BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Cambridge Center for Behavioral Studies - ECPv6.15.13//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:Cambridge Center for Behavioral Studies 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:20210101T000000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20170312T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20171105T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20180311T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20181104T060000 END:STANDARD 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;TZID=UTC:20260205T173000 DTEND;TZID=UTC:20260205T203000 DTSTAMP:20260507T232932 CREATED:20260107T231948Z LAST-MODIFIED:20260107T231948Z UID:27894-1770312600-1770323400@behavior.org SUMMARY:ABACLive Webinar with Dr. Robert LaRue DESCRIPTION:Presented through the ABACLive Cambridge Center Series. Helping those who help others\, one live webinar at a time. \nCCBS Advisor Robert H. LaRue\, PhD\, BCBA-D\, LBA-NJ\, presents “The Importance of Integrating Choice Into the Lives of Adolescents and Adults Diagnosed with Autism Spectrum Disorder“\nThursday\, February 5\, 2026\n5:30 pm – 8:30 pm (Eastern/NY)\nRecordings available until 02/20/26 \nThis event is FREE for the general public. Or available for a discounted price with: \nThis Program is Approved for the Following CE Credit Types: \n\n0.3 IACET CEUs\n3.0 BACB CEUs: Ethics\n3.0 QABA CEUs\n3.0 IBAO CEUs: Ethics\nSee more information below or brochure for ACE Provider Statements.\n\nRegister on ABAC Website – FREE (NO CEs) \nRegister on ABAC Website to Earn Continuing Education \nAbstract\n\nThe ability to make meaningful choices is a fundamental right\, yet individuals with autism often experience limited opportunities for choice in daily life. This live presentation examines the ethical importance of integrating choice into programming while balancing habilitation goals that promote long-term independence. \nThe ability to make choices is a right most of us take for granted. The opportunity to choose among different activities\, such as reading a book or exercising\, has traditionally been a right reserved for those who are “neurotypical”. Unfortunately\, individuals diagnosed with autism spectrum disorders (ASDs) often have limited opportunities to make choices in their daily lives. While practitioners have an ethical obligation to encourage choice-making in this population\, we are also tasked with addressing important habilitation goals that will increase their independence in the future. Ethical issues often arise when providing opportunities to make choices conflicts with our obligation to teach important (yet non-preferred) skills. For instance\, autistic students/clients may make impulsive choices (i.e.\, selecting smaller-sooner rewards over larger-delayed rewards) or may choose not to complete important tasks\, even if the acquired skills would lead to beneficial outcomes in the long term (e.g.\, brushing their teeth\, exercising). These issues become even more pronounced as this population ages and becomes more challenging to intervene with. The purpose of the current presentation is to describe the importance of integrating choice into programming. In addition\, the presentation will describe some of the factors that influence choice-making in individuals with ASD and share some strategies that may afford these individuals opportunities to make choices while addressing important habilitation goals. \n\nLearning Objectives:\nBy the end of this event\, participants should be able to: \n\nIdentify reasons why it is ethical practice to ensure that adults and adolescents with autism or related disorders have ample opportunities to make choices.\nIdentify the variables that affect choice-making in ASD populations.\nIdentify examples and non-examples of individuals diagnosed with ASD may engage in temporal discounting when given choices.\nSelect strategies for influencing choice through the use of economic manipulations.\n\nPresenter Bio: \nDr. LaRue is a Clinical Professor at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. He earned a dual doctorate in biological and school psychology from Louisiana State University in 2002. He completed his predoctoral internship with the Kennedy Krieger Institute at Johns Hopkins University and a postdoctoral fellowship with the Marcus Institute (now the Marcus Autism Center) at Emory University. He currently serves as the Director of Behavioral Services at the Douglass Developmental Disabilities Center (DDDC) and the Rutgers Center for Adult Autism Services (RCAAS)\, where he provides consultative support for students and staff providing intensive behavioral services to students and adults within the Centers. His research interests include the assessment and treatment of maladaptive behavior\, improving transitional outcomes for adolescents and adults with ASD\, the use of behavioral economics in intervention\, and the evaluation of psychotropic medications used with at-risk populations. He has authored articles in peer-reviewed journals\, written several book chapters\, and presented at national and international conferences. \n*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs) \nThis event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education \nThe ABACLive Cambridge Center Series of webinars are presented by Board of Directors\, Trustees\, Advisors\, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies. \nThe ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center\, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others. \nRegister on ABAC Website – FREE (NO CEs) \nRegister on ABAC Website to Earn Continuing Education \nGo to ABAC Website for ongoing continuing education opportunities. URL:https://behavior.org/event/abaclive-webinar-with-dr-robert-larue/ LOCATION:Your desktop or mobile device! CATEGORIES:Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2026/01/LaRue_ABAC.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=UTC:20251017T120000 DTEND;TZID=UTC:20251017T150000 DTSTAMP:20260507T232932 CREATED:20250915T205659Z LAST-MODIFIED:20250915T210433Z UID:24494-1760702400-1760713200@behavior.org SUMMARY:ABACLive Webinar with Dr. Catherine Williams DESCRIPTION:Presented through the ABACLive Cambridge Center Series. Helping those who help others\, one live webinar at a time. \nCCBS Advisor Catherine Williams\, PhD\, BCBA-D\, presents “Applying the Science of Conceptual Learning to Teach Adults in Clinical and Academic Settings”\nFriday\, October 17\, 2025\n12:00 pm – 3:00 pm (Eastern/NY)\nRecordings available until 11/02/25 \nThis event is FREE for the general public. Or available for a discounted price with: \nThis Program is Approved for the Following CE Credit Types: \n\n0.3 IACET CEUs\n3.0 BACB CEUs: Learning\n3.0 QABA CEUs\n3.0 IBAO CEUs: General\nSee more information below or brochure for ACE Provider Statements.\n\nRegister on ABAC Website – FREE (NO CEs) \nRegister on ABAC Website to Earn Continuing Education \nAbstract\n\nConceptual learning is the discrimination between new examples and nonexamples and generalization to new examples. Many of the skills listed on task lists or training curricula for behavior analysts and technicians\, and thus many of the skills behavior analysts teach are concepts. Therefore\, designing instruction that helps us teach concepts quickly and reliably will enable us to better support our learners. During this workshop\, we will discuss how to identify whether a learning objective is a concept\, how to analyze the concept to inform instruction\, how to create that instruction\, and how to evaluate and update that instruction based on learner outcomes. We will focus on the application of these strategies in post-secondary education and supervision\, although they can be applied anytime a concept is being taught. \n\nLearning Objectives:\nBy the end of this event\, participants should be able to: \n\nIdentify learning objectives related to class instruction and supervision that involve teaching concepts.\nSelect can-have and must-have features related to a given concept.\nIdentify a sequence of examples and nonexamples that can be used to teach a concept.\nIdentify what modifications they should make to a sequence based on the responses of those who were taught.\n\nPresenter Bio: \nDr. Williams is an assistant professor at the University of North Carolina Wilmington and a BCBA-D. She received her Ph.D. in psychology with an emphasis on behavior analysis from West Virginia University and completed a postdoctoral fellowship in clinical and translational research at the Marcus Autism Center. Her passion is disseminating the tactics of behavior analysis to promote high-quality instruction for teaching concepts and problem solving. In pursuit of this goal\, she’s worked with numerous school systems as a behavior consultant and teacher coach. She also supervises master’s and doctoral students as they conduct research to inform instructional practices and the basic science on the principles underlying these skills. She facilitates the dissemination of research in this area by serving as a reviewer for numerous peer-reviewed journals and is a co-editor of the Experimental Analysis of Human Behavior Bulletin. \n*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs) \nThis event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education \nThe ABACLive Cambridge Center Series of webinars are presented by Board of Directors\, Trustees\, Advisors\, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies. \nThe ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center\, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others. \nRegister on ABAC Website – FREE (NO CEs) \nRegister on ABAC Website to Earn Continuing Education \nGo to ABAC Website for ongoing continuing education opportunities. URL:https://behavior.org/event/abaclive-webinar-with-dr-catherine-williams/ LOCATION:Your desktop or mobile device! CATEGORIES:Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2025/09/Williams_ABAC.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20250801 DTEND;VALUE=DATE:20250802 DTSTAMP:20260507T232932 CREATED:20250307T000529Z LAST-MODIFIED:20250812T220459Z UID:23263-1754006400-1754092799@behavior.org SUMMARY:13th Annual ETHICS in Professional Practice Conference DESCRIPTION:Recording and presentation links were emailed on Thursday\, August 7. If you did not receive or have questions\, contact Rebekah at pa****@******or.org. \n\n \n\n\nThis is a one-day conference featuring leaders in the fields of Ethics\, Psychology\, Business\, and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \nOur conference starts at 9:00 am (Eastern/MA timezone) with introductions. Presentations start at 9:15 am and end at 5:15 pm. See Schedule. \n\n\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n Judah B. Axe\, PhD\, BCBA-D\, LABA: Ethical Considerations in Teaching Verbal Behavior\n Judah B. Axe\, PhD\, BCBA-D\, LABA\nProfessor of Behavior Analysis\nSimmons University \nEthical Considerations in Teaching Verbal Behavior\nAbstract:\nIn the decades prior to 2000\, researchers designed procedures for teaching verbal behavior to autistic individuals that were structured\, rigid\, and focused on teaching rote skills. Now in the 2020s\, there is a clear call for behavior analysts to ensure their interventions “produce outcomes likely to maintain under naturalistic conditions” (BACB Code of Ethics\, 2.14). In terms of teaching verbal behavior\, the mand often meets these guidelines\, but the other verbal operants are not as straightforward. With a focus on the tact\, the presenter will differentiate “educational tacts” and “natural tacts” and present a study analyzing variables that may lead to natural tacts. There will also be a discussion of the reinforcement for natural tacts and methods to establish generalized conditioned social reinforcers. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe ethical guidelines on targeting meaningful skills that maximize benefits and are likely to occur under naturalistic conditions.\nDescribe methods for conditioning attention as a reinforcer as a means of approaching the ethical guideline of promoting verbal behavior under naturalistic conditions.\nDescribe recent research on how antecedent variables found in natural environments affect tacting.\n\nPresenter Bio:\nDr. Judah Axe received his M.A. and Ph.D. in Applied Behavior Analysis and Special Education from The Ohio State University. He joined the faculty of Simmons University in Boston\, MA\, in 2008 and is currently a Professor of Behavior Analysis in the on-ground and online master’s and Ph.D. programs. He authored the 10th edition of Applied Behavior Analysis for Teachers and over 40 research articles and book chapters\, mostly on teaching verbal behavior to children with autism. Dr. Axe serves on the editorial boards of five research journals and has held leadership roles with the Association for Behavior Analysis International\, the Verbal Behavior Special Interest Group (VB SIG)\, the B.F. Skinner Foundation\, the Organization for Autism Research\, and the Cambridge Center for Behavioral Studies. He was overjoyed to receive the 2021 VB SIG Award for Excellence in Teaching Verbal Behavior.\n \n \n \n \n \n Molly Benson\, MS SpEd\, BCBA\, LABA\, EdS: The Ethics of Sustainability: Advancing Behavior Analysis to Address the Climate Crisis\n Molly Benson\, MS SpEd\, BCBA\, LABA\, EdS \nThe Ethics of Sustainability: Advancing Behavior Analysis to Address the Climate Crisis\nAbstract:\nAs the climate crisis intensifies\, behavior analysts are uniquely positioned—and ethically obligated—to apply their science toward environmental sustainability. Yet the field often remains narrowly focused\, despite the broad relevance of behavioral principles. This presentation will outline strategies for scalable\, systems-level interventions to promote sustainable practices\, including contingency planning\, ethical considerations\, and opportunities for replication. Attendees will gain practical tools and a clearer understanding of behavior analysis’s role in addressing this urgent global issue. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe the ethical responsibilities of behavior analysts in addressing environmental sustainability.\nIdentify opportunities for collaboration and sustainability research.\nIdentify opportunities to apply behavior-analytic strategies at a systems level to promote sustainable practices.\nAnalyze the role of supportive and opposing contingencies in the success of sustainability interventions.\n\nPresenter Bio:\n \nMolly Benson\, M.S. Sp.Ed\, BCBA\, LABA\, Ed. S\, is a seasoned special educator and behavior analyst based in Beverly\, Massachusetts. With over 25 years of experience supporting individuals with disabilities\, she brings together expertise in behavior analysis and a deep commitment to environmental sustainability. Molly holds degrees in Sociology (University of Miami) and Special Education (National University)\, completed her ABA coursework through the Florida Institute of Technology\, and earned a Transition Specialist Endorsement from Cambridge College. \nShe is actively involved in advancing pro-environmental behavior through her work with Behaviorists for Social Responsibility\, New England Behavior Analysts for Sustainability\, and the BABAT Sustainability Advisory Board. A member of the editorial board for Behavior and Social Issues\, Molly has co-authored publications and presented at national conferences. Her student-led composting initiative at Beverly High School earned sustainability research awards from BABAT and the Association for Maine Behavior Analysis. \nAt the Endicott Ethics Conference\, Molly will share practical strategies for fostering sustainability in behavior analytic practice and emphasize the ethical importance of consistent action toward meaningful\, systems-level change.\n \n \n \n \n \n Corina Jimenez-Gomez\, PhD\, BCBA-D: Anchored in Ethics: Cultural Responsiveness Amid Shifting Tides\n Corina Jimenez-Gomez\, PhD\, BCBA-D\nAssistant Professor\, Department of Psychology\nUniversity of Florida \nAnchored in Ethics: Cultural Responsiveness Amid Shifting Tides\nAbstract:\nIn an era marked by cultural polarization\, political resistance to DEIA initiatives\, and increased scrutiny of professional conduct\, behavior analysts face complex challenges in upholding ethical and culturally responsive practices. This presentation offers a principled yet pragmatic approach to navigating these turbulent waters. Anchored in the BACB Ethics Code and guided by foundational values of cultural responsiveness\, we will explore strategies for maintaining professional integrity\, engaging in evidence-based practices\, and delivering equitable\, client-centered services—even amid external pressures and resistance. Behavior analysts can—and must—stay the course toward inclusive\, ethical practice. This session will present a practical framework to serve as an ethical compass\, along with strategies to support practitioners as values-driven navigators committed to meaningful\, culturally attuned behavior change. Ultimately\, I will argue that behavior analysts must continue to function as scientist-practitioners: monitoring their own behavior\, ensuring alignment with the Ethics Code\, and working collaboratively with stakeholders to promote ethical\, effective\, and culturally responsive care. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify key components of the BACB Ethics Code that support culturally responsive practice.\nDescribe at least three strategies for engaging in ethical and culturally responsive practice.\nDevelop an individualized action plan or “ethical navigation map” to guide future professional conduct when faced with cultural or ethical turbulence.\n\nPresenter Bio:\nDr. Corina Jimenez-Gomez (she/her/ella) is originally from Caracas\, Venezuela. Over the past 20 years\, she has lived in many places\, held several academic positions\, and worn a range of hats. Currently\, she is an Assistant Professor in the Behavior Analysis program\, Department of Psychology\, at the University of Florida. Her professional interests range from choice and reinforcement processes to supporting learners and staff in applied settings\, all through the lens of cultural responsiveness. Perhaps most importantly\, she is also the mom of two amazing humans and is married to a fellow behavioral scientist.\n \n \n \n \n \n SungWoo Kahng\, PhD\, BCBA-D: Conducting Functional Analyses is the Ethical Choice\n SungWoo Kahng\, PhD\, BCBA-D\, LBA\nProfessor\, Department of Applied Psychology\nDirector of Academic Programs in Autism and ABA\nCo-Director of Research\, Rutgers Center for Adult Autism Services\nRutgers University \nConducting Functional Analyses is the Ethical Choice\nAbstract:\nConducting functional analyses (FAs) of problem behavior in individuals with autism spectrum disorder (ASD) and related developmental disorders is widely regarded as best practice. However\, many behavior analysts do not routinely incorporate FAs into their clinical work\, potentially violating the BACB’s Professional and Ethical Compliance Code. This presentation will explore the ethical implications of this gap in practice and examine commonly cited barriers to conducting FAs. We will critically evaluate these barriers in light of current scientific evidence and discuss strategies for promoting the adoption of FAs within clinical settings. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify commonly perceived barriers to conducting functional analyses.\nEvaluate scientific evidence that supports or challenges these perceived barriers.\nExplain why conducting functional analyses aligns with ethical standards in behavior analysis.\n\nPresenter Bio:\nDr. SungWoo Kahng is the Chair of the Department of Applied Psychology\, Director of Academic Programs in Autism and ABA\, and a Professor at Rutgers University. Previously\, he was an associate professor at the University of Missouri (MU)\, where he also served as Chair of the Department of Health Psychology\, Founding Director of the MU Graduate Programs in Applied Behavior Analysis\, and Director of the Applied Behavioral Intervention Service at the MU Thompson Center for Autism and Neurodevelopmental Disorders. Dr. Kahng has held faculty positions in the Department of Behavioral Psychology and worked as a senior behavior analyst on the Neurobehavioral Unit at the Kennedy Krieger Institute. Additionally\, he was an associate professor in the Department of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine. \nDr. Kahng earned his Bachelor of Arts in Psychology from Kalamazoo College and his Ph.D. in behavior analysis from the University of Florida. He has served as an Associate Editor and on the Board of Editors for the Journal of Applied Behavior Analysis. He is currently on the Board of Editors for Behavioral Intervention and the Review Journal of Autism and Developmental Disorders. \nA New Jersey Licensed Behavior Analyst and Board Certified Behavior Analyst\, Dr. Kahng is a Fellow of the Association for Behavior Analysis International\, a Trustee of the Cambridge Center for Behavioral Studies\, and a Trustee for the Autism MVP Foundation. He has been the President of the Board of Directors of the Behavior Analyst Certification Board\, the Applied Representative to the Executive Council of the Association for Behavior Analysis International\, a member of the Scientific Council of the Organization for Autism Research\, and a Past President of the New Jersey Association for Behavior Analysis. \nDr. Kahng received the 2003 B.F. Skinner New Researcher Award from Division 25 of the American Psychological Association. His research and clinical work focus on assessing and treating complex problem behaviors in individuals with developmental disabilities. His broader research interests include employment and college supports for adults with autism spectrum disorder\, as well as obesity and aging. Dr. Kahng has mentored numerous undergraduate\, master’s\, and predoctoral students\, as well as postdoctoral fellows\, and has co-authored over 100 peer-reviewed articles and chapters.\n \n \n \n \n \n Daniel R. Unumb\, Esq: Legal Essentials for Quality Ethical Practice\n Daniel R. Unumb\, Esq.\nPresident\, Autism Legal Resource Center LLC \nLegal Essentials for Quality Ethical Practice\nAbstract:\nThis presentation will educate attendees on essential laws they should know to deliver quality\, ethical third-party funded ABA services.  Laws discussed include federal and state mental health parity laws\, autism insurance mandates\, state prompt payment and recoupment statutes\, federal Medicaid (EPSDT) law\, the federal False Claims Act\, Licensure/Professions Code\, ACA Nondiscrimination laws\, denials and appeals regulations\, and the Americans with Disabilities Act and related access issues.  We will discuss ethics code provisions relating to these laws and the intersection of relevant laws and clinical practice decisions. The format of instruction will be lecture with some audience participation. \nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify the three types of treatment limitations prohibited by federal mental health parity law.\nIdentify at least one type of state law relevant to your insurance funded practice.\nIdentify how long a provider has to return an identified overpayment to avoid a False Claims Act violation.\n\nPresenter Bio:\nDan Unumb is an attorney and founder of the Autism Legal Resource Center. Mr. Unumb previously served as the founding Executive Director of the Autism Speaks Legal Resource Center\, where he worked to secure improved insurance and Medicaid coverage for individuals with autism in over 40 states. \nHe has worked with federal and state regulators to secure improved guidance and enforcement on autism-related issues and has filed amicus briefs on autism legal issues in state and federal appeals courts\, including the U.S. Supreme Court. He is co-author of the law school casebook “Autism and the Law” and has presented on legal topics pertaining to autism at numerous national conferences and trainings. \nMr. Unumb is also co-founder of the Autism Academy of South Carolina\, a treatment facility providing state-of-the-art care to children on the autism spectrum. He has served on the supporting board for the Greenwood Genetics Center and is a board member of Ascendigo\, in Aspen\, Colorado\, which provides challenging recreational activities to children and adults with autism as well as community living support. Mr. Unumb has litigated cases in federal and state courts across the country in private practice in Boston\, Washington\, D.C.\, and Charleston and as an attorney with the United States Department of Justice.\n \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\, LABA: Conversing about Current Ethical Concerns in Behavior Analytic Circles: Navigating the Challenges and Finding the Path Forward\n Mary Jane Weiss\, PhD\, BCBA-D\, LABA\nDean of the Institute for Applied Behavioral Science\nDirector\, PhD Program in Applied Behavior Analysis\nEndicott College \nConversing about Current Ethical Concerns in Behavior Analytic Circles: Navigating the Challenges and Finding the Path Forward\nAbstract:\nEthical practice has always been complex\, and opinions about the field and within the field have always been diverse. Still\, in recent years\, the level of concern among professionals has been heightened. The field of ABA has seen unprecedented changes in recognition\, demand\, professionalization\, and growth. We have also faced unprecedented criticism. Within the field\, divisiveness has threatened our unified mission and messaging. As we look to move into the next era of our field\, it may help to focus on foundational values\, core principles\, our commitment to humane and compassionate care\, and our openness to reflection\, innovation\, and change.  In this presentation\, special attention will be paid to how our commitment to science can guide us forward\, how our commitment to collaboration can build our success with colleagues and with clients\, and how our commitments to compassionate care and culturally responsive work can ensure that we meet the evolving needs of those we partner with.  Suggestions will be offered for how each of us can converse about difficult topics in ways that foster individual growth and collective progress. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify the current challenges within and outside of the profession that have impacted the profession of behavior analysis\nDelineate how foundational commitments to science\, collaboration\, and humane care can still steer the field in positive directions\nList individual and organizational strategies that can assist behavior analysist in discussing concerns\, addressing conflicts\, ensuring growth\, and resolving concerns\n\nPresenter Bio:\nMary Jane Weiss\, PhD\, BCBA-D\, LABA\, is the Dean of the Institute for Applied Behavioral Science and is Director of the Ph.D. Program in ABA at Endicott College\, where she has been for 11 years. She also works with the research and training teams at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques\, integrating compassionate care and cultural responsiveness into ABA service delivery\, exploring ways to enhance the ethical conduct of practitioners\, training staff to be optimally effective at instruction and at collaboration\, and maximizing family members’ expertise and adaptation.  She serves on the Scientific Council of the Organization for Autism Research\, is on the board of Association for Science in Autism Treatment\, is a regular contributor to the ABA Ethics Hotline\, is on the editorial board of Behavior Analysis in Practice\, and is a Trustee of the Cambridge Center for Behavioral Studies. She is a regular presenter at national and international conferences and is a frequent member of service committees for a variety of organizations.\n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits\, there is an additional testing process to be completed for asynchronous/home-study completion.) \n \nBACB®  ETHICS Learning CEUs (6.0 Anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees must complete all six presentations in-person\, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. \nAPA Approved Sponsor \n \n  \nPsychology CE Credits (6.0 Anticipated)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees must complete all six presentations in-person\, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study\, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.\n \n \n \n \n \n Location - Endicott College\, Beverly\, MA and online\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly\, Massachusetts. \nFor In-Person:\nEvent Venue: Cleary Lecture Hall\, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map \nThe Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus\, you need to download and print out the parking permit for your vehicle. \nEnter the Endicott College main entrance and follow the road up the Hill. \nFor virtual attendance: \nThe Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference.  IF you do not receive\, email pa****@******or.org. \n  \n  \n\n \n \n \n \n \n \n Thank You to Our Gold Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsor\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Sponsor this Conference\n \n Schedule\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Judah B. Axe\, PhD\, BCBA-D\, LABASimmons University \n \n \n \n \n Molly Benson\, MS SpEd\, BCBA\, LABA\, EdS\n \n \n \n \n Dr. Corina Jimenez-Gomez\, BCBA-DUniversity of Florida \n \n \n \n \n SungWoo Kahng\, PhD\, BCBA-D\, LBARutgers University \n \n \n \n \n Daniel Unumb\, Esq.Autism Legal Resource Center \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\, LABADean of the Institute for Applied Behavioral Science\nDirector\, PhD Program in Applied Behavior Analysis\nEndicott College \n \n \n \n \n with Introduction by\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™ URL:https://behavior.org/event/13th-annual-ethics-in-professional-practice-conference/ LOCATION:Endicott College Campus\, Beverly\, Massachusetts\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2025/03/Ethics2025-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=UTC:20250710T190000 DTEND;TZID=UTC:20250710T210000 DTSTAMP:20260507T232932 CREATED:20250416T192303Z LAST-MODIFIED:20250416T193641Z UID:23632-1752174000-1752181200@behavior.org SUMMARY:ABACLive Webinar with Dr. Eduardo J. Fernandez DESCRIPTION:Presented through the ABACLive Cambridge Center Series. Helping those who help others\, one live webinar at a time. \nCCBS Advisor Eduardo J. Fernandez\, PhD\, presents “The Least Inhibitive\, Functionally Effective (LIFE) Model: A New Framework for Ethical Animal Training Practices”\nThursday\, July 10\, 2025\n7:00 pm – 9:00 pm (Eastern/NY)\nRecordings available until 07/25/25 \nThis event is FREE for the general public. Or available for a discounted price with: \nThis Program is Approved for the Following CE Credit Types: \n\n0.2 IACET CEUs\n2.0 BACB CEUs: Ethics\n2.0 IBAO CEUs: Ethics\nSee brochure for relevant Accreditation and ACE Provider/Sponsor statements\n\nPlease link to the Event on ABAC for detailed Applicable CE provider/sponsor statements. \nRegister on ABAC Website – FREE (NO CEs) \nRegister on ABAC Website to Earn Continuing Education \nAbstract\nThe ethics of animal training procedures have seen dramatic changes in the last few decades\, with a movement toward reward-based training methods. These reward-based training practices have also been directly impacted by the behavioral and animal welfare sciences. In the last couple of decades\, the Least Intrusive\, Minimally Aversive (LIMA) model has been used to describe reward-based animal training methods. However\, a number of problems were built into the creation of LIMA\, including (a) a lack of clarity in terminology\, (b) ambiguity in desired training approaches\, and (c) a history of justifying aversive training methods. An alternative approach\, the Least Inhibitive\, Functionally Effective (LIFE) approach is therefore proposed\, which specifies (1) increasing choices by inhibiting less\, (2) the importance of function\, and (3) defining success as more than simply being effective. LIFE is discussed in terms of its ability to promote optimal training methods and welfare. \nLearning Objectives:\nBy the end of this event\, participants should be able to: \n\nIdentify some of the major events in the history of both animal ethics and animal training procedures.\nIdentify the core tenets of the Least Intrusive Minimally Aversive (LIMA) model and some of the problems with this approach.\nIdentify the core tenets of the Least Inhibitive Functionally Effective (LIFE) model and how this helps advance ethical animal training approaches.\n\nPresenter Bio: \nDr. Eduardo J. Fernandez \nEduardo J. Fernandez is a Senior Lecturer of Applied Animal Behaviour & Welfare and Director of the Animal Behaviour Program in the School of Animal and Veterinary Sciences at the University of Adelaide (Australia). He received his Ph.D. in Psychology (minors in Neuroscience and Animal Behavior) from Indiana University\, where he worked with the Indianapolis and Cincinnati Zoo. He received his M.S. in Behavior Analysis from the University of North Texas\, where he founded the Organization for Reinforcement Contingencies with Animals (ORCA). Most of his past and current work involves behavioral research applied to the welfare and training of zoo\, aquarium\, and companion animals. He is a past Postdoctoral Fellow with the National Science Foundation and Research Fellow with University of Washington\, where he ran the Behavioral Enrichment Animal Research (BEAR) group\, which conducted welfare research with many of the species and exhibits located throughout Woodland Park Zoo. He currently runs the Exotic Enrichment and Learning (EEL) lab\, which is dedicated to welfare research to improve the lives of zoo animals. Many of Eduardo’s past publications\, research projects\, and presentations can be found on his ResearchGate profile: \nhttps://www.researchgate.net/profile/Eduardo_Fernandez18 \n*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs) \nThis event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education \nThe ABACLive Cambridge Center Series of webinars are presented by Board of Directors\, Trustees\, Advisors\, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies. \nThe ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center\, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others. \nRegister on ABAC Website – FREE (NO CEs) \nRegister on ABAC Website to Earn Continuing Education \nGo to ABAC Website for ongoing continuing education opportunities. URL:https://behavior.org/event/abaclive-webinar-eduardo-fernandez/ LOCATION:Your desktop or mobile device! CATEGORIES:Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2025/04/Fernandez_ABAC.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20241005 DTEND;VALUE=DATE:20241006 DTSTAMP:20260507T232932 CREATED:20240410T205947Z LAST-MODIFIED:20241120T235228Z UID:20709-1728086400-1728172799@behavior.org SUMMARY:From Home to Habitat: A CCBS Conference on Understanding Animal Behavior DESCRIPTION:Continuing education certificates were emailed to registered emails on 11/20/24 from be**********@***il.com. If you completed the attendance verification process\, purchased CEs\, and did not receive\, contact Rebekah Pavlik. \nRecording links for home-study were emailed to registered attendees on Thursday\, October 10\, from ce****@******or.org through ConstantContact. Contact Rebekah Pavlik if you did not receive. \nPost-conference instructions\, primarily for continuing education attendance verification\, were sent to all registered attendees on Saturday\, October 5\, at 4:30 pm EST from ce****@******or.org. Contact Rebekah Pavlik if you did not receive. \n\nA one-day conference featuring leaders in the field of Behavior Analysis\, Animal Cognition\, and Animal Behavior to current issues in animal training and care. Topics are important to Behavior Analysts (BCBA-Ds\, BCBAs\, BCaBAs & RBTs) and other professionals\, such as animal trainers\, animal care specialists\, and animal lovers. \nOffered both for in-person or virtual attendance with recordings available for 14 days post-conference. \nSchedule\n\n\n \n Presenter Bios/Abstracts/Learning \n \n REGISTER\n \n \n \n \n \n Tim Hackenberg\, PhD: Choosing to Go to Work: Using Reinforcement-Based Methods to Balance Animal Welfare with Research Needs\n Affiliation\nEmeritus Professor of PsychologyReed College \nChoosing to Go to Work: Using Reinforcement-Based Methods to Balance Animal Welfare with Research Needs\nAbstract:\nAs part of a larger program of research concerned with an animal model of gambling\, we arranged conditions of social enrichment for a small group of pigeons. When not in their experimental sessions\, the pigeons lived together in a free-flying aviary\, interacting with each other and with a physical environment that included perches and nesting boxes. While this better approximated the pigeons’ natural environment\, it also created some practical problems from a research perspective; namely\, how to get the pigeons from the aviary each day to their work sessions in another room. To minimize human involvement and the potential stress of daily captures\, we devised procedures whereby the pigeons chose to enter the experiment each day by flying into a box on the side of the aviary\, from which they were transported to the operant chambers for their daily sessions. By the end of training\, all pigeons were consistently entering the box on cue\, for transport to the session\, and this continued for the remainder of the two-year project\, over which each pigeon chose to participate in hundreds of daily sessions. The findings show the power of reinforcement-based methods in addressing practical problems in animal enrichment and welfare. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDefine and give an example of social enrichment.\nDescribe some of the tradeoffs between animal welfare and research demands.\nDescribe the training methods used to give pigeons choices to participate in the work sessions.\n\nPresenter Bio:\nTim Hackenberg received a B.A. degree in Psychology from the University of California\, Irvine in 1982 and a doctorate in Psychology from Temple University in 1987\, under the supervision of Philip Hineline. He held a post-doctoral research position at the Institute for Disabilities Studies at the University of Minnesota with Travis Thompson from 1988-90. He served on the faculty in the Behavior Analysis program at the University of Florida from 1990-2009\, and at Reed College\, until his retirement in 2022. He serves currently as Editor-in-Chief for Perspectives on Behavior Science\, and as an Associate Editor Frontiers in Psychology (Comparative). He has served as an Associate Editor of the Journal of the Experimental Analysis of Behavior and served on the Board of Directors of the Society for the Experimental Analysis of Behavior\, of the Society for the Quantitative Analysis of Behavior\, as President of Division 25 of the American Psychological Association\, as the Experimental Representative to the ABAI Council\, and as the Director of the ABAI Science Board. His major research interests are in the area of behavioral economics and comparative cognition\, with a particular emphasis on decision-making\, token economies\, and social behavior. In work funded by the National Science Foundation and the National Institutes of Health\, he and his students have developed procedures for cross-species comparisons of complex behavior. He now lives in England with his two dogs and one wife\, where he enjoys walking in the forest\, and watching the daily drama unfold at the bird feeder in the garden. \n \n \n \n \n \n Christy Alligood\, PhD\, BCBA-D: Behavior Analysis as an Animal Care Tool in Zoos and Aquariums\n Affiliation:\nAssociate Professor of the PracticeDepartment of Applied Behavioral ScienceThe University of Kansas \nBehavior Analysis as an Animal Care Tool in Zoos and Aquariums\nAbstract:\nIn recent years\, behavior has been recognized as an essential piece in the constellation of components critical to the care of animals housed in zoos and aquariums. The science of learning has many applications in these settings\, and behavior analysts have contributed to the advancement of evidence-based practices particularly in the areas of husbandry training\, environmental enrichment\, and animal welfare. In this presentation\, I will describe some examples of the role of behavior in multiple aspects of animal care. Along the way\, I will highlight some key questions for the application of behavior analysis in zoological settings\, some examples of work that addresses these questions\, and some areas in need of further development. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe at least three components of animal care at zoos and aquariums\, and explain how behavior interacts with each.\nIdentify at least two key questions for the application of behavior analysis in zoological settings.\nIdentify at least two important areas for future development in the application of behavior analysis to animal care in zoos and aquariums.\n\nPresenter Bio:\nDr. Christy Alligood is a doctoral-level Board Certified Behavior Analyst whose 20 years of experience spans the science and practice of behavior analysis. She began her career in behavior analysis conducting human operant research on emergent stimulus relations in adults and children. She has also worked in home\, school\, and clinic settings with children with challenging behavior and their caregivers and teachers\, and has supervised students in these areas of practice. For over 14 years\, Dr. Alligood has used her expertise in the application of behavior analysis to enhance the welfare of nonhuman animals through cooperative training\, environmental enrichment\, behavioral problem solving\, and behavior change strategies supporting the conservation of wildlife and wild places. At Disney’s Animals\, Science\, and Environment\, much of her initial work focused on a multi-faceted conservation program for Key Largo woodrats\, which received a Bean Award for Significant Achievement in Captive Breeding from the Association of Zoos and Aquariums (2009) and a Federal Challenge Grant (2010) in collaboration with the Crocodile Lake National Wildlife Refuge for population monitoring work on Key Largo. More recently she has worked with the Behavioral Husbandry team\, where she focuses on projects involving training\, enrichment\, and animal learning in a wide variety of nonhuman animal species\, as well as science communication to both internal staff and the general public. \nDr. Alligood has taught undergraduate and graduate courses in on-ground\, online\, and hybrid formats. She has taught courses focusing on a variety of topics\, including introductory behavior analysis\, research methods\, radical behaviorism\, supervision\, and applications of behavior analysis with humans and animals. She maintains a strong interest in designing effective\, evidence-based instruction\, and has used innovative methods such as interteaching and student-led inquiry in online instruction. She was a 2021 nominee for the University of Florida College of Liberal Arts and Sciences Teacher of the Year Award. Outside the higher-education setting\, Dr. Alligood has taught professional development courses for behavior analysts and animal professionals. She is an instructor for the Association of Zoos and Aquariums “Environmental Enrichment in Zoos and Aquariums” course\, and the creator and instructor of the BehaviorWorks “How Research Works” course. \nDr. Alligood has served in many leadership roles in the Association for Behavior Analysis International\, including president of the Applied Animal Behavior Special Interest Group\, Coordinator of the Special Interest Groups Board\, Co-coordinator of the Applied Animal Behavior program area\, and At-large Representative to the Executive Council. She is also a past president and secretary of the Southeastern Association for Behavior Analysis. She is currently a general member of the Association of Zoos and Aquariums Behavior Advisory Group serving on the Culture Change working group. She sits on the editorial boards of Zoo Biology and the Journal of the Experimental Analysis of Behavior (JEAB) In 2022\, she was the guest editor of a special issue of JEAB\, “Strengthening the Research-Practice Loop in Applied Animal Behavior”. She frequently serves as an ad-hoc reviewer for other behavior-analytic and animal-focused journals\, and as a grant reviewer for the Disney Conservation Fund. She has published in both peer-reviewed and popular outlets on topics related to applications of behavior analysis with animals as well as graduate training in behavior analysis. She is also frequently invited to speak at regional\, national\, and international conferences\, and has given over 50 scholarly presentations. \n \n \n \n \n \n Erica Feuerbacher\, PhD\, CAAB\, BCBA-D: Behavior Analysis and Dog Training: From the Lab to the Field\n Affiliation:\nAssociate Professor of Applied Animal Behavior & WelfareCoordinator of the Applied Animal Behavior & Welfare ConcentrationSchool of Animal Sciences\, Virginia Polytechnic Institute and State University \nBehavior Analysis and Dog Training: From the Lab to the Field\nAbstract:\nDog training encompasses a variety of goals\, including establishing and maintaining desirable behavioral repertoires for companion dogs\, addressing behavioral challenges\, and establishing and maintaining performance and working behaviors. Effective and humane dog training can be accomplished through the application of behavior analytic principles. In this presentation\, we will discuss translational research that allows us to be more effective in our practice\, including identifying reinforcers for dogs and the factors that influence them. We will also highlight applied work that is being conducted using these principles\, including evaluating interventions to address behavioral issues and training dogs as an agricultural detection force. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify the relative value of different potential reinforcers.\nDescribe the impact that quantity and delivery method have on reinforcer value.\nDescribe how behavioral principles can be applied to solve behavioral issues.\nDescribe how dog training can help us solve local environmental issues.\n\nPresenter Bio:\nDr. Erica Feuerbacher is an Associate Professor in the School of Animal Sciences at Virginia Tech and director of the Applied Animal Behavior & Welfare Lab\, where she works with dogs and horses. She also coordinates the online Masters program’s Applied Animal Behavior & Welfare concentration at Virginia Tech. She earned her Ph.D. in Psychology at the University of Florida and her Master’s in Behavior Analysis at the University of North Texas. She is a Certified Applied Animal Behaviorist\, a Board Certified Behavior Analyst\, and a Certified Professional Dog Trainer. Her research and publications focus on understanding domestic animal behavior and learning from a behavior analytic perspective\, using applied behavior analysis to solve behavioral issues in dogs and horses\, and identifying interventions that improve shelter dog welfare. She is passionate about humane\, effective animal training\, and working with owners\, trainers\, and shelter staff to improve our interactions with animals. Learn more on http://www.ericanfeuerbacher.com. \n\n \n \n \n \n \n Alexandra Kurland: Going Micro: A Shared Journey Between Horse Training and Behavior Analysis\n AuthorFounder\, The Clicker Center \nGoing Micro: A Shared Journey Between Horse Training and Behavior Analysis\nAbstract\nHorses benefit when trainers and behavior analysts collaborate. \nWorking with horses means we are using tactile cues.  Handlers communicate via pressure and release of pressure.  When you introduce positive reinforcement teaching strategies the question is not whether tactile cues are used but how are they taught. \nIn the traditional command-based approach to horse training\, tactile commands are taught using escalating pressure.  The end result may be a horse who responds to very light signals but backing up that response is the threat that pressure can always escalate. \nGoing micro offers a different way to get to these lighter-than-air responses.  In this program I’ll explore the connections between poisoned cues\, loopy training\, movement cycles\, and constructional training.  I’ll define what it means to shape on a point of contact.  We’ll look at microshaping and the microshaping strategy.  The focus is on the initiation of movement rather than the completion of an action.  Going micro takes us to errorless learning procedures which are not only safer for both the horse and the handler\, they produce outstanding performance. Collaborating with behavior analysts have helped develop these practical teaching techniques.  \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nHighlight the value of animal trainers and behavior analysts collaborating together.\nDefine loopy training\, shaping on a point of contact\, and the microshaping teaching strategies.\nConsider if these teaching strategies should prompt changes in the terms used when referring to them.\n\nPresenter Bio:\n\nAlexandra Kurland is a graduate of Cornell University where she specialized in animal behavior.   She began teaching in the early 1980’s. Her area of particular interest is the development of a horse’s balance: physical and emotional.  Helping horses stay sound throughout a long working lifetime is the goal.  The result is beautiful horses that feel like heaven to ride. \nIn 1998 Alexandra launched the rapidly growing field of clicker training for horses with the publication of her first book\, “Clicker Training for Your Horse”.  Alexandra teaches clicker training geared to any horse need or sport—including working with foals; developing a gentle and safe riding horse; training advanced performance horses; and working with so-called problem horses.  She has written “The Click That Teaches: A Step–By–Step Guide in Pictures” and “The Click That Teaches: Riding with the Clicker”. She has also produced “The Click That Teaches” DVD lesson series and on-line course.  Her most recent book is: “Modern Horse Training\, A Constructional Guide to Becoming Your Horse’s Best Friend”. \nTogether with Dominique Day\, one of the co-founders of Cavalia\, Alexandra hosts the weekly Equiosity podcast.  Equiosity began in 2018 \nPrior to covid Alexandra traveled widely\, giving clicker training seminars and presenting at conferences in the US\, Canada\, the UK\, and Europe.  More recently most of her teaching is done on line through her Stay At Home-Learn At Home on line clinics. \nWebsites: theclickercenter.com; theclickercenterblog.com; equiosity.com \n\n \n \n \n \n \n Susan G. Friedman\, PhD: The Animals are Waiting: A “Freeing Up the Operant” Approach to Environmental Enrichment at Zoos \n Afffiliation:\nProfessor Emeritus\, Department of Psychology\, Utah State UniversityFounder\, Behavior Works \nThe Animals are Waiting: A “Freeing Up the Operant” Approach to Environmental Enrichment at Zoos\nAbstract:\nDiscrete trial training (DTT) is an essential strategy for teaching animals to be active partners in their medical and husbandry care. This approach has resulted in extraordinary welfare benefits and is now the standard of care in modern zoos. However\, DTT is restricted by the trainers’ decisions. Trainers provide the cue\, they set the behavioral criterion\, they deliver the reinforcers\, and they control the number of repetitions per session. Additionally\, DTT occupies a relatively small portion of any zoo animal’s day. When training is the high point of their day\, animals often do little more than wait for the next session to begin. \nAfter a training session has ended\, animals are typically turned-out into less controlled habitats where trainers have prearranged so-called enrichment opportunities (devices and other conditions) intended to induce active animals who behave similarly to their wild counterparts. However\, the goals of environmental enrichment\, as suggested by Markowitz (1982)\, have never been realized. \nRecently at Cheyenne Mountain Zoo\, we have taken a free operant approach to environmental enrichment. With this approach\, trainers engineer environments so that animals are free to make any possible operant response and to vary those responses as described by Lindsley (1996)\, such as the freedom to form and to speed responses. Two important dimensions have emerged when selecting and creating enrichment opportunities\, i.e.\, time to satiation and time to depletion. \nBoth strategies together\, that is\, 1) borrowing animals for discrete training sessions to meet our medical and husbandry goals\, and 2) returning them to environments that free up their operant behavior\, can greatly improve the welfare of animals in human care. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDiscriminate between discrete trial training and free operant environments in zoos.\nName 1 pro and 1 con of discrete trial training in zoos.\nDescribe the relevance to zoo animals of the free operant.\nState two dimensions that appear to improve the effects of zoo enrichment.\nName the four operant freedoms described by Lindsay (1996).\n\nPresenter Bio:\nSusan G. Friedman\, PhD\, is a professor emeritus in the Department of Psychology at Utah State University and owner of Behavior Works Consulting\, LLC. Susan has co-authored chapters on behavior change in five veterinary texts\, and her popular articles have been translated into 17 languages. She teaches seminars and courses on animal learning online (How Behavior Works: Living & Learning with Animals)\, which has been attended by students from 64 countries so far. Susan consults with zoos and animal organizations around the world and teaches yearly for the British and Irish Association of Zoos and Aquariums (BIAZA) Animal Trainer Accreditation program. She was appointed to the Fish & Wildlife Service’s California Condor Recovery Team from 2002 – 2010\, after which time the team was retired due to the success of the birds in the wild and is currently the Chairperson of the Scientific Advisory Committee of American Humane Association (AHA) Film and TV Unit. In 2022\, Susan was honored to receive the Lifetime Achievement Award from the Association of Pet Dog Trainers. See behaviorworks.org and facebook.com/behaviorworks \n \n \n \n \n \n Invited Speaker Panel with Moderator Claire St. Peter\, PhD\, BCBA-D: Navigating the Intersection of Ethics and Innovation in Animal Behavior: An Interactive Q & A Session\n Department Chair and Eberly Family Professor for Outstanding Public Service\, Behavior AnalysisDepartment of Psychology\, West Virginia University \nNavigating the Intersection of Ethics and Innovation in Animal Behavior: An Interactive Q & A Session\nAbstract:\nThis interactive Q & A session is designed to deepen the engagement and understanding of key themes explored during the “Home to Habitat: Conference on Animals.” As the field of animal behavior research continues to evolve\, the need for thoughtful discussion around emerging methodologies\, ethical considerations\, and practical applications is more critical than ever. Attendees will have the unique opportunity to engage with leading experts in the field\, posing questions that probe the complexities of animal training across species\, as well as exploring how the themes of the conference can be tied to other areas of skill building. The session will cover a broad spectrum of topics\, including the challenges and benefits of incorporating choice and free-operant responding in animal training\, the role of innovative technologies in tracking and studying animal behavior\, and the implications of recent research findings on animal welfare. The Q & A session will be a dynamic discussion that encourages participation from attendees\, aiming to bridge the gap between theoretical research and real-world application. Whether you are a researcher\, practitioner\, or student\, this session will provide valuable insights into how the latest advancements in animal behavior science can be used to improve the lives of animals across various settings. By the end of the session\, participants will have a clearer understanding of how to integrate innovative research techniques into their work\, how to address ethical challenges effectively\, and how to apply new knowledge to enhance animal welfare both in domestic environments and in the wild. This Q & A session is not just an opportunity to ask questions\, but a chance to contribute to the ongoing dialogue that is shaping the future of animal behavior research. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify key ethical considerations in the transition from controlled environments to natural habitats in animal behavior research.\nDiscuss how choice and free-operant responding are incorporated in animal training.\nEvaluate the practical applications of recent findings in animal behavior research for improving animal welfare in both domestic and wild settings.\n\nModerator Bio:\nDr. Claire St. Peter is a Professor of Psychology at West Virginia University\, where she conducts behavior-analytic research\, focusing on the development and implementation of evidence-based practices in both human and animal behavior. Dr. St. Peter is widely recognized for her contributions to the field\, including her work on procedural fidelity\, applied behavior analysis\, and the ethical implications of behavioral interventions. With numerous publications and awards\, she is a respected leader in advancing the understanding and application of behavioral science. For more information\, visit www.clairestpeter.com. \n \n Schedule\n \n REGISTER\n \n \n \n \n \n Location - West Virginia University\, Morgantown\, WV\, and online\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of West Virginia University. \nFor In-Person:\nRoom G21Life Sciences BuildingWest Virginia University\, Downtown Campus (Get Map) \nFor virtual attendance: \nThe Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference.  IF you do not receive\, email pa****@******or.org. \n  \n  \n \n  \n \n \n \n \n \n Continuing Education Opportunities\n Attendance verification instructions found below. Questions? Contact Rebekah Pavlik. \nContinuing Education Opportunity: \nBACB® Learning CEs \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days. \n \nBACB® Learning CEUs (6.0 anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees must complete all six presentations in-person\, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) For attendance verification\, an evaluation and code submission quiz with a 100% score needs to be completed for issuance of continuing education. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n\nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance.  \nEach presentation will have three (3) unique codes. You need to capture the codes.  At the end of the conference\, you will need to complete an electronic evaluation and pass a code submission quiz (Google Forms). You need to get all codes correct for all six (6) presentations to earn your Certificate (100%). No partial credit is offered. (Suggestion: If in-person\, take a photo; If virtual\, take a screenshot of the codes.) \nThe link to start the process is below. An email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions.  \nPresentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Thursday\, October 10 (earlier if possible). The deadline for completing the online evaluation and code quiz is Friday\, October 25.  \nStart the process with your evaluation of our conference: https://forms.gle/QmELBq6ZrkB5epKDA \nCertificates will be emailed to the email address used when you registered. Certificates will be emailed from be**********@***il.com within 30 days of the final deadline date (14-days after recordings are sent).  Please review all continuing education information online and in communications.  \nPost-conference instructions/information is also found on our Event Listing on behavior.org. \n \n \n \n \n \n Thank You to Our Platinum Sponsor\n \n \n \n \n \n Hank and Susanne Pennypacker & Family\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsor\n \n \n \n \n \n Michelle “Misha” Holdsambeck\n \n \n \n \n \n \n \n REGISTER\n \n Presenter Bios/Abstracts/Learning \n \n \n \n \n \n \n \n REGISTER\n \n Presenter Bios/Abstracts/Learning \n \n Schedule\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Tim Hackenberg\, PhDReed College \n \n \n \n \n Christy Alligood\, PhD\, BCBA-DThe University of Kansas \n \n \n \n \n Erica Feuerbacher\, PhD\, CAAB\, BCBA-DVirginia Polytechnic Institute and State University \n \n \n \n \n Alexandra KurlandThe Clicker Center \n \n \n \n \n Susan G. Friedman\, PhDUtah State University\nBehavior Works \n \n \n \n \n Panel Moderator\n \n \n \n \n \n \n Claire St. Peter\, PhDWest Virginia University \n \n \n \n \n with Introduction by\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™\n \n REGISTER\n \n Presenter Bios/Abstracts/Learning URL:https://behavior.org/event/home-to-habitat-conference-on-animals/ LOCATION:West Virginia University CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2024/04/AnimalsSlider-2024-2.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240802 DTEND;VALUE=DATE:20240803 DTSTAMP:20260507T232932 CREATED:20231019T224520Z LAST-MODIFIED:20250203T195602Z UID:19539-1722556800-1722643199@behavior.org SUMMARY:12th Annual ETHICS in Professional Practice Conference DESCRIPTION:All requested certificates for continuing education were sent as of August 28 from be**********@***il.com. If you did not receive\, contact Rebekah at pa****@******or.org. \n\n\n\nThis is a one-day conference featuring leaders in the fields of Ethics\, Psychology\, Business\, and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \nOur conference starts at 9:00 am (Eastern/MA timezone) with introductions. Presentations start at 9:15 am and end at 5:15 pm. Schedule PDF. \n\n\n \n \n \n \n \n Darlene E. Crone-Todd\, PhD: Witching it Weren’t So: Viewing the Salem Witch Trials through Interlocking Behavioral Contingencies\n Affiliation:\nFull ProfessorProgram Coordinator\, Behavior Analysis Graduate ProgramSalem State University \nWitching it Weren’t So: Viewing the Salem Witch Trials through Interlocking Behavioral Contingencies\nAbstract:\nThe Salem Witch Trials as a historical fact\, are an example of intolerance and injustice between and amongst individuals and groups within a culture. Intolerance and injustice are labels used to describe behavior on the part of both individuals and groups\, and it is important today to understand the forms and functions of these types of behavior. In this talk\, there will be historical and personal contexts provided\, and a conceptual model presented as a way to understand both the forms and functions of individual and group behavior involved in the Salem Witch Trials. The conceptual model will extend the application of contingencies and interlocking behavioral contingencies to include both operant and respondent behavior. Connections to the BACB®Code of Ethics will also be presented. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nProvide examples of operant and respondent behaviors on the part of both the accusers and the accused in historical examples from the Salem Witch Trials.\nIdentify examples of form versus function of behaviors involved in the presentation.\nIdentify examples of individual versus interlocking behavioral contingencies.\nIdentify examples of respondent versus operant behavior involved in interlocking behavioral contingencies.\n\nPresenter Bio:\nDr. Darlene E. Crone-Todd is a Full Professor in Psychology at Salem State University. She designed and coordinates the graduate program in Behavior Analysis\, and has presented in over 60 symposia at conferences worldwide\, including time spent researching and presenting in Brazil. She has published research in peer-reviewed journals including\, The Behavior Analyst Today\, The Journal of Applied Behavior Analysis\, and Substance Use and Misuse\, recently published a co-edited book on higher education and behavior analysis. Her background includes basic and applied research\, including a post-doc at the Johns Hopkins University School of Medicine in Behavior Pharmacology. Her current research interests include human choice behavior\, computer-mediated learning environments\, higher-order thinking\, basic and applied research in behavioral pharmacology\, and shaping behavior. Ongoing projects involve behavioral interventions related to wellness\, and to facilitating student success. Her passion includes relating behavioral principles to larger social issues. \n \n \n \n \n \n Robyn Catagnus\, EdD\, LBS\, BCBA-D: Breaking Barriers with Humor and Heart: Dr. Elizabeth Hughes Fong’s Ethical Contributions to Culturally Sensitive ABA\n Affiliation:\nProfessor\, ABA ProgramNational University \nBreaking Barriers with Humor and Heart: Dr. Elizabeth Hughes Fong’s Ethical Contributions to Culturally Sensitive ABA\nAbstract:\nLearn about the extraordinary and motivating legacy of Dr. Elizabeth Hughes Fong\, a young Asian American woman whose blend of passion\, humor\, humility\, and an unwavering ethical compass transformed the field of applied behavior analysis. Against the backdrop of a profession dominated by longstanding norms\, Dr. Fong’s fresh perspective and persistent advocacy fostered a compassionate\, inclusive approach that helped reshape professional ethics and practice. This presentation will celebrate how her dedication\, hard work\, and unique approach to challenges not only broke barriers but also encouraged a new ethical paradigm that continues to influence practitioners and scholars alike. Attendees will leave inspired by Dr. Fong’s story\, equipped with practical insights on how to navigate their careers with integrity and influence. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nApply Dr. Elizabeth Hughes-Fong’s scholarly work on cultural awareness guidelines and culturally sensitive practice to their work within field of ABA.\nPractice three ‘calling in’ strategies as ethical alternatives to social media shaming and ‘cancel culture\,’ fostering open dialogue and growth within their practice.\nIdentify at least two strategies to prevent and address burnout for self and others\, enhancing career longevity and promoting wellness while maintaining competence and ethical standards in ABA practice.\n\nPresenter Bio:\nDr. Robyn Catagnus is a board-certified behavior analyst and full professor of Behavior Analysis at National University. She’s owned and operated a successful behavior consulting firm and held executive roles in behavioral health and educational technology organizations. As a management consultant\, she’s developed human capital initiatives to improve organizational behavior. She is a trustee of the Cambridge Center for Behavioral Studies; reviewer for several prestigious behavior analysis journals; and former member of the editorial board for member of Perspectives on Behavior Science\, the flagship journal of Applied Behavior Analysis International. Dr. Catagnus was the founding president of the Multicultural Alliance of Behavior Analysts and Past President of the Culture and Diversity SIG. Dr. Catagnus has degrees in instruction and technology\, education\, and leadership and strategy (with an emphasis on mindfulness in business). \n \n \n \n \n \n Robert Pennington PhD BCBA-D: Teaching Beyond the Box: Inclusion-Oriented Educational Practice for Students with Extensive Support Needs\n Affiliation:\nWilliam T. Bryan Endowed Chair in Special Education Technology\, University of KentuckyDirector\, OCALI Center of Excellence on Inclusive Practice \nTeaching Beyond the Box: Inclusion-Oriented Educational Practice for Students with Extensive Support Needs\nAbstract:\nStudents with intellectual and developmental disabilities (IDD) and extensive support needs (ESN) deserve high quality educational programming. Unfortunately\, data suggest that many students with IDD and ESN experience their schooling as passive observers with limited support to access meaningful content. Further\, many experience segregation from their peers without disabilities and exclusion from the opportunities afforded by integrated communities. In this session\, Dr. Pennington will describe how behavior analysts can work in schools to disrupt models that facilitate low quality instruction and segregation. He will present a “not so” new approach to inclusion-oriented practice and offer strategies to behavior analysts for supporting their teacher colleagues in helping their students construct enviable lives. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe several instructional strategies for supporting students with extensive support needs in general education settings. \n\n\nDescribe the roles of behavior analysts as interdisciplinary team members in public schools. \n\n\nProvide a rationale for the inclusion of students with extensive support needs in settings comprised of peers with and without disabilities. \n\n\nPresenter Bio:\nRobert Pennington PhD BCBA-D is the William T. Bryan Endowed Chair in Special Education Technology at the University of Kentucky and Director of the OCALI Center of Excellence on Inclusive Practice. He has over 30 years of experience working with individuals with disabilities\, their families\, and teachers. He graduated from the University of Kentucky in 2010 and since has published over 90 articles\, book chapters\, and books related to working with persons with autism and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers\, practitioners\, and families. He also values service to field and his local communities through membership on numerous advisory committees\, editorial boards\, and grant review panel; leadership in professional organizations (i.e.\, President of Board of Directors for DADD\, ACRES\, KYABA); and consultation in schools. His current research interests involve behavior analytic communication instruction\, expanding students’ repertoires in written expression\, and improving educational programming for students with severe disabilities. \n \n \n \n \n \n Malika Pritchett\, PhD\, BCBA: From Fuller to Fawcett: A Human Rights History of Research Ethics in Behavior Analysis\n Affiliation:\nAssistant Professor of PracticeDepartment of Applied Behavioral Science\, University of KansasDirector\, Tidepools Ecobehavioral Laboratory \nFrom Fuller to Fawcett: A Human Rights History of Research Ethics in Behavior Analysis\nAbstract:\nAt some basic level\, there is agreement that science is a fundamental means of understanding ourselves and the world in which we live. Beyond that simple agreement\, there is a world of complications\, particularly in the arena of behavior change\, and the ethics of how and why we come to understand the processes and outcomes of change. This presentation centers three issues: (1) human rights and care for the sanctity of all people; (2) the evolution of our species in recognizing\, cherishing\, and safeguarding that sanctity; and (3) the systemic process that is involved in that evolution. Specifically\, the presentation outlines key research ethics events\, outside of and within the field of behavior analysis\, and summarizes how these relate to the development of safeguards for research and practice related to behavior change. The historical context is described to highlight the progress we have made and the areas in which we can continue to advance through our roles as researchers in a responsive system. This presentation will conclude with a conceptual analysis and exploration of systemic contingencies that can lean toward devaluing\, disrespecting\, and potentially harming people who are research participants\, or that can lean toward respecting\, cherishing\, and potentially increasing well-being for people who are research participants. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDefine basic terms and concepts related to human rights and human rights violations in scientific research. \n\n\nDescribe institutional guidelines\, policies\, and safeguards that protect human rights and well-being for people who are research participants. \n\n\nIdentify ways behavior analysts can foster and advance an ethical research culture that fosters collaboration between researchers and participants. \n\n\nPresenter Bio:\nDr. Malika Pritchett is an Assistant Professor of Practice in the Department of Applied Behavioral Science at the University of Kansas. She is the director of Tidepools Ecobehavioral Laboratory\, an applied research lab dedicated to the understanding and improvement of the human condition through conducting research about prevention of challenging behaviors\, stimulus control and designing optimal environmental arrangements\, and human empowerment and agency. \nDr. Pritchett received an AS degree from Collin College\, a BS in Communication Sciences and Disorders from Texas Woman’s University\, a MS in Behavior Analysis from the University of North Texas\, and a PhD in Health Services Research with a concentration in Behavior Analysis from the University of North Texas. \nDr. Pritchett’s research interests include human rights\, ethics\, collaborative research practices\, ecobehavioral analyses and interventions\, and prevention of challenging behaviors. Her research investigates oppressive\, colonial research practices in the science of applied behavior analysis and the impact these practices have on establishing and perpetuating researcher-participant power imbalances. \nDr. Pritchett utilizes a behavioral systems science approach to inform collaborative policies\, strategies\, and research practices that are interwoven with a commitment to social justice\, including racial justice. \nDr. Pritchett is a licensed and board certified behavior analyst\, her clinical experience spans various human services sectors including private practice\, residential institutions\, nursing facilities\, municipalities\, public schools\, colleges\, and universities. \n \n \n \n \n \n Steve Woolf\, PhD\, BCBA-D: The Business of Behavior: Navigating the Opportunities and Challenges of the Modern-Day ABA Business\n Affiliation:\nPresident\, Butterfly Effects \nThe Business of Behavior: Navigating the Opportunities and Challenges of the Modern-Day ABA Business\nAbstract:\nThe “business” of ABA is booming. Not only are newly certified BCBA opening their own ABA service delivery organizations\, but large investor groups are acquiring small to mid-sized ABA providers to create large entities. Both approaches to providing services to families affected by ASD have benefits as well as problems. The applied behavior analysis (ABA) service industry is currently estimated to be worth at least $4 billion and growing\, yet only 1 in 4 children affected by ASD receive any form of therapy. Therefore\, tremendous whitespace or opportunity remains to develop a viable business due to continued high demand. This rapid growth and opportunity within the ABA profession represents a challenge to our established ethics\, practices\, values\, and ideals. This presentation will discuss the current state of the ABA business and identify the ethical challenges facing the profession. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nIdentify three variables that explain why large investment group want to acquire ABA companies. \n\n\nIdentify three characteristics of an ethical organizational culture. \n\n\nName three specific situations where clinical efficacy clashes with business goals in an ABA provider business.  \n\n\nPresenter Bio:\nDr. Steve Woolf is President of Butterfly Effects\, one of the largest nationwide ABA-based providers in the nation. For over 30 years\, Steve has supported families affected by autism spectrum disorder (ASD). He has authored publications and regularly presents at state and national behavior analysis conferences. He was formerly President of MassABA\, 8-year CTABA executive committee\, and ABAI’s chapter coordinator. Dr. Woolf’s specialty is designing business and management strategies for large-scale ABA companies to increase access to evidence-based services for families affected by ASD. He served on the Massachusetts State Licensure Board and was the 2018 recipient of the MassABA outstanding contributions award. \n \n \n \n \n \n Rocío Rosales\, PhD\, BCBA-D\, LABA: Building Bridges: Adapting ABA Services to Leverage the Strengths of Culturally and Linguistically Diverse Families \n Affiliation:\nAssociate Professor\, Department of Psychology University of Massachusetts\, Lowell \nBuilding Bridges: Adapting ABA Services to Leverage the Strengths of Culturally and Linguistically Diverse Families\nAbstract:\nAll practitioners of applied behavior analysis serve individuals from diverse backgrounds and therefore must adapt their services to meet the unique needs of each family and learner in their care. This presentation will discuss how an asset-based approach to viewing differences can help practitioners leverage the strengths of culturally and linguistically diverse families. The presenter will describe how this approach can help conceptualize and understand barriers at the system level rather than the individual level. This shift places the onus on providers to focus on modifiable factors\, leading to effective and culturally responsive service delivery. Ethical implications of adapting applied behavior analysis services will be discussed\, along with practical strategies grounded in real-world examples and designed to be immediately applicable.  \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nUse an asset-based approach to describe cultural and linguistic differences that may impact the delivery of behavior analysis services.  \n\n\nIdentify ethical implications of adapting behavior analysis services for culturally and linguistically diverse families. \n\n\nDescribe at least three ways to adapt behavior analysis services to be culturally responsive to each family’s background and needs.  \n\n\nPresenter Bio:\nRocío Rosales\, PhD\, BCBA-D\, LABA\, is an Associate Professor of Psychology and Program Coordinator of the Applied Behavior Analysis and Autism Studies graduate program at the University of Massachusetts Lowell. She received her bachelor’s degree from the University of Nevada Reno\, and master’s and doctoral degrees from Southern Illinois University\, Carbondale. Her research\, clinical\, and theoretical interests span a range of topics including applications of verbal behavior and derived stimulus relations\, student and caregiver training\, instructional design\, issues of diversity\, equity\, inclusion\, and belonging in ABA\, and the philosophical foundations of behavior analysis. She previously served as Associate Editor for The Analysis of Verbal Behavior and The Psychological Record\, and on the editorial board of the Journal of Applied Behavior Analysis. She is currently Section Coordinator of ABAI’s Behavior Dissemination Blog: Verbal Behavior Matters. Dr. Rosales has worked to raise awareness of behavior analysis to underserved communities through various projects and professional collaborations and is currently leading a training grant from the U.S. Department of Education\, Office of Special Education Programs that will serve to fund scholars in interdisciplinary professional preparation in Applied Behavior Analysis and Special Education. One of the project’s main goals is to diversify the workforce and train practitioners to work with bilingual learners with disabilities. \n \n \n \n \n \n Continuing Education Opportunities\n If you registered\, final information about continuing education attendance verification was emailed from ConstantContact Tuesday evening\, July 30 at 4:30 pm Eastern Time. You may also find on the last page of the Presenter BIo/Abstract/Continuing Education document. Contact pa****@******or.org if you did not receive. \nContinuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits\, there is an additional testing process to be completed for asynchronous/home-study completion.) \n \nBACB®  ETHICS Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees must complete all six presentations in-person\, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. \nAPA Approved Sponsor \n \n  \nPsychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees must complete all six presentations in-person\, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study\, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n Location - Endicott College\, Beverly\, MA and online\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly\, Massachusetts. \nFor In-Person:\nEvent Venue: Cleary Lecture Hall\, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map \nThe Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus\, you need to download and print out the parking permit for your vehicle.  \nEnter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you. \nFor virtual attendance: \nThe Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference.  IF you do not receive\, email pa****@******or.org. \n  \n  \n \n  \n \n Schedule\n \n Presenter Biographies/Abstracts/CE Instructions\n \n REGISTER\n \n \n \n \n \n Thank You to Our Silver Sponsor\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n REGISTER\n \n \n \n \n \n \n \n REGISTER\n \n Schedule\n \n Presenter Biographies/Abstracts/CE Instructions\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Darlene Crone-Todd\, PhDSalem State University \n \n \n \n \n Robyn Catagnus\, EdD\, LBS\, BCBA-DNational University \n \n \n \n \n Robert C. Pennington\, PhD\, BCBA-DUniversity of Kentucky\nOCALI Center of Excellence on Inclusive Practice \n \n \n \n \n Malika Pritchett\, PhD\, BCBAUniversity of Kansas\nTidepools Ecobehavioral Laboratory \n \n \n \n \n Steve Woolf\, PhD\, BCBA-DButterfly Effects \n \n \n \n \n Rocío Rosales\, PhD\, BCBA-D\, LABAApplied Behavior Analysis and Autism Studies\nUniversity of Massachusetts Lowell\n \n \n \n \n \n with Introduction by\n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DExecutive Director\, Cambridge Center for Behavioral Studies™ URL:https://behavior.org/event/12th-annual-ethics-in-professional-practice-conference/ LOCATION:Endicott College Campus\, Beverly\, Massachusetts\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2023/10/Ethics2024-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20230804 DTEND;VALUE=DATE:20230805 DTSTAMP:20260507T232932 CREATED:20220824T150947Z LAST-MODIFIED:20230814T204941Z UID:16730-1691107200-1691193599@behavior.org SUMMARY:11th Annual ETHICS in Professional Practice Conference DESCRIPTION:Recording links/presentations have been emailed from be**********@***il.com on Wednesday\, August 9 at 2:40 pm. \nIf you did not receive the email\, contact Rebekah Pavlik at pa****@******or.org. \nIf you completed the attendance verification process before August 10\, 2023\, certificates were processed & emailed between 8/10/23 and 8/14/23. BACB Learning CEU certificates were emailed from be**********@***il.com while Psychology CE Credit certificates were emailed from pa****@******or.org. If you did not get yours\, contact Rebekah Pavlik at pa****@******or.org. \n\nThis is a one-day conference featuring leaders in the fields of Ethics\, Psychology\, Business\, and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. (Schedule) \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \n\n\n \n REGISTER\n \n \n \n \n \n Invited Presenters\n \n \n \n \n \n Jomella Watson-Thompson\, PhD: Ethics of Collaboration: Using A Behavioral-Community Approach to Address Disparities through Collaborative Action\n Jomella Watson-Thompson\, PhDAssociate ProfessorDepartment of Applied Behavioral ScienceUniversity of Kansas \nPresentation Title: Ethics of Collaboration: Using A Behavioral-Community Approach to Address Disparities through Collaborative Action\nAbstract:\nThere is increased attention to addressing problems of significant societal concern to contribute to improving community health and well-being. The application of behavioral community approaches to advance community change through multisector collaboration is examined as a method of social validation. As an example\, initiatives that integrate behavioral community approaches to prevent youth and community violence through multisector collaboration are presented. The importance of addressing determinants or underlying factors that may serve as setting events and contribute to disparities in access to services and cultural representation in the field are raised. Ethical considerations will be examined including the strengths\, challenges\, and opportunities for using a behavioral science approach to advance community applications through multidisciplinary and multisector collaboration. Strategies to facilitate change across systems through multisector collaboration to foster broader applications of our science and engagement with diverse scholars\, practitioners\, and communities will be examined. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nUnderstand the importance of multisector and cross-disciplinary collaboration to address large-scale problems of social significance.\nUnderstand the influence of social determinants of health and the importance of addressing disparities in communities.\nIdentify examples of the application of behavioral-community approaches to address social issues through multi-sector collaboration.\n\nPresenter Bio:\nDr. Jomella Watson-Thompson is a Professor in the Department of Applied Behavioral Science and a researcher affiliated with the Center for Community Health and Development. She is also the Director of the Center for Service Learning at the University of Kansas. Dr. Thompson leads the Youth Violence Prevention Center- Kansas City\, a Center for Disease Control and Prevention National Center of Excellence in Youth Violence Prevention. Her research has focused on behavioral-community approaches to neighborhood development\, substance abuse prevention\, and youth and community violence prevention. She also works with community collaboratives to examine social determinants or factors\, including educational attainment and access to resources and supports\, that may contribute to disparities\, particularly for racial and ethnic groups and underserved communities. Dr. Thompson researches and promotes community-academic partnerships through community-engaged scholarship as an approach to foster sustainable change and improvement in communities. She has examined the effects of community-based processes and behavioral-community interventions to promote mobilization and change in communities.  Dr. Thompson has received numerous funding awards and co-authored articles on community capacity-building\, youth and neighborhood development\, and adolescent substance abuse\, and youth and community violence prevention. She serves on the Executive Council for the Association of Behavior Analysis International and has served as an Associate Editor with Behavior and Social Issues. Dr. Thompson serves as an advisor to the Cambridge Center for Behavioral Studies. She is a principal consultant with Ad Astra Community Innovations Group. She attained a Ph.D. in Behavioral Psychology\, a Masters of Urban Planning from the University of Kansas\, and a B.A. in Urban Studies from Jackson State University. \n \n \n \n \n \n Videsha Marya\, PhD\, BCBA-D: Teaching an Ethical Skill-set: Practical Guidelines for Instructors and Supervisors\n Videsha Marya\, PhD\, BCBA-DDirector of Practicum and Immersion ExperiencesInstitute for Applied Behavioral ScienceEndicott College \nPresentation: Teaching an Ethical Skill-set: Practical Guidelines for Instructors and Supervisors\nAbstract:\nIn higher education\, a primary goal of graduate instruction is to produce content area experts in their chosen fields. Within behavior analysis\, this is especially important\, as the master’s rank of the profession is eligible for independent\, unsupervised professional practice\, often serving vulnerable populations. For the instructor\, the task of teaching ethics is an enormously important one. While all instruction presents an opportunity to model ideal professional behavior\, the ethics class presents the most impactful of these opportunities. While resources are few and evidence is scant\, effective instructional methods for developing this complex skill set exist and can be applied to the development of ethical conduct. In this presentation\, component skills that can equip aspiring behavior analysts with the skills to arrive at the most ethical decisions and to engage in consistent ethical conduct are delineated. Effective instructional strategies and formats are also identified. The goal of this presentation is to provide supervisors and instructors with a roadmap to guide the development of this critically important skill set\, in ways that prepare students and supervisees for the situations they are likely to encounter as professional behavior analysts. Furthermore\, a multitude of resources and specific instructional guidelines to ensure broad and deep coverage of the ethical decision-making skill set will be discussed. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nIdentify essential component skills required for ethical decision-making.\nIdentify core skills/competencies/outcomes that are relevant for aspiring behavior analysts.\nIdentify instructional methods that are likely to lead to acquisition of core competencies and outcomes.\n\nPresenter Bio:\nVidesha Marya is the Director of Practicum and Immersion Experiences and an Adjunct Professor at Endicott College. She received her doctoral degree in ABA from Endicott College under the advisement of Dr. Alice Shillingsburg. Videsha has provided behavior analytic services to children with autism since 2011. Over the course of her professional experience\, Videsha has gained national and international experience in the field of behavior analysis. Within the US\, she has worked in autism clinics in Oklahoma\, Colorado\, Houston\, and Georgia. She has presented poster and oral presentations at regional and national conferences as well as co-authored several peer-reviewed papers and book chapters. She has been the recipient of numerous awards including the Endicott Academic Excellence Award and research awards through two Special Interest Groups from ABAI. Her research interests include verbal behavior\, ethics in behavior analysis\, international dissemination\, and evaluating effective and efficient teaching practices.  \n \n \n \n \n \n Paul "Paulie" Gavoni\, EdD\, BCBA: Positional Authority Ain't Leadership\n Paul “Paulie” Gavoni\, EdD\, BCBADirector\, Professional Crisis Management AssociationAdjunct Professor\, Institute for Applied Behavioral Science\, Endicott College \nPresentation: Positional Authority Ain’t Leadership\nAbstract:\nSupporting the needs of consumers across contexts requires good leadership. However\, leadership isn’t about position or title (e.g.\, CEO\, Director\, Supervisor\, Lead BCBA\, etc.); it’s about positively influencing behavior toward a common goal. And in the field of Behavior Analysis\, too many leaders seem to be suffering from “Behavioral Myopia” as they appear to forget about the basic principles of behavior when attempting to improve employee performance. Thankfully\, decades of research on Organizational Behavior Management (OBM) across organizations and leadership practices have given us a number of approaches proven to improve meaningful results. The purpose of this\, at times humorous talk\, is to dissect ethical leadership through a behavioral lens as means of producing socially valid outcomes in any organization. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe a systems approach to behavior change.\nState at least two examples and non-examples of leading.\nList five key strategies for positively improving performance..\n\nPresenter Bio:\nDr. Paul Gavoni is a behavior analyst who is passionate about applying and sharing Organizational Behavior Management (OBM) strategies with an international audience.  He loves to inspire and help leaders establish positive and engaging environments across industries to bring out the best in those they serve using the science of human behavior. \nA Wall Street Journal and USA TODAY best-selling author\, he is co-host of the Crisis in Education Podcast\, Thoughts & Rants of a Behavior Scientist\, and is also an active Board Member of the Opioid Awareness Foundation and The World Behavior Analysis Day Alliance. \nBeyond his work in education and human services\, Dr. Gavoni is a former Golden Gloves Heavyweight Champion and highly respected striking coach in combat sports. Coach “Paulie Gloves\,” as he is known to the Mixed Martial Arts community\, has trained world champions and UFC veterans using technologies rooted in Applied Behavior Analysis.  Coach Paulie has been featured in the books Beast: Blood\, Struggle\, and Dreams at the Heart of Mixed Martial Arts and A Fighter’s Way. He was also a featured fighter in FX’s highest rated reality show at the time\, The Toughman\, and most recently in the Lifetime reality series\, Leave it to Geege. \n \n \n \n \n \n Jessica Cauchi\, PhD\, BCBA-D\, CPBA-AP: The Ethics of Sex Education\n Jessica Cauchi\, PhD\, BCBA-D\, CPBA-APClinical DirectorAtlas Behaviour Consultation \nPresentation:  The Ethics of Sex Education\nAbstract:\nSexuality education is one of the areas of education most filled with challenge and controversary. This is exacerbated when considering providing sex education to people with autism spectrum disorder or other developmental disabilities. This talk will explore the reasons why sex education is important specifically for this population. It will cover some of the ethical challenges encountered by clinicians when teaching in this area\, as well as some proposed solutions. Ethics of research in sex education will also be discussed. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDescribe common ethical challenges faced when teaching sexuality education to people with disabilities.\nEngage in decision making strategies to make the best ethical decision under a variety of conditions.\nDescribe common challenges with research within sex education in terms of ethical integrity.\n\nPresenter Bio:\nJessica is a behaviour analyst that has worked with people on the autism spectrum for over 20 years. She resides in Ontario Canada and is the Clinical Director of Atlas Behaviour Consultation. Jessica received her Ph.D. in Applied Behavior Analysis from Endicott College and is a doctoral level Board Certified Behaviour Analyst\, as well as a Certified Progressive Behaviour Analyst – Autism Professional. Dr. Cauchi is interested in research and clinical practise in curriculum development and effective teaching practises in sexuality skills for persons on the autism spectrum\, meaningful programming\, rapport and assent\, and progressive ABA. She has published work in these areas\, as well as presented on these topics across Canada and North America. \n  \n \n \n \n \n \n David J. Cox\, PhD\, MSB\, BCBA-D: Ethical Artificial Intelligence: Topics Important to Behavior Analytic Research\, Education\, and Practice\n David J. Cox\, PhD\, MSB\, BCBA-DPrincipal InvestigatorBehavioral Data Science Research LabInstitute for Applied Behavioral Science \nPresentation: Ethical Artificial Intelligence: Topics Important to Behavior Analytic Research\, Education\, and Practice\nAbstract:\nArtificial intelligence (AI) is increasingly a part of our everyday lives. Though much AI work in healthcare has been outside of applied behavior analysis (ABA)\, researchers within ABA have begun to demonstrate many ways that AI might improve the delivery of ABA services. However\, absent from the literature thus far is conversation around ethical considerations when developing\, building\, and deploying AI technologies for ABA service delivery settings. Further\, though AI is already used in ABA\, it is unknown the extent to which behavior analytic practitioners are familiar (and comfortable) with the use of AI in ABA. The purpose of this presentation is threefold. First\, to provide a primer on what AI is and how it is developed into technologies that scale to the size needed to influence everyday clinical decision-making. Second\, to raise questions about using AI in ABA from clinical ethical frameworks that already dominate ethics in ABA. Lastly\, to raise questions about using AI in ABA from alternative ethical frameworks uncommon to ethics in ABA (e.g.\, AI ethics\, technology ethics\, data ethics). In total\, we hope this presentation sparks proactive dialog around the ethical use of AI in ABA service delivery before we are required to have a reactionary conversation. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nDevelop a working understanding of what artificial intelligence is and how it is developed. \nIdentify how clinical ethics approaches common the applied behavior analysis are relevant for AI in ABA. \nIdentify how ethical approaches common to data ethics\, AI ethics\, and technology ethics are relevant for AI in ABA. \n\nPresenter Bio:\nDr. David J. Cox\, Ph.D.\, M.S.B.\, BCBA-D has worked within the behavioral health industry for 17 years. He began working in behavioral health by providing and then supervising Applied Behavior Analysis (ABA) programs for individuals with autism spectrum disorders. After 8 years of clinical work\, Dr. Cox went back to school to earn his PhD in Behavior Analysis from the University of Florida\, Post-Doctoral Training in Behavioral Pharmacology and Behavioral Economics from Johns Hopkins University School of Medicine\, and Post-Doctoral Training in Data Science from the Insight! Data Science program. Since 2014\, Dr. Cox’s research and applied work has focused on how to effectively leverage technology\, quantitative modeling\, and artificial intelligence to ethically optimize behavioral health outcomes and clinical decision-making. Based on his individual and collaborative work\, he has published over 45 peer-reviewed articles\, three books\, and over 150 presentations at scientific conferences. \n \n \n \n \n \n Yulema Cruz\, PhD\, BCBA-D: Ethical Visions: Navigating the Supervisory Compass \n Yulema Cruz\, PhD\, BCBA-DAssistant Teaching ProfessorDepartment of Applied PsychologyGraduate School of Applied and Professional Psychology (GSAPP)Rutgers University \nPresentation: Ethical Visions: Navigating the Supervisory Compass\nAbstract\nIn the field of applied behavior analysis\, effective mentoring and supervision play a pivotal role in shaping the ethical conduct and professional growth of behavior analysts. However\, the complexities and nuances of ethical decision-making in the supervisory context can pose significant challenges. This talk aims to explore ethical mentoring and supervision and provide behavior analysts with practical guidance for navigating the supervisory compass. During the session\, we will discuss the essential components of an ethical supervisory relationship. Furthermore\, we will explore potential ethical dilemmas that supervisors may encounter and provide strategies for effectively addressing these challenges. Participants will gain insights into promoting ethical decision-making skills among supervisees and encouraging critical thinking within the boundaries of ethical conduct. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\nAnalyze potential ethical dilemmas in the supervisory context.\nDevelop strategies for the effective resolution of ethical dilemmas.\nGain insight into strategies for fostering ethical decision-making skills among supervisees.\n\nPresenter Bio:\nDr. Yulema Cruz received a PhD in Education with a concentration in applied behavior analysis from Nova Southeastern University. She is also a Board Certified Behavior Analyst-Doctoral with over 20 years of experience in the field. Dr. Cruz is an Assistant Teaching Professor at Rutgers University. Her academic interests include ethics and supervision in ABA. She also teaches ABA courses in Spanish. Dr. Cruz is an ABA consultant\, supervisor\, speaker\, and author. She works in the development of supervision systems and the dissemination of ABA to other countries and languages. Dr. Cruz was elected to serve on the Florida Association for Behavior Analysis’ (FABA) board for over 6 years\, holding the positions of Member-At-Large\, President\, and co-chair of the Legislative and Public Policy Committee. She co-authored The Supervision Handbook: A Guide to Quality Fieldwork Experience and The Consulting Supervisor Handbook: Helping Newly Certified BCBAs Navigate Supervision\, among other publications. Dr. Cruz has also presented over 40 talks at regional and national conferences. As an ethics hotline consultant\, Dr. Cruz provides advice in the area of ethics in supervision. \n \n SCHEDULE\n \n Presenter Bios/Abstracts/CE Opportunities\n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits\, there is an additional testing process to be completed for asynchronous/home-study completion.) \n \nBACB®  ETHICS Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees must complete all six presentations in-person\, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. \nAPA Approved Sponsor \nPsychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees must complete all six presentations in-person\, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study\, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org. \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n Location - Endicott College\, Beverly\, MA and online\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly\, Massachusetts. \nFor In-Person:\nEvent Venue: Cleary Lecture Hall\, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map \nThe Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus\, you need to download and print out the parking permit for your vehicle. \nEnter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you. \nFor virtual attendance: \nThe Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference.  IF you do not receive\, email pa****@******or.org. \n  \n  \n \n  \n \n REGISTER\n \n \n \n \n \n Thank You to Our Gold Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsor\n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Bronze Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n SCHEDULE\n \n Presenter Bios/Abstracts/CE Opportunities\n \n REGISTER\n \n \n \n \n \n Invited Speakers\n \n \n \n \n \n \n Jomella Watson-Thompson\, PhDUniversity of Kansas \n \n \n \n \n Videsha Marya\, PhD\, BCBA-DEndicott College &\nVillage Autism Center \n \n \n \n \n Paul Gavoni\, EdD\, BCBAProfessional Crisis Management Association\nEndicott College \n \n \n \n \n Jessica Cauchi\, PhD\, BCBA-D\, CPBA-APAtlas Behaviour Consultation \n \n \n \n \n David J. Cox\, PhD\, MSB\, BCBA-DBehavioral Data Science Research Lab\nInstitute for Applied Behavioral Science \n \n \n \n \n Yulema Cruz\, PhD\, BCBA-DRutgers University \n SCHEDULE\n \n Presenter Bios/Abstracts/CE Opportunities URL:https://behavior.org/event/11th-annual-ethics-in-professional-practice-conference/ LOCATION:Endicott College Campus\, Beverly\, Massachusetts\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2022/08/Ethics2023-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=UTC:20220805T083000 DTEND;TZID=UTC:20220805T170000 DTSTAMP:20260507T232932 CREATED:20211012T191540Z LAST-MODIFIED:20220824T144656Z UID:14255-1659688200-1659718800@behavior.org SUMMARY:10th Annual ETHICS in Professional Practice Conference DESCRIPTION:The post-conference attendee verification process for continuing education has closed. Contact Rebekah Pavlik if you have any questions.\nIMPORTANT POST-CONFERENCE CONTINUING EDUCATION INFORMATION: \nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance. \nEach presentation had three (3) unique codes. You were instructed to capture the codes. You now need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered. \nPresentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Tuesday\, August 9. The deadline for completing the online evaluation and code quiz is Tuesday\, August 23. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org) \nThe Cambridge Center will process Certificates in two batches. One the week following the conference for those completing the process without home-study (August 9th am) and one after Tuesday\, August 23\, the deadline for home-study through recordings. \nStart the process with your evaluation of our conference: \nhttps://forms.gle/iTyo7VSUdNPVCLWP8 \nCHECK YOUR SCORE after completing the code quiz submission form. If you did not get all 6 correct\, you may edit your response. You need to get all six presentation codes correct to earn your continuing education certificate. \nDownload PDF with visual of the process \nDEADLINE: Tuesday\, August 23\, 2022 Midnight (EST) \n____________________________________ \n \n \n \n \n \n \n\nA one day conference featuring leaders in the fields of Psychology\, Business\, Autism and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. (9:00 am Start – 5:15 pm Finish – See Schedule) \nOf benefit to Behavior Analysts\, Psychologists\, Speech-Language Pathologists\, Teachers\, Special Education Providers\, School Administrators\, Students and Parents & Caregivers. \nSchedule \nPresenter Bios & Abstracts \n  \n\n\n \n \n \n \n \n \n \n Invited Presenters\n \n \n \n \n \n Patrick C. Friman\, PhD\, ABPP: No Such Thing as a Bad Boy: The Circumstances View of Problem Behavior\n Patrick C. Friman\, PhD\, ABPPDirectorBoys Town Center for Behavioral Health \nNo Such Thing as a Bad Boy:  The Circumstances View of Problem Behavior\nAbstract:\nFrom the beginning of recorded time human beings have assigned blame to persons who misbehave. The first prominent person to make an alternative case was Father Edward J. Flanagan\, the founder of Boys Town\, who proclaimed there was “no such thing as a bad boy\, only bad environment\, bad modeling\, and bad teaching”  in other words\, bad circumstances. This paper will refer to this perspective as the Circumstances View of problem behavior and anchor it as the foundational idea for the field of behavior analysis. This talk will discuss the origins of the Circumstances View\, the benefits that result from its adoption\, reasons why its adoption is not more widespread\, and suggestions for disseminating it more widely. Although this talk is not specifically focused on ethics\, it will include ethics relevant points. For example\, it will argue that superior ethical outcomes can be obtained by using prescriptions (i.e.\, what to do) rather than proscriptions (i.e.\, what not to do). \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe the similarities between the philosophies of father Edward J Flanagan and BF Skinner.\nDescribe at least three ways the circumstantial view of behavior improves difficult situations.\nDescribe at least three reasons why these circumstances view of behavior is not more widely used.\n\n\nPresenter Bio:\nDr. Patrick C. ​​F​riman received his Ph.D. from the University of Kansas. He is the current Vice ​President of ​Outpatient Behavioral Health Services and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. \nHe was formerly on the faculties of Johns Hopkins\, University of Pennsylvania\, and Creighton Schools of Medicine. He was also formerly the Director of the Clinical Psychology Program at University of Nevada as well as the Associate Chairman of the Department of Psychology. \nDr. Friman is the former Editor of the Journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He is also on the editorial boards of eight peer reviewed journals. He has published more than 180 scientific articles and chapters and three books. \nThe primary focus of his scientific and clinical work in is in the area of Behavioral Pediatrics and Behavioral Medicine. Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for ​children on one side\, and referral-based clinical child psychological and psychiatric care\, on the other. \nHe also specializes in consultation regarding workplace issues such as motivation\, dealing with difficult people\, change\, and pathways to success. As an example of the impact of his work\, following a publication on child sleep problems\, the American Medical Association ​invited him to headline a press conference in New York City where he was presented to the press by the Surgeon General of the United States. \n \n \n \n \n \n Barbara Heidenreich: We Belong Together. How Behavior Analysts and Animal Care Professionals Can Help Each Other Improve Welfare\n Barbara HeidenreichAdjunct Clinical InstructorTexas A&M UniversityVeterinary Medicine & Biological Sciences \nWe Belong Together. How Behavior Analysts and Animal Care Professionals Can Help Each Other Improve Welfare\nAbstract:\nContemporary animal training\, especially in the zoological community\, focuses on improving welfare by teaching animals to cooperate in medical care\, to participate in daily care\, and by addressing undesired behavior. Training desired responses is also a part of improving welfare of animals involved in conservation education programs\, scientific studies\, and conservation initiatives. There has been a heavy emphasis on practical application which has often led to excellent mechanics as well as creative applications. This can include exquisite shaping skills\, quick fading of prompts\, communication with organisms with which there is no shared verbal language\, and the development of innovative shaping plans. Animal caregivers also successfully establish behaviors through protective barriers and without physical contact when working with potentially dangerous animals. Additionally\, these are all applied with a wide variety of learners (from rabbits to rhinos). However\, this has often been accomplished without the benefit of literature review or without input from those with expertise in the field of behavior analysis. Recently\, as more collaborations and communications have transpired between behavior analysts and animal care professionals\, inspiring developments have occurred in the animal training industry. These include improved interventions to address undesired behaviors\, better understanding of behavior-change procedures\, clarifications of the learning processes\, and introductions to programs (such as the constructional approach) that can lead to improved practices. These are leading to significant changes in the animal training community. Animal trainers’ expertise in practical application and behavior analysts’ scientific rigor are informing each other in inspiring new ways that have the potential to advance welfare for many learners. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\n\nIdentify specific behavior change practices implemented by those working with animals that can potentially improve learner welfare. \n\n\nIdentify specific resources and/or developments in the field of behavior analysis that can potentially improve learner welfare\, especially for those working with animals. \n\n\nChoose at least one practice\, resource\, and/or development to further study\, implement\, or disseminate to facilitate the objective of advancing learner welfare. \n\n\n\nPresenter Bio:\nBarbara Heidenreich is an animal training consultant specializing in exotic animals. She consults worldwide working with zoos\, universities\, veterinary professionals\, and conservation projects. She has worked onsite with over 80 facilities in 27 countries. She is an adjunct instructor at Texas A & M University. She has authored two books and contributed to four veterinary textbooks. She is a co-author of two Fear Free® Avian Certification Courses. Much of her work focuses on training exotic species to cooperate in medical care. She operates the online education program www.AnimalTrainingFundamentals.com. This virtual learning program features award winning courses\, tracks to guide professional development\, verifiable badges to share and prove course completion\, community\, and more. Barbara is an advisor for the Animal Training Working Group and the Parrot Taxon Advisory Group for the European Association of Zoos and Aquariums. She has provided her expertise to conservation projects The Kakapo Recovery Program and The Borneo Orangutan Survival Foundation. She has a Bachelor of Science in zoology and has begun the journey towards a Master of Science in applied behavior analysis. Her goal is to leave behind a legacy of kindness to animals by sharing her expertise. \nYou can find her complete credentials at https://animaltrainingfundamentals.com \n \n \n \n \n \n Cody Morris\, PhD\, BCBA-D\, LBA: Toward an Understanding of Assent with Individuals with Communication Difficulties \n Cody Morris\, PhD\, BCBA-D\, LBAAssistant Professor\, Salve Regina University \nToward an Understanding of Assent with Individuals with Communication Difficulties\nAbstract:\nSeeking and obtaining assent from clients and research participants is an important component of behavior analytic practice and research. However\, typical assent procedures primarily rely on spoken and written communication\, which may not be feasible for individuals with significant communication difficulties. Thus\, practitioners serving individuals with autism spectrum disorder and related developmental disabilities who have limited communication abilities may need to utilize alternative methods for seeking assent. The purpose of this presentation is to introduce assent and related concepts\, discuss the importance of assent\, and propose practical strategies for obtaining assent with clients who cannot assent through traditional means. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe assent and the reason it is important.\nDescribe the critical components of assent.\nAdapt assent procedures to fit their client’s needs.\n\n\nPresenter Bio:\nDr. Cody Morris is an Assistant Professor\, Graduate Program Director of Behavior Analysis\, and Chair of the IRB at Salve Regina University. He earned his doctorate in Psychology: Behavior Analysis at Western Michigan University. \nThe overarching goal of Cody’s research and clinical focus is improving the practice of behavior analysis. To this end\, Cody’s research has two major concentrations. The first and primary concentration is improving assessment and treatment methodologies for severely challenging behavior in applied settings. The second concentration is addressing organizational issues related to the delivery of behavior analysis. \nCody has published works in prominent behavior analytic journals\, including the Journal of Applied Behavior Analysis\, Behavior Analysis in Practice\, and the Journal of Organizational Behavior Management. He has served as a Reviewer for multiple behavior analytic journals and a Guest Associate Editor for Perspectives on Behavior Science and Behavior Analysis in Practice. Currently\, Cody is the Director of the Executive Board for the Rhode Island Association for Behavior Analysis and the Executive Producer and Host of Behavior Analysis in Practice- The Podcast. \n \n \n \n \n \n Kimberly A. Schreck\, PhD\, BCBA-D: Navigating an Ethical\, Behavioral Worldview in Uncharted or Hazardous Waters\n Kimberly A. Schreck\, PhD. BCBA-DProfessor of PsychologySchool of Behavioral Sciences and EducationPenn State Harrisburg \nNavigating an Ethical\, Behavioral Worldview in Uncharted or Hazardous Waters\nAbstract: \nNavigating clinical ABA practice can be difficult with ongoing exposure to the variety of non-ABA interventions\, marketed and packaged ABA interventions\, and newly developed ABA applications. On their clinical journey\, behavior analysts may encounter hazardous situations (e.g.\, requests to use non-evidence based treatments within collaborative situations or surviving attacks against ABA) or unclear and uncharted waters (i.e.\, possibly appropriate and ethical\, but not yet scientifically supported treatments). Navigating these uncharted\, and possibly hazardous\, waters requires significant ethical knowledge and strategies. This presentation will provide participants with information about (a) how behavior analysts may be struggling within their clinical practices\, (b) the obstacles they may encounter resulting in ethical misdirection\, (c) ethical guidelines related to the necessity for scientific\, evidence-based clinical practice\, and (d) navigational strategies to lead them to ethical behavior. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nIdentify trends in behavior analysts’ use of evidence-based and non-evidence based treatments and obstacles to ethical behavior.\nIdentify the ethical guidelines related to using non-evidence and evidence-based treatments in behavior analysis practice.\nProvide strategies for navigating these uncharted and hazardous waters.\n\n\nPresenter Bio:\nDr. Kimberly Anne Schreck is a Professor of Psychology at Penn State Harrisburg.  She studied Psychology at Capital University in Bexley\, OH\, and earned her doctorate at The Ohio State University – specializing in intellectual and developmental disabilities. Dr. Schreck is a licensed Psychologist and a Board Certified Behavior Analyst-Doctoral Level.  After completion of her doctorate\, Dr. Schreck held a Pediatric Psychology Post-Doctoral Fellowship at the Nationwide Children’s Hospital in Columbus\, Ohio.   While there\, she specialized in assessment and treatment of children with intellectual and developmental disabilities and early intensive behavioral intervention in autism. \nDr. Schreck started as an Assistant Professor of Psychology at Penn State Harrisburg in 1999.  In her first two years at Penn State\, Dr. Schreck co-created the Applied Behavior Analysis Master’s degree at Penn State Harrisburg and served as the Professor in Charge of the program for approximately 13 years.  She also served as the first Chair of the Social Science and Psychology Division at Penn State Harrisburg. \nDr. Schreck’s clinical and research interests include ethical practices and evidence-based treatment\, autism (e.g.\, feeding and sleep)\, intellectual and developmental disabilities (e.g.\, MPS-IIIA)\, interventions for skill acquisition\, and children’s behavior issues. \nDr. Schreck has become increasingly interested in studying why people choose to use non-scientifically supported treatments. She and her students have studied influences on treatment choice such as media\, professional recommendations\, and colleague persuasion that may convince parents and professionals to use these treatments. Dr. Schreck has published over 30 articles\, reviews\, and portions of books and given 100s of presentations in the areas of her research interests. While serving on several editorial review boards and as a guest reviewer for a variety of psychology and behavior analysis journals\, Dr. Schreck also served as a past associate editor of Behavioral Interventions. \n \n \n \n \n \n TV Joe Layng\, PhD: Is There Such a “Thing” as Ethics? What a Contingency Analysis Suggests\n TV Joe Layng\, PhDGenerategy\, LLC andAdjunct Professor and Doctoral Advisor\, Endicott College \nIs There Such a “Thing” as Ethics? What a Contingency Analysis Suggests (A Joint Presentation with Dr. Andronis)\nAbstract:\nMuch of the discussion of ethics and ethical behavior begins with what may be referred to as ethical values and principles. Philosophers have wrestled with what precisely defines ethics. On one hand ethics has been viewed as the moral principles that govern a person’s behavior\, and on another it is the field of study which investigates moral behavior. Students taking ethics classes are often presented with “moral choice\,” situations such as the train diversion dilemma. Their arguments as to the course of action and the feelings that emerge become the focus of discussion. We suggest that ethics as a thing\, whether as a set of guiding principles or as a field of study\, does not exist. This is particularly true for arguments that ethics represent absolute good. Even so\, the attempt to act ethically lies at the base of every profession. As Wittgenstein said\, “Ethics so far as it springs from the desire to say something about the ultimate meaning of life\, the absolute good\, the absolute valuable\, can be no science. What it says does not add to our knowledge in any sense. But it is a document of a tendency in the human mind which I personally cannot help respecting deeply and I would not for my life ridicule it.” We propose that instead of describing what is or is not ethical\, we advocate examining the consequential contingencies responsible for creating and following codes of conduct\, their change over time\, and how conflicting contingencies can result in what might be described as conflicting ethical conduct. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nDescribe the role absolute goodness plays is in guiding ethical behavior.\n\nDescribe how consequential contingencies determine ethical guidelines and the implications of such guidance. \n\n\nDistinguish between apparent and genuine assent and the implications for analyzing the contingencies governing professional conduct. \n\n\n\nPresenter Bio:\nT. V. Joe Layng is a Fellow of the Association for Behavior Analysis International and was the 2020 recipient of the APA: Division 25 Fred S. Keller Behavioral Education Award. Joe has over 50 years of experience in the experimental and applied analysis of behavior with a particular focus on the design of teaching/learning environments. He earned a Ph.D. in Behavioral Sciences (biopsychology) at the University of Chicago. At Chicago\, working with pigeons\, he investigated animal models of psychopathology\, specifically the recurrence of pathological patterns (head-banging) as a function of normal behavioral processes. Also working with pigeons\, Joe collaborated with Paul Andronis and Israel Goldiamond on investigating the production of untrained recombinant\, complex symbolic repertoires in pigeons from simpler behavioral components\, a process they described as contingency adduction. Joe has extensive clinical behavior analysis experience with a focus on ambulatory schizophrenia\, especially the systemic as well as topical treatment of delusional speech and hallucinatory behavior. In 1984 he founded Enabling Technologies\, a software firm which was one of the first to use gamification to teach business software\, as well as an array of business products and advanced 3D modeling software. In the 1990s\, Joe was Director of Academic Support and then Dean at Malcolm X College in Chicago where he founded the award winning Personalized Curriculum Institute. In 1999\, he co-founded Headsprout where Joe led the scientific team that developed the technology that formed the basis of the company’s patented Early Reading and Reading Comprehension online reading programs used by millions of children\, for which he was the chief architect. Joe has spent the last several years mentoring students\, and interested investigators and practitioners in nonlinear contingency analysis. He has published over 50 articles or chapters\, a range of software applications\, coauthored a self-instruction book on Signal Detection Theory for behavior analysts and recently coauthored the book Nonlinear Contingency Analysis: Going Beyond Cognition and Behavior in Clinical Practice. Joe is currently a partner in Generategy\, LLC. \n \n \n \n \n \n Paul T. Andronis\, PhD: Is There Such a “Thing” as Ethics? What a Contingency Analysis Suggests\n Paul T. Andronis\, PhDEmeritus ProfessorDepartment of Psychological ScienceNorthern Michigan University \nIs There Such a “Thing” as Ethics? What a Contingency Analysis Suggests (A Joint Presentation with Dr. Layng)\nAbstract:\nMuch of the discussion of ethics and ethical behavior begins with what may be referred to as ethical values and principles. Philosophers have wrestled with what precisely defines ethics. On one hand ethics has been viewed as the moral principles that govern a person’s behavior\, and on another it is the field of study which investigates moral behavior. Students taking ethics classes are often presented with “moral choice\,” situations such as the train diversion dilemma. Their arguments as to the course of action and the feelings that emerge become the focus of discussion. We suggest that ethics as a thing\, whether as a set of guiding principles or as a field of study\, does not exist. This is particularly true for arguments that ethics represent absolute good. Even so\, the attempt to act ethically lies at the base of every profession. As Wittgenstein said\, “Ethics so far as it springs from the desire to say something about the ultimate meaning of life\, the absolute good\, the absolute valuable\, can be no science. What it says does not add to our knowledge in any sense. But it is a document of a tendency in the human mind which I personally cannot help respecting deeply and I would not for my life ridicule it.” We propose that instead of describing what is or is not ethical\, we advocate examining the consequential contingencies responsible for creating and following codes of conduct\, their change over time\, and how conflicting contingencies can result in what might be described as conflicting ethical conduct. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\n\nDescribe the role absolute goodness plays is in guiding ethical behavior. \n\n\nDescribe how consequential contingencies determine ethical guidelines and the implications of such guidance. \n\n\nDistinguish between apparent and genuine assent and the implications for analyzing the contingencies governing professional conduct.  \n\n\n\nPresenter Bio:\nPaul Andronis earned the B.S. and M.S. in Zoology at Western Illinois University\, and M.S. and Ph.D. in Biopsychology at The University of Chicago under the tutelage of Prof. Israel Goldiamond.  At Chicago\, he and Joe Layng collaborated on several projects\, including: experimental work with pigeons on contingencies of social behavior and on control of self-injurious behavior by positive reinforcement contingencies; a training program in behavior analysis for mental health workers at a State of Illinois mental health facility; and as Systems Analysts at the University of Illinois Medical Center in Chicago\, where they and a team of behavior analysts successfully implemented a hospital-wide computer information system.  Afterwards\, he\, Joe Layng\, and others from Goldiamond’s lab  founded a software company focused mainly on productivity products\, featuring advanced control-analysis strategies for user-testing with attention to the critical stimulus control relations involved.  He then completed a three-year USPHS Postdoctoral Research Fellowship in Psychiatry at The University of Chicago\, and concurrently held part-time appointments as Instructor in behavioral sciences departments at Chicago\, Northeastern Illinois University\, Roosevelt University\, and the Chicago School of Professional Psychology (where he received the Excellence in Teaching Award).  He was subsequently appointed full-time as Assistant Professor of Clinical Psychiatry at the Chicago Osteopathic Medical School where he established a new behavioral medicine program and trained psychiatry residents and interns in applications of behavioral contingency analysis to clinical problems.  Soon thereafter\, he was recruited back to the faculty of The University of Chicago\, with primary appointment as Assistant Professor of Clinical Psychiatry in Behavioral Medicine (Department of Psychiatry)\, and joint appointments in the Department of Medicine (Section on Gastroenterology)\, in the Committee on Biopsychology (Department of Behavioral Sciences)\, and in the College.  In Fall 1990\, he was hired by the Department of Psychology at Northern Michigan University (NMU)\, with primary responsibilities for teaching courses in experimental and applied behavior analysis\, training students in behavioral research and intervention\, and coordinating the Behavior Analysis concentration area\, for which after ten years he was awarded the NMU Distinguished Professor Award.  In addition to his teaching\, academic work\, and running his basic research (human\, pigeon\, and cockroach) laboratories at NMU\, he was also sought out for consultation by outside programs delivering treatment for children with autism\, adults with cognitive deficits and mental illnesses\, and by Headsprout\, Inc.\, a large software company specializing in online instructional programs.  After the sale of Headsprout\, Joe Layng and he then partnered in a new educational software company\, Generategy LLC\, and recently coauthored a book (with Awab Abdel-Jalil and Trent Codd) on nonlinear contingency analysis and Goldiamond’s Contructional Approach in clinical settings.  Professor Andronis retired last June after thirty years at NMU\, and was granted status as Professor Emeritus of Psychological Sciences. \n \n \n \n \n \n Patricia Wright\, PhD\, MPH: Working Upstream\n Patricia Wright\, PhD\, MPHExecutive DirectorProof Positive: Autism Wellbeing Alliance \nWorking Upstream\nAbstract:\nThe intent of applied behavior analysis (ABA) is to improve the human condition. There is an increasing call for ABA to expand its sphere of influence and address issues of societal importance. Working “upstream\,” addressing social determinants of health (SDoH)\, the conditions in which people are born\, grow\, live\, work\, and play)\, can answer this call. SDoH are frequently used as a framework to improve overall health and wellbeing at a global\, national\, and local level. Influencers such as the World Health Organization and Healthy People 2030 organize their interventions within the SDoH framework. This session will discuss SDoH and encourage the use of upstream interventions to address health disparities prevalent in marginalized populations including autistic individuals. \nLearning Objectives:\nAt the conclusion of this presentation\, participants will be able to: \n\n\nRecall categories of social determinants of health.\nCompare social determinants of health and the practice of applied behavior analysis and determine intersections.\nDiscuss the application of upstream intervention to the practice in applied behavior analysis.\n\n\nPresenter Bio:\nDr. Patricia Wright’s commitment to ensuring all individuals with autism have access to effective services and supports has guided her work for more than 35 years\, from her earliest responsibilities as a special educator\, to state and national-level program management. Specific examples of her advocacy include the management in the design of a statewide system of support for children with autism for the state of Hawaii\, several years as the National Director of Autism Services for Easter Seals\, her industry positions leveraging technology\, and her current role at Proof Positive\, spreading the science and skills of happiness. \nDr. Wright has held advisory roles for a number of professional associations and advocacy groups\, including the Organization for Autism Research’s Scientific Council\, the Executive Committee for the Friends of the Center for Disease Control and Prevention\, Board of Directors for the Association of Professional Behavior Analysts and the Autism Society Panel of Professional Advisors. She has been asked to provide expert testimony at Congressional Hearings and is a frequent contributor in the media\, raising awareness of effective intervention for those living with disabilities. \nDr. Wright completed her PhD and Master of Public Health from the University of Hawaii. Her research focuses on the delivery of evidence-based interventions in community-based settings and healthcare access for people with disabilities. \n \n \n \n \n \n Continuing Education Opportunities\n Continuing Education opportunities: \nBACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) \nThis is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits\, there is an additional testing process to be completed for asynchronous/home-study completion.) \n \nBACB®  ETHICS Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058 \nAttendees must complete all six presentations in-person\, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. \nAPA Approved Sponsor \nPsychology CE Credits (6.0 )*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. \nIn case of a complaint\, about Psychology CE Credits\, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org. \nAttendees must complete all six presentations in-person\, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study\, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org. \nIMPORTANT NOTES:\nFor BOTH In-Person and Virtual attendance\, we need to verify your attendance. \nEach presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference\, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered. \nThe link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Tuesday\, August 9. The deadline for completing the online evaluation and code quiz is Tuesday\, August 23. (If you are seeking Psychology CE Credits through home-study of recordings\, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org) \nThe Cambridge Center will process Certificates in two batches. One immediately following the conference for those completing the process without home-study and one after Tuesday\, August 23\, the deadline for home-study through recordings. \nStart the process with your evaluation of our conference: \nhttps://forms.gle/iTyo7VSUdNPVCLWP8 \n  \nIt is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \n \n \n \n \n \n Location - Endicott College\, Beverly\, MA and online\n This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly\, Massachusetts. \nFor In-Person:\nEvent Venue: Cleary Lecture Hall\, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map \nThe Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus\, you need to download and print out the parking permit for your vehicle. \nEnter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you. \nCOVID Related \nEndicott College is operating in accordance with state and local government requirements and is abiding by CDC recommendations regarding COVID-19. \nMasks are now optional on the Endicott campus regardless of vaccination status. Individuals are encouraged to do what they are comfortable with in regard to mask wearing and are asked to respect others. \nFor virtual attendance:\nThe Zoom meeting link and access information was from be**********@***il.com the week of the conference. And for those who didn’t open\, it was re-mailed from pa****@******or.org (Rebekah Pavlik). IF you did not receive\, email pa****@******or.org. \n  \n  \n \n  \n \n \n \n \n \n Thank You to Our Gold Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Thank You to Our Silver Sponsors\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Invited Speakers:\nSpeakers are subject to change. \n \n \n \n \n \n \n Patrick C. Friman\, PhD\, ABPPDirector\, Boys Town Center for Behavioral Health \n \n \n \n \n Barbara HeidenreichAdjunct Clinical Instructor\nTexas A&M University\nVeterinary Medicine & Biological Sciences \n \n \n \n \n \n Cody Morris\, PhD\, BCBA-D\, LBAAssistant Professor\, Salve Regina University\n \n \n \n \n \n Kimberly A. Schreck\, PhDProfessor of Psychology\nSchool of Behavioral Sciences and Education Penn State Harrisburg\n \n \n \n \n \n TV Joe LayngCE Course & Workshop Instructor\nABA Technologies\, Inc. \n \n \n \n \n Paul T. Andronis\, PhDEmeritus Professor\nDepartment of Psychological Science\nNorthern Michigan University \n \n \n \n \n Patricia Wright\, PhD\, MPHExecutive Director\nProof Positive: Autism Wellbeing Alliance URL:https://behavior.org/event/10th-annual-ethics-in-professional-practice-conference/ LOCATION:Endicott College Campus\, Beverly\, Massachusetts\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Conferences,Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2022/06/Ethics2022-EventListingSlider.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20200807 DTEND;VALUE=DATE:20200808 DTSTAMP:20260507T232932 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:20190802 DTEND;VALUE=DATE:20190803 DTSTAMP:20260507T232932 CREATED:20180905T205340Z LAST-MODIFIED:20230622T100242Z UID:6059-1564704000-1564790399@behavior.org SUMMARY:7th Annual Ethics in Professional Practice DESCRIPTION: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 SCHEDULE\n \n \n \n \n \n \nRegistration Fees (Subject to change)\n\n\nRegistration Type\n\nEarly Registration Ends 7/15/19*\n\n\nOnsite & After 7/15/19\n\n\n\nStudent/Non-professional\n\n$75\n\n\n$100\n\n\n\nProfessional\n\n$165\n\n\n$200\n\n\n\nProfessional Group (5 or more)\n\n$125\n\n\nn/a\n\n\n\n\nContinuing Education credits/units desired: $40 for Each Certificate requested. \nGroups: For groups of 15 or more registering\, we will offer a 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. 2. The Center will need all registration information prior to July 1\, 2019. \n\n\n\n\nREGISTER thru the CCBS Store. \n \n \n \n \n \n Presentations\n \n \n \n \n \n Richard M. Foxx\, PhD\, BCBA-D: "Behavior Analysis and the Legal System: Why Do You Think They Call it a Trial?"\n Behavior Analysis and the Legal System: Why Do You Think They Call it a Trial?\nReview PDF of Presentation\nAbstract:\nThis talk will focus on the legal issues as they pertain to the practice of behavior analysis. Topics covered include what it is like to be in a law suit\, the role of expert witnesses\, programmatic errors that can lead to law suits\, characteristics of bad therapy\, treatment provision errors\, junk science\, and the stakes in damage suits. \nLearning Objectives\nParticipants will be able to: \n\n\nIdentify the two parts of the discovery process in a legal case\nIdentify the U S Supreme Court decision on Expert Witnesses\nIdentify 4 treatment provision errors\n\n\nPresenter Bio:\nDr. Foxx is an Emeritus Professor of Psychology at Penn State University and Adjunct Professor of Pediatrics in the College of Medicine. He has written or co-edited 9 books. His latest book is Controversial Therapies for Autism and Intellectual Disabilities. He has written over 130 scientific publications\, made 13 training films\, given over 2700 talks\, and lectured in 17 foreign countries and 47 U. S. states.  He is on the editorial board of six journals. He is a Fellow in five divisions of the Psychological Association (APA)\, the American Psychological Society and The Association for Behavior Analysis- International (ABA-I). He was the President of ABA-I\, The Society for the Advancement of Behavior Analysis (SABA) and President of two APA Divisions. His awards include New York State ABA Lifetime Achievement and Significant Contributions to Behavior Analysis Awards\, Norwegian ABA honorary membership\, SABA Award for Effective Mass Media Presentation of Behavior Analysis\, The BABAT Murray Sidman Award\, APA Division 25 Applied Research Award \, the CALABA Contributor Award and the APA Life Achievement Award for Applied Research.  He cofounded the Pennsylvania Association for Behavior Analysis\, was its first President and serves as executive director. He was one of the founders of the Association of Professional Behavior Analysts. He has served as an expert witness in many court cases including 13 Federal Court\, two Canadian court and the U.S. Supreme Court. His book Toilet Training in Less than a Day has sold over two million copies and been translated into 14 languages. His training film\, “Harry” (the treatment of a self-abusive man)\, has won numerous cinematic awards. He has a international reputation as one of the leading experts in the treatment of severe behavior. \n \n \n \n \n \n Tara Fahmie\, PhD\, BCBA-D: Considering our Ethical Standards of Cultural Competence in the Design of Training for Parents and Professionals in Chennai\, India\n Considering our Ethical Standards of Cultural Competence in the Design of Training for Parents and Professionals in Chennai\, India\nReview PDF of Presentation\nAbstract:\nIn regions such as India\, where one-to-one behavior analytic intervention is not easily accessible\, parents and service providers may advocate for children with disabilities better if they have foundational training in the behavior analytic approach to problem behavior. In this presentation\, I will describe the development and evaluation of a training program delivered in Chennai\, India. The training program covered the basics of behavioral function and best practice recommendations for functional behavior assessment and intervention. Aspects of the training were influenced by the cultural norms\, beliefs\, values\, and practices of Chennai. Thus\, I will review evidence supporting our ethical standard of cultural competence and provide an organized framework for its application to international training efforts. Finally\, I will propose unique benefits and describe current limitations of a behavior analysis of cultural competence. \nLearning Objectives\nAttendees will: \n\n\nIdentify the BACB ethics codes relevant to cultural competency\nDescribe a framework for adapting training to various cultures\nSummarize the utility of a behavior analytic approach to cultural competence\n\n\nPresenter Bio:\nDr. Tara Fahmie is an associate professor in the department of psychology at California State University\, Northridge (CSUN). Dr. Fahmie earned her undergraduate degree in psychology from the University of Florida\, where she became inspired by the faculty to pursue a graduate degree in Behavior Analysis. She earned her masters degree from the University of Kansas\, under the mentorship of Dr. Gregory Hanley\, and her PhD from the University of Florida\, under the mentorship of Dr. Brian Iwata. Dr. Fahmie is a BCBA-D and has over 10 years of experience implementing behavior analysis with various populations in clinics\, schools\, and residential settings. Dr. Fahmie currently conducts research in several preschool classrooms and in collaboration with local and global autism agencies. She has published on the functional analysis of problem behavior and on the acquisition of social skills in young children. These two initial research interests have led to her emerging passion for research on the prevention of problem behavior. Dr. Fahmie also contributes to the field as a member of the editorial board of the Journal of Applied Behavior Analysis and as the membership chair of Division 25 of the American Psychological Association. \n \n \n \n \n \n Gregory Hanley\, PhD\, BCBA-D: The Ethics of Analysis: Prioritizing Safety and Dignity while Striving for Effectiveness \n The Ethics of Analysis: Prioritizing Safety and Dignity while Striving for Effectiveness\nAbstract:\nThe conduct of functional analyses with individuals who engage in severe problem behavior may be prohibited due to perceived risks associated with evoking severe problem behavior and the actual risks incurred when analyses are conducted without prioritizing safety and dignity.  Tactics for ensuring the safety and dignity of clients whose severe problem behavior is being analyzed will be reviewed first.  An evaluation of an enhanced choice model for minimizing risks during function-based treatments relying on differential reinforcement will then be described. The ethical implications of different decisions regarding how to conduct a functional analysis and develop treatments for severe problem behavior will be evident from this presentation. \nLearning Objectives:\nParticipants will be able to: \n\n\nIdentify five tactics that increase the odds of a safe and dignified analysis of severe problem behavior\nDescribe the characteristics of an enhanced choice model of treatment implementation for minimizing the likelihood of problem behavior escalation\n\n\nPresenter Bio:\n\n\n\n\n\n\nDr. Hanley has been applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities just under 30 years.  He worked and trained at the Kennedy Krieger Institute\, was degreed at the University of Florida\, was tenured at the University of Kansas\, and directed the Behavior Analysis Doctoral Program and Life Skills Clinic at Western New England University (WNEU). \nDr. Hanley has published over 100 book chapters and articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior\, teaching tactics for young children\, and evidence-based values.  Dr. Hanley is a Fellow of the American Psychological Association (Div. 25)\, past Associate Editor of The Behavior Analyst\, and past Editor of the Journal of Applied Behavior Analysis and of Behavior Analysis in Practice.  \nHe currently serves as a Research Professor at WNEU\, an Adjunct Professor of Psychiatry at the University of Massachusetts Medical School\, and CEO of FTF Behavioral\, an international training and consulting group based in Worcester Massachusetts.  This group of researcher-practitioners supports professionals attempting to create meaningful outcomes with practical functional assessment processes and skill-based treatments for addressing emerging and severe problem behavior\, intractable stereotypy\, food selectivity and mealtime problem behavior\, and sleep problems. \n\n\n\n\n\n\n \n \n \n \n \n Sarah Trautman-Eslinger\, MA\, BCBA: "Recovering from a Public PR and Ethical Disaster: Lessons Learned that You Won’t Get in an Ethics Class"\n Recovering from a Public PR and Ethical Disaster: Lessons Learned that You Won’t Get in an Ethics Class\nReview PDF of Presentation\nAbstract:\nThe California Association for Behavior Analysis (CalABA) was faced with an unprecedented PR and ethical crisis during its 2018 conference. The events that occurred and leadership shown by CalABA’s Board of Directors and Executive Director set the stage for a much broader conversation throughout Behavior Analysis regarding cultural humility\, how we behave towards each other and how we lead and respond to behavior observed in our community that is not consistent with our values as a field. During this presentation several models for ethical decision making will be discussed as well as current behavior analytic papers that deal with leadership and culture. \nLearning Objectives\nAttendees will be able to: \n\n\nDescribe and use at least 1 ethical decision-making model\nOperationally define culture as first defined by B.F. Skinner\nOperationally identify at least 3 behaviors associated with leadership according to OBM literature\n\n\nPresenter Bio:\n\n\n\n\n\n\nSarah knew that Applied Behavior Analysis was what she wanted to do for a career as an undergraduate at Gonzaga University. Sarah completed her Masters Degree in Special Education at San Francisco State University with an emphasis on vocational education for adults with developmental disabilities in 2001. Sarah became a Board Certified Behavior Analyst™ in 2004\, the same year she founded STE Consultants. In addition to her work at STE Consultants\, Sarah is very involved with practice management and public policy issues related to ABA services.  Sarah has led workshops and served on numerous panels at regional and national conferences focused on practitioner issues and health insurance reform. Sarah has guest lectured at San Francisco State University\, has trained special educators and behavior analysts internationally and frequently travels around the US to provide consultative support to ABA business owners. \nSarah is the President of the California Association for Behavior Analysis (CalABA) – www.calaba.org. Sarah is a founding board member of the Council of Autism Service Providers – www.casproviders.org. \n\n\n\n\n\n\n \n \n \n \n \n Shawn Quigley\, PhD\, BCBA-D: "Supporting Ethical Pre-Training Supervision: Review of a Pilot Project"\n Supporting Ethical Pre-Training Supervision: Review of a Pilot Project\nReview PDF of Presentation\nAbstract:\nScope of practice is a range of activities authorized for an entire profession based upon a credential or license (Brodhead\, Quigley\, & Wilczynski\, 2018). Scope of competence is a subset of practice activities defined by a professional based upon education\, training\, and supervised experiences BACB\, 2019a). As the number of and demand for behavior analysts continues to grow (BACB\, 2019b; Carr & Nosik\, 2017; Deochand & Fuqua\, 2016) there is an increased need for discussion regarding scope of competence and its relationship to training new behavior analysts. As stated by Carr & Nosik (2017)\, two-thirds of all behavior analysts have obtained the BCBA credential since 2011\, even though the credential has been available since 1999. Although much experience can be obtained prior to a credential (and likewise little experience might occur post credential)\, the recent growth of BCBAs indicates practitioners are young\, with limited breadth and depth of clinical experiences. The purpose of this paper is to describe and provide preliminary data for evaluating scope of competence in relation to supervising behavior analytic trainees. Specifically\, what is the relationship between supervisor evaluation of competence (i.e.\, content specific exams\, proof of training and experience\, and declaration of competence) with supervision outcomes (i.e.\, supervisee content specific pre / post exams\, accuracy of learning activities\, and supervisor social validity measure)? \nLearning Objectives\nAttendees will: \n\n\nState the definitions for scope of practice and scope of competence based upon Brodhead\, Quigley\, and Wylczynski (2018)\nDescribe how the Confidence and Competence Checklist (Brodhead\, Quigley\, & Wylcznski\, 2018) can support a professional in defining personal scope of competence\nDescribe the processes and outcomes of the Melmark BCBA supervision project\n\n\nPresenter Bio:\n\n\n\n\n\n\nShawn Quigley is the Senior Director of Clinical Services and Professional Development at Melmark\, PA. He earned his doctorate degree in Behavior Analysis at Western Michigan University. He completed a post-doctoral psychology fellowship with the University of New Mexico Medical Group The fellowship provided Dr. Quigley an opportunity to conduct diagnostic evaluations in an autism spectrum disorder (ASD) clinic\, support families and individuals with ASD\, and help build capacity for behavior analytic providers. Dr. Quigley has professional experiences in many capacities from direct care to administration across many different entities. He has had opportunities to manage a federally funded research grant; help develop county level mental health service systems for adults and children; help develop state regulatory guidelines for autism services; and direct the development of clinical and training practices. These experiences have provided a strong foundation for understanding service development\, regulatory requirements\, scope of competence issues\, resource allocation\, and service delivery. Dr. Quigley has supported the profession through service on editorial review boards; publishing research; being active with regional and national service groups; teaching at multiple universities; and volunteering as a subject matter expert for the Behavior Analyst Certification Board (BACB). \n\n\n\n\n\n\n \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D: The Ethical Imperative to Ensure Cultural Competence and Sensitivity among Behavior Analysts \n The Ethical Imperative to Ensure Cultural Competence and Sensitivity among Behavior Analysts\nReview PDF of Presentation\nAbstract:\nBehavior analysts are just beginning to operationally define cultural competence and sensitivity in service provision.  It is important for behavior analysts to understand the ways in which cultural variables broadly and specifically impact the development of collaborative relationships with families and in other professional contexts.  In this talk\, we will review how the Professional and Ethical and Compliance Code for Behavior Analysts guides practitioners in this important realm.  In addition\, the skills needed for successfully navigating these challenges will be discussed.  Implications for teaching\, training\, and supervision will be highlighted. \nLearning Objectives:\nParticipants will: \n\n\nIdentify relevant sections of the Code and the core skills necessary to provide culturally sensitive service provision\nIntroduced to the use of scenarios and tools to assist in training and supervising behavior analysts in this area\n\n\nPresenter Bio:\n\n\n\n\n\n\nMary Jane Weiss\, PhD\, BCBA-D is a Professor at Endicott College\, where she directs the Master’s Program in ABA and Autism. Dr. Weiss has worked in the field of ABA and Autism for almost 30 years. She received her PhD in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University\, where she served as Director of Research and Training and as Clinical Director. Her clinical and research interests center on defining best practice ABA techniques\, evaluating the impact of ABA in learners with autism\, teaching social skills to learners with autism\, training staff to be optimally effective at instruction\, and maximizing family members’ expertise and adaptation. \n\n\n\n\n\n\n \n \n \n \n \n Continuing Education Opportunities\n Psychology CE Credits (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) and BACB® Type II CEs. \nAn additional $40 fee is required for continuing education. \nAPA Approved Sponsor \nPsychology CE Credits (6.0): Orlando Behavior Health Services\, LLC is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Orlando Behavior Health Services\, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. Orlando Behavior Health Services\, LLC maintains responsibility for this program and its content. *Attendees must be present during the entire conference. \nBACB® CEs (6.0 ETHICS* CEs): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. \n*Dr. Shawn Quigley’s presentation qualifies for EITHER 1.0 ETHICS OR 1.0 SUPERVISION BACB® Type II CEs. Notify Rebekah Pavlik or note at registration desk on check-in\, which you would prefer. \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 \n Location - Important! New Auditorium \n NOTE: This year we will be in a different auditorium than previous years.\nEndicott College Campus – Rose Auditorium in the Walter Manninen Center for the Arts\nInteractive Map (Endicott College Campus) \nGeneral Directions to Endicott Campus \n \n \n \n \n \n \n \n \n Presented by\n \nCambridge Center for Behavioral Studies™ in cooperation with The Institute for Behavioral Studies\, Van Loan School at Endicott College. \n \n \nSpecial thanks to Orlando Behavior Health Services\, LLC and the University of West Florida\, Office of Applied Behavior Analysis for expanding our continuing education offerings. \n \n \n \n \n \n REGISTRATION NOW on ABAC\n \n \n \n \n \n \n \n REGISTRATION NOW on ABAC\n \n SCHEDULE\n \n \n \n \n \n \n \n \n Our Sponsor\n \nMelmark New England provides services to children with autism spectrum disordersin a clinically proficient environment of warmth\,care and respect.  \n \n \n \n REGISTRATION NOW on ABAC\n \n \n \n \n \n Invited Speakers:\n \n \n \n \n \n \n Richard M. Foxx\, PhD\, BCBA-DProfessor Emeritus of Psychology\nSchool of Behavioral Sciences and Education &\nAdjunct Professor of Pediatrics\nCollege of Medicine\nPennsylvania State University \n \n \n \n \n Tara Fahmie\, PhD\, BCBA-DTara Fahmie\, PhD\, BCBA-D\nAssociate Professor\nCalifornia State University\, Northridge\nCollege of Social & Behavioral Sciences\nDepartment of Psychology \n \n \n \n \n Gregory Hanley\, PhD\, BCBA-DProfessor & Director of the Behavior Analysis PhD Program &\nDirector\, Life Skills Clinic\nWestern New England University\n \n \n \n \n \n Sarah Trautman-Eslinger\, MA\, BCBAPresident & Founder\nSTE Consultants\, LLC \n \n \n \n \n Shawn Quigley\, PhD\, BCBA-DSenior Director of Clinical Services\nand Professional Development\nMelmark \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 \nWith opening remarks by: \n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DCambridge Center for Behavioral Studies™ URL:https://behavior.org/event/ethics-professional-practice-conference-2019/ LOCATION:Endicott College Campus – Rose Auditorium\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Ethics ATTACH;FMTTYPE=image/jpeg:https://behavior.org/wp-content/uploads/2019/02/PosterETHICS2019.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20180803T083000 DTEND;TZID=America/New_York:20180803T170000 DTSTAMP:20260507T232932 CREATED:20180718T005830Z LAST-MODIFIED:20200616T160518Z UID:5805-1533285000-1533315600@behavior.org SUMMARY:6th Annual Ethics in Professional Practice DESCRIPTION: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\n\nEarly Registration Ends 7/15/18*\n\n\nOnsite & After 7/15/18\n\n\n\nStudent/Non-professional\n\n$75\n\n\n$100\n\n\n\nProfessional\n\n$165\n\n\n$200\n\n\n\nProfessional Group (5 or more)\n\n$125\n\n\nn/a\n\n\n\nContinuing Education credits/units desired: $40 for Each Certificate requested. \nGroups: For groups of 10 or more registering\, we will offer a 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. 2. The Center will need all registration information prior to July 1\, 2018.\n\n\n\n \n \n \n \n \n Presentations\n \n \n \n \n \n Wayne Fuqua\, PhD\, BCBA-D\n Detecting and Trouble Shooting Treatment Failures:  An Important Ethical Obligation for Practitioners\n  \nDownload Presentation/Slides (PDF)\n\nEvidence-based practice (EBP) is a multi-component process in which practitioners select\, refine and deliver clinical services based on a) the best available scientific evidence\, b) unique client and contextual features\, c) training and competence of the practitioner\, d) ongoing clinical progress monitoring and decision making and e) early detection and trouble-shooting of treatment “failures.” \nIn addition to providing an overview of EBP principles as applied to ABA practice\, this presentation will provide guidance on how to define and detect treatment failures. It will also provide a recommended checklist for ABA practitioners on how to trouble shoot treatment failures. \nObjectives\nAttendees will: \n\nIdentify the essential features of evidence based practice and explain how this model can be incorporated into ABA practice\nDescribe what is a treatment failure and why is it important to develop strategies to detect and trouble shoot treatment failures\nSelect and use behavioral data and visual displays to monitor clinical progress\nDescribe a recommended sequence of strategies to detect and trouble shoot treatment failures\n\nPresenter Bio:\nDr. Wayne Fuqua earned his Ph.D. at the University of Florida.  He is currently a Professor of Psychology at Western Michigan University where he chaired the Psychology Department for 14 years.  He teaches graduate level courses in behavioral research methods\, ethics\, behavioral approaches to treatment and health psychology.  He also mentors graduate students in Clinical Psychology and Behavior Analysis.  He conducts research across a range of areas including health psychology\, ethics\, and developmental disabilities.  A Fellow of the Association for Behavior Analysis\, Dr. Fuqua has published numerous peer-reviewed articles and book chapters and has over 150 presentations at national and regional conferences.  He has collaborated with researchers from WMU’s Sociology and Philosophy Departments on two NSF-funded projects on research ethics.  He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum disorders and other developmental and physical disabilities.  He is a member of the Michigan Autism Council\, a group that is charged with implementing and evaluating a state-wide plan to improve the quality and availability of autism services in the State of Michigan.  He was recently honored with a Distinguished Service Award from Western Michigan University. \n \n \n \n \n \n Peter F. Gerhardt\, EdD\n The Seven Dimensions of Applied Behavior Analysis: Adult Outcomes in ASD and the Roots of Behavior Analytic Practice\nDownload Presentation/Slides (PDF)\n\nBaer\, Wolf and Risley (1968)\, noted that competently applied behavior analytic interventions should result in strong\, socially important\, and generalizable outcomes which\, in the case of autism intervention\, should mean positive adult outcomes in ASD. Unfortunately\, despite an emphasis on evidence-based intervention in ASD\, adult outcomes remain poor “for almost any outcome you choose.” (Roux\, et al\, 2015\, p. 8).  While there may be several reasons for such continued poor outcomes\, the potential for the science of Applied Behavior Analysis to support more positive adult outcomes has yet to be fully explored or realized despite\, seemingly\, being well within our reach. Using Baer\, Wolf and Risley’s (1968) Some Current Dimensions of Applied Behavior Analysis as the basis for the discussion\, this presentation will provide an overview as to the extent to which ABA-based intervention can be seen as congruent with The Dimensions\, where there appears to be some divergence\, and the impact of both on achieving strong\, socially important outcomes in ASD. \nObjectives:\n\nDiscuss the current adult outcome research in ASD\nIdentify a minimum of 3 common practices that have little\, if any\, empirical support in the literature\nDiscuss the importance of socially important outcomes and social validity with reference to ABA-based intervention\nDiscuss the extent to which framing long term intervention goals in terms of the 7 Dimensions is both appropriate and necessary if behavior analysts are effectively address the current discrepancy between individual potential and outcome for adults with ASD\n\nPresenter Bio:\nDr. Wayne Fuqua earned his PhD at the University of Florida.  He is currently a Professor of Psychology at Western Michigan University where he chaired the Psychology Department for 14 years.  He teaches graduate level courses in behavioral research methods\, ethics\, behavioral approaches to treatment and health psychology.  He also mentors graduate students in Clinical Psychology and Behavior Analysis.  He conducts research across a range of areas including health psychology\, ethics\, and developmental disabilities.  A Fellow of the Association for Behavior Analysis\, Dr. Fuqua has published numerous peer-reviewed articles and book chapters and has over 150 presentations at national and regional conferences.  He has collaborated with researchers from WMU’s Sociology and Philosophy Departments on two NSF-funded projects on research ethics.  He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum disorders and other developmental and physical disabilities.  He is a member of the Michigan Autism Council\, a group that is charged with implementing and evaluating a state-wide plan to improve the quality and availability of autism services in the State of Michigan.  He was recently honored with a Distinguished Service Award from Western Michigan University. \n \n \n \n \n \n Justin Leaf\, PhD\, BCBA-D\n Avoiding Pseudoscientific and Non-Evidence Based Procedures Like Social Thinking® and Social Stories™: Making Correct Ethical Decisions\nDownload PDF of Dr. Leaf’s Presentation\n\n  \nThere are a multitude of social skills interventions propagated for individuals diagnosed with autism spectrum disorder (ASD). Most of these interventions have limited empirical evidence demonstrating their effectiveness\, fail to meet the standards of evidenced based practices (EBPs)\, and are pseudo- or anti-scientific. Two of these procedures that are commonly implemented at Social Thinking® and Social Stories™. The purpose of this talk is to provide an overview of what constitutes EBPs and evaluate common interventions with respect to these standards. Additionally\, we will evaluate if Social Thinking® and Social Stories™ meet the standards of evidence based practice and empirically supported procedures. Third\, we will provide the audience with alternatives that are grounded in science\, that have empirical support\, and which would be considered an evidence-based practice. Throughout\, we will discuss the roles of adhering to ethics when selecting and implementing interventions for individuals diagnosed with autism spectrum disorder. \nObjectives\n\nThe attendees will identify the components that constitute evidence based practices\nThe attendees will identify how the ethical code should guide our decisions in selecting interventions for individuals diagnosed with autism spectrum disorder\nThe attendees will identify three ways how Social Thinking® and Social Stories™ are inconsistent with our ethical code\n\nPresenter Bio:\nJustin Leaf\, PhD\, is the Director of Research and Training for Autism Partnership Foundation. Justin received his doctorate degree in Behavioral Psychology from the Department of Applied Behavioral Science at the University of Kansas. Currently\, Justin leads the research team at Autism Partnership Foundation\, which conducts research nationally and internationally. His research interests include examining methods to improve social behaviors for children and adolescents with autism and developing friendships\, comparing different teaching methodologies\, evaluating parameters of reinforcement\, and evaluating long-term outcomes for individuals diagnosed with autism. Justin has over 60 publications in either peer-reviewed journals\, books\, or book chapters and has presented at both national and international professional conferences and invited events. Justin is an Associate Editor for Review Journal of Autism and Developmental Disorders. Justin also serves or has served on the editorial board for the Journal of Applied Behavior Analysis\, Education and Training in Autism and Developmental Disabilities\, and the Journal of Autism and Developmental Disorders. \n \n \n \n \n \n Terry J. Page\, PhD\, BCBA-D\n Ethical Considerations in Treating Severe Behavior Problems\nDownload Presentation/Slides (PDF)\n\nMany individuals with intellectual and developmental disabilities exhibit unwanted behaviors.  Noncompliance\, verbal outbursts\, aggression\, self-injury\, property destruction\, and general agitation can pose significant problems.  These behaviors can be difficult to understand\, and can pose a threat to programming\, as well as integration into community settings. Providers of school\, residential and day program services may find it difficult to effectively serve some individuals with serious behavior problems because of potential threats to other individuals and staff.  This presentation will discuss the ethical considerations that must be addressed by any provider attempting to serve individuals with severe behavior problems. After discussing basic precepts that inform a fundamental approach to assessing and treating behavior problems\, the following areas that pose ethical concerns will be discussed: systemic issues\, prerequisite issues\, due process issues\, intervention issues\, safeguard issues\, quality control issues\, and experimental issues. \nObjectives\n\nParticipants will identify three basic precepts that inform an approach to treating severe behavior problems\nParticipants will identify fundamental prerequisite conditions that must be in place to assess and treat severe behavior problems\nParticipants will describe due process protections\, and intervention pitfalls that constitute ethical issues\nParticipants will describe safeguards\, quality control\, and experimental considerations\, and systemic considerations\n\nPresenter Bio:\nTerry Page received a Ph.D. in psychology from Western Michigan University. He has held faculty appointments at the Johns Hopkins University School of Medicine and Temple University\, was Distinguished Visiting Professor for the U.S. Air Force\, and has guest lectured at the University of Pennsylvania. \nDr. Page’s work in developmental disabilities and brain injury has spanned the spectrum from neurobehavioral stabilization to supported community programs. In addition to directing programs and conducting research in these areas\, he has developed staff training and management strategies\, and served as a program consultant. \nIn addition to publications in clinical journals\, Dr. Page has authored book chapters\, and presented hundreds of addresses at professional conferences. He has been Associate Editor of the Journal of Applied Behavior Analysis\, and served on the editorial boards of Education and Treatment of Children and Behavioral Medicine Abstracts. He is currently on the editorial board of Behavioral Interventions.   He is a founding member of the American Academy for Certification of Brain Injury Specialists\, created in conjunction with the Brain Injury Association of America. He also served on the New Jersey Governor’s Advisory Council on Traumatic Brain Injury. \n \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\n Individual and Organizational Strategies to Increase Ethical Adherence\nDownload Presentation/Slides (PDF)\nAbstract\nEthics is an essential element of the individual and organizational practice of behavior analysis.  Common vulnerabilities for individual practitioners include dual relationships\, abandonment\, practicing outside the scope of practice\, and the use of non-evidence-based interventions.  For organizations\, issues of consent\, confidentiality\, testimonials\, and gifts are often areas in which violations occur. Strategies to enhance individual and organizational compliance with the code will be highlighted\, with a focus on both preventative approaches and reactive strategies that reduce future vulnerability. \nObjectives\n\nParticipants will identify common individual and organizational ethical challenges\nParticipants will identify strategies that individuals and organizations can use to ensure adherence to the code\nParticipants will review ideas for developing rubrics\, policies\, and systems for increasing individual professional/ethical conduct and for maximizing organizational ethical performance\n\nPresenter Bio:\nMary Jane Weiss\, PhD\, BCBA-D is a Professor at Endicott College\, where she directs the Master’s Program in ABA and Autism. Dr. Weiss has worked in the field of ABA and Autism for almost 30 years. She received her PhD in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University\, where she served as Director of Research and Training and as Clinical Director. Her clinical and research interests center on defining best practice ABA techniques\, evaluating the impact of ABA in learners with autism\, teaching social skills to learners with autism\, training staff to be optimally effective at instruction\, and maximizing family members’ expertise and adaptation. \n  \n \n \n \n \n \n Interactive Presenter Panel Discussion\n How Organizations Can Assist Practitioners\nAbstract\nThe panel will discuss common areas of vulnerability and some strategies that panel members have used to assess ethics violations\, intervene in ethically charged situations\, and prevent future occurrences and reduce vulnerability to risk. \nObjectives\n\nParticipants will be able to review common strategies that may be used by individuals and organizations to assess and intervene in ethically charged situations\nParticipants will learn from the presentation of multiple strategies associated with common errors\nParticipants will become familiar with several proactive strategies to reduce risk in the context of service provision\n\nPanel Moderator Bio:\nMary Jane Weiss\, PhD\, BCBA-D is a Professor at Endicott College\, where she directs the Master’s Program in ABA and Autism. Dr. Weiss has worked in the field of ABA and Autism for almost 30 years. She received her PhD in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University\, where she served as Director of Research and Training and as Clinical Director. Her clinical and research interests center on defining best practice ABA techniques\, evaluating the impact of ABA in learners with autism\, teaching social skills to learners with autism\, training staff to be optimally effective at instruction\, and maximizing family members’ expertise and adaptation. \n  \n \n \n \n \n \n Continuing Education Opportunities\n Psychology (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) and BACB® CEs. \nAn additional $40 fee is required for continuing education. \nAPA Approved Sponsor \nPsychology CE Credits (6.0): Orlando Behavior Health Services\, LLC is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Orlando Behavior Health Services\, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. Orlando Behavior Health Services\, LLC maintains responsibility for this program and its content. *Attendees must be present during the entire conference. \nBACB® CEs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. \n*It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \nContinuing Education Opportunities (Download PDF) \n \n \n \n \n \n Location - Important! New Auditorium \n NOTE: This year we will be in a different auditorium than previous years.\nKlebanoff Auditorium\, Endicott College Campus \nEndicott College Campus – Klebanoff Auditorium in the Lobby of the Gerrish School of Business/Judge Science Center\nInteractive Map (Endicott College Campus) \nGeneral Directions to Endicott Campus \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 Orlando Behavior Health Services\, LLC 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 \n \n REGISTRATION NOW on ABAC\n \n \n \n \n \n Schedule (Download PDF)  \n \n \n \n \n \n Presenters:\n \n \n \n \n \n \n Peter F. Gerhardt\, EdDPeter F. Gerhardt\, EdD \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 Terry J. Page\, PhD\, BCBA-DConsultant\, Bancroft \n \n \n \n \n Justin Leaf\, PhD\, BCBA-DDirector of Research\nAutism Partnership Foundation \n \n \n \n \n Wayne Fuqua\, PhD\, BCBA-DDepartment of Psychology\, Western Michigan University \n \n \n \n \n With opening remarks by: \n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DCambridge Center for Behavioral Studies™ URL:https://behavior.org/event/ethics-professional-practice-conference-2/ LOCATION:Endicott College Campus – Rose Auditorium\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Ethics END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20180803T083000 DTEND;TZID=America/New_York:20180803T170000 DTSTAMP:20260507T232933 CREATED:20180510T225557Z LAST-MODIFIED:20200616T160518Z UID:4589-1533285000-1533315600@behavior.org SUMMARY:6th Annual Ethics in Professional Practice DESCRIPTION: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\n\nEarly Registration Ends 7/15/18*\n\n\nOnsite & After 7/15/18\n\n\n\nStudent/Non-professional\n\n$75\n\n\n$100\n\n\n\nProfessional\n\n$165\n\n\n$200\n\n\n\nProfessional Group (5 or more)\n\n$125\n\n\nn/a\n\n\n\nContinuing Education credits/units desired: $40 for Each Certificate requested. \nGroups: For groups of 10 or more registering\, we will offer a 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. 2. The Center will need all registration information prior to July 1\, 2018.\n\n\n\n \n \n \n \n \n Presentations\n \n \n \n \n \n Wayne Fuqua\, PhD\, BCBA-D\n Detecting and Trouble Shooting Treatment Failures:  An Important Ethical Obligation for Practitioners\nDownload PDF of Dr. Fuqua’s Presentation\n\n  \nAbstract\nEvidence-based practice (EBP) is a multi-component process in which practitioners select\, refine and deliver clinical services based on a) the best available scientific evidence\, b) unique client and contextual features\, c) training and competence of the practitioner\, d) ongoing clinical progress monitoring and decision making and e) early detection and trouble-shooting of treatment “failures.” \nIn addition to providing an overview of EBP principles as applied to ABA practice\, this presentation will provide guidance on how to define and detect treatment failures. It will also provide a recommended checklist for ABA practitioners on how to trouble shoot treatment failures. \nObjectives\nAttendees will: \n\nIdentify the essential features of evidence based practice and explain how this model can be incorporated into ABA practice\nDescribe what is a treatment failure and why is it important to develop strategies to detect and trouble shoot treatment failures\nSelect and use behavioral data and visual displays to monitor clinical progress\nDescribe a recommended sequence of strategies to detect and trouble shoot treatment failures\n\nPresenter Bio:\nDr. Wayne Fuqua earned his Ph.D. at the University of Florida.  He is currently a Professor of Psychology at Western Michigan University where he chaired the Psychology Department for 14 years.  He teaches graduate level courses in behavioral research methods\, ethics\, behavioral approaches to treatment and health psychology.  He also mentors graduate students in Clinical Psychology and Behavior Analysis.  He conducts research across a range of areas including health psychology\, ethics\, and developmental disabilities.  A Fellow of the Association for Behavior Analysis\, Dr. Fuqua has published numerous peer-reviewed articles and book chapters and has over 150 presentations at national and regional conferences.  He has collaborated with researchers from WMU’s Sociology and Philosophy Departments on two NSF-funded projects on research ethics.  He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum disorders and other developmental and physical disabilities.  He is a member of the Michigan Autism Council\, a group that is charged with implementing and evaluating a state-wide plan to improve the quality and availability of autism services in the State of Michigan.  He was recently honored with a Distinguished Service Award from Western Michigan University. \n \n \n \n \n \n Peter F. Gerhardt\, EdD\n The Seven Dimensions of Applied Behavior Analysis: Adult Outcomes in ASD and the Roots of Behavior Analytic Practice\nDownload PDF of Dr. Gerhardt’s Presentation\n\n  \nAbstract\nBaer\, Wolf and Risley (1968)\, noted that competently applied behavior analytic interventions should result in strong\, socially important\, and generalizable outcomes which\, in the case of autism intervention\, should mean positive adult outcomes in ASD. Unfortunately\, despite an emphasis on evidence-based intervention in ASD\, adult outcomes remain poor “for almost any outcome you choose.” (Roux\, et al\, 2015\, p. 8).  While there may be several reasons for such continued poor outcomes\, the potential for the science of Applied Behavior Analysis to support more positive adult outcomes has yet to be fully explored or realized despite\, seemingly\, being well within our reach. Using Baer\, Wolf and Risley’s (1968) Some Current Dimensions of Applied Behavior Analysis as the basis for the discussion\, this presentation will provide an overview as to the extent to which ABA-based intervention can be seen as congruent with The Dimensions\, where there appears to be some divergence\, and the impact of both on achieving strong\, socially important outcomes in ASD. \nObjectives:\n\nDiscuss the current adult outcome research in ASD\nIdentify a minimum of 3 common practices that have little\, if any\, empirical support in the literature\nDiscuss the importance of socially important outcomes and social validity with reference to ABA-based intervention\nDiscuss the extent to which framing long term intervention goals in terms of the 7 Dimensions is both appropriate and necessary if behavior analysts are effectively address the current discrepancy between individual potential and outcome for adults with ASD\n\nPresenter Bio:\nDr. Wayne Fuqua earned his PhD at the University of Florida.  He is currently a Professor of Psychology at Western Michigan University where he chaired the Psychology Department for 14 years.  He teaches graduate level courses in behavioral research methods\, ethics\, behavioral approaches to treatment and health psychology.  He also mentors graduate students in Clinical Psychology and Behavior Analysis.  He conducts research across a range of areas including health psychology\, ethics\, and developmental disabilities.  A Fellow of the Association for Behavior Analysis\, Dr. Fuqua has published numerous peer-reviewed articles and book chapters and has over 150 presentations at national and regional conferences.  He has collaborated with researchers from WMU’s Sociology and Philosophy Departments on two NSF-funded projects on research ethics.  He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum disorders and other developmental and physical disabilities.  He is a member of the Michigan Autism Council\, a group that is charged with implementing and evaluating a state-wide plan to improve the quality and availability of autism services in the State of Michigan.  He was recently honored with a Distinguished Service Award from Western Michigan University. \n \n \n \n \n \n Justin Leaf\, PhD\, BCBA-D\n Avoiding Pseudoscientific and Non-Evidence Based Procedures Like Social Thinking® and Social Stories™: Making Correct Ethical Decisions\nDownload PDF of Dr. Leaf’s Presentation\n\n  \nAbstract\nThere are a multitude of social skills interventions propagated for individuals diagnosed with autism spectrum disorder (ASD). Most of these interventions have limited empirical evidence demonstrating their effectiveness\, fail to meet the standards of evidenced based practices (EBPs)\, and are pseudo- or anti-scientific. Two of these procedures that are commonly implemented at Social Thinking® and Social Stories™. The purpose of this talk is to provide an overview of what constitutes EBPs and evaluate common interventions with respect to these standards. Additionally\, we will evaluate if Social Thinking® and Social Stories™ meet the standards of evidence based practice and empirically supported procedures. Third\, we will provide the audience with alternatives that are grounded in science\, that have empirical support\, and which would be considered an evidence-based practice. Throughout\, we will discuss the roles of adhering to ethics when selecting and implementing interventions for individuals diagnosed with autism spectrum disorder. \nObjectives\n\nThe attendees will identify the components that constitute evidence based practices\nThe attendees will identify how the ethical code should guide our decisions in selecting interventions for individuals diagnosed with autism spectrum disorder\nThe attendees will identify three ways how Social Thinking® and Social Stories™ are inconsistent with our ethical code\n\nPresenter Bio:\nJustin Leaf\, PhD\, is the Director of Research and Training for Autism Partnership Foundation. Justin received his doctorate degree in Behavioral Psychology from the Department of Applied Behavioral Science at the University of Kansas. Currently\, Justin leads the research team at Autism Partnership Foundation\, which conducts research nationally and internationally. His research interests include examining methods to improve social behaviors for children and adolescents with autism and developing friendships\, comparing different teaching methodologies\, evaluating parameters of reinforcement\, and evaluating long-term outcomes for individuals diagnosed with autism. Justin has over 60 publications in either peer-reviewed journals\, books\, or book chapters and has presented at both national and international professional conferences and invited events. Justin is an Associate Editor for Review Journal of Autism and Developmental Disorders. Justin also serves or has served on the editorial board for the Journal of Applied Behavior Analysis\, Education and Training in Autism and Developmental Disabilities\, and the Journal of Autism and Developmental Disorders. \n \n \n \n \n \n Terry J. Page\, PhD\, BCBA-D\n Ethical Considerations in Treating Severe Behavior Problems\nDownload PDF of Dr. Page’s Presentation\n\n  \nAbstract\nMany individuals with intellectual and developmental disabilities exhibit unwanted behaviors.  Noncompliance\, verbal outbursts\, aggression\, self-injury\, property destruction\, and general agitation can pose significant problems.  These behaviors can be difficult to understand\, and can pose a threat to programming\, as well as integration into community settings. Providers of school\, residential and day program services may find it difficult to effectively serve some individuals with serious behavior problems because of potential threats to other individuals and staff.  This presentation will discuss the ethical considerations that must be addressed by any provider attempting to serve individuals with severe behavior problems. After discussing basic precepts that inform a fundamental approach to assessing and treating behavior problems\, the following areas that pose ethical concerns will be discussed: systemic issues\, prerequisite issues\, due process issues\, intervention issues\, safeguard issues\, quality control issues\, and experimental issues. \nObjectives\n\nParticipants will identify three basic precepts that inform an approach to treating severe behavior problems\nParticipants will identify fundamental prerequisite conditions that must be in place to assess and treat severe behavior problems\nParticipants will describe due process protections\, and intervention pitfalls that constitute ethical issues\nParticipants will describe safeguards\, quality control\, and experimental considerations\, and systemic considerations\n\nPresenter Bio:\nTerry Page received a Ph.D. in psychology from Western Michigan University. He has held faculty appointments at the Johns Hopkins University School of Medicine and Temple University\, was Distinguished Visiting Professor for the U.S. Air Force\, and has guest lectured at the University of Pennsylvania. \nDr. Page’s work in developmental disabilities and brain injury has spanned the spectrum from neurobehavioral stabilization to supported community programs. In addition to directing programs and conducting research in these areas\, he has developed staff training and management strategies\, and served as a program consultant. \nIn addition to publications in clinical journals\, Dr. Page has authored book chapters\, and presented hundreds of addresses at professional conferences. He has been Associate Editor of the Journal of Applied Behavior Analysis\, and served on the editorial boards of Education and Treatment of Children and Behavioral Medicine Abstracts. He is currently on the editorial board of Behavioral Interventions.   He is a founding member of the American Academy for Certification of Brain Injury Specialists\, created in conjunction with the Brain Injury Association of America. He also served on the New Jersey Governor’s Advisory Council on Traumatic Brain Injury. \n \n \n \n \n \n Mary Jane Weiss\, PhD\, BCBA-D\n Individual and Organizational Strategies to Increase Ethical Adherence\nDownload PDF of Dr. Weiss’s Presentation\n\n  \nAbstract\nEthics is an essential element of the individual and organizational practice of behavior analysis.  Common vulnerabilities for individual practitioners include dual relationships\, abandonment\, practicing outside the scope of practice\, and the use of non-evidence-based interventions.  For organizations\, issues of consent\, confidentiality\, testimonials\, and gifts are often areas in which violations occur. Strategies to enhance individual and organizational compliance with the code will be highlighted\, with a focus on both preventative approaches and reactive strategies that reduce future vulnerability. \nObjectives\n\nParticipants will identify common individual and organizational ethical challenges\nParticipants will identify strategies that individuals and organizations can use to ensure adherence to the code\nParticipants will review ideas for developing rubrics\, policies\, and systems for increasing individual professional/ethical conduct and for maximizing organizational ethical performance\n\nPresenter Bio:\nMary Jane Weiss\, PhD\, BCBA-D is a Professor at Endicott College\, where she directs the Master’s Program in ABA and Autism. Dr. Weiss has worked in the field of ABA and Autism for almost 30 years. She received her PhD in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University\, where she served as Director of Research and Training and as Clinical Director. Her clinical and research interests center on defining best practice ABA techniques\, evaluating the impact of ABA in learners with autism\, teaching social skills to learners with autism\, training staff to be optimally effective at instruction\, and maximizing family members’ expertise and adaptation. \n  \n \n \n \n \n \n Interactive Presenter Panel Discussion\n How Organizations Can Assist Practitioners\nAbstract\nThe panel will discuss common areas of vulnerability and some strategies that panel members have used to assess ethics violations\, intervene in ethically charged situations\, and prevent future occurrences and reduce vulnerability to risk. \nObjectives\n\nParticipants will be able to review common strategies that may be used by individuals and organizations to assess and intervene in ethically charged situations\nParticipants will learn from the presentation of multiple strategies associated with common errors\nParticipants will become familiar with several proactive strategies to reduce risk in the context of service provision\n\nPanel Moderator Bio:\nMary Jane Weiss\, PhD\, BCBA-D is a Professor at Endicott College\, where she directs the Master’s Program in ABA and Autism. Dr. Weiss has worked in the field of ABA and Autism for almost 30 years. She received her PhD in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University\, where she served as Director of Research and Training and as Clinical Director. Her clinical and research interests center on defining best practice ABA techniques\, evaluating the impact of ABA in learners with autism\, teaching social skills to learners with autism\, training staff to be optimally effective at instruction\, and maximizing family members’ expertise and adaptation. \n  \n \n \n \n \n \n Continuing Education Opportunities\n Psychology (Includes Licensed psychologists\, school psychologists\, and EdDs/educational psychologists) and BACB® CEs. \nAn additional $40 fee is required for continuing education. \nAPA Approved Sponsor \nPsychology CE Credits (6.0): Orlando Behavior Health Services\, LLC is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Orlando Behavior Health Services\, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. Orlando Behavior Health Services\, LLC maintains responsibility for this program and its content. *Attendees must be present during the entire conference. \nBACB® CEs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. \n*It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings. \nContinuing Education Opportunities (Download PDF) \n \n \n \n \n \n Location - Important! New Auditorium \n NOTE: This year we will be in a different auditorium than previous years.\nKlebanoff Auditorium\, Endicott College Campus \nEndicott College Campus – Klebanoff Auditorium in the Lobby of the Gerrish School of Business/Judge Science Center\nInteractive Map (Endicott College Campus) \nGeneral Directions to Endicott Campus \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 Orlando Behavior Health Services\, LLC 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 \n \n REGISTRATION NOW on ABAC\n \n \n \n \n \n Schedule (Download PDF)  \n \n \n \n \n \n Presenters:\n \n \n \n \n \n \n Peter F. Gerhardt\, EdDPeter F. Gerhardt\, EdD \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 Terry J. Page\, PhD\, BCBA-DConsultant\, Bancroft \n \n \n \n \n Justin Leaf\, PhD\, BCBA-DDirector of Research\nAutism Partnership Foundation \n \n \n \n \n Wayne Fuqua\, PhD\, BCBA-DDepartment of Psychology\, Western Michigan University \n \n \n \n \n With opening remarks by: \n \n \n \n \n \n \n Rob Holdsambeck\, EdD\, LCP\, BCBA-DCambridge Center for Behavioral Studies™ URL:https://behavior.org/event/ethics-professional-practice-conference/ LOCATION:Endicott College Campus – Klebanoff Auditorium. Lobby of the Gerrish School of Business/Judge Science Center\, 376 Hale Street\, Beverly\, MA\, 01915\, United States CATEGORIES:Ethics END:VEVENT END:VCALENDAR