;VALUE=DATE:20201114 DTSTAMP:20260421T025205 CREATED:20191127T181144Z LAST-MODIFIED:20230306T082733Z UID:8711-1605225600-1605311999@behavior.org SUMMARY:Behavioral Science: Applications in Leadership & Supervision Conference 2020 DESCRIPTION:Register Now\n \n INSTRUCTIONS FOR ENTERING CONFERENCE\n \n \n \n \n \n A one-day live online  conference featuring leaders in the field of Applied Behavior Analysis\, Organizational Behavior Management\, and Autism\, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds\, BCBAs\, BCaBAs & RBTs) and other professionals\, such as psychologists\, teachers\, and special educators. \n\nRegistration Fees\n\n\nRegistration Type\nFee\n\n\nStudent/Non-professional (No CEs)\n\n$50\n\n\n\nStudent/Non-professional – CEs Included\n\n$90\n\n\n\nProfessional\n\n$150\n\n\n\nGroup discounts available. Contact Rebekah Pavlik at pa****@******or.org.\n\n\n\n  \nNO CANCELLATION FEE. We will refund your fee up to 3 hours prior to the event. No cancellations will be accepted within 3 hours of start time or during the event. If you miss live you can access the recording for 10 days. \n \n \n \n \n \n Dennis H. Reid\, PhD\, BCBA-D: Supervisory Strategies for Promoting Quality Performance and Staff Job Satisfaction\n Supervisory Strategies for Promoting Quality Performance and Staff Job Satisfaction\nAbstract:\nThis presentation will describe research-based supervisory procedures for enhancing quality work and staff satisfaction with their day-to-day jobs within human service settings. Following description of a systematic\, behavior-analytic approach that promotes proficient work performance\, specific strategies will be presented for using the approach in ways that also enhance staff work enjoyment. Topics to be discussed include making disliked duty assignments more preferred among staff\, providing performance feedback in individually preferred ways\, reducing unpleasantness associated with formal monitoring procedures\, and promoting self-motivation. \nLearning Objectives:\nParticipants will be able to: \n\n\nDescribe the six steps of a behavioral\, outcome management approach to supervision.\nDescribe three procedural steps for making disliked job tasks more desirable for staff.\nIdentify three reasons for enhancing staff work enjoyment in association with promoting proficient job performance.\n\n\nPresenter Bio:\nDr. Dennis Reid has over 40 years of experience as a clinician and supervisor in educational\, residential\, and community support settings for people with intellectual and developmental disabilities\, and has consulted with human service agencies in the majority of states of the United States as well as Canada\, Australia\, and New Zealand. He has published over 140 behavior analytic journal articles and book chapters and authored or co-authored 12 books\, five of which focus on staff training and supervision. In 2007 he was awarded Fellowship status in the Association for Behavior Analysis International and in 2006 received the American Association on Intellectual and Developmental Disabilities (AAIDD) International Research Award. Dennis is the founder and current director of the Carolina Behavior Analysis and Support Center in Morganton\, North Carolina. He is the lead author on the AAIDD Supervisor Training Curriculum: Evidence-Based Ways to Promote Work Quality and Enjoyment Among Support Staff. \n \n \n \n \n \n Helena Maguire\, MS\, LABA\, BCBA - Leadership Under Fire: Effective Supervision and Organizational Integrity - A Treatment Package for Crisis Events\n Leadership Under Fire: Effective Supervision and Organizational Integrity – A Treatment Package for Crisis Events\nAbstract:\nWe continue to live and work eight months under the shadow of a pandemic crisis never seen before by emerging supervisors in the field of applied behavior analysis.  The ability to provide the necessary leadership to effectively supervise and direct staff during a crisis requires the application of critical interpersonal skills and technical skills.  Attempting to respond appropriately in the technical domain while remaining compassionate to the needs of employees and maintain organizational integrity is a challenge during any health related crisis\, especially if the behavioral system has not been designed to support the complexities of the human worker and their range of responses for pandemic events such as COVID-19. \nFor new supervisors\, developing appropriate skills must be supported through a behavioral systems approach at the organization and individual level in order to strengthen professional relationships among colleagues\, subordinates and other stakeholders.  Maintaining organizational integrity while balancing the needs of employees and clients may present competing priorities to supervisors.  The commitment by supervisors to ensure they have developed effective relationships with all stakeholders must begin before a crisis emerges.  The importance of practicing effective\, compassionate supervision becomes paramount to successful leadership when an unexpected organizational or individual crisis occurs. \nA case study review of the recent COVID-19 pandemic will be used to highlight barriers and opportunities for development of supervisors in behavior analytic organizations. \nLearning Objectives:\nParticipants will be able to: \n\n\nIdentify effective organizational behavior systems necessary to develop an effective and compassionate approach to supervision.\nOutline critical supervisory skills that should be developed\, shaped and reinforced in preparation for the unexpected crisis.\nMake recommendations at an organizational systems level for the review\, development and inclusion of supervision training for all supervisors.\n\n\nPresenter Bio:\nHelena Maguire serves as the Executive Director of Melmark New England\, a service division of Melmark\, Inc.\, with an operating budget of over $32M. In this role\, Maguire\, a Licensed and Board Certified Behavior Analyst\, 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 Melmark’s highly skilled staff to assure the achievement of these objectives. Maguire supports the CEO and Board of Directors 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 of Melmark’s mission-first services. \nIn addition to her day-to-day work overseeing Melmark New England’s Applied Behavior Analysis (ABA) services\, which include school-based and residential care\, adult day and residential services\, school and home-based consultation\, professional development\, graduate training programs and after school services\, Maguire is also the primary liaison with state advocacy groups. Among those advocacy and legislative resources are: Massachusetts Association of 766 Approved Private Schools (MAAPS)\, Association of Developmental Disabilities Providers (ADDP)\, Massachusetts Interagency Commission on Restraint and Seclusion and Massachusetts Association of Applied Behavior Analysis (MassABA). \nMaguire also writes curriculum for and leads conferences and trainings designed to improve the quality of ABA services\, not only at Melmark’s service divisions in New England\, Pennsylvania and the Carolinas\, but also for providers throughout the field. She has led and participated in Melmark’s Expert Speaker Series\, presented at professional conferences across the country\, conducted research to improve services and to advance the Melmark Model of Program Development and Clinical Treatment\, and designed and led diversity seminars for internal and external audiences. Maguire has presented numerous papers on staff management and staff training techniques\, both at the local level and at the national level\, and is an Adjunct Professor at Endicott College and the University of Massachusetts-Boston. She also instructs a six-course graduate series on Applied Behavior Analysis. \nMaguire’s professional experience includes extensive work in the field of community based human service delivery systems in Massachusetts. Her clinical expertise and interests range from staff training and supervision issues at the practitioner and organizational levels\, organizational systems analysis and integrity\, as well as the treatment of severe behavior challenges in children and young adults. Working with practitioners\, parents\, and siblings to improve the lives of their loved ones continues to be a core commitment for Ms. Maguire. \nPreviously\, 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\, 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. \nEarning her Master of Science in Human Services Administration degree from the University of Massachusetts-Boston\, Maguire received her Board Certification in Behavior Analysis (BCBA) in May 2002.\n \n \n \n \n \n John Austin\, PhD - Create an Environment for Success with This One Simple Skill\n John Austin\, PhDCEO\, Reaching Results \nCreate an Environment for Success with This One Simple Skill\nAbstract:\nManagement consultants are known for developing new techniques and applying these techniques are often beyond the grasp of most people in the working world. Oftentimes these techniques require a massive amount of behavior change in order to use them in the first place. “Create a burning platform”; “Don’t fear conflict”; “Hold people accountable”; “Deliver honest feedback”; “Create a safe space” and other such lofty advice often sounds very good in the moment from an intellectual perspective but for someone who is struggling with an actual problem\, the techniques often don’t get used because the advice is too vague\, because there are barriers to following it\, and even if the actions needed were very clear\, it would require monumental behavior change on behalf of the leader. An evidence-based approach would suggest that we deliver clear expectations\, engage in easily-executed shaping steps from the current performance\, measure\, and reinforce improvement. Furthermore\, when it comes to leadership and management at work\, “simpler” is better\, and starting with basics or fundamentals usually produces larger\, quicker\, and more sustainable behavior change. This presentation will describe such an approach that you can use to create a more positive work environment for you and your team. \nLearning Objectives:\nParticipants will be able to: \n\n\nUnderstand why most initiatives fail.\nUnderstand one key leadership behavior that can improve the work environment.\nHave 3 ideas of what they can accomplish through having better conversations at work.\n\n\nPresenter Bio:\nDr. John Austin is an internationally recognized expert in human performance. He is CEO of Reaching Results\, where he teaches leaders to create more effective work environments. \nDr. Austin was also a Professor of Psychology at Western Michigan University. He has consulted with organizations for 30 years to improve productivity and safety in various industries including: \nAviation\, Autism/ABA Agencies\, Chemical\, Construction\, Food service\, Government\, Health care and hospitals\, Higher education\, Manufacturing\, Retail\, Transportation\, and Utilities. \nJohn and his teams have been instrumental in delivering over 10\,000 work improvement\, quality\, and safety projects that have generated millions of dollars in improvements to businesses.  They have coached over 350 senior leaders from many companies and 12 countries to help them improve business performance. \nIn the area of improving human performance John has published nearly 100 articles and chapters\, delivered hundreds of presentations at regional\, national\, and international conferences and business meetings\, and has published three edited books\, Organizational Change\, Handbook of Applied Behavior Analysis\, and Mindfulness at Work. \nReaching Results offers online courses and coaching in Behavioral Leadership\, Effective Supervisory Conversations\, and Navigating Difficult Conversations\, among others\, and Dr. Austin is invited keynote speaker for business events around the world. \n  \n \n \n \n \n \n Julie M. Smith\, PhD - Putting the “Kind” into Behavioral Feedback for Humankind \n Putting the “Kind” into Behavioral Feedback for Humankind\nAbstract:\nPeople who are expert in their field sometimes come across as arrogant or insensitive when they share their advice and knowledge with others. Behavior analysts are particularly susceptible to this criticism when we provide feedback to others. As scientists\, we are trained to remain objective and non-judgmental\, which sometimes can come across as cold and uncaring. Julie will weave together research from three different authors into easy-to-use tips on how to develop better relationships with people during the feedback process. By using these tips\, behavior services providers will have an even bigger impact on their clients’ behavior change. \nLearning Objectives:\nParticipants will be able to: \n\n\nUnderstand the 5:1 Magic Ratio of positive to constructive feedback and the research behind it.\nDescribe how to deliver the “5” (positive feedback) in a way that conveys your expertise but avoids coming across as an arrogant expert.\nDescribe four relationship killers to avoid when delivering the “1” (constructive feedback).\nRecognize when the feedback receiver is emotional and how to adjust your approach.\nIdentify strategies for shaping self-feedback.\n\n\nPresenter Bio:\nJulie’s hallmark is her astonishing ability to help leaders achieve “mission impossible.” She is a world-class expert in applying behavior science to achieve unprecedented results in global companies. As co-founder of Alula (formerly CLG)\, Julie and her colleagues pioneered the most powerful and practical organizational behavior-change approach available today\, as evaluated by multiple independent benchmark studies. Hundreds of client case studies prove that this approach leads to superior strategy execution and dramatic performance improvement. \nRecently\, Julie co-founded Performance Ally to create enterprise software that digitally enables everyone in an organization to excel at targeted Vital Behaviors to achieve 5-Star Results. This software\, Ally Assist\, optimizes human actions by providing realtime guidance\, performance feedback\, and barrier removal. The behavioral processes and tools embedded in Ally Assist help reduce behavior variability\, speed execution\, and sustain any improvement. \n  \n \n \n \n \n \n Kelley Harrison\, PhD\, BCBA - Balancing Supervision Standards for BCBA Trainees with Standards of Clinical Practice\n Balancing Supervision Standards for BCBA Trainees with Standards of Clinical Practice\nAbstract:\nAs the number of aspiring behavior analysts continues to increase\, it is imperative that certified behavior analysts provide quality supervision to those seeking BCBA certification. Providing quality supervision may facilitate quality clinical practices once those seeking supervision become certified and begin to practice independently (Leblanc & Luiselli\, 2016). However\, when BCBA supervision occurs within the context of providing clinical services\, it can sometimes be difficult to balance quality supervision standards with quality clinical practices. Resources in clinical settings (e.g.\, time\, availability of supervision tools\, knowledge) may place constraints on supervisors (Sellers\, Valentino\, Landon\, & Aiello\, 2019). Additionally\, funding requirements (e.g.\, number of approved service units) may place further constraints on supervisors. The purpose of this talk is to discuss common constraints or barriers supervisors may experience when providing supervision in a clinical setting. Current literature will be discussed\, and suggestions based on the current literature and personal experience will be provided. \nLearning Objectives:\n\n\nParticipants will be able to identify common barriers to providing quality supervision in a clinical setting.\nParticipants will be able to list the BACB guidelines for providing supervised fieldwork experience to BACB trainees.\nParticipants will be able to describe strategies for providing quality supervision along with quality clinical services.\n\n\nPresenter Bio:\nDr. Kelley Harrison is a board certified behavior analyst who received her PhD from the University of Kansas in Behavioral Psychology in 2018. Following completion of her PhD\, Kelley completed a post-doctoral fellowship with Trumpet Behavioral Health\, a company that provides behavior therapy services to individuals with intellectual and developmental disabilities. Presently\, Kelley is an Assistant Professor of the Practice in the Department of Applied Behavioral Science at the University of Kansas. Kelley’s areas of expertise include the application of behavioral principles to the early childhood education setting\, including inclusive classrooms and early intervention classrooms\, as well as the assessment and treatment of problem behavior. Her research interests include increasing compliance with heath care routines\, increasing communication for individuals with developmental disabilities\, and improving early childhood education practices. Kelley also serves as the chair for the Professional Development Board for the Kansas Association for Behavior Analysis. \n \n \n \n \n \n Tyra Sellers\, JD\, PhD\, BCBA-D: Cultural Humility and Responsiveness in the Supervisory Relationship\n Cultural Humility and Responsiveness in the Supervisory Relationship\nAbstract:\nHelping professions typically rely on a supervision model to train and oversee trainees and newly certified or licensed practitioners. Many professions receive direction from their governing bodies regarding the structure and content of required training and supervision; however\, some individual receive little to no training in effective supervisory practices in graduate school. It is likely that supervisors will train and supervisor individuals who differ from them\, in terms of their culture and background. Attending to cultural humility and responsiveness in the supervisory relationship may enhance the effectiveness of supervisory practices and result in a more positive experience for both parties. This talk will focus on describing cultural humility and responsiveness in the context of clinical supervision and provide some strategies and resources for supervisors. \nLearning Objectives:\nParticipants will be able to: \n\n\nDescribe the different between cultural competence and cultural humility.\nIdentify at least 3 resources for conducting self-evaluations.\nIdentify at least 2 strategies for engaging in culturally responsive supervision.\n\n\nPresenter Bio:\nTyra P. Sellers\, JD\, PhD\, BCBA-D\, is the Director of Ethics at the Behavior Analyst Certification Board. She earned a B.A. in Philosophy and M.A. in Special Education from San Francisco State University\, a J.D. from the University of San Francisco\, and a Ph.D. from Utah State University. Her professional and research interests focus on professional ethics\, training and supervision\, assessment and treatment of severe problem behavior\, variability\, and verbal behavior. Dr. Sellers has over 20 years of clinical experience working with individuals with disabilities in a wide variety of settings. Tyra has served as a board member in various positions\, for the Utah Association of Behavior Analysis. She currently serves as an associate editor for two journals and is on the editorial board for a third.\n \n Speaker Biographies & Abstracts\n \n \n \n \n \n Location - Now Live Online\n Now an Online Live Conference* \nWe are so happy to be able to continue to offer this incredible opportunity to see some of the world’s top experts in the field present together on one day. Presented through our strategic partner\, ABAC\, participants will have a fully inclusive experience with no links to worry about with a personal portal where they will enter the conference. Certificates are available in the portal\, no waiting for an email. Limited access recordings of the events will be available in addition to the resources provided by our speakers. \nWe are confident that our partner ABAC\, a company with over 6 years experience and close to 400 live events hosted\, will provide a high-quality experience our conference attendees expect from CCBS. \nJoin us for what will be a truly unique Supervision conference experience with our six invited speakers! \n \n\n*Powered by: ABAC’s Learning Management System and Webinar Platform\n\nSave time and money on travel. Register early to reserve your seat for this unexpected but great opportunity!  \n \n \n INSTRUCTIONS FOR ENTERING CONFERENCE\n \n \n \n \n \n Continuing Education Opportunities\n BACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \n \nBACB® 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 SUPERVISION Learning CE units for this conference. Attendees must complete all six presentations to earn CEs. \nAPA Approved Sponsor \nPsychology 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 conference. \n**It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n Schedule\n \n Register Now\n \n \n \n \n \n \n \n \n Presented by\n Cambridge Center for Behavioral Studies™ in cooperation with the Department of Applied Behavioral Science\, The University of Kansas. \n \n \nSpecial thanks to Amego Prepare and the University of West Florida\, Center for Behavior Analysis for expanding our continuing education offerings. \n \n\n \n \n \n \n \n \n \n \n \n \n \n Since 1998 Behavior Development Solutions (BDS) has helped several thousand behavior analysts become Board certified\, primarily through their CBA Learning Module Series\, the premier exam prep and curriculum supplement for behavior analysts in training. They’ve helped clients achieve success by applying the scientific principles and methods of applied behavior analysis to the development of instructional content and software. More specifically\, BDS uses goals and specific measurable objectives to teach the discriminations necessary to ensure that those objectives are learned. They then provide plenty of practice to ensure fluency and maintenance. BDS also provides 40-Hour training and exam prep courses for individuals seeking to become Registered Behavior Technicians. In addition\, a variety of on-demand and webinar CE courses are available\, including an 8-hour supervisory training course\, and a well-stocked bookstore for behavior analysts!” \nAlthough the primary customer-base of Behavior Development Solutions has been behavior analysts\, they also provide customized training to other human service organizations and private companies. With their web-based learning platform\, BDS provides training to virtually anyone connected to the internet with a PC\, Mac\, iPad\, and most mobile devices. If you have training needs\, please get in touch. BDS may be able to help.\n \n \n \n \n \n \n \n \n \n \n \n Melmark is a multi-state human service provider with premier private special education schools\, professional development\, training\, and research centers in Pennsylvania\, Massachusetts and the Carolinas. The not-for-profit organization provides clinically-sophisticated evidence-based special education\, residential\, vocational and therapeutic services for children and adults diagnosed with autism spectrum disorders\, developmental and intellectual disabilities\, acquired brain injuries\, medical complexities\, and other neurological and genetic disorders. Melmark’s applied behavior analytic programs are offered in the least restrictive environment possible. \nMelmark is committed to providing exceptional applied behavior analytic services to every individual\, every day. With a vision to expand and raise the quality of service delivery systems throughout the country by disseminating and replicating the Melmark Model of Program Development and Clinical Treatment\, Melmark embraces the following core commitments: Compassionate Care\, Integrity in Everything We Do\, Highly Skilled Workforce\, Evidence-Based Practices\, and Best Outcomes. \nTo learn more\, visit www.melmark.org. \n \n \n \n Register Now\n \n \n \n \n \n \n \n Register Now\n \n INSTRUCTIONS FOR ENTERING CONFERENCE\n \n \n \n \n \n \n \n \n \n \n \n \n \n Schedule\n \n Speaker Biographies & Abstracts\n \n \n \n \n \n Invited Speakers:\n \n \n \n \n \n \n Dennis H. Reid\, PhD\, BCBA-DCarolina Behavior Analysis and Support Center \n \n \n \n \n Helena Maguire\, MS\, LABA\, BCBAMelmark New England \n \n \n \n \n John Austin\, PhDReaching Results\n \n \n \n \n \n Julie M. Smith\, PhDPerformance Ally \n \n \n \n \n Kelley Harrison\, PhD\, BCBAUniversity of Kansas \n \n \n \n \n Tyra Sellers\, JD\, PhD\, BCBA-DBehavior Analyst Certification Board \n Register Now URL:https://behavior.org/event/supervision-conference-2020/ LOCATION:ONLINE CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2020/08/Supervision2020.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20200807 DTEND;VALUE=DATE:20200808 DTSTAMP:20260421T025205 CREATED:20190807T202421Z LAST-MODIFIED:20210211T001213Z UID:7926-1596758400-1596844799@behavior.org SUMMARY:8th Annual ETHICS in Professional Practice Conference DESCRIPTION:Post Conference Information\n \n \n \n \n \n A one day conference featuring leaders in the fields of Psychology\, Business\, Autism and Applied Behavior Analysis.  \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \n\n \n \n \n \n \n \nRegistration Fees\n\n\nRegistration Type\nFee\n\n\nStudent/Non-professional (No CEs)\n\n$50\n\n\n\nStudent/Non-professional – CEs Included\n\n$90\n\n\n\nProfessional\n\n$150\n\n\n\nGroup discounts available. Contact Rebekah Pavlik at pa****@******or.org.\n\n\n\nNO CANCELLATION FEE. We will refund your fee up to 3 hours prior to the event. No cancellations will be accepted within 3 hours of start time or during the event. If you miss live you can access the recording for 10 days. \n \n SCHEDULE\n \n \n \n \n \n Invited Presenters\n \n Presenter Bios & Abstracts\n \n \n \n \n \n Jennifer Zarcone\, PhD\, BCBA-D - Ethical Implications of a Biobehavioral Approach to Functional Analysis\n Ethical Implications of a Biobehavioral Approach to Functional Analysis\nAbstract:\nThis presentation will focus on a variety of biological\, medical and psychiatric conditions that may act as setting events or establishing operations for challenging behavior. Specifically\, the role that psychotropic medication can play in addressing the mental health needs of individuals with autism will be discussed. In addition\, we will look at some biological interventions that may or may not be very promising in the treatment of problem behavior. \nLearning Objectives:\n\nAttendees will learn how certain biobehavioral antecedent or setting event conditions can affect problem behavior and how they can evaluate them.\nAttendees will receive information on current psychotropic medications being used to treat problem behavior and how their effects can be effectively measured.\nAttendees will look at how some “alternative” biological treatments for problem behavior may or may not have some promise in the treatment of problem behavior.\n\nAfffiliation:\nSenior Vice President for Adult Clinical Services and Training\, May Institute \nPresenter Bio:\nJennifer Zarcone is the Senior Vice President for Adult Clinical Services and Training at May Institute. Dr. Zarcone provides consultation and clinical support to staff around severe problem behavior\, staff and parent training\, and medication monitoring. \nDr. Zarcone obtained her doctoral degree from the Experimental Analysis of Behavior program at the University of Florida\, Department of Psychology\, in 1993. She is a Board Certified Behavior Analyst and a licensed psychologist. \nDr. Zarcone has served as a co-investigator on several multi-center clinical trials in autism research at the University of Rochester Medical Center\, and on self-injury at the Kennedy Krieger Institute. She is interested in further development of research in the effects of pharmacological and behavioral interventions in the treatment of severe behavior disorders as well as repetitive behavior disorders in individuals with autism. \nDr. Zarcone has served in leadership positions for the Association of Behavior Analysis (ABAI) on the ABAI Practice Board\, and she is a current member of the Science Board. She was the conference coordinator for the annual Autism Conference and a Fellow of ABAI. She served as an associate editor for the Journal of Applied Behavior Analysis\, and is currently an associate editor for the Journal of Intellectual Disabilities Research\, and the American Journal of Developmental Disabilities. She is serving as Guest Editor for the Behavior Analysis in Practicespecial issue on Diversity and Inclusion. In addition\, Dr. Zarcone is currently on the advisory boards for the Women in Behavior Analysis Conference and the Gatlinburg Conference for Research in Developmental Disabilities.\n \n \n \n \n \n Ronald Allen\, PhD\, BCBA - Forgotten Lessons on the Road to an Ethical Applied Science of Behavior\n Forgotten Lessons on the Road to an Ethical Applied Science of Behavior\nAbstract:\nIt is undeniably a sign of the maturity of an applied science of behavior to develop and embrace a thorough code of ethics. Consistent with such a code is the guarantee to provide adult individuals with developmental disabilities the civil rights enjoyed by adult individuals without similar disabilities. However\, the interplay and competition between the right to habilitation and the right to personal liberties as outlined in Bannerman\, Sheldon\, Sherman\, & Harchik (1990) has yet to be fully resolved. It is here argued that civil rights associated with choice making should be afforded in step with the development and demonstration of foundational choice-making skills. Furthermore\, it is argued that such development and demonstration provides the ultimate dignity for the adults we serve. Some initial thoughts on the assessment of choice-making are provided\, in line with the assessment of other skills in the repertoires of the individuals we serve. \nLearning Objectives:\n\nParticipants will identify at least one advantage and one disadvantage related to allowing clients to exercise personal liberties (e.g.\, choice making)\nParticipants will state the mand versus tact properties of preference assessments with and without access\nParticipants will list at least three foundational skills for choice-making\n\nAffiliation:\nAssociate Professor of Practice & Doctoral Program Director\, Department of Behavior Analysis\, Simmons University \nPresenter Bio:\nRon Allen received his doctorate thirty years ago from the University of Florida (Go Gators). Ron has worked both in the areas of the Experimental Analysis of Behavior and Applied Behavior Analysis. In the latter capacity he has directed three residential schools for adolescents with behavior disorders\, including most recently serving for 18 years as the Director of the Ivy Street School for adolescents with brain injury. Currently he is an Associate Professor of Practice and Director of the Doctoral Program in the Department of Behavior Analysis at Simmons University. He is also the Director of Behavioral Treatment Services for Riverside Community Care supporting adult individuals with developmental disabilities and behavioral challenges. His research interests include brain injury\, the management of negatively reinforced challenging behavior\, adjunctive behavior\, derived stimulus relations\, conditioned reinforcement\, and the philosophy of Behaviorism. He is a Board Certified Behavior Analyst (BCBA-D) and is licensed as an Applied Behavior Analyst in Massachusetts (LABA). He serves on the Board of Directors of the Cambridge Center for Behavioral Studies\, on the Advisory Board for QBS\, Inc.\, and as a member of a Peer Review Committee for the MA Department of Developmental Services. He is a member of ABAI\, BABAT\, and The Massachusetts Brain Injury Association.\n \n \n \n \n \n Lani Fritts\, MBA - Mergers\, Acquisitions and Private Investors and the Impact on Clinical Services and the Mission\n Mergers\, Acquisitions and Private Investors and the Impact on Clinical Services and the Mission\nAbstract:\nThe field of Behavior Analysis has gone through monumental changes over the past decade\, substantially resulting from the continued rise in diagnostic rates and by the expansion of services funding options for families of individuals on the Autism Spectrum\, which as of this year\, now includes mandated commercial health insurance coverage in all 50 states.  These dynamics have substantially increased demand for services\, driving expansion in BCBA programs educating new behavior analysts\, an explosion in the number of new certificants\, and a substantial increase in the numbers and size of for profit and not-for-profit organizations attempting to serve this rapidly growing demand.  These market factors have also substantially increased mergers and acquisitions and the interest of traditional healthcare services investors in the field\, which has resulted in substantial private equity capital flowing into the companies serving the ASD community. \nThis presentation will explore the supply and demand dynamics driving this interest in the field\, the implications of investment capital flowing into the field\, and the pitfalls and the opportunities these dynamics represent for families\, clinicians\, and organizations. \nLearning Objectives:\n\nAttendees will be able to identify the economic factors impacting the increasing investment and M&A activities in the field of Applied Behavior Analysis\nAttendees will be able to identify some risks this activity might pose to the priorities of an organization and the contingencies that have the potential to interfere with mission focus and clinical excellence\nAttendees will be able to identify strategies to mitigate the risks posed by rapid growth\, mergers\, and private investment in an ABA organization\n\nAffiliation:\nChief Executive Officer\, Kadiant \nPresenter Bio:\nLani left a 15 year career in logistics and technology related companies\, and in 2009 he co-founded Trumpet Behavioral Health\, a leading provider of Applied Behavior Analysis and related services to individuals diagnosed with Autism Spectrum Disorders. Since that time\, Lani has been active in the ABA provider community\, advocating for access to services and developing and sharing organizational and clinical standards. Lani was a founding board member and the first treasurer of The Council for Autism Service Providers (CASP)\, a nonprofit association focused on cultivating\, sharing\, and advocating for provider best practices in autism services. Lani has an undergraduate degree in Economics from Georgetown University and an MBA from the Stanford University Graduate School of Business.\n \n \n \n \n \n Rita M. Gardner\, MPH\, LABA\, BCBA - Ensuring Organizational Ethics: Another Case for Organizational Behavior Management\n Ensuring Organizational Ethics: Another Case for Organizational Behavior Management\nAbstract:\nBehavior Analysts often operate in the context of larger settings that may include many other professions. The BACB’s code of Professional and Ethical Compliance Code for Behavior Analysts requires under 1.0 (Responsible Conduct of Behavior Analysts) that behavior analysts maintain the high standards of behavior of the profession. Furthermore\, the code specifies in section 1.01 that there is a Reliance on Scientific Knowledge. (Behavior analysts rely on professionally derived knowledge based on science and behavior analysis when making scientific or professional judgments in human service provision\, or when engaging in scholarly or professional endeavors). Ensuring that organizational systems are set up to promote compliance with the BACB ethics code may be a challenge when individuals in positions of Leadership in Human Service Organizations (HSO’s) are often not credentialed in the field of Behavior Analysis. We are seeing a rapid growth in organizations who claim to be Applied Behavior Analytic Providers\, including those funded through Private Equity\, whose goals may or may not be value based\, and may be strictly monetary. It is critical for organizations to maintain a commitment to our ethical guidelines\, and to create systems that ensure a professional work environment for all employees that maintains compliance with the BACB’s ethical codes.  The goal of this presentation is to review how the code of ethics should inform the development of any ABA organizations’ operational systems. \nLearning Objectives:\n\nAttendees will gain an understanding how the BACB code of ethics can inform an HSO’s development of organizational behavior management systems.\nAttendees will gain an understanding\, as a Board Certified Behavior Analyst \,of your own responsibility to identify and inform leadership of organizational non-compliance with the BACB code of ethics.\nAttendees will be able to Identify an HSO’s systems that monitor and establish employee protocols to ensure ethical employee behavior that complies with the BACB code of ethics\n\nAffiliation:\nPresident and CEO\, Melmark \nPresenter Bio:\nRita M. Gardner is President and CEO of Melmark\, a multi-state human service provider with premier private special education schools\, professional development\, training and research centers. Rita has devoted 35 years to non-profit management in the field of community-based services for children and adults with the diagnosis of autism spectrum disorders\, acquired brain injuries\, neurological disorders and severe challenging behaviors. In addition to leading Melmark’s $95-million operations across all of its divisions\, Rita is the co-founder of Melmark New England in Andover\, Massachusetts and a co-founder of Melmark Carolinas in Charlotte\, North Carolina. \nRita has been recognized by the Commonwealth Institute and Boston Globe\, on the organizations’ list of Top 100 Women-Led Businesses in Massachusetts for the past two years (#35 in 2018 and TBA in 2019). She is dedicated to creating opportunities for skills growth and advancement for women in the field of human services. Rita does this through her work with CASP (Council of Autism Service Providers)\, for which she and Melmark are founding members; her leadership role as a board member of maaps (Massachusetts Association of Approved Private Schools); and her vital role in WIBA (Women in Behavior Analysis)\, for which Rita volunteers her time and expertise as a mentor. \nAs a result of her far-reaching work\, Rita is known throughout the disability community as a tireless advocate for services for children and adults with intellectual disabilities and autism. She has provided project consultation to nationally-renowned organizations and was appointed to Massachusetts Governor Deval Patrick’s Special Commission Relative to Autism in 2010. She continues to serve in that capacity\, appointed by the current Governor Charles Baker. Rita has testified before the legislature on numerous issues related to Autism Spectrum Disorders\, written articles for professional journals\, and made a number of presentations on topics ranging from program expansion and behavior management to transitioning students with brain injury back into the community. \nRita has been involved in the organization\, design\, development and implementation of over 100 community-based programs for children and adults. Her professional experience is focused on high level organizational design using her skills in child advocacy\, clinical practice\, health service administration\, legal issues\, public policy and fundraising. Her demonstrated focus on fiscal prudence\, ability to build bridges with funding sources\, and experience in the development and ongoing maintenance of donor relationships\, ensures the future of services for individuals with intellectual disabilities\, at Melmark and beyond. \nRita received her Master of Public Health degree from Boston University’s School of Public Health in the School of Medicine. Most important\, she holds the heart of Melmark’s mission at the core of her professional standards. She is dedicated to every child\, adult and family served at Melmark\, as well as every member of Melmark’s professional staff.\n \n \n \n \n \n David J. Cox\, PhD\, MSB\, BCBA-D - Moral Philosophy\, Ethical Theories\, and Applied Ethics\n Moral Philosophy\, Ethical Theories\, and Applied Ethics\nAbstract:\nTo be alive is to reside in the expanse of constant choice. Choice about how to live and choice about what to value. Ethics. Moral philosophers have long debated how we know what choice is right and why that choice is best. When observed over time\, patterns of ethical choice and justification aggregate into ethical theories that can guide ethical decision-making in novel scenarios. Ethical theories become practically relevant in the domain of applied ethics – the application of ethical theory and moral philosophy to real-world decisions made under time constraints\, with missing information\, and socially significant uncertain consequences. Far from esoteric and abstract\, ethical theories have direct relevance for everyday ethical decision-making in professional practice. This presentation reviews common ethical theories\, research on ethical decision-making\, and how ethical theories and research help practitioners develop systems to improve their professional practice. \nLearning Objectives:\n\nAttendees will be able to name 5 major ethical theories and describe the approach to ethical decision-making used by each theory.\nAttendees will be able to define normative and ethical behavior and describe why applied ethics requires data collection on both.\nAttendees will be able to describe current methods for researching ethics and how these can be used in professional practice.\n\nAffiliation:\nGuideWell\, Endicott College \nPresenter Bio:\nDavid is a Principal Analyst of Behavioral Science and Analytics in the Department of Data Science at GuideWell. His graduate education and training spans behavior analysis (PhD)\, behavioral economics (post-doc)\, data science (post-doc)\, and bioethics (MS). David has worked in Applied Behavior Analysis since 2006 with ages ranging from children to adults and with diagnoses spanning developmental disabilities\, psychoses\, anxiety\, and behavioral health. His basic research foci are quantitative and computational analyses of choice\, complex verbal behavior\, behavioral health\, ethical behavior\, and scaling basic and applied research in these areas to population behavioral health\, health decision making\, and clinical ethics.\n \n \n \n \n \n Noor Y. Syed\, PhD\, BCBA-D\, LBA/LBS -Towards an Ethical Behavior Analytic Organization: Compassion\, Cultural Humility\, and Sustainability\n Towards an Ethical Behavior Analytic Organization: Compassion\, Cultural Humility\, and Sustainability\nAbstract:\nThis presentation will describe lessons learned and research utilized in building and maintaining an ethical insurance based behavior analytic organization (namely\, a university-based autism clinic) and practicum site. Having a background in behavior analysis programming and supervision is critical\, but also vital is knowledge of leadership\, business\, and sustainability practices. Of paramount importance is dedication at all levels within an organization on creating cultures of ethical operational practices which subsequently lead to sustainability. Further\, a strong emphasis is placed on compassion\, collaboration\, and cultural humility — and always admitting mistakes! To better understand all aspects\, we formed verbal communities\, solicited stakeholder input (i.e\, community members\, caregivers\, staff\, and students)\, and engaged in continuous evaluation of our methodologies throughout development of the clinic and practicum coursework. We will also learn from leaders in the field who have built local and global organizations in behavior analysis\, discovering common themes across their businesses\, as well as unique. Finally\, tools will be provided that can guide your own development of an ethical\, sustainable organization and practicum framework. \nLearning Objectives:\n\nAttendees will be able to describe and engage in methods to build a culture of ethics\, compassion\, cultural humility\, and sustainability within a behavior analytic organization\nAttendees will be able to gain an understanding of how to build a hierarchical and sustainable practicum framework\nAttendees will be able to identify challenges and potential solutions in developing a behavior analytic organization and local and broader levels\n\nAffiliation:\nClinical Director\, Lehigh University Autism Services \nFaculty\, Lehigh University\, Department of Education and Human Services \nResearch Coordinator\, Global Autism Project \nPresenter Bio:\nNoor Syed\, PhD\, BCBA-D is faculty with and the Clinical Director of Lehigh University Autism Services (LUAS). She is also a Research Coordinator and Clinical Consultant with the Global Autism Project. Prior to this\, Dr. Syed was an Assistant Professor of Special Education with Manhattanville College. Dr. Syed is a certified general and special education teacher\, birth through grade six\, and a licensed behavior analyst in New York\, Connecticut\, and Pennsylvania. She has worked with individuals diagnosed with autism spectrum disorder and developmental disabilities for over 10 years from early intervention through adulthood. Dr. Syed received her undergraduate degree in Applied Behavior Analysis under Dr. Raymond G. Romanczyk in the Institute of Child Development at Binghamton University and completed her PhD in ABA with Dr. R. Douglas Greer at Teachers College\, Columbia University. \nDr. Syed has consulted for autism clinics around the world\, including in Uganda\, India\, Romania\, Antigua and Barbuda\, and Indonesia and currently serves as the international and school-based expert on ABAEthicsHotline.com with Dr. Jon Bailey. Her research interests lie in effective supervision as well as ethical\, sustainable\, and culturally humble practices. Most recently\, Dr. Syed authored a set of criterion-referenced proficiency standards for RBTs and BCBA trainees. Dr. Syed is also currently engaging in international research collaborations with clinical sites in the Czech Republic\, Kenya\, and the Dominican Republic.\n \n \n \n \n \n Continuing Education Opportunities\n BACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \n \nBACB® Learning CEs (6.0 ETHICS): The Cambridge Center for Behavioral Studies is an approved Learning CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer Learning CE units for this conference. \nAPA Approved Sponsor \nPsychology CE Credits (6.0) – 1 CE per speaker/presentation: \nAmego 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 conference. \n**It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n Location - Now Live Online\n Important Notice: Now Live Online Conference* \nWe are so happy to be able to continue to offer this incredible opportunity to see some of the world’s top experts in the field present together on one day. Presented through our strategic partner\, ABAC\, participants will have a fully inclusive experience with no links to worry about with a personal portal where they will enter the conference. Certificates are available in the portal\, no waiting for an email. Recordings of the presentations will be available for 10 days post-conference should you miss any during the day. \nWe are confident that our partner ABAC\, a company with over 6 years experience and close to 400 live events hosted\, will provide a high-quality experience our conference attendees expect from CCBS. \nJoin us for what will be a truly unique Ethics conference experience with our six invited speakers! \n \n\n*Powered by: ABAC’s Learning Management System and Webinar Platform\n\nNO CANCELLATION FEE. We will refund your fee up to 3 hours prior to the event. No cancellations will be accepted within 3 hours of start time or during the event. If you miss live you can access the recording for 10 days. \n \n \n \n \n \n \n \n \n Presented by\n Cambridge Center for Behavioral Studies™ in cooperation with The Institute for Behavioral Studies\, Van Loan School at Endicott College. \n \n \nSpecial thanks to Amego Prepare and the University of West Florida\, Center for Behavior Analysis for expanding our continuing education offerings. \n \n\n \n \n \n \n \n \n \n \n \n \n \n Melmark is a multi-state human service provider with premier private special education schools\, professional development\, training\, and research centers in Pennsylvania\, Massachusetts and the Carolinas. The not-for-profit organization provides clinically-sophisticated evidence-based special education\, residential\, vocational and therapeutic services for children and adults diagnosed with autism spectrum disorders\, developmental and intellectual disabilities\, acquired brain injuries\, medical complexities\, and other neurological and genetic disorders. Melmark’s applied behavior analytic programs are offered in the least restrictive environment possible. \nMelmark is committed to providing exceptional applied behavior analytic services to every individual\, every day. With a vision to expand and raise the quality of service delivery systems throughout the country by disseminating and replicating the Melmark Model of Program Development and Clinical Treatment\, Melmark embraces the following core commitments: Compassionate Care\, Integrity in Everything We Do\, Highly Skilled Workforce\, Evidence-Based Practices\, and Best Outcomes. \nTo learn more\, visit www.melmark.org.\n \n \n \n Post Conference Information\n \n LOG-IN INSTRUCTIONS\n \n SCHEDULE\n \n \n \n \n \n \n \n Post Conference Information\n \n LOG-IN INSTRUCTIONS\n \n SCHEDULE\n \n \n \n \n \n \n \n \n \n \n \n Invited Presenters\n \n Presenter Bios & Abstracts\n \n \n \n \n \n \n Jennifer Zarcone\, PhD\, BCBA-DSenior Vice President for Adult Clinical Services and Training\nMay Institute\n \n \n \n \n \n Ronald Allen\, PhD\, BCBAClerk\, Board of Directors\nSimmons University\n \n \n \n \n \n Lani FrittsChief Executive Officer\nKadiant\n \n \n \n \n \n Rita M. Gardner\, MPH\, LABA\, BCBAPresident and CEO\nMelmark\n \n \n \n \n \n David J. Cox\, PhD\, MSB\, BCBA-DBehavioral Data Science Research Lab\nInstitute for Applied Behavioral Science \n \n \n \n \n Noor Y. Syed\, PhD\, BCBA-D\, LBA/LBSCenter for Autism Advocacy: Research\, Education\, & Supports (CAARES)\, SUNY Empire State College\nAnderson Center International\n\n \n \n \n \n \n With opening remarks by:\n \n \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-DProfessor\, Institute for Behavioral Studies\, Van Loan School\nEndicott College \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DCambridge Center for Behavioral Studies™ \n SCHEDULE\n \n \n \n \n \n \n \n \n \n \njasa pbn judi URL:https://behavior.org/event/ethics-professional-practice-conference-2020-2/ LOCATION:ONLINE CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2020/07/PosterETHICS2020.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20200424 DTEND;VALUE=DATE:20200425 DTSTAMP:20260421T025205 CREATED:20190501T195748Z LAST-MODIFIED:20200922T083727Z UID:7359-1587686400-1587772799@behavior.org SUMMARY:13th Annual Conference on Autism & Related Disorders: Research-Based Solutions (SOLD OUT) DESCRIPTION:LOG-IN INSTRUCTIONS\n \n \n \n \n \n We are happy to announce this conference has SOLD OUT. We hope to see you at one of our other Events and next year in Wine Country!\nImportant Notice: Now an Online (Only) Live Conference* with Virtual Poster Session\nWe are so happy to be able to continue to offer this incredible opportunity to see some of the world’s top experts in the field present together on one day. Presented through our strategic partner\, ABAC\, participants will have a fully inclusive experience with no links to worry about\, a personal portal where they will enter the conference\, a virtual poster session where each poster author can interact with the audience throughout the day and overtime. Certificates are available in the portal\, no waiting for an email. Limited access recordings of the events will be available in addition to the resources provided by our speakers. \nWe are confident that our partner ABAC\, a company with over 6 years experience and close to 400 live events hosted\, will provide a high-quality experience our conference attendees expect from CCBS. As with all ABAC events and ABACLive Cambridge Center Series Events\, each of our speakers will have two personal sessions to practice using the system and all will be supported by the ABAC team throughout the process and during the day. \nJoin us for what will be a truly unique Autism conference experience with our six invited speakers! \n \n\n*Powered by: ABAC’s Learning Management System and Webinar Platform\n\nA one-day conference featuring leading experts in fields of Science\, Special Education\, and Autism Spectrum Disorders. \n \n \n \n \n \n   \n\nRegistration Fees (Subject to change)\n\n\nRegistration Type\n\nEarly Registration Ends 4/15/20*\n\n\nOnsite & After 4/15/20\n\n\n\nStudent/Non-professional\n\n$95\n\n\n$125\n\n\n\nProfessional\n\n$195\n\n\n$225\n\n\n\nProfessional Group (5 or more)\n\n$155\n\n\nn/a\n\n\n\n\nBACB Learning CEUs: Additional $40 for Certificate. \nBCBAs and other professionals who have been laid off may apply for reduced rates or scholarships by contacting Rebekah Pavlik. We are committed to helping those affected.  Let us know your situation and needs.  We will get back to you once we know more. \n10 Scholarships have been provided for Hancock College Faculty by the Holdsambeck Franzman foundation.  These are provided on a first come first served basis. \nGroups: For groups of 15 or more registering\, we are offering an additional discount from early registration fees. All groups need to complete a Group Registration Form.  Contact Rebekah Pavlik through pa****@******or.org or (978) 369-2227 Ext. 3. \n\n\n\n\nOf Benefit to: Behavior Analysts\, Parents & Caregivers\, Teachers\, School Administrators\, Special Education Providers \n \n SCHEDULE\n \n \n \n \n \n Invited Speaker Presentation Titles\, Abstracts & Bios\n \n \n \n \n \n Bridget A. Taylor\, PsyD\, BCBA-D: Fostering Relationships with Family Members: Compassionate Care in Applied Behavior Analysis \n Fostering Relationships with Family Members: Compassionate Care in Applied Behavior Analysis\nAbstract:\nWithin certain areas of healthcare\, it has been documented that treating patients with compassion and empathy can have important benefits\, such as increasing patient satisfaction\, enhancing adherence to treatment\, and improving clinical outcomes. While current empirical support for these outcomes is mixed (Kirby\, Tellegen & Steindl\, 2017)\, there is increasing scientific interest in the benefits of compassionate care. Behavior analysts have recently begun to articulate the importance of attending to relationships in our clinical work. For example\, Taylor\, LeBlanc and Nosik (2018) proposed that clinical outcomes of clients may be enhanced by improving relationships with their caregivers. This presentation will review survey data documenting parent perception of compassionate care by behavior analysts\, as well as behavior analysts’ impressions of training needs in this area (Leblanc\, Taylor\, & Marchese\, 2019).  Video examples of poor relationship interactions will illustrate barriers to positive relationships with family members\, and practical strategies and responses will be presented to enhance relationships with caregivers. \nObjectives:\n\n\nParticipants will be able to identify current behavioral conceptualization of empathy and perspective taking.\nParticipants will be able to identify responses that are potential barriers to relationship building.\nParticipants will be able to identify the responses parents reported on the Taylor et al. 2018 survey as behavior analyst needing to improve on.\nParticipants will be able to identify practical strategies that are relationship builders.\n\n\nPresenter Bio:\nDr. Bridget A. Taylor is co-founder and CEO of Alpine Learning Group and is Senior Clinical Advisor for Rethink. She holds a Doctorate of Psychology from Rutgers University\, and received her Master’s degree in Early Childhood Special Education from Columbia University. She is a Board Certified Behavior Analyst and a Licensed Psychologist. Dr. Taylor is President of the Behavior Analyst Certification Board and serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies. She is past Associate Editor for the Journal of Applied Behavior Analysis. She also serves on the editorial board of Behavioral Interventions. Active in the autism research community\, Dr. Taylor has published numerous peer-reviewed articles and book chapters on effective interventions for autism. She is a national and international presenter and serves in an advisory capacity for autism education and treatment programs both locally and abroad. Dr. Taylor was recently recognized by the Association for Applied Behavior Analysis International for her outstanding contributions to behavior analysis and was given ABAI’s Fellow designation. Dr. Taylor is considered a leading authority on effective\, and innovative interventions for autism. \n \n \n \n \n \n Rachel Taylor\, PhD\, BCBA-D - We All Knew They’d Grow Up: Lessons Learned and What Now?\n We All Knew They’d Grow Up: Lessons Learned and What Now?\nAbstract:\nApplied Behavior Analysis (ABA) is the “gold standard” for service provision aimed at helping young children diagnosed with Autism Spectrum Disorders (ASD). Given the plethora of related empirical evidence\, great strides have been made in ensuring the proper provision of ABA supports for this population. However\, the increased attention to young children may be detracting from determining that which is necessary to promote successful outcomes for adolescents and adults with ASD. The purpose of this presentation is to discuss lessons learned from providing ABA services to this relatively older population and to outline some important considerations for producing socially significant improvements regardless of age. Special attention will also be paid to innovations in service provision\, including new community-based living and day program options. Participants interested in expanding their practice to better support socially meaningful improvements across the lifespan will especially benefit from this presentation by learning actionable steps to take to this end. \nObjectives:\n\n\nParticipants will demonstrate an understanding for the utility of Applied Behavior Analytic services beyond supporting young children with Autism Spectrum Disorders\nParticipants will identify several areas of early intervention that may need to be adjusted in order to ensure even greater socially meaningful improvements over time\nParticipants will describe how ABA services are useful for individuals across a range of ages and diagnoses\nParticipants will identify the services that are available to adolescents and young adults with neurodevelopmental disorders and how those services align with ABA\n\n\nPresenter Bio:\nDr. Rachel Taylor (formerly Dr. Tarbox) is Founder & CEO of the Center for Applied Behavior Analysis. She has supported individuals diagnosed with neurodevelopmental disorders for more than 20 years. Dr. Taylor started her career working in several prestigious institutions including the New England Center for Children and the Kennedy Krieger Institute at Johns Hopkins Hospital. After earning her PhD she held numerous executive-level management positions in behavioral health agencies including Co-Director of Research and Development for the Center for Autism and Related Disorders (CARD)\, Founder and Director of CARD’s Specialized Outpatient Services\, and Chief Clinical Officer for Intercare Therapy\, Inc.. \nDr. Taylor was also the founding Department Chair for the ABA Masters and PhD programs at The Chicago School of Professional Psychology Los Angeles and an Associate Faculty member in Psychology at California State University Los Angeles and Channel Islands. She has published numerous peer reviewed articles and her research is also featured in the seminal textbook Applied Behavior Analysis\, by Cooper\, Heron and Heward. \nIn addition to her research\, clinical and academic positions\, Dr. Taylor previously served on the Executive Council for the International Association for Behavior Analysis (ABAI). More recently\, she was named as an Advisor to the Cambridge Center for Behavioral Studies. Dr. Taylor also serves on Board of Directors for the California Association for Behavior Analysis (CalABA) as the 2020 Conference Chair. \nHer current interests include 1) protecting against a potential divide between science and practice and 2) demonstrating how ABA produces socially significant improvements regardless of age or diagnosis. Dr. Taylor is especially proud of CABAs reputation for providing high-quality ABA services to adolescents and adults across settings (e.g. community-based and residential) and she is currently increasing her focus on helping other organizations to expand the scope of their ABA practice. \n \n \n \n \n \n Coleen R. Sparkman\, M.A.\, CCC-SLP - The Nuts and Bolts of Early Intensive Behavioral Intervention (EIBI) for Children with Autism Spectrum Disorders\n The Nuts and Bolts of Early Intensive Behavioral Intervention (EIBI) for Children with Autism Spectrum Disorders\nAbstract:\nIt is well researched and documented that Early Intensive Behavioral Intervention is “best practice” and “evidence based”. What is less commonly understood is the specific “how to” so that young children with ASD have the best shot at achieving accelerated gains. This talk will review what an intensive program for young children with autism includes. Understanding the  importance of developmental norms\, early behavioral cusp skills and balanced yet ambitious programming is the goal. \nObjectives:\n\n\nParticipants will be able to identify the core programming appropriate for children in an early intensive behavioral program. This includes: behavioral cusps to consider; relevance of developmental norms; standardized assessments to support programming.\n\n\nPresenter Bio:\nColeen R. Sparkman\, M.A. CCC-SLP\, received her Master’s degree in Communicative Disorders from California State University\, Fresno. Ms. Sparkman is President of Therapeutic Pathways\, Inc. which has 6 centers (The Kendall Centers) for 600 children and adolescents with autism spectrum disorders. \nMs. Sparkman has provided early intervention services to children and technical assistance to school personnel and regional center staff since 1979. She was also a member of the Advisory Committee on the State of California Developmental Disabilities Task Force on Autism Spectrum Disorders and a conceptual reviewer for the National Standards Project\, a national task force devoted to the identification of evidence-based treatment for individuals with autism spectrum disorders. There are many expository essays based on the topic of autism\, some of them you may find by the link\, in other cased studies made on 2014 tells us more. \nMs. Sparkman’s work has been presented at numerous professional meetings including California Association for Behavior Analysis\, the Cambridge Center Autism Conference\, as well as The European Association for Behavior Analysis. She is a co-author of 2 outcome studies (Howard et.al 2005 & 2014) as well as a chapter on choosing effective goals for behavioral programming in a the book ABA for SLPs. \n \n \n \n \n \n Ruth Anne Rehfeldt\, PhD\, BCBA-D - Relational Operants and Child Development: The Science and the Practice\n Relational Operants and Child Development: The Science and the Practice\nAbstract:\nThis presentation will provide an overview of the concept of relational learning and what it means in terms of language and social development in children. The role of arbitrarily applicable relational responding and multiple exemplar instruction will be emphasized as it applies to the acquisition of basic\, rudimentary language\, early academic skills\, and more complex repertoires such as perspective-taking and problem-solving. Representative research and curricular approaches for children will be discussed. \nObjectives:\n\n\nParticipants will be able to design a simple teaching protocol to establish relational skills in students.\nParticipants will be able to recognize the efficiency that programming relational responding repertoires provides.\nParticipants will be able to articulate the concept of relational operants and their role in many important educational tasks.\n\n\nPresenter Bio:\nDr. Rehfeldt holds a BA in psychology from the University of Puget Sound in Tacoma\, WA (1993)\, and  masters and Ph.D. degrees from the University of Nevada (1998). Dr. Rehfeldt is now serving as assistant chair and professor in the Applied Behavior Analysis program at the Chicago School of Professional Psychology Chicago campus. She is ecstatic to be living and working again in Chicago. Dr. Rehfeldt has published over 100 articles and book chapters in behavior analysis\, most of which have focused upon language interventions for persons with developmental disabilities. She co-edited a book with Yvonne Barnes-Holmes entitled\, “Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities\,” and recently co-edited a text entitled\, “Applied Behavior Analysis of Language and Cognition\,” with Mitch Fryling\, Jonathan Tarbox\, and Linda Hayes as co-editors\, due to be released in 2021. Dr. Rehfeldt served as the editor and business manager for The Psychological Record for 12 years\, a journal started by J. R. Kantor and for which B. F. Skinner was one of the first editorial board members. She is or has been an editorial board member for a number of prominent behavior analytic journals\, including Journal of Applied Behavior Analysis and Journal of the Experimental Analysis of Behavior\, and has held a number of leadership positions within the Association for Behavior Analysis International. She is currently serving as Program Chair for the ABAI Annual Autism Convention\, and at-large representative on the ABAI Council. Dr. Rehfeldt was a professor in the Behavior Analysis and Therapy program at Southern Illinois University for twenty years\, where she won a number of teaching and research awards and served as PI on several state and federal autism-related grants. Some recent accomplishments include being awarded ABAI Fellow designation\, a recognition granted to outstanding contributors in research and scholarship\, and co-authoring a chapter on relational framing which was published in the highly anticipated Cooper et al 3rd edition text (the “white book.”) \n \n \n \n \n \n Jonathan Tarbox\, PhD\, BCBA-D -Acceptance and Commitment Training: Self-Care and Compassion in Applied Behavior Analysis Service Delivery\n Acceptance and Commitment Training: Self-Care and Compassion in Applied Behavior Analysis Service Delivery\nAbstract \nCareers in applied behavior analysis (ABA) can be simultaneously incredibly rewarding and incredibly challenging. Behavior analysts are passionate about what we do and this can contribute to the stress and burnout that many of us struggle with. The organizational behavior management literature is replete with evidence-based practices for creating and maintaining excellent job performance but relatively little research has been done on behavioral approaches to addressing stress and burnout. Of course\, stress and burnout are not mental problems\, they involve things we do. That is\, stress and burnout involve overt and covert behavior-environment relations\, so the science of behavior analysis should have something to say about them. Acceptance and Commitment Training (ACT) is a behavior analytic training approach that has research support for improving resilience in other professions and is just now being implemented for this purpose inside of mainstream ABA practice. Although ACT was originally developed for use by clinical psychologists\, it has broadened substantially and is now commonly practiced by many disciplines outside of psychology. Implementing ACT does not require psychotherapy and many of the ACT-based strategies for self-care in the practice of ABA require no specialized training. This presentation will describe small self-care changes that we can put into practice in our daily lives in order to help us thrive while we struggle in our work lives. \nObjectives:\n\n\nParticipants will be able to describe how to implement one values-based self-care procedure for behavior analysts\nParticipants will be able to describe how to implement one self-compassion procedure for behavior analysts\nParticipants will be able to describe how to implement one acceptance-based self-care procedure for behavior analysts\n\n\nPresenter Bio:\nDr. Jonathan Tarbox is the Program Director of the Master of Science in Applied Behavior Analysis program at the University of Southern California\, as well as Director of Research at FirstSteps for Kids. Dr. Tarbox is the Editor-in-Chief of the journal Behavior Analysis in Practice and serves on the editorial boards of several scientific journals related to autism and behavior analysis. He has published four books on autism treatment\, is the Series Editor of the Elsevier book series Critical Specialties in Treating Autism and Other Behavioral Challenges\, and an author of well over 70 peer-reviewed journal articles and chapters in scientific texts.  His research focuses on behavioral interventions for teaching complex skills to individuals with autism and applications of Acceptance and Commitment Training (ACT) inside of applied behavior analysis.  \n \n \n \n \n \n Judah B. Axe\, PhD\, BCBA-D\, LABA - Improving Social Skills by Teaching Problem Solving\n Improving Social Skills by Teaching Problem Solving\nAbstract:\nChildren with autism struggle with social skills. The social world is full of “problems\,” defined as situations in which a response is in the child’s repertoire but is not immediately evoked. For example\, a child may be able to initiate conversations\, but in a crowded social situation\, it is difficult to know when to do so. Problem solving is arranging stimuli to increase the probability of arriving at a solution. This might involve looking at each group of people and deciding if it is an appropriate time to start a conversation. Talking about the past also presents problems and problem solving as people often have to “think back” to what happened to arrive at a response. We also solve many of our problems by “Googling it.” The presenter will describe these phenomena and share studies on teaching problem solving to students with autism to improve how they talk about past events and answer social questions about planning a trip\, such as “how far” and “what’s the weather?” \nObjectives:\n\n\nParticipants will define a “problem” and “problem solving” from a behavior analytic perspective.\nParticipants will explain how to use visual imagining and self-questioning as problem-solving strategies to teach children with autism to recall past events.\nParticipants will explain how to teach children with autism to use phone apps as a problem-solving strategy to answer social questions about planning a trip.\n\n\nPresenter Bio:\nJudah B. Axe\, Ph.D.\, BCBA-D\, LABA\, received his M.A. and Ph.D. in Special Education and Applied Behavior Analysis from The Ohio State University. He is currently an Associate Professor of Education and Behavior Analysis at Simmons University in Boston\, MA\, where he has taught for 12 years. Dr. Axe teaches in the master’s programs in Special Education and Behavior Analysis\, the fully online master’s program in Behavior Analysis\, and the Ph.D. program in Behavior Analysis. He conducts research with children with autism in the areas of verbal\, social\, and challenging behavior. Dr. Axe serves on the editorial boards of five behavior analytic journals. He is a Trustee of the Cambridge Center for Behavioral Studies (CCBS) and has previously served as Chair of the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International (ABAI)\, Co-Coordinator of the Verbal Behavior Area for the ABAI Conference\, Director of the Student Relations Committee of the Berkshire Association for Behavior Analysis and Therapy\, and the Continuing Education Coordinator of CCBS. \n \n \n \n \n \n Continuing Education Opportunities\n BACB® Learning CEs. (An additional $40 fee is required for continuing education certification.) \nBACB® Learning 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 Learning CE units for this conference. \n \n  \n\n \n \n \n \n \n \n \n \n Presented by\n Cambridge Center for Behavioral Studies™ in cooperation with Holdsambeck Behavioral Health. \n \n \n  \nSpecial thanks to ABAC and the University of West Florida\, Office of Applied Behavior Analysis for expanding our continuing education offerings. \n \n \n \n \n \n \n \n \n \n Call for Student Research PostersPoster presentations are a channel to disseminate empirically based ABA research in visual format now through our online format due to the change in venue to keep all safe through the coronavirus pandemic. Get application here. \n Call for Student Research Posters\n \n \n \n \n \n \n \n LOG-IN INSTRUCTIONS\n \n SCHEDULE\n \n \n \n \n \n Call for Student Research PostersPoster presentations are a channel to disseminate empirically based ABA research in visual format now through our online format due to the change in venue to keep all safe through the coronavirus pandemic. Get application here. \n Call for Student Research Posters\n \n \n \n \n \n Invited Speakers:\n \n \n \n \n \n \n Bridget A. Taylor\, PsyD\, BCBA-DCo-founder and CEO\nAlpine Learning Group \nSenior Clinical Advisor\nRethink \n \n \n \n \n Rachel Taylor\, PhD\, BCBA-DCenter for Applied Behavior Analysis \n \n \n \n \n Coleen R. Sparkman\, M.A.\, CCC-SLPTherapeutic Pathways\, The Kendall Centers \n \n \n \n \n Ruth Anne Rehfeldt\, PhD\, BCBA-DSouthern Illinois University\, Carbondale \n \n \n \n \n Jonathan Tarbox\, PhD\, BCBA-DUniversity of Southern California \n \n \n \n \n Judah B. Axe\, PhD\, BCBA-D\, LABASimmons University \n \n \n \n \n \nWith opening remarks by: \n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DCambridge Center for Behavioral Studies™ \n LOG-IN INSTRUCTIONS URL:https://behavior.org/event/13th-annual-conference-on-autism-2020/ LOCATION:CA\, United States CATEGORIES:Conferences ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2020/04/SoldOut_CAAutism_2020WEBINAR.jpg END:VEVENT END:VCALENDAR