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:20210430 DTEND;VALUE=DATE:20210501 DTSTAMP:20260421T024755 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:20260421T024755 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:20260421T024755 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:20260421T024756 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